1. Describe the teaching approach and methodology the teacher has used. Provide evidence from the lesson.

Anthony as cited by J.C. Richard and T.S. Rodgers (2001) states that teaching approach is set of correlative assumptions dealing with the nature of language teaching and learning. Meanwhile, methods are overall plan for the orderly presentation of language material and all of which is based upon the selected approach. The teacher has used an eclectic approaches and methods in her lesson plan. There are two approaches utilized by the teacher. First, the Oral Approach is used as the teacher asks a student to tell a short story in the introduction of the lesson. Based on the characteristic of Oral Approach as suggested by Richards and Rodgers (2001) students begin the lesson with the spoken form of the language. Subsequently, in the developmental level teacher explains orally about the setting, place, time and characters of a story. This is parallel with one of the features of Oral Approach whereby points to be learned are presented orally first. By explaining the content of the lesson orally will help the students to understand the content better and they can ask for clarifications from the teacher if they do not understand any points presented. The second approach used by the teacher is the Structural Approach. According to J. McDonough and C. Shaw (1993) Structural Approach takes care of the fact that learning of a language is a habit formation process. Here a lot of drill work is given to the learners. The students are given a lot of practice in listening, speaking, reading and writing. In the lesson, the teacher drills the students through the activities. She jumbled up the events in the story in stage 2 and in while writing stage.

The methods employed by the teacher also consist of eclectic methodology. There are a few features of certain methodologies detected throughout the lesson plan. Community Language Learning (CLL) method is used in the introduction. In the lesson the teacher informs the students that today they are going to write a story. This is one of the elements of CLL. Harmer (2001) asserts that CLL method sees any new learning experience can be threatening to students. Therefore, when students have an idea of what will happen in the lesson, they often feel more secure and students learn best when they feel secure. Therefore, by informing the students that they are going to write a story will enable the students to feel less stressed as they know what is their task of the day is. The second method used by the teacher is Grammar Translation Method (GTM). Harmer (2001) states that one of the criteria of GTM is students learn grammar deductively. Grammar rules are presented with examples. Students unconsciously memorize the rules. Teacher asks students to apply the rules to other examples once they understand the rules. The teacher teaches grammar explicitly to the students which is the cohesive devices in stage 2 (Step 6 and 7). The teacher gives examples and then asks the students to make their own sentences and to write it down in their exercise books. Therefore, the teacher teaches grammar explicitly so that students will know the rules correctly. 2. Discuss two of the teachers assumptions about language teaching. Provide evidence from the lesson. The teacher assumes that in language teaching errors should be corrected immediately. Teacher is the authority in the classroom. Therefore, she believes it is

important for students to get the correct answer. The teacher corrects students errors where necessary in stage 2 (step 8) and at the Post Writing stage. Teacher corrects the errors so that students do not repeat the same mistake again and they should know the correct answers. The second assumption is that students come to classroom with a wealth of schemas or prior knowledge for a wide variety of concepts. Walberg (1977) notes that students posses a great deal of real world prior knowledge. As they learn, they add to their prior knowledge and associate what they are learning with the knowledge. In this lesson the teacher believes that students have the prior knowledge of reading stories on moral values and the knowledge can be used in language teaching. The teacher believes that students would have read stories with moral values in their primary school. Therefore, these believe is utilized by asking students to tell a story and by instructing them to unscramble the events of stories that are given by the teacher. 3. Discuss two of the teachers assumptions about her students language ability. Provide evidence from the lesson. The teacher assumes that the students have the language ability to produce spoken language without giving any input. She believes the students are able to talk about the stories that they have read without giving any help in form of teaching instructions. During the introduction and development stage the teacher asks students to tell a story. Here it shows that she believes her students have the ability to talk about a story without giving any input.

The lesson is organized in developmental way. First, she explains about the activity. Next, she asks the students to arrange the events of the story and then she gives another story to the students and they carry out the same task again. Therefore, the teacher believes that by reinforcing the same activity students will be able to master the skills of the activity. This shows that she believe that her students are weak and therefore by repeating the same activity the learning will be internalized and the students will be able to arrange events of a story in future .

4. Prepare an oral communication activity to replace the Post Writing activity the teacher has prepared. Incorporate five communicative criteria in this activity. The activity that I have created is entitled Complete Fables. Students are grouped in pairs. Each pair is given 2 task sheets, task sheet A and B. Student with task sheet A should not show his or her task sheet to student B and vice versa. Students have to ask questions and answer to each other in order to complete the task sheet. This activity incorporate seven communicative criteria but only five is discussed here. The first criterion is the information gap. Student with task sheet A has some information that student with task sheet B do not have and student with task sheet B has some information that student with task sheet A do not have. They have to ask and answer each other in order to close the gap of information that they have. The second criterion is communicative purpose. The students need to communicate in order to complete the task sheets given. The information gap in the

activity induces the students to communicate so that they can complete the task sheets given. Therefore, it creates a purpose for communication. The third is content not form criteria. While the students are doing the activity they must concentrate on what they are saying and not how they are saying it. In another word, they must focus on getting the information from each other rather than focusing on the form of the language. The form of the language is not given any importance. The fourth is no teacher intervention criterion. The activity is designed to be done by the students themselves without the intervention from the teacher. The activity does not involve teacher correcting or evaluating how the students do the activity. The teacher only need to evaluate the final product that is the task sheets completed by the students to see whether they have achieved the communicate purpose of the activity. The last criterion is no materials control. The activity is designed in such a way that it does not control the language produce by the students. Students are free to use the language while interacting with one another. For example when student with task sheet A asks questions to complete the task sheet, it involves many structures. Student A: Can you name the story that has the lion in it? What is title of the story with the lion in it? Is there a story that has a lion as the character? The example above shows how different structures can be used to ask about the same point. By incorporating all the five criteria the activity has the ability to be communicative in nature.

References Harmer,J (2001). The practice of English language teaching. Harlow: Pearson Education Limited. McDonough, J and Shaw, C (1993). Materials and methods in ELT: A teachers guide. Oxford: Blackwell Publishing Ltd. Richards, J.C. and Rodgers, T.S (2001). Approaches and methods in language teaching. New York: Cambridge University Press.