Critical Report and Reflection of Micro Teaching Lessons

This report provides a critical evaluation and reflection of micro teaching lessons, focusing on the teaching methodology, objectives, rationale, and scope. It discusses the use of the Grammar Translation Method (GTM) and the Communicative Language Teaching (CLT) approach. The report also explores the effectiveness of the direct method in teaching vocabulary and concepts. Overall, it aims to provide insights into improving teaching techniques and enhancing language learning outcomes.

Critical Report and Reflection of MicroCritical Report and Reflection of Micro
Teaching LessonsTeaching Lessons

Table of Contents
Introduction......................................................................................................................................1
Micro Teaching Session 1................................................................................................................1
Part 1 Evaluation of micro-teaching session 1.................................................................................1
Objective.....................................................................................................................................1
Rationale.....................................................................................................................................2
Scope...........................................................................................................................................2
GTM............................................................................................................................................2
GTM with CLT...........................................................................................................................4
Part 2 Teaching methodology of the vocabulary lesson-the action verbs.......................................5
Evaluation of the teaching in Lesson 1.......................................................................................5
Motivation stage..........................................................................................................................7
Presentation stage........................................................................................................................7
Part 2 Evaluation of micro-teaching session 2 ................................................................................1
Language focus...........................................................................................................................1
Part 1 Evaluation of micro-teaching session 1.................................................................................1
Objective.....................................................................................................................................1
Rationale.....................................................................................................................................2
Summary of learning objectives..................................................................................................3
Appropriateness for the selection of authentic materials............................................................4
Effectiveness in attainment of meaningful comprehensible input..............................................5
Effectiveness in achievement of meaningful learning output.....................................................6
Suggestions for next teaching vocabularies and listening...........................................................6
Conclusion ......................................................................................................................................7
References........................................................................................................................................8
Appendix- Lesson Plan 1...............................................................................................................10
APPENDIX- lESSON pLAN 2.....................................................................................................12

Introduction
Micro-teaching implies teacher’s training as well as faculty development technique in
which they review teaching session. This is carried out with assistance of recording for attaining
a constructive feedback from student and peers with respect to what has gone well along with
this what improvements must be made within teaching techniques (Koross, 2016). It is a recent
innovation which has been made within methods of teaching through which overall process of
delivering can be improvised. This acts as an affirmative modern strategy for making alterations
within behaviour of teachers in a class. Education is the important aspect which leads to growth
of country. Through this future can be reshaped in terms of scientific, meaningful and effective
values. This program is bout theoretical knowledge which has learned by usage of teaching and
learning languages. Micro-teaching sessions act as a crucial experience through which theoretical
knowledge can be practiced. Feedback which will be attained through this will enable to gain
insight into improvements which have to be made. This report comprises of rationale, scope and
objectives of micro-teaching.
Micro Teaching Session 1
It is formulated with respect to primary school within Beijing, China and target learners
who are taken into consideration are 5th grade students whose age is around 11 years. Their first
language is Mandarin as well as the second language which will be taught to them is English.
The teaching methodology which is being used within is teacher dominated interaction and is
adopted within primary schools of China.
Part 1 Evaluation of micro-teaching session 1
Objective
The intention behind making use of GTM is to acknowledge and gain knowledge of key
vocabulary associated with sports. Along with this, forms of verbs will also learn meaning of
specific words as well as their usage (Lin, 2016). These sections will be acknowledged
vocabulary and its usage. Furthermore, the communicative task will be carried out in which
interaction will be made as well as questions will be raised in context of sports vocabulary.
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Rationale
The grammar translation method (GTM) is utilized for furnishing teaching related with
foreign languages that have been derived from classical method. Basically, it is a method of
second language teaching in which usage of grammar and translation study are the primary
teaching as well as learning activities. This will enable students acknowledge what is being
taught to them as things will be delivered in their native or mother tongue with minimized usage
of target language. Along with this, purpose of GTM is enhancing the vocabulary and this is in
the form of list that is associated with isolated words.
Scope
Micro-teaching is carried out to make learners aware about the target language in terms
of its usage and meaning. An example can be taken to understand this aspect like English is
taught as a target language and Hindi is a local language. The reason for teaching English is that
mother language can be understood by anyone but if interaction has to be carried with a third
person who do not have knowledge about Hindi then there has to be an alternative way through
which communication can be carried out. Therefore, it is important that each individual must
have knowledge of language and for accomplishing this (Shaw, 2017). It is mandatory to know
vocabulary associated its meaning along with where it can be used. By making use of GMT
along with CLT the communication will be carried out which will enhance the morale of
students to understand important aspect of target language and identify flaws in their concepts or
vocabulary.
GTM
The method that is being utilised for teaching foreign languages is referred to as GTM
(grammar translation method). This is attained from traditional methods of teaching Latin and
Greek. Within these classes, students will learn grammatical rules with respect to language they
are learning as well as make use of those within translation of sentences among native and target
language. The method emphasise on two goals, they include: to enable students to read as well as
interpret literature that is written within source language and further leads them within general
intellectual development (Cook, 2016). Class-work is generally highly structured in which
teachers are liable for handling or controlling all the activities which takes place. I feel that
within this method emphasis is laid on grammar and literature of the English (which is a target
language). Here, the being translated from mother or native to target language.
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The features which are delivered by GTM lessons comprises of: teacher centred, mother
tongue (it becomes easy to for students to understand things), vocabulary which is taught through
the use of wordlist and it is translated. Apart from all this, a base will be provided to students by
its usage as they can read passage even at lower levels along with reading the questions from
comprehension and even they will be able to practice conversion of text to as well as from native
language. This will also enable teachers to give elaborative presentation of grammar rules and
students can easily memorise vocabulary and grammar rules. Here, within vocabulary exercises
emphasis is laid on definitions, synonyms, antonyms, etc. depending upon the words which
comes while reading texts. I prefer to formulate exercises on the basis of topics covered within
reading texts.
According to Alex Taylor (2019), GTM is a traditional method of teaching which was
vogue in 16th century and is also known as Classical Method. The emphasis was on
transformation of grammar, texts as well as rote learning of vocabulary. But it was not taught as
a means for oral communication rather it was taught like a academic subject. Basic skills of
vocabulary comprises of writing, reading, listening comprehension along with speaking but
GTM only covered two aspects and were writing & reading. There was another or an alternative
method which was also used along with GTM for enhancing other 2 skills (speaking and
listening). Direct method also referred to natural or oral method and has originated in around
1900s. In this, teachers started to do experimentation with respect to their teaching as well as
educational methods as nothing was enhancing the skills of spoken communication.
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(Source: Direct and Grammar Translation Methode, 2019)
Within direct methods emphasis was laid on good pronunciation, with impulsive usage of
language, little grammar analysis and no translation. Through this there was a direct involvement
with students while speaking as well as listening to foreign language is involved within day to
day communication (Direct and Grammar Translation Methods, 2019). I feel that in this
emphasis was made on good pronunciation which often comprised of giving introduction to
phonetic symbols before they were used for writing examples.
As per Cagri Tugrul Mart (2013), Translation is one of the useful device which is being
used within process of learning of ESL learners which aids within enhancement of proficiency in
foreign language. GTM method has supportive role that assist in learning of foreign language
and assists students to identify similarities as well as difference among L1 & L2. This will aid
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Illustration 1: Timeline of Teaching method

students to acknowledge language system in an impelling manner. English teaching is still
dominated via GTM in China within both classrooms and textbooks. This supports in my
personal teaching as well as learn English in Hong Kong. Within L1, emphasis is laid on
grammatical structures along with written exercise. On the other hand, within L2 focus is on
meaning and forms which allows students to gain confidence as well as attain linguistic features
that will aid them to eliminate communication issues.
GTM with CLT
The grammar translation method renders benefits when large numbers of students are
present within a class. It can be used when students have different levels in context of knowledge
possessed by them like normal and intelligent. But this does not imply that there do not exist any
limitations. The major drawback is that the emphasis is only kept on mother-tongue rather than
target language (Zhenghua, 2018). Furthermore, interaction do not takes place, it is the teacher
who delivers the session and thrust is kept reading instead of speaking. For enhancing such kind
of aspects GTM can be utilized with CLT (Communicative language teaching). This is a
technique in which emphasis is laid on interaction as goal and means of learning. It enables
language learners to practice as well as learn target language by carrying out interaction with
instructor and each other.
Here, the teaching approach focus on form is used instead of making use of traditional
means of delivering knowledge. It emphasize on rendering students with an opportunity for
practicing listening abilities along with comprehension skills for identification of concept behind
the conversation which took place. This will enable to give attention to target language, grammar
that is being used and form of verbs with respect to sports must be included within lesson. The
learners need to acknowledge learning strategies which are needed for acquisition of foreign
language (Koross, 2016). The objective is not to make them understand the structure but assist
them to learn the meaning and assist them where it can be used.
According to Seifert and et. al, (2017), target or second language learners needs to have
specified learning strategies for acquisition of knowledge of foreign language. The students
must not be only provided with linguistic structure of English language but they must be also
enabled to remember as well as comprehend meaning of words or vocabulary used in foreign
language. Apart from focusing on forms and grammatical rules, there has to be some kind of
interaction like conversation and interview practice for facilitating oral communication.
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Part 2 Teaching methodology of the vocabulary lesson-the action verbs
Learning process for achieving meaning-focused language output
As per monitor model of Krashen, there exists proposed relationship among natural
acquisition and conscious learning.
There are two routes which work together in collaboration for learner’s internalization of
ability of language for carrying out communication. Conscious learning will render rules for new
input via explicit instruction of meaning, its form and usage of new linguistic system. By
effectual practices, conscious learnt material will become automated and this is carried out
through interaction of language which will lead to development of individuals natural process
associated with acquisition of language.
Evaluation of the teaching in Lesson 1
Within the TESOL Studies programme & research, it was identified that GTM is an
important teaching method that is being utilised within Chinese traditional ESL (English as a
Second Language) classrooms. From teaching as well as learning experience within L2, GTM
plays an efficacious role within explanation of some critical points which might be difficult to be
explained through other methods. Here, the basic principle of teaching is to convert L1 to L2 for
explanation of language features of target language, here communication is restricted in context
of L2. Thus, within this micro teaching session, I as well as other colleagues tried to find out new
ways through which interest of learners within English language must be increased as compared
to the traditional methods like GMT (Kirkpatrick, 2016). The method utilised by us is Direct
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Illustration 1 Krashen's Monitor Model for language learning process

method which is being used to teach foreign language and this also refrain from making use of
native language as well as learners will only make use of target language. Through this
methodology, I will be able to emphasise on certain points, they are illustrated below:
 Teaching vocabulary as well as concepts via pantomiming real life objects as well as
make use of other visual materials.
 This will enable me to teach grammar by making use of inductive approach (learners
will identify rules from presentations that have been made on linguistic forms).
 It also involves spatial relation of spoken language along with native in terms of ways in
which they are being pronounced (Jessner and Cenoz, 2019). Along with this emphasis is
laid on question answer pattern.
Direct method involves establishment within links or associations among L2 phrases,
words, objects, actions along with different ways for development of skills within learners like
listening and speaking for building up grammar rules via speaking process. This implies that here
writing exercise do not dominate the teaching practices within the lesson. Within this section, I
will be evaluating effectualness of classroom practice via direct method. This was carried out by
making use of specified criteria:
 Classroom instructions were carried out in an exclusive manner within the target
language along with this only day to day vocabulary as well as sentences will be taught.
 Oral interactive skills were formulated within an organised progression grading in the
form of question and answer exchange which takes place in between students & teachers
within intensive as well as small classes (McDonough, 2017).
 Grammar was inductively taught and new teaching points were added within this orally.
Here, concrete vocabulary was also taught by making use of demonstration, pictures and
objects through association of ideas.
 Emphasis is laid on both listening and speech comprehension along with appropriate
pronunciation.
I have tried to examine effectiveness in context of attainment of learning objectives,
clearly stating instruction and action verbs of sports within target language by the usage of direct
method within classroom teaching practice.
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Motivation stage
The initial part of lesson involves learning of new input in terms of vocabularies
associated with sports, their meaning, rules for using them and their usage. The teaching material
is formulated in such a way that it becomes easy for elementary learners to acknowledge the
common sport vocabularies (such as soccer, baseball, basketball, etc.) along with words like
skiing, diving, skating, swimming and many others. A vocabulary illustrates high frequency
words which catches the attention of learners. For this, while the lesson is started teachers used
to play the vocabulary song and ask students to identify the sports vocabulary which is utilised
within song (Mikheeva, 2016). This will act like an induction for students with reference to
specified words. Teachers play one song at a time and ask their students to listen as well as
memorise those vocabularies which are associated with sports. I feel that there has to be explicit
vocabulary teaching as it comprises of new language items about which students are not aware.
Adequate logical input for introduction of vocabularies is required at initial or pre-stage.
For this it is necessary that teacher should make use different learning channels so that students
do not only learn the spellings as well as meaning but they must also be able to comprehend
them and also acknowledge how this can be used along with where it can be utilised. As the
songs were played for only once as well as vocabularies are also new, it might become difficult
for students to remember the words which were played in the class. I think it would be better to
make use of some printed visual assistance like picture cards as by visualising things it becomes
easy to remember them and those words will be transferred as sight words within the memory of
students (King and Mackey 2016). Furthermore, teacher can ask from students to guess what the
word implies or what they understand from the image and word written on it. Now, teacher can
give supplementary explanation related with that word in terms of its meaning, example can be
given so that students can understand it in an appropriate manner as well as can play the song in
which those vocals are being used.
Presentation stage
Part 1 Teaching Vocabulary
It is recommended that new vocabularies must be taught to students step by step. As per
Seifert and et. al, (2017), the most effectual way to strengthen vocabulary knowledge is by the
utilisation of robust and rich instruction for carefully chosen words. While having a discussion
with the team members, we initially thought that 8 vocabularies will be apt for students to be
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taught. However, it was reflected from the tutor and classmates that 8 vocabularies will be a lot
while delivering new language inputs to learners who are at initial level and trying to learn
something which is out of their zone. It is recommended that for beginning learners, it is crucial
to support students within learning process by making use of explicit instruction for the most
frequently used words and they must be top 15 to 20 words with respect to specified topic
(Bygate, 2016). The tutor has recommended that, it is better to classify them within group along
with this from each lesson near about 4 vocabularies must be learn. The reason behind this is
that, if there are 10 chapters in book then 40 words can be taught to students and when more than
4 words will be taught then it might be very difficult for them to remember all as well as it will
also lead to confusion.
Drilling teaching techniques is one of the major methods that are associated with reading
of vocabularies. In this context, I read the words and try mimicking them as it is anticipated that
this will enable students to get recognizable with pronunciation as well as meaning of those
vocabularies. For this teacher can ask students to repeat the word for at least 3 times behind the
teacher, after this teacher may pick up random pictures and ask students which image depicts
what (Li, 2017). It will aid them to acknowledge how much students have understood and what
else can be done so that this becomes easy for them to retrieve the vocabulary as soon as
possible. It is suggested that it is important that some syllable types or spelling patterns must be
explicitly explained to non-native students. This will lead them to understand the new language
in an affirmative manner.
Within this lesson, teacher read vocabulary for at least three times as well as ask students
to follow them. The selected individuals can reply as well as read out vocabularies when they are
being asked and they rely for pronouncing along with remembering their spelling (Johnson,
2017). By imitating teachers students will not understand its forms, usage of cation verbs as well
as sentence pattern by memorization as I did not explained them the syllable types or spelling
patterns explicitly for non-native students. When the lessons were observed as well as feedback
from students were taken then it was suggested that few sports vocabularies like boxing and
fencing were not mentioned within the part of presentation as they are not common sports. It also
assisted me to reflect on choices related with teaching target vocabularies as this is crucial that
practice and teaching must be closely associated with each other so that students can
acknowledge features of language and possess relevant accessible input before it is being
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practised for usage of language patterns. This will aid me within choosing the content which has
to be taught to the students on the basis of previous knowledge possessed by them and their
current level (Oxford and Amerstorfer, 2018). Here, practice has to be related with what is taught
within the presentation part otherwise it will become difficult for students to carry out their
practice.
The vocabularies must be taught in an concrete manner by demonstrating pictures or
objects, language patterns or abstract vocabularies must be related with ideas. For the next
teaching session, I have opted to make use of series method teaching which denotes language as
an expression. It is a strategy which weaves culture within the production as well as presentation
of cultural practices within the target language. I have opted for this methodology as in this
emphasis is laid on how to speak as well as comprehend the spoken second language with
respect to china, it is English (L2) our target language. With respect to this, I can give the
examples with respect to reality and emphasis is laid on connecting them along with this, it effort
is made to mimic acquisition of natural language.
When learning is associated with actions in L2 then teacher can associate actions with
learners that are prior for experiences. This will aid learners to acknowledge as well as remember
sentences such as lessons. They are mentioned within action verb that are in sentence pattern like
“I play tennis”, “I go for swimming” or “I like to watch football”. This involves descriptions
within L2 of related actions for this I can enhance motivational level of students as well as make
them understand action verbs by relating it with prior personal experience of learners that is
associated with sports (Widodo, Wood and Gupta, 2017). This can be also done by taking into
consideration what they like and when they speak about specific sport then they will be
motivated more for learning forms as well as memorise the usage of language patterns and action
verbs. The teacher can give students concrete explanations with respect to spelling patterns for
key words which are liable for supporting sports vocabularies that are noun and are formulated
by the usage of verb +ing. Along with this, learners can notice the syllable of vocabularies for
this I make use of like clapping her hands and ask students to follow them by which they can
recollect spelling in a easy manner as well as ensure success within learning for reading.
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Part 2 Evaluation of micro-teaching session 2
This is formulated in context of secondary schools within Hong Kong. Teaching,
listening and comprehension is one of the challenge for ESL/ELL (English language)learners in
East Asian regions. This is due to the factors such as reading and writing skills in which
emphasis is laid on language learning with respect to oral skills. Korean, Japanese and Chinese
learners emphasise on attaining accuracy and try to understand each and every word which is
being said rather than trying to evaluate the meaning of entire sentence (Xu and Peng, 2017). The
pronunciation is the other contributing factor as the accents can be unpredictable for native as
well as non-native learners. Within ESL classroom focus is laid on forms that comprises of
practice and practice of distinct items that have been attained from structural syllabus. Here, the
target learners are grade 3 students whose age is near about 18. There first language (L1) is
Cantonese and the second is English (L2). It is anticipated that 30 students are there within class.
Language focus
Here, emphasis is made on listening comprehension skills by making use of authenticated
materials for identification of key information and major ideas from conversations which takes
place. Speaking skills within group discussion as well as writing skills related with ending of
story will summarised and covered within the lesson (Kalaja, 2016). By listening to “The Harry
Potter” students can learn vocabularies that are specified within film and also acknowledge
major idea from conversation that took place among characters.
Part 1 Evaluation of micro-teaching session 1
Objective
This lesson emphasise on meaning as well as communicative based, here the authentic
material will be utilised for learning key vocabularies from the film “Harry Potter”. Here,
practices are carried out within listening comprehension skills by identification of key
information as well as comprehend major ideas from conversations which takes place in between
individuals on the daily basis (Gómez, 2016). Writing as well as summarising story ending as
assignment & practice for consolidation at the production stage.

Rationale
Usage of film extract like authentic listening materials for teaching English Language
There has always been debate with respect to whether to make use of traditional or
authentic materials for teaching English. It looks controlled for learners while making use of
traditional materials like listening to English videos, reading textbooks and many others. To
attract the students towards these lessons, teachers need to make use of some creative methods
like the famous film “Harry Potter and the Philosopher’s Stone” can be used like a listening
material (Long, 2017). The extract which is taken into consideration is Harry Potter having
conversation with their friends in train. The rationale behind using this is that it comprises of
interaction for real language usage and students can learn the language which they can use
outside classroom. It is a fictional film but by watching as well as listening to the interaction in
between actors, students can have reference and learn ways for having meaningful interaction
which can be applied while
having daily interaction. Film expose students to the natural flow as well as expression of
speech.
Films can be authentic sources for teaching students as it acts as a crucial factor for
determination of acquisition of English (L2). They acts like integral part so that perfect sense can
be made for bringing them within classroom. This will also furnish students with real situations
that occurs outside the classroom in terms of interactive language. An instance can be taken into
consideration like English is not native language of Hong Kong and films will act as an
affirmative way to teach them L2. The visuality which is illustrated within them is invaluable
teaching tool which will enable them students to acknowledge more through interpretation of
language within a visual context (Jessner and Cenoz, 2019). Along with this, it can be used as a
springboard for carrying out follow up tasks like debates, role plays, discussion or summarising
the entire story.
Teaching methodology of the listening lesson
Teachers need to identify appropriate or authentic methods that can be utilised but the
levels and knowledge possessed by students must not be ignored. I have emphasised on
delivering the listening lessons by making use of film of Harry Potter but still there might be
certain obstacles which may make be demotivating for both children as well as for me. If such
cases occur then students will not respond in an appropriate manner (Cook, 2016). For this it is
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very important for me to take into consideration the level of students and for how long the
activity will take place and what control must be given to them for giving a response. The
principle of making use of authentic speech within listening material is to allow students for
having a direct as well as immediate contact with accessible input data which will allow them to
carry out interaction within the target language.
This is crucial to furnish students with relevant knowledge while they are listening so that
they can understand what is being said and what conversation is taking place in between them.
Learning activities are formulated with an aim to enhance comprehensive, listening and speaking
skills by having group discussions, story telling along with summarisation (Kirkpatrick, 2016).
The new vocabularies which will be encountered within the video will be taken as new language
input for the students who are involved within learning.
Summary of learning objectives
The Pre-listening stage
They have been illustrated below:
Listen for gists
This is the initial task within listening where main idea behind carrying out specific
activity will be analysed and will be told to students so that they can have knowledge about what
is happening and why it is required (McDonough, 2017). All the learning activities aims to
render important background knowledge, vocabularies as well as furnish new language input
within the while listening tasks.
Listen for detail
There are various reasons which are involved within setting up of while listening (group
of stages or an individual stage that are found within lesson and assist within the development of
receptive skills) tasks. The rationale behind listening is to enable students to react, think as well
as formulate a response. For this, it is crucial to to have well designed activities for
acknowledging the listening passage which will allow students to perceive structure of text and
assist them to break down listening into chunks of information, furnish clues, concentrate on the
passage, make effectual contribution for entertainment factor as well as highlight the important
aspects (Mikheeva, 2016). This will aid me to acknowledge whether students have understood
specific topic or not.
The post-listening stage
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Listen and describe
After listening teacher may ask their student for recalling as well as matching pictures
with the major idea with respect to conversation which takes place different characters that are
present within the video. The students within group may rearrange pictures for discussing as well
as retelling stories to class (King and Mackey 2016). Learning objective denotes students can
acknowledge as well as summarise the important idea with respect to conversation which took
place among among characters and formulation of speaking skills by carrying out group
discussions. Here, the students are asked for making use of vocabularies which they have learnt
as well as write ending of the story. The reason behind this is that, it will lead teacher to have
consolidate vocabularies and creative ending of the story.
Appropriateness for the selection of authentic materials
Generally,students reflect that the lesson which is learnt is interesting with effectual
presentation and also emphasise on enhancing the motivational level with respect to listening
activities. It provides a clear sequence with respect to learning activities by associating them with
learning objectives. In context of suitability of content, most students reflect that by making use
of popular series of Harry Potter, the authentic listening materials are interesting and also
enhance their interest. For carrying out first two learning activities, students will listen to film
without text and in other case it is with text (Bygate, 2016). The aim behind this is to apprehend
listening passage as it is initial stage for students to listen to extract so that teacher can render
background information of extract, vocabularies and visual aids that are involved. The crucial
aspect when authentic materials are being utilised then it will be challenging for language
learners to comprehend characters which are involved within speaking native English in their
fluent speech. This will be a problem for lower level learners to extract meaningful knowledge
from the conversation which occurs among characters.
The major asset which is being provided by authentic text is that it is fixed as well as it
cannot be simplified within the listening extract. An instance can be taken to acknowledge this
aspect that anticipation of story shows pictures which will be presented to students before they
listen to passage (Li, 2017). It will enable students to have basic understanding related with
background, context of the film, etc. Along with this, the vocabularies that are introduced can be
taught to students before listening for providing effectual comprehensible input for students to
understand the entire interaction which takes place within the extract of film.
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Effectiveness in attainment of meaningful comprehensible input
Learning vocabularies:
With respect to levels of lexical items that are taught, its vocabulary comprises of words
such as tripe, spinach, trolley, robe and many others. Tutors indicate that lexical items which are
taught belong to intermediate level. Along with this, as per feedback from students, they say that
some choices made are not authentic as well as do not relate with real scenario and there was
repetition within the words (Johnson, 2017). The vocabulary which is being utilised can be
explained as it is a new input and when visuals are being added then it will furnish
supplementary meaning to them. Along with this, teacher can ask students to give reference so
that it can be understood that whether they have understood the meaning or not. Exploitability is
a word which denotes that how authenticated texts that is being used is for meeting the purpose
of teaching. Students indicate that some activities are not associated with listening practice like
retelling story, writing summary etc.
Readability denotes the language of text that is lexical and structural. The objective of
this lesson is to develop listening comprehensive skills among students for identification of idea
from interaction which takes place among people. For this teachers can furnish students with
scaffolding so that they can have a meaningful speech. But there might be some challenges
which might be faced by students when phrases like “rotten luck” are used within the visuals
(Oxford and Amerstorfer, 2018). Therefore, it is important for teachers top bring in features
related with speaking as well as spoken discourse which is being utilised within the native
language. All these feedback attained will assist me within designing of learning activities and
make them more structured as well as associate them with an learning objective. It was found
that “Harry Potter” was as authentic source and it was in a well-structured manner. The listening
passage was long so it was necessary to split that into parts so that it become easy for students to
understand lesson. Listening comprehensive skill
When authentic as well as interesting material will be used by teacher then it will lead to
attract students towards English language learning. But there are certain limitations associated
with this like it will be challenging for lower level students as when native speakers speak
something then this is very quick and it might not be understood students. For this, teacher needs
to formulate pedagogical framework for providing relevant scaffolding to students for
acquisition of comprehensible input (Widodo, Wood and Gupta, 2017). For an instance teacher
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can formulate list of questions for performing while listening tasks. Teacher may ask
comprehensive questions while listening tasks which will facilitate within carrying out
interaction and communication. Along with this, content design must be adopted that will be apt
for different levels of students. For an instance, setting up graded worksheet will lead to identify
weaker students for this I prefer to have vocabulary reference with visual along with this,
explaining meaning to them while listening will aid them to acknowledge exact sentence.
Furthermore, the emphasis must be laid on form of language lesson which comprises of
both interactive as well as non-interactive activities. Here, the important aspect is that learners
should notice target features which they have to learn (Xu and Peng, 2017). From feedback of
students as well as observation from classroom, it was identified that certain activities like story
retelling, etc. were not associated with comprehensive skills of learning. Basically, listening
denotes mental illustration of comprehension which comprises of interpretation of listening by
learners that comprises of acknowledgement of different words and sentences. It is a critical skill
and is also associated with speaking and writing to have complete ability related with English
language skills. Teacher must take into consideration that how new language can be taught from
wide range of speech. Learning objective of this chapter is to have interactive intention which
comprises of acquisition of entire skills.
Effectiveness in achievement of meaningful learning output
As per the cognitive model associated with listening comprehension, listening is
integration of distinct parts of other skills. Speaking acts as mirror to comprehensive side. The
lesson deals with interactive listening thus, it involves writing story as well as retelling within
production of lesson. The students think that activity of matching picture is boring and when they
write ending of story then also they are not engaged actively (Kalaja, 2016). This implies that
there exist a gap where teacher needs develop so that they can completely utilise listening
materials for producing writing skills also. For this, teacher can recall the extract of film by cross
questioning students for understanding what they have understood. The next aspect is to wait for
reply from students rather than being aggressive. Along with this, teacher can give them
appropriate guidelines with respect to writing the story by including all 5W components.
Suggestions for next teaching vocabularies and listening
The experience that is being attained from micro teaching session assisted me to reflect
on the ways by which my teaching skills can be enhanced with respect to future. It is crucial for
6

em to take into consideration educational background and characteristics of students from
observations made within the classroom and students must also be motivated for participating
within the group discussions and other activities that are being carried out. As teacher led
approach is being utilised within traditional Chinese culture students are more reluctant as well
as submissive for sharing their viewpoints within the class (Gómez, 2016). For this it is critical
for me to make use of relevant strategies by which students can learn vocabulary as well as
develop listening skills within them. Here, the role of teacher must emphasise on strengthening
vocabulary of students by giving them prior instructions. It is crucial that forms as well as
meaning must be taught in an appropriate manner so that they understand the sentence rather
then forcing them to memorise just spelling.
Conclusion
From above it can be concluded that, the ways in which students are taught creates a huge
impact on their learning. Within these two micro teaching session emphasis is laid on vocabulary
of sports as well as their listening skills. Apart from this, different methods have been utilised
like GTM, direct method and GTM with CLT for teaching vocabulary to students. On the other
hand fro enhancing skills related with listening, visuals like film is used and from that also
specific extract is used. This will enable them teachers to enhance vocabulary, pronunciation of
words, its forms and meanings will be acknowledged by students. Both the methods will
improvise the skills of students and this furnish strong base for learning new things within
classroom. Furthermore, while observing as well as attaining a feedback from students, teacher
can also alter the ways in which they deliver their teaching sessions.
7

References
Books & Journals
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Cook, V., 2016. Second language learning and language teaching. Routledge.
Gómez, D.R., 2016. Language teaching and the older adult: The significance of experience.
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Jessner, U. and Cenoz, J., 2019. Teaching English as a third language. Second Handbook of
English Language Teaching, pp.155-172.
Johnson, K., 2017. An introduction to foreign language learning and teaching. Routledge.
Kalaja, P., 2016. ‘Dreaming is Believing’: the teaching of foreign languages as envisioned by
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Online
Seifert and et. al, (2016). Suggestions for Vocabulary Focused Reading Lessons for Mainstream
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sses>.
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APPENDIX- LESSON PLAN 1
OBJECTIVE(S): 1.To learn 8 vocabularies from sports along with their spelling and meaning: volleyball, soccer, diving, baseball,
basketball, swimming, skiing, volleyball, soccer,skating and diving,
2. Make use of English verbs as well as vocabularies for carrying out interaction with others.
LEARNERS: Language: mandarin(L1 (first language)) English ((L2) second language)
Age: 11 years old (5th grade)
Level：beginner
Place: Beijing, China
Stage 1. Motivation
Procedure (What teacher does) Tasks (What students do) Interaction Aims Time
1. Evoke interest
within students
“Doing Sports”
 Introduction to the topic:
 Teachers will tell students
that they will watch a
video song with respect to
sports they like.
 They will be asked to
name some sports which
they saw.
 They will write the name of
sport which they have
watched in video.
 They will tell the names.
T-S  To learn some
vocabularies
with respect to
sports.
 By end of
lesson they will
carry out some
healthy
interaction.
5 min
10

Stage 2. Presentation
Procedure (What
teacher does)
Tasks (What students do) Interaction Aims Time
2. Learning
vocabularies of
sports
 Read the names
along with
mimicking them.
 Teacher might
ask students to
match with
vocabularies
illustrated in
video.
 Students will follow the
actions of teacher and
will read the vocabulary.
 Teacher will point to
picture and will ask
students to tell about it.
T-S  Teacher will initiate
vocabularies related
with sports.
 Students will be able
to carry out effectual
communication.
5 min
3.Practice  Teacher can ask
their colleague
what they like.
 Students will be
asked to pair up
and talk about
sports they like.
 Students will carry out
interaction within pairs
like what they like.
 Students can share their
conversation within the
class.
T-T
S-S
 Practice what they
learnt in appropriate
manner
Q: ‘What do you like?’
A: ‘I like…(the sports)’
5 min
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APPENDIX- LESSON PLAN 2
LEARNING OBJECTIVE(S):
By the end of the lesson, students will be able to
1. Learn new vocabularies which they have learnt from film extract “Harry Potter and the Philosophers Stone”
2. Practice listening comprehension skills by making use of authenticated materials.
Learners:
Level：Upper-intermediate
Age: 18 years old (high school, grade 3)
Place: Hong Kong
PRE-LISTENING STAGE
Stage Pre-Listening Stage
Procedure (What teacher does) Tasks (What students do) Interaction Aims Time
1  Music will be played
 Let the students identify
from where music is
coming on.
 Listen to the music
played.
 Guess from where it
comes.
T-S  Pre-listening
 Lead within the music
1 mins
Stage While-Listening Stage
2  Provide students with 5
sentences as well as play
extract from Harry Potter.
 View video as well as
identify whether the
sentence is true or not.
 T-S  Listen to 5 big questions
(gist)
 Use vocabularies for
4 mins
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 Evaluate the answers that are
attained.
 Give accurate sentence.

understanding the material.
Stage Post Listening Stage
3. Group
Discussion
 Introduction to
group discussion.
 Teacher will tell
students that they
have to match the
sentences within
video extract.
 Students will work within a
group for discussing the story.
 Students have to retell the story
within class.
S-S
T-S
 Development of
speaking skills for
carrying out group
discussion.
5 min
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