LESSON PLAN

Microteaching By Jessica Richard DID-2929 Teaching Grammar in ESL Classes July 2012

LESSON PLAN Target learners/Grade: Elementary Program, Cycle One Title of the lesson: Let’s Learn About the Farm Animals! Broad theme of learning: Animals Purpose: the overall goal to be accomplished by the end of the class

period is to learn the names of animals. (Which is applied by a focus on repetition, memorization and pronunciation)

Competency(ies): To act on understanding of texts (vocabulary) To communicate orally in English (repeat and have initiative) Key features: Listens to messages Transmits simple messages  

Cross-curricular competency(ies): To cooperate To communicate appropriately To use creativity To use information

Materials and equipment: All that will be used during the lesson: Flashcards 1: animals Handout 1: cut out and match the animal pictures

with their names Flashcards 2: sounds of animals Song 1: Old MacDonald had a farm Extra paper for the drawing “Magical Animal”

Knowledge: Functional language Useful expressions: Delay speaking, asking for help,

identification, agreement/disagreement Vocabulary related to the immediate environment

(e.g. school supplies) theme-related vocabulary (e.g. animals and sounds)

Strategies Compensatory Asking for help Gesture Learning Direct attention Physical response Practice Use of prior knowledge

Language conventions Word choice Cultural Product : Song  

Procedures  Warm-up Before starting a lesson. Beginning of a period. Teacher talk or behavior to draw the students’ attention, to motivate them for

the class period, to lower their anxiety, etc. The warm-up has to be in relation to the lesson.

Usually, they react by sharing their own experiences, by laughing, etc.   Whole class (5min.)  - Show the pictures of the farm animals. - Ask questions to the students.

(What is this? What is your favorite animal? Do you have an ...) - Review the names of the animals.

Activities A lesson may include more than one

main activity. For young students especially, there should be many short activities rather than a long activity.

 

Pre-activity   Engage the students in a simple, short and motivating activity as a preparation

for the main activity.   Students start to be active learners .   Individual work (20 min.)

- Give handout #1 to each student. - Explain the handout: cut out and match the animal pictures with their names. - model an example * (if you want, you can put “Old MacDonald Had a Farm”) -correct the handout with the whole class

Activity  Main activity. More complex, challenging. Involves new

elements to be learned. Students are very active learners. Need to make an effort to 

achieve  goals.   Whole class (15min.) - Distribute cards to students. Some will get animals and others

will get sounds. (sounds of animals) -Ask students to match the animal pictures with their sounds. - Put the song “Old MacDonald had a farm” for the first time and

sing. - Teach the song to students. -Make them repeat and show their pictures at the right time.

OLD MACDONALD HAD A FARM

Old MacDonald had a farm, E-I-E-I-O.

And on his farm he had some cows, E-I-E-I-O.

With a moo, moo here,And a moo, moo there,Here a moo, there a moo,Everywhere a moo, moo,

Old MacDonald had a farm, E-I-E-I-O.

1. Duck - quack2. Pig - oink, oink3. Cow - moo, moo 4. Cat -meow, meow5. Mule - Heehaw

6. Dog - bow wow

moo, moo

Post-activity   Related to the main activity but involves a different competency and

different key features. It aims at consolidating and reinvesting knowledge.

Students reinvest their learning in new situations. They call upon different competencies and strategies .

  Individual work (20 min.) -Distribute a white sheet of paper to everyone. - Explain the activity, “Magical Animal”. (Choose a minimum of 3,

or more animals, and draw only one unique magical animal. - Show an example of a magical animal. - Give them enough time to finish their “Magical Animal”. -Ask each students to come in front and present their drawing.

(make sure they reinvest the name of each animals presented in their drawing and all other vocabulary learned in the past).

Wrap-up   Reflecting on the task. End of the period. The teacher points to all what the students

achieved, congratulating, encouraging… the students. The teacher can ask the students about their learning (what they

learned, what they liked, etc.) May be active or passive, depending on the procedure adopted

by the teacher. If they are active, the activity MUST be very short and  meaningful .

 Whole class (5 min.) - Ask questions to students. (What did we learn today? How

many animal can you name? What is the sound of the pig?) - Repeat the song learned, “Old MacDonald had a farm”.

Evaluation : Should be informal in order to assess students’

learning, i.e. if they are acquiring the planned elements of knowledge, if they are using cross-curricular competencies, if they are acquiring the planned competencies, etc. Evaluation is not necessarily at the end of the lesson. It can be during the activities (when the teacher is monitoring group work, when students ask questions, etc.). It can be also under the form of self-evaluation (done by the students).

-We can observe it at the end of the activity and when the teacher is monitoring group work.

In asking questions to students we can notice their understanding.

During the class the teacher can notice if students are using strategies, which can be seen as a part of their understanding.

THANK YOU