Reflection on Microteaching This is a piece of reflection of my microteaching in an LTE Monday afternoon class where T taught “yet and already” to my classmates, Having mulled over the running of all teaching activities, I subsequently find some points to reconsider for my own betterment in teaching English grammar, especially to the students sitting in general English (GE) classes. Despite some drawbacks, I also find some merits, which are worth retaining in teaching grammar, such as the one, which is concemed with rule discovery. ‘The first impressive part of my microteaching is the high level of practicality in giving instructions before handing out materials in each activity. In this sense, Ur (1991) claims that the students will not be distracted by the materials and will listen to the teacher’s instruction with full attention. This has given rise to effective practise activities, the essence of other stages of the lesson such as ‘grammar in context, grammar focus, controlled practice and communicative practice. Another activity I have found quite satisfactory is my movement around from one group to another, which I could deal with individual students regarding the tasks they were going. For example, during the reading activity in grammar-in-context stage, I could illustrate the instruction for one pair of the students, who did not know well what to do with the task. Most importantly, I have found that the use of “inductive” approach really works. For example, in the first activity I got the students to read an article full of target grammar structures, known as grammar in context. This input proces \g activity enables the students to link grammatical forms to their meanings or functions. The students were then asked to complete a short summary of the target grammatical structure. It is noticeable that they could work out the rules with salient input presented in bold. It is also noticeable that the understanding of the target rules became more intensified through the use of the explicit instruction of the grammar structure followed by examples focusing on the meanings and uses of the structure, which enable the students to confidently use the target point in the practice or production stage. Despite some rewarding outcomes to be reflected from my microteaching, I have found some drawbacks in the whole course of the teaching. As commented by Tamzen, the observer, my lesson could have been better if I have included the picture(s) of people having parties in the first activity leading in to the reading task. This would have given the students a fresher start. Another comment by one of the participants was that I (the teacher) should have given the worksheet to the students