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

2.  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 

3.  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”

4.  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)

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

6.  Language conventions  Word choice  Cultural Product :  Song 

7.  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.

9.  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. 

10.  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

11.  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.

12.  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 - quack 2. Pig - oink, oink 3. Cow - moo, moo 4. Cat -meow, meow 5. Mule - Heehaw 6. Dog - bow wow

13. moo, moo

14.  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).

16.  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”.

17.  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.