LearningaboutLanguage-(3).doc

Self-evaluation and Reflection
Answer these questions.
1. Did the lesson plan help you? If so, in what way? In what ways was your lesson different from the plan?
Yes, it actually did in reminding me of the teaching aim and the time distribution and I managed to give a free and relaxed class as planned. Yet while teaching in class, I adjusted a bit (like choosing which student to answer the question) in the teaching tasks or activities and I also redistributed the time according to the real situation at the moment.

2. Think about each stage of the lesson. Did you spend: too long? not long enough? the right amount of time? How did you move from one stage to the next? What did you say to the class?
I felt that I might have not spend long enough in Task Two and Four if I had taught the real senior I students. So I tried to stay for a moment to ask the students to raise questions before I shifted into the next stage and tried to arrange the tasks in different stages in a whole chain from easy to difficult.

3. Think about the aims and the language you taught. How many of the students learned what you set out to teach? How do you know?
I believe all the students have learned what I set out to teach, because I set up several tasks in class to help them use what I’ve taught and they did a good job finishing the tasks and the observers also gave me some compliments.

Reflection
I have been always looking forward to micro-teaching. At first, I was not nervous. But after seeing many of my classmates’ performances, I felt a bit worried, because I wanted to be different from them whereas I shared the similar ideas of class plans to theirs. So I chose to teach language points which have not been taught by that time. As is known to us all, it’s difficult to teach language points attractively and effectively in senior high school. I tried to arrange some activities for students to do according to task-based teaching. However, as I set up the tasks deviating from the textbook and overestimated the ability of the students of senior 1, I felt the rehearsal teaching didn’t go smooth as expected and I myself realized that the class I prepared was not interesting and attractive while I was teaching. Therefore, I went back to my dormitory and revised the lesson a lot trying to make the lesson much more interesting and acceptable to the students of senior 1. As a result, I felt that the students’ attentions were spontaneously focused on my lesson when I did real micro-teaching the next day. My classmates and the teachers also gave me some precious compliments and suggestions. Thank them all! From my micro-teaching, I learned a lot, especially one thing that the teaching aims are usually the same for teachers but the teaching forms can be quite variable so that we should make every effort to make the lessons attractive, clear, acceptable and so on to our students. I really did enjoy the micro-teaching experience.