Micro Teaching Report
My Lesson Plan for Micro Teaching
In order to prepare ourselves for the teaching practice in the first term. We have our first micro-teaching classes on October 11 and 18. The details are as follows:
The Task
Choose a unit from New Welcome to English 5A, and plan the first period on this unit. Then teach the lesson to your peers, imagining that they are P.5 students.
Teaching Time
You will have 13 to 26 minutes. Although a normal lesson in a primary school lasts between 30 to 35 minutes, your try-out lesson with your peers will progress much faster.
Assessment Weighting
The micro-teaching lesson itself is worth 70% of your first tutorial unit, DEP5123. (Note that DEP5123 is worth 1 credit unit, and the other task for this unit is the mini lesson.)
Videotaping
Bring a videotape to class and have your try-out lesson videotaped. You will need the tape for the post-lesson self-evaluation.
Lesson Plan
You will need to write a lesson plan for your try-out lesson. The lesson plan should not be more than 2 pages in length. Submit your lesson plan to the tutor on October 26.
Worksheets/Handouts/Cassette tape/Cassette player
A cassette player will be available for your use on the days of the try-out lessons. There is a cassette tape which accompanies the coursebook. If you need to copy the relevant tape section from the original tape, please let me know in advance. If you will use handouts or worksheets (this is optional) during your lesson, please make the copies yourself.
Self-Evaluation
You will watch the video-recording afterwards and evaluate your own teaching (as you do for the mini lesson). Procedures for the self-evaluation will be provided on another handout.
Tutor Assessment
The tutor will be present at the micro-teaching session and grade the try-out lesson on:
teaching skills (80%) (communication skills, classroom language, questioning, giving instructions, explanation, etc.)
Contribution to Portfolio
The lesson plan together with the self-evaluation will count for 40% of Part Three (My Teaching) of the Portfolio.
| Subject: | English |
| Grade Level: | P.5 |
| Amount of Students: | 4 |
| Student Background: | Learning motives (high); Level (medium) |
| Objectives: | 1. Students are able to remember weather words like: bright lightning, loud thunder, white snow, a fierce storm, grey sky, etc. 2. Students are able to make their guesses by asking "Is it...?" and answer by saying "Yes, it is.../No, it is not..." 3. Students are able to produce sentences in this structure: In (a season), there is (a kind of weather) in (a country). |
| Teaching Procedures: | 1. Introduction of different kinds of weather. 2. Guessing game: "What kind of weather is it?" 3. Matching. 4. Sentence making: "In (a season), there is (a kind of weather) in (a country)." |
| Course Materials: | Chapter 3, New Welcome to English 5A; flash cards; slides; worksheets. |
| Time | Teaching Procedure | Teaching Aids |
| 4 mins. | 1. Teacher revises the vocabularies of four seasons and countries with the class. 2. Teacher introduces different kinds of weather to students by using pictures. |
Coursebook; flash cards. |
| 5 mins. | 1. Students break themselves into two groups. 2. Each group picks up a piece of paper containing a kind of weather. 3. Each group takes turns to make a guess and demonstrate the weather they picked up by all methods except directly telling the answers to their classmates. 4. Teacher asks students to make the guess and answer in the sentence structures of "is it...?" and "Yes, it is.../No, it is not..." respectively. |
Pieces of paper containing different kinds of weather taught in this period. |
| 3 mins. | 1. Teacher distributes matching worksheets. 2. Teacher asks students to work out the answers on a slide and checks the answers. |
A slide. |
| 3 mins. | 1. Teacher chooses a kind of weather from the slide. 2. Teacher asks students to produce sentences by using the weather chosen and the sentence structure of "In (a season), there is (a weather) in (a country)." 3. Teacher asks students to do Activity B of the coursebook and make three sentences using the sentence structure above as their homework. |
A slide; coursebook |
My Reflection on My Performance during Micro-Teaching
As I had a good sleep that night, I found myself less nervous during the lesson, although my dressing made me feel, somehow, uneasy. I found that I have a rather surprising improvement in my presentation skills during micro-teaching when compared with that in the mini-lesson before. Because I am not very nervous, my command of English was improved and became more fluent than before. Since I have been well prepared for the lesson, my use of English words was rather simple and short, which ensured that my students understood most of my instructions, if not all. As usual, I spoke in a suitable speed so that students could listen to me without much difficulties.
I think, however, that I can project my voice still further and have different kinds of tone when giving instructions so as to arouse my students' attention.
2. Non-verbal Skills
Instead of standing at the same spot, I walked from one corner to another and I also tried to look at all students in the classroom, so that students from all corners felt like they were paid attention to. As usual, I used suitable amount of gestures to help presenting my ideas.
3. Overall Image
When I watched my performance through the video tape, I was made surprised by my confidence during the lesson, I even do not believe my eyes! How wonderful if I could keep this confidence even when I become a teacher! Apart from being confident, I found that I remained quite friendly and created a harmonious class atmosphere that helped to make students at ease and enjoy their lesson.
Overall, I am very satisfied about my performance in this micro-teaching class. My objectives of teaching can be fully achieved as students can produce sentences with different kinds of weather and the sentence structures I set for them. My classmates also expressed their preference towards the guessing game, as it aroused their attention and let them learn English in an interesting way. How encouraging! I hope that I can also perform well when I have my teaching practice and when I become a real teacher later.