Microteaching Assignment

Microteaching task: Your task is to teach a speaking or listening or pronunciation activity. You will only have 10 minutes so the activity needs to be brief.

1. Think about who your learners are going to be. What level? What are their needs? Is there a particular function, grammar point or situational topic that would
be appropriate? If this is a listening activity, is there a particular language context that these learners really need to comprehend? What kind of language would
they LIKE to understand? At the beginning of your activity, you will need to let us know who the target learners are and your underlying rationale for the activity or
the listening passage.

2. For a speaking activity, find an activity in an ESL methods text or design one of your own. Choose/adapt/design your activity based on your target learners.
For a listening activity, locate a listening passage that would be suitable for your target learners. Make sure it is not too long! What do they ideally need to take
away from this passage? How can you help them to achieve that type of comprehension?

3. Think through the stages of the activity. How will you give instructions? How will you check that learners have understood? Will they be working in pairs or
groups? If so, how will you group them? What will be the pre, while, and post-listening activities? What tasks will you set? How many times will learners be able to
listen to the passage? If you’ve broken it down into chucks, how long is each chunk? How will you check that learners have understood (i.e. is there some
output/produce that they generate based on what they’ve understood?)

4. Decide what you will do while students are engaged in the activity. Will you walk around the class listening, sit at the front, join in?

5. How will you provide feedback? (Think about this even in a hypothetical sense—obviously we are “teaching” our peers, not real language learners)
Audience task:

While your classmate is teaching, try to notice the following aspects of his/her performance:

1. How are the instructions given?
2. How much language do the teacher and learners speak during the activity?
3. What kind of language is generated during this activity?
4. What does the teacher do during the activity?
5. How does the teacher begin and close the activity?
6. Is there any feedback or follow-up to the activity?

Follow-up

After you do your microteaching, you need to make an appointment with me and 3 other classmates in your group according to the sign-up sheet. The conference will last
approximately 40 minutes and we will discuss each lesson in turn. Before meeting, you will need to view the video of yourself & your peers. So, not only do you need to
view your own lesson, but in order to give the most valuable feedback to your peers, you need to re-view their lessons as well. I’ll try to get them up on the web as
soon as possible.

You need to bring to the conference:
1. A self-evaluation of your lesson (the form is on the web).
2. Two copies each of your peer evaluations for the other members of your group. This is so that I can have one and the person being evaluated can also have one.
For these evaluations, you will address the audience points mentioned above and also 2 open-ended questions:
a. What was most effective about this person’s microteaching? What did you really like?
b. What suggestions do you have for improvement? What could the teacher have done differently?