Critical Report and Reflection of Micro Teaching Lessons

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.
1

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.
2

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.
3

(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
4
Illustration 1: Timeline of Teaching method