Group 1
No.
1
2
CRITERIA
Preparation (planning, instructional aids, etc.)
Points
8/10
Presentation (clear and effective instruction, understandable explanation, smooth
25/30
sequence, appropriate pace, satisfactory answers, enthusiasm, etc.)
Teaching methodology (appropriate methods, varied activities, effective
examples & illustrations, effective use of instructional aids, appropriate error
3
correction, teacher talking time vs. student talking time, class management,
groupings, etc.)
27/30
4
Language use (pronunciation, intonation, fluency, appropriate and acceptable use
15/20
of language, etc.)
5
Attitudes (patience in eliciting responses, clarity, tone, audibility of voice,
appropriate personal appearance, creativity, etc.)
8/10
SUM
83/100
(This is a suggested average score for 3 members of the group. Your final score may be
a bit higher.)
As for Vân, if possible, you can send me a video of your teaching/giving instruction if you
wish to inform me more of how you teach. Yesterday’s performance was not enough to
show how you apply teaching techniques. If you do not wish to send any, then I will go
ahead with a score that may not be near the average of the group.)
About the lesson:
+ Theme: Movies
+ Target learners: 10-12 years old. 8 students in class.
Preparation: Huy should be in class when the lesson starts. Vân should not leave in the
middle of the micro-teaching.
Technical problem: if something is wrong with the microphone, make sure you let me
know or call the tech supports at school.
Ngọc Hân (18:16)
Good choice of warm-up activity. Materials and visual aids are relatable. Efficient
transition between activities.
Interacting with learners:
+ try not to repeat their answer:
+ you many consider asking them more questions as a restructuring process
+ efficient sequencing and CCQs + interesting chorus patterns of repetition
Pronunciation: dull (mispelt at some points), creature
For the word gripping, maybe use some kinds of action as a mnemonic for the word. Try
to jazz up the vocab presentation after each item.
The transition to the storytelling was a bit unclear at first. But the CCQs that follow are
quite efficient.
“assassination” might not be a suitable word for a 10-year old. But it’s a micro-teaching
session so
Why ask them to repeat the first word? In real life, it’s practical to ask Ss to remember
the words learned in the order they were taught. Try to come up with a more natural way
of reviewing knowledge.
Thanh Vân (18:35)
Teacher language: should be more fluent. Do pay attention to improving your voice
resonance, your intonation and the clarity of your pronunciation.
The instruction was confusing and lengthy. It should be prepared in advance. What will
you do with Ss’ bonus scores? Do you have a clear plan for the activity in general? It
seems you did not put much effort in your performance in the micro-teaching. But if I
am wrong about this, please let me know so we can discuss further.
Please pay more attention to your attire/gesture/posture next time. Why carry your bag
with you when you’re teaching? You constantly look at the board rather than the
students. Be careful because your body language/language use/eye contact may leave
a negative impression.
When Ss give two different answers: don’t just go to the correct answer but ask them
why they provide such answers. If you just read the answer out loud without any further
explanation for the learners, you will never discover what they actually learn.
“The game has ended so everyone can ... “ → this is not how you end an activity. We did
talk about transitioning in class, not sure if you still remember this? You did not convey
the aim of the activity well. Also, do offer some quick recap of the activity, or stress on
some errors that the students made to prove that thr activity is meaningful.
Leaving while your group members are in the middle of the micro-teaching is not a
professional act and will not be tolerated in this course. Please do not do so in your
future teaching practice as well.
Cẩm Linh (18: 43)
The activity is a good one. It’s an info-gap activity, which is suitable for the vocabulary
lesson: it helps learners turn what they have learned into active vocabulary.
If you don’t use the microphone, try to speak louder.
When you ask the Ss to share their movies, maybe invite them to stand up and speak in
front of the class top gain more Ss’ attention.
Good sequencing and ICQs. Would be perfect if the microphone works, and if you
clearly show more of how you transition between activities.
Anh Huy (18: 51)
I don’t quite understand the purpose of the activity: why do they need to present a
movie anyway?
When you ask the pair to present, how do you make sure that all Ss actually acquire
what they have learned? Who will speak? Any chance where they can receive peer
feedback beside teacher’s feedback?
As for the vote: based on what criteria?
When you ask your Ss to present: ask them to stand up so you can actually evaluate
their performance. In real life communication, we don’t sit down the whole time we give
a presentation right?
At the end of the activity, you can ask Ss to classify the names of those movies into the
movie categories that you introduced at the beginning of the lesson. Note down some
adjectives