On 24 January 2017, I had conducted a macro teaching session for a year 4 reading

skill class. It is one part of the assignment for the subject Planning and Teaching for Learning.
I was in the same group with Nur Afiqa binti Abdul Halim. After some discussion, we decided
to choose the lesson plan which focused on reading skill. The topic that the we emphasized
during the macro teaching is Spending Wisely under the theme World of Knowledge. The
stage that I had chosen for the macro teaching is the set induction, pre-reading and closure
stage. Meanwhile, Afiqa did the while-reading and post-reading stages. Before the macro
teaching started, one feedback form was being given to a peer and two feedback forms to the
lecturers so that they could evaluate the teaching.

The teaching aids that had been chosen for set induction is a set of word cards and
the activity that had been carried out in the stage was the introduction to a few words such as
Discount, Sale, 50% Off and YES! The teaching aids chosen was very effective during the
macro teaching as the pupils were interested to talk about the word cards. They also eager
to answer the meaning of the words given. In the pre-reading stage, I had introduced two new
words, which are “penny” and “sneakers”. Those words were introduced earlier in order for
the pupils to be familiarised with the meaning and usage of the words. In the closure stage,
each pupil was given a word search task sheet and they looked for the words that were related
to shopping. I concluded the lesson with the recap of the new words that had been learnt.

Based on the feedback given by the peer, I was able to arouse pupils’ interest towards
the learning by using simple word cards. She also stated that I managed to deliver clear
instruction and include everybody in the lesson. I also giving praises for pupils’ participation.
Apart from that, the lecturers also gave some feedback for the macro teaching. The strength
in the macro teaching was I have a good voice projection and enjoy the teaching session as I
showed confidence in managing my class during the teaching and learning process even
though appeared a bit nervous. Then, I responded well to the pupils’ contributions during the
lesson and able to engage pupils’ participation in the lesson. I also have a good way to attract
the pupils with the good and clear voice modulation as there was an immediate engagement
of pupils in the lesson in the macro teaching.

However, I also have weaknesses in the macro teaching. The way I posted the
questions to the pupils was a bit lacking because I called out names first instead of posting
the questions. According to Nasreen Hussain (2003), the questioning procedure begun with
asking the question clearly and concisely, followed by pausing so that everyone has time to
think, and continue by call on the learner by name to answer the questions. Apart from that, I
did not explain about the new words, such as “penny” and “sneakers” in details. I should give
example like pictures to describe about those words. I also need to explain why the word
“penny” were used instead of cents and why “sneakers” were used instead of sport shoes so
that the pupils will understand it in depth. I also did not able to manage the closure timing
properly. I need to adhere to the time so that the lesson will not be dragging.

In conclusion, the macro teaching gives the me confidence in teaching because I was
able to experience conducting a lesson in a class. Besides, the reactions given by the pupils
were good and it made me as a teacher felt happy and enjoyed teaching them. However, I
needs to improve myself to be a much better teacher and hope that I will be able to become a
better teacher after having many experiences in teaching.
References
Nasreen Hussain. (2003). Helping EFL/ESL Students by Asking Quality Questions. The
Internet TESL Journal.