PEER OBSERVATION TASK
TEACHING PRACTICE 2
Class: LT19A
Date: June 1st, 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 4
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 were 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, Reading and Listening skills were integrated in this lesson. However, the
integrated skills were not really effective because the time of students’ activities is less
than the teacher's speaking time.
This lesson today is focusing on productive skills but not enough.
What were the presenter’s major strengths as demonstrated in this observation?
- Your group has good-preparation for the presentation and the background of the
lesson is clear.
- Teachers have a strong voice and clear communication in the way they convey the
instructions to learners in two activities.
- Teachers give learners a full of energetic feelings through the smiles on their faces
- They usually encourage students to take part in today’s lesson by asking provoking
questions related to the topic.
- Your group has a balance in dividing up appropriate time for each member.
- Your slides were successful at explaining some difficult and important ideas.
- The voices of both teachers were attractive.
What suggestions do you have for improving upon this presenter’s skills?
- In the video clip, the first teacher should introduce her and describe the background
or setting of students or class first before starting teaching in the clip.
- Your members in the group should have signals to notice the end and introduce the
next person.
- They focus on Questions and Answers activity. They should have students work in
pairs to discuss and practice because students in class are not too much.
- The teacher should organize the communication activities ( games, group-work /
pair-work tasks) to have students interact with each other more ( just one in the
clip) instead of asking questions one by one between the teacher and the students.
- The first teacher should spend more time on students’ activities, which means
the teacher's speaking time is much more than the students' speaking time.
- The second teacher should be careful with her pronunciation of some words
such as “mistake”, “do”.
- The sound of the video is not clear enough, sometimes it is not clear and hard
to listen to.
- Sometimes two teachers speak too fast.
- The second teacher didn’t follow students’ activities while they were doing the
task.
- The speakers in the oral presentation section should show the theory by their
understanding instead of reading all the words on slides and giving a
mechanical response.
- The first presenter’s part of the oral lesson is not really fluent.
- The purpose of each activity was not clear.
