Action Research of Microteaching

Action Research of Microteaching

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Reflection of Visiting Lishan Junior High School

*Class Observation– Actually when we got the class, they’d already started the class for a while. So we missed the opening part; however, we still had a great time in this class. Here are some records of the class procedures:

I                      Watch some pictures & ask some questions: The interaction between Teacher Hsu and students is great. Students were willing to answer the questions, and I was amazed by their good pronunciation.

II                   Play & read after the CD: Teacher Hsu played the CD and asked students to read the paragraph after it. Then she would repeat it and correct some mistakes.

III                 Enforce the usage of phrases & vocabulary: Teacher wrote down some phrases and vocabulary on the blackboard and enforce the usage of those words. She spent some time to explain the synonyms such as “in addition= besides”, “nothing= not anything”. Besides, she asked students use those phrases to answer the questions. Ex: She has nothing to wear. = She doesn’t have anything to wear.

IV                  Answer the “Practice Part” on the textbook: Teacher Hsu led students to answer the routine questions on the textbook. However she also corrected and added some useful information to the students. Ex: “Garbage & Trash Can” are American English. “Rubbish & Dustin” are British English. When talking about some special words, she would explain the syntactical functions, usage, and sentences. Ex: Paint v.     

                                 n. painting(s), much more like pictures.     

Teacher Hsu also mentioned the word “roof” and its plurality; besides, she asked students to find out the English name of 青康藏高原(Qinghai-Xizang Plateau). Because 青康藏高原also called “the Roof of the World”. Then Teacher Hsu explain the phrase like “nothing…but…” and make some sentences for students. In this part, she added a sentence function such as “have/be nothing(something) with sb./sth.”

V                    Play the CD & Answer the Question: Teacher Hsu prepared some other pictures, and she asked some questions first before showing them to the students. Then she started to play the CD and wanted students to answer the questions from the textbook, and this part she led students finish two sections on the textbook. (Ask Questions→Show Pictures→Answer Questions→Read after the CD) After that, Teacher Hsu asked students to write an interesting ending for the “Cinderella” on the textbook as a homework. Then she played the CD again in order to train students reading and listening skills. During the process, she would emphasize on certain phrases and sentence structures such as “Would you like…?” Then she asked students to play different characters on the textbook and practice the conversation with their classmates. After that Teacher Hsu led students accomplish the “True or False” & “Listen Check” part.

VI                  Review the whole class & make a closure: Teacher Hsu asked students to take out their attention book, and write down the process today & assignments for next class. She also checked their progress of another reading assignment and wanted them to choose the role from it to do the role play activity.

*Students’ English Achievement– After observing the class, we had about an hour to inspect and learn from the students English learning work. I was touched by their effort and passion. Almost all of them had thick records of English learning; I enjoyed their compositions, reading notes, journals, experimental projects, and those cute drawing. I was learnt a lot after reading one student’s record. She moved to America when she was about seven years old, and she faced a lot of difficulties in first two years. However, she worked very hard to fit in such a different environment and want to improve her English. When she moved back to Taiwan; she knew she became better. She has a stunning achievement in English learning now; I believed that all efforts were rewarded.

*My Reflection– First of all, I have to say that I was amazed by the students’ English ability. I realized that those students sure need more intensive English learning environment to develop those talents. Teacher Hsu also had a great interaction with each student in the class, because there are only six students in the class. She could look after all of them and still have enough time to continue the procedures. I especially appreciated that Teacher Hsu had planned a very fulfilling class, and she knew how to gathered and presented useful information in an appropriate moment. Her pace and pronunciation are also great, she delivered all the information clearly and fluently. Besides, Teacher Hsu combined all kinds of subjects in this class; students could practice their reading, listening, speaking, and writing ability in this class. Teacher Hsu also enforced some important grammar patterns and sentence structures in a spontaneous way, and I was amazed by that. There is almost nothing to criticize except the CD part. I think Teacher Hsu could read some of paragraphs by herself, because she has great pronunciation and enunciation. She could make good use of this advantage instead of playing CD so many times. If I were a student, I would like to hear teacher’s voice better than the CD player in class.

My Microteaching– Indirect Question

    Here are the materials of my microteaching as follows: 

Lesson Plan:  Lesso Plan of Microteaching

PowerPoint:  PowerPoint–Indirect Question

Handout:  Handouts for indirect question

Flash Card:  Scrambled Sentence

Peer Evaluation Form:  Peer Evaluation Form

    Please feel free to browse and leave your comments.

Feedback to Group Four

    I must say that Harry and Billy did present us a very well-designed speaking class. Firstly, they used music to create certain conditioned speaking environment. Secondly, they provided a specific goal for us to achieve—order our meal in the restaurant. Thirdly, they have a smooth procedure. They make good use of the material from the Internet and give us an example to follow, and then we can accord to the handouts they gave to create our own conversation. Besides, I absolutely admire Harry’s pronunciation and enunciation. This is a speaking class, and he is a great model for students to imitate his speaking skill. I also like the cooperation between Harry and Billy and their interaction with students. Frankly speaking, I enjoy this class very much and I think it’s because they create a pleasant atmosphere in this speaking class. I think they are both potential teachers and I think their creativity can bring a lot of fun to their students.