APPL600: English Language Teaching Report Analysis

This report provides a comprehensive analysis of an English Language Teaching (ELT) lesson focused on teaching pronunciation to class four students. The report details the meticulous planning and preparation phase, including the selection of appropriate materials like a laptop and projector, and the creation of a lesson plan. It explores the teacher's use of verbal and nonverbal cues, including a 70:30 teacher-student talk ratio, and the implementation of various methodologies such as Total Physical Response (TPR), direct method, and structural approach to cater to different learning styles and ensure effective class management. The report also discusses the class arrangement, the use of a public address system, and the importance of interactive lessons. The success of the lesson is highlighted through student feedback and a reflection on the teacher's growth in confidence and experience. The report concludes by emphasizing the significance of diverse teaching methodologies and materials in achieving ELT objectives.

Running head: ENGLISH LANGUAGE TEACHING
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English Language Teaching Report
Name
Professor
Course
Date

ENGLISH LANGUAGE TEACHING 2
English Language Teaching Report
Introduction
English language teaching (ELT) process requires that the teacher employ various
techniques that will make the learners grasp what they are being taught as the tutors achieve their
objectives of the lesson. It is recommended that the teachers make the required lesson
preparations well enough using the right materials and equipment that would act as aids of
teaching. These preparations are meant to ensure that the lesson is carried out smoothly and in
the easiest way possible meaning that the learners understand well, what the teacher is
communicating (Walker, 2010). Besides having enough materials and equipment, the teachers
need to employ the right teaching procedures that include the use of proper language and
communication strategies. The teachers need to have good speaking and listening skills that they
need to transfer to the learners in the process of teaching (Hall, 2017). The teachers also need to
have good masterly of the English language that makes them pronounce words correctly during
the lesson to avoid confusing the learners. This paper intends to analyze an ELT lesson regarding
the preparations, materials used and methodologies applied in ensuring that the lesson was
successful.
Planning and preparation
During the ELT lesson preparation was done before the actual implementation of the
lesson. The process involved making sure that the right materials and equipment are collected
and made ready for the lesson. The first aspect to prepare for was identifying the class for the
lesson. This was important before selecting the lesson topic to be taught. Different classes or
levels have different topics. My class involved in the lesson was class four and the lesson

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involved teaching them on pronunciation of vowel sounds. This is a very important topic as the
learners need to know how vowel sounds are pronounced in different settings to avoid confusion
(Ur, 2012). A lesson plan was prepared that included the teaching aids and materials, the
targeted level of learners and the methodologies to be applied. Early preparation helped set
everything under control to ensure than no time is wasted during the lesson. The lesson plan also
indicated the total time for the lesson and the mode of assessment to evaluate what the students
had learned. The class was also arranged before the time for the lesson in that the writing board
was set, the equipment such as laptop, projector and general class arrangement. This ensured that
the teacher would not waste time in finding for any of the materials in case of need (Tomlinson,
2011). The teacher also set up the lesson teaching procedure that included such aspects as
whether the class would be group or individual targeted. This included the arrangement of the
class in relation to the lesson. The class needed to be set in such a way that all students would be
able to see and hear well as the teacher was teaching. The class has a public address system that
ensures that the teacher can be heard well by all students. The writing board had to be installed
high enough for all the students to see what the teacher was writing down (Chick, 2015). The
projector helped focus the content being taught to the white wall for the learners to follow as the
teacher was teaching.
Teacher talk
This involved planning about the ratio of teacher and student talk. There are different
ways the teacher can arrange for the talk methodology (Cook, 2010). Teacher-student talk ratio
can be made such that the teacher dominates the lesson and the learners just listen and make
notes as the teacher explains. It can also be the other way round where the students keep asking
questions and the teacher answers them. It can also be an interactive lesson whereby the ratio of

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talk is 50:50 meaning that the lesson is interactive. However, the case for the lesson was 70: 30.
The teacher had to talk most of the time in trying to explain about the lesson to the students. The
teacher had to introduce new topic and in this case since the learners knew less about it, they had
to keep most of the time listening. However, they had to chip in when necessary to answer to few
queries that the teacher directed to them. This helped explain the lesson well to the learners using
teaching aids as supporters to have the class understand what was being taught (Braine, 2013). In
most of the time, the teacher had to demonstrate on key issues to make the learners understand
well. During the talking, the teacher ensured that he applied the best of verbal and nonverbal
cues that ensured that learners grasped exactly what the teacher intended them to absorb.
Implementation
Various methodology were applied during the ELT that helped in ensuring that the
various aspects of the lesson. The methodologies differ based on the type and level of education
(Burns, 2009). They need to take care of the various types of learners in the class such as fast and
slow learners, dump and deaf students, or those of other languages in class. In my case, the
learners were all above average and no dump or deaf or other language students. In this case, the
pace of learning was moderate to ensure that learners could follow what was being taught. One
of the methods applied included the total physical response (TPR) which involved learning
through doing. At some instant the teacher had to make the students stand up on a free area and
help them learn through doing. He made them follow instructional demonstration of the key
aspects of the lesson or topic (Kabilan, 2017). This happened for about one and half minutes
before they went back to their seats and the teacher elaborated about the concept further. The
teacher was part of the demonstration but let the students do it themselves through instruction.
This method helps the learners to grasp the idea by doing it and later relating the actions to the

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lesson. It is hard for students to forget the ideas learnt as they can remember the actions well.
The other method used was the direct method of teaching. The method focused on teaching about
English language using vocabulary. The teacher had to demonstrate how the vowel sounds in the
English language sound or are pronounced and made the learners pronounce them. The teacher
wrote key concepts on the board to explain the points further. This methodology was important
in that it helped take the learners through half of the lesson before switching to the TPR method
(Farrell, 2012). The structural approach method was also applied to ensure that the rules of
teaching English language were applied. This was key in ensuring that what should be taught
first comes before the other one. For instance, learners need to know about vowels and their
sounds before they are taught how they are pronounced in different words or situations.
Class management
The teacher had to ensure that the right arrangement of the class was done for the learners
to understand aspects or concepts well. The class was interactive and the teacher dominated the
lesson so this meant that the lesson applied general arrangement without paring or working in
groups. Each of the learners had to follow the lesson as the teacher explained facts on the board
or demonstrated through the use of verbal and nonverbal cues (Bygate, Skehan, & Swain, 2013).
The reason is that new concepts were being taught and this meant that the teacher needed full
attention from each of the student before allowing them to work on groups or in pairs. This
process ensured that individual learners absorbed ideas though at different rates but the teacher
would evaluate them after and determine whether pairing or group discussions would help
explain the concepts further (Harwood, 2010). Single target of students enabled the teacher to
first introduce the lesson and identify what individual students know about the lesson.
Reflection and future impact

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The class was highly successful as noted from the acknowledgement of the learners.
Through the lesson recap session, students demonstrated having well understood the topic. The
success of the lesson was important to me as a teacher especially in future since it is a good show
that I will be a good teacher. I gained confidence and experience in the process that rids any fear
off me as I stand in front of students and teach. This will lead to success of the lessons and the
learners as well.
Conclusion
The English learning teaching process required various teaching methodologies and
materials or equipment to make it successful. This involved preparing the lesson well using
lesson plan and schemes of work that enabled set the right content for the lesson besides the
objectives to be achieved at the end of the lesson. The lesson applied various methodologies such
as the direct method and the total physical response to make the content understandable to the
learners. The other supportive method was the structure method that helped the teacher to apply
the right rules of ELT. The three methodologies helped to ensure that the teacher achieved the
objectives of the lesson. They involved the use of both verbal and nonverbal cues to explain
concepts by dominating the lesson in a ratio of 70:30. This was before taking them through a
demonstrative part of the lesson for emphasis.

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References
Braine, G. (2013). Non-native educators in English language teaching. Routledge.
Burns, A. (2009). Doing action research in English language teaching: A guide for
practitioners. Routledge.
Bygate, M., Skehan, P., & Swain, M. (2013). Researching pedagogic tasks: Second language
learning, teaching, and testing. Routledge.
Chick, M. (2015). The education of language teachers: instruction or conversation?. Elt
Journal, 69(3), 297-307.
Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford
University Press.
Farrell, T.S.C. (2012). Developing exercises and activities to teach reading strategies, in
Planning lessons for a reading class, SEAMEO Regional Language Centre, Singapore,
pp. 24-31,
Hall, G. (2017). Exploring English language teaching: Language in action. Routledge.
Harwood, N. (Ed.). (2010). English language teaching materials. Ernst Klett Sprachen.
Kabilan, M. K. (2017). English language teachers reflecting on reflections: A Malaysian
experience. TESOL quarterly, 41(4), 681-705.
Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University
Press.
Ur, P. (2012). A course in English language teaching. Cambridge University Press.
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca (Vol. 345). Oxford:
Oxford University Press.

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