Critical Report and Reflection: Micro Teaching Lessons and Evaluation

This report provides a critical evaluation and reflection on two micro-teaching sessions. The sessions focused on teaching English as a Second Language (ESL) to 5th-grade students in Beijing, China, primarily using the Grammar Translation Method (GTM) and incorporating Communicative Language Teaching (CLT). The report includes an evaluation of the teaching methodologies used, specifically GTM and its integration with CLT, examining their effectiveness in vocabulary acquisition (action verbs) and language focus. It also analyzes the strengths and weaknesses of the lessons, considering aspects like student engagement, the use of authentic materials, and the achievement of learning objectives. The report explores the rationale behind using GTM, its scope, and its limitations, while also suggesting improvements for future lessons, particularly in vocabulary and listening comprehension. Appendices include the lesson plans for both micro-teaching sessions.

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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