Micro-Teaching II — Lesson Plan

A collaborative lesson plan by Crystal Kusey, Nancy Meredith, Janet Sabb, and Kristen Tsuei…

Class Description: This class is composed of adult ESL learners. The class is conducted in the U.S. and is held in the evening at a community college. The learners are beginners from a variety of countries and thus have a variety of native languages. The students have been living in the U.S. for varying amounts of time, and all are very motivated to learn English to use in daily life. Some want to obtain better jobs, others want to be able to interact with people who know their children (i.e. teachers, coaches, etc.). We are currently in our third month of class. The students’ vocabulary is very limited at this point, but it is growing as we work together. We expect that for activities such as asking them what clothing words they know, we’ll only get a few words from them. There are no behavior issues with these learners, and they are always willing to get involved in class. The room is a simple one, with a chalkboard and tables that the students sit at in groups. There is a doc cam available for the teachers to reserve, and we have reserved one for our class. We connect our own computer to the projector installed in the classroom. 

Timetable Fit: We have already become quite familiar with using the simple present tense. In particular, we have been working on 3rd person singular “s” for the last two months. We have also learned how to form “when” clauses, as well as colors, numbers, and days of the week. Our last unit was on family, and we learned the names of various family members such as father, sister, etc. The unit that we recently started is on activities and clothes. During the last class meeting, we learned vocabulary words for various activities, focusing on learning the words for things that the students do in their free time. In the next class we will continue practicing our new clothing vocabulary as well as learn new adjectives by practicing describing clothing—the color of it, the size of it, etc. We will also continue to incorporate the 3rd person singular “s” into our conversation practice and we will learn the present progressive “ing.” We will continue using the activity and clothing theme by describing what people are doing in various pictures: for example, the boy is skiing, he is wearing a red hat, etc.

Learning Outcomes: After this lesson, the students will be able to name several articles of clothing and to use these vocabulary words in sentences. They will also be more adept at forming 3rd person singular sentences and changing the verb form from “wear” to “wears” when changing the subject from I/we/you/they to he/she. They will be more comfortable talking about various activities that they enjoy and will have continued practice in using a picture dictionary.

Lesson Plan

Teacher

Activity/Aids

Interaction

Procedure

Time

Kristen

Schema activation.

*Use right side of chalk board

Put a heading above: “Activities”

Whole Group

Remind them of the activities we discussed during the last class,

 (give example: I would say “I fly kites” and write “fly kites”)

1 min

Kristen

Schema activation

Whole Group

Elicit vocabulary words for activities (I write on board the activities in 3rd person)

2 min

Kristen

Bridge review topic (activities) to new topic (clothes)

Whole Group

Explain that we are going to now talk about clothing and then we are going to do some activities that link activities and clothing. Explain that it is ok to wear some clothes for certain activities but not for others.

1 min

Kristen

Introduce the verb “wear”

Whole Group

Introduce the verb “wear.”

Elicit the conjugation and write it on the board (far left)

2 min

Kristen

Introduce song and worksheet

Whole Group

Explain that we have a funny little song about a particular item of clothing: shorts

Elicit: do you know what shorts are? The song will play 3 times, try to circle the correct form of the verb “wear” on the worksheet when you hear it.

Point out the example in the 1st line.

2 min

Kristen

Play youtube video.

 

*Need Laptop

Whole Group

Let them listen and try to circle the correct form.

3 min

Kristen

Check answers

Whole Group

See if they got the correct wear/wears,

2 min

Janet

Check what  clothing vocabulary Ss already know

Divide group into two groups of three

Two groups come to the blackboard and write down all the clothing vocabulary words they already know.  Don't worry about spelling. Look how much you already know!  Teacher erases duplicate words

2 min

Janet

Comprehension

Whole group

Take turns, one person from each group, pointing to article of clothing as I read off name.   If no article of clothing to point to, ask student to describe it or its use. Repeat words aloud after me.

3 min

Janet

Learn new clothing vocabulary/ suitcase of assorted items, picture dictionaries

Three groups of two

Teacher first asks students to look at each other to see of there are items they are wearing that they don't know how to say.  Then additional clothing items are pulled from a suitcase.  If a student knows the word, teacher  adds it to the list on the board. Students work in groups to find words to add to the list looking at a picture dictionary (pg 64). Write on paper the ones they find. Ask one group at a time to show the article of clothing for a new word they found. Teacher writes new words on the board. Reviews all words again at the end.

10 min

Nancy

Introduce conversation structure

Whole class

Demonstrate how to construct sentences using clothing and activity vocabulary on board; remind Ss to use 3rd-person -s when appropriate. Demonstrate with 2 or 3 examples for whole class with student volunteers.

2 min

Nancy

Structure handout w/chart

Project chart with doc cam
 
*Need Doc Cam

Groups of 3

Tell students they should not write during this activity. It is for conversation only. Students are to tell partners what they wear for different activities. Encourage them to talk about several activities. Then they will tell one partner about what the other one wears. Tell them that the next thing they will do will be to tell the class about one of their partners. 

7 min

Nancy

Students report to class about what one of their partners wear

Whole class

Call on students to tell about what one of their partners wears for particular activities. Hear at least one report from each student.

6 min

Crystal

Introduce Brad Pitt 

Project site with virtual paper dolls 

Whole class 

Tell students that we have a special guest today....Brad Pitt! Ask students what Brad Pitt wears when he visits a class. Tell them to describe which clothes by using descriptions of color.  Students describe which clothes to dress him in. 

3 min

Crystal 

Introduce "Dressing with the Stars" Activity and model how to play

Teacher and one volunteer 

Tell students that they cannot show their cards to anyone. They are also not allowed to use the actor/actresses name (must use pronouns). They are to use the sentence construction that they just learned about in order to find the matching card. 

2 min

Crystal 

"Dressing with the Stars" Activity 

game cards with actors and actresses 

Whole class 

Give each student 3 cards. Have them go around the room and try to find the matching card by using the correct sentence construction. 

6 min

Crystal 

Share with the group what their actor/actress wears 

Blackboard 

Whole Class 

Go through the list of actors/actresses--Teacher asks "Who has Jennifer Aniston?" The student who has Jennifer Aniston raises their hand. The teacher asks "What does Jennifer Aniston wear?" Student responds. Go through the list with all the actors/actresses.

4 min

 

Problems and Possibilities

Kristen: The main problem that I anticipate is that I may not be prepared to explain words that the students do not know. I feel that for the words that I prepare to teach I should be able to explain them, but doubtless there will be some words that the students ask me about that I am not expecting. My fear is that I may find myself scrambling for words to explain something that I’m not used to explaining. I think this will be good practice for me though, since I am quite inexperienced with beginners.

Janet: Some students may be hesitant to express that they do not understand what an article of clothing is, when a different group puts the word on the board.  Hopefully by asking students to show the article of clothing that matches the word, comprehension will ensue.

Nancy: Students may have trouble with the structure and may require extra demo, or a student may require individual help with his/her partner. If any students have common clothing/activity combinations, I can prompt for "What do _______ and ______ wear when they ___________?" If not, I can assume the same combination as one of the students and prompt for "What do we wear when we __________?"

Crystal: Students may not understand how to do the activity even after I model it. I will plan on circulating the room and scaffolding the students so that they will understand what to do. Some students may end up with more pairs than others. Therefore I will tell them that once they have made 3 pairs they are to sit down so that in the following exercise all the students will have the opportunity to tell the class what three actors/actresses wear.