PEER OBSERVATION TASK

TEACHING PRACTICE 2
Class: LT19A
Date: May 26th, 2021.

Name of observer: Group 1

1. Võ Trọng Quý - 17LT701056
2. Bùi Thị Lan Anh - 19LT701005
3. Huỳnh Thoại Duy - 19LT701011
4. Nguyễn Ngọc Huyền - 19LT701022

Name of microteaching presenter: Group 3

Rating scale (1 = very poor, 2 = weak, 3 = average, 4 = good, 5 = excellent, NA = not
applicable)

INTRODUCTION
1. Introduction promoted interest and oriented participants 1 2 3 4 5 NA
to the topic.
2. Goals and objectives of the lesson were clearly stated. 1 2 3 4 5 NA
3. Provided opportunities for participants to become familiar 1 2 3 4 5 NA
with lesson materials (e.g.
previewed vocabulary, used visuals, and so on).
4. Checked participants’ background knowledge on the 1 2 3 4 5 NA
topic/lesson (e.g. asked questions
about the topic, engaged participants in an activity, and so
on).

PRESENTATION AND PRACTICE

5. Applied appropriate principles of ESL/EFL learning and 1 2 3 4 5 NA

teaching methodology.
6. The lesson was smooth, sequenced, and logical. 1 2 3 4 5 NA
7. Effective activities/exercises chosen to achieve the 1 2 3 4 5 NA
objectives.
8. Different skills were effectively integrated. 1 2 3 4 5 NA
9. Explicitly modelled these skills. 1 2 3 4 5 NA
10. Provided participants with support to promote these 1 2 3 4 5 NA
skills (e.g. prompts, guiding
questions, and so on).
11. Used examples/illustrations effectively to clarify points. 1 2 3 4 5 NA
12. Appropriate use of collaborative tasks (e.g. paired 1 2 3 4 5 NA
 activities, group presentations,
discussions, debates, brainstorming).
13. Directions were clear, concise, and participants were 1 2 3 4 5 NA
able to carry them out.
14. All participants encouraged to engage in activities. 1 2 3 4 5 NA
15. Posed thought-provoking questions. 1 2 3 4 5 NA
16. Use of the same question to elicit responses from 1 2 3 4 5 NA
different participants.
17. Range of responses encouraged (e.g. individual, 1 2 3 4 5 NA
group, paired, hands-up, whiteboards, at the board,
participants asked directly, verbal, in writing, through
mime/drama).
18. Sufficient wait time for participants’ responses. 1 2 3 4 5 NA
19. Provided informative feedback to participants. 1 2 3 4 5 NA
20. Was able to adapt to unanticipated situations. 1 2 3 4 5 NA
21. Moved appropriately during the lesson to interact with 1 2 3 4 5 NA
the audience.
22. Sufficient and appropriate eye contact with the 1 2 3 4 5 NA
audience.
23. Showed enthusiasm for the subject taught through facial 1 2 3 4 5 NA
and physical expression.

24. Extemporaneous delivery (e.g. no reading off notes or 1 2 3 4 5 NA

slides)
25. Pronunciation, intonation, fluency, and audibility of 1 2 3 4 5 NA
voice.
26. Appropriate use of technology (video, laptop, audio, 1 2 3 4 5 NA
web materials) given the
material being presented.
27. Seating arrangements supported interaction and 1 2 3 4 5 NA
discussion within and across groups.

FOLLOW UP

28. Emphasized important points, assigned homework, used 1 2 3 4 5 NA

warm-up/closing activity,
and so on.
29. Gave participants opportunities to ask questions. 1 2 3 4 5 NA
30. Linked with future lessons. 1 2 3 4 5 NA
 Comments:

What skills were integrated in this lesson? How effective was such integration?
- Speaking skills were integrated in this lesson while students answering
the questions in the first activities. However, it is not clear to have a communication
activity, the students gave some opinions but just the way of reading, not speaking
much.
- The time for students to practice or communicate is not as much as the time
of the teacher speaking.
What were the presenter’s major strengths as demonstrated in this observation?
- The first and second presenters have clear pronunciation and ask questions
at different levels for students.
-The presenters engaged the whole class into their activities, provided
informative handouts to participants.
- Teachers give feedback carefully and correct each question with the support
of all learners.
- Teachers encourage students to show how they know their answers in the
text that helps students know it better.
- The group has a well- prepared classroom as well as a proper presentation.
What suggestions do you have for improving upon this presenter’s skills?
- Sound recording is not good, sometimes it is not clear and hard to listen,
especially some students speak too fast.
- The teacher should organize the communication activities ( games,
groupwork / pairwork tasks) and focus on speaking activities for students to
interact with each other instead of asking questions one by one.
- The teacher should use a media/ technology such as a projector screen/
whiteboard to help students to follow the lesson.
- The teacher should make appropriate eye contact with the audience and move
during the lesson to interact or emphasize important points.
- The second teacher should move around the classroom while he asks learners
to do True/ False tasks to make sure they understand the teacher's demand
and need any help.
- The second teacher( Mr. Khang) should make his voice more powerful.
- The teacher should ask the whole class about the answers of each student
before giving her/his answer.
- The teacher should focus and help students’ pronunciation while students are
speaking.
- The teacher should create a context of the topic before starting the lesson.
- The second activity does not really interest the students, because in this
activity, most of the time just for students to do the paper tasks.
- The teachers should design the activities more attractive.
- The presenters have some mistakes in pronunciation. ( Bao Chau, Ha, e.g:
topic, questions,...).
- The time for each person is not appropriate. ( 2 teachers and the last person
are long, but Hien and Ha are short).
- Teachers should expand the time of lesson by asking some questions related
to reading as the video of micro-teaching just lasts 13 minutes and 50 seconds.
That means the class does not have enough time to create an effective lesson.
- Ms. Ha should open her camera while presenting.
- 2 presenters should check pronunciation before presenting.
- The first presentation should take some detailed examples in the lesson plan
activities to make it more clear.