Microteaching-1 M. A. in Tesol

What I Did 
I started the class with warm up activity. Entering the class, I exchanged greetings with the 
students. Then I set a lesson related scene asking questions to the students on their activities 
before the class and activities on the previous day. I wrote the sentences uttered by the 
students on the board and asked them to relate time to the sentences. They successfully 
answered and I declared the topic of the day. 
Then I put the students into several pairs and engaged them in identifying tenses of the 
sentences in in given situation mentioned in the handout. I also instructed them to discuss the 
reasons. I elicited and discussed and provided feedback when they finished their discussion. 
And then I engaged them in an exercise which dealt with fill in the gaps using clues on the basis 
of the tenses we discussed. I elicited from the students when they completed and provided 
feedback. Finally, I thanked all the students and I finished my class inviting the next teacher. 
For the class, I used Communicative Language Teaching (CLT) Approach. I conducted the class in 
target language (English) and when any student failed to understand any point or instruction, I 
clarified it by judicious use of L1 (Bengali). Since the students were from elementary level, I 
applied scaffolding and Zone of Proximal Development (ZPD) theory of Lev Vygotsky. 
Cooperative learning exercises were set to develop the less competent students with help from 
more skillful peers - within the ZPD. Students learnt a lot from their peers while working in 
Narottam

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pairs. Apart from this, I provided them appropriate assistance which boosted the students 
enough to achieve the task. 
In my session, the Natural Order Hypothesis of Krashen was also followed. Language concepts 
that are relatively easy for learners to acquire were introduced first in the class and then 
scaffolding was used to introduce more difficult concepts. Apart from this, Krashen’s Input 
Hypothesis (i+ 1) was applied in my session to ensure comprehensible input. Exercises and 
materials were set one step beyond the learner’s current language ability, in order to allow 
learners to continue to progress with their language development. My goal was to make learners 
able to communicate effectively. Comprehensible input was provided as much as possible 
since the learners were not exposed to the TL outside the classroom. That is why, I created a 
more effective opportunity for language acquisition of the students.