A Transcription of the Micro Teaching for Speaking Lesson for Primary 2 or 3
The relevant presentation materials include the following: a textbook Interchange by Richards (2000) and a chapter 5 “Lesson Planning And Classroom Survival” from Snow’s book More Than A Native Speaker (2006).
The target learning stage: the primary students have limited knowledge of spoken language, so the target is to teach them basic patterns of a common conversation.
The previous knowledge of the class include basic grammar rules and beginners’ vocabulary.
Objectives of the mini-lesson: to teach primary school students communicative spoken English skills in terms of introducing themselves and getting to know other people in English.
Stage 1 (5 min)
Teacher introduces himself/herself to the class, pausing after each phrase. Then he/she writes the expressions used on the board and introduces himself/herself again.
For example: I am Maria Fernandez. I am a teacher. I am 34 years old. I am from Mexico. I love fishing.
Stage 2 (5 min)
Teacher encourage the students to introduce themselves one by one following his example and using phrases on the board as a model.
Stage 3 (5 min)
Role-play. Once they have all introduced themselves, they can change details like name, age, nationality etc. and introduce themselves as fictional characters. They may make up these details as they wish. Encourage them to be funny (Fernandez, 2013).
For example: I am Cinderella. I am 16 years old. I love fairy godmothers.
Stage 4 (10 min)
Teacher shows a video "Introducing Yourself" (Eslgold, 2014) to demonstrate the correct pronunciation. Then students listen to the dialog from the Richards textbook (p.2) and practice it in pairs.
Stage 4 (5 min)
Warm-up survey: What’s your hobby? (Snow 2006)
Teacher draws a table on the black board. Students have to ask each other about their hobbies and write the answers in the table using gerund forms like walking, playing basketball, swimming etc. Students should be encouraged to write new words in their notebooks.
Stage 5 (5 min)
Students are to split in pairs. They have to introduce their partner giving information about his/her hobbies. Teacher writes the patterns of the dialog so that students can use them. The key point is to help them use the knowledge gained during the lesson in real-life dialogs.
Explanation of the Principles and Techniques Used in the Mini-Lesson
The mini-lesson is built in the way of interaction in the form of dialog in order to encourage students improve their communicational skills. Teacher uses patterns and show examples to ensure that students fully understand the task and can cope with the activity. The interactions between students are mainly produced for social purposes. The category of most activities is expository.
Reflection on the Teaching Effectiveness in Response to Feedback from Commentators
The principles and techniques used in the mini-lessons aimed on forming communicative competence in students. These methods help the English learners understand the basic rules of having a conversation appropriately applying the knowledge of grammar rules and vocabulary, especially the key phrases learned in class.
In order to motivate students eagerly participate in the lesson and learn effectively, …