MICROTEACHING

Alejandra Alvarez

5076 07 4892

CLASS No. 1

Grammar

Superheroes

UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS

Microteaching Lesson Plan 2014

Instructor: Alejandra Alvarez Obando

Date:

August 9th, 2014

Course Title: Grammar

Grade 7th Grade

Unit: Talking about superheroes

Specific Topic: Can and Cannot/Adjectives

Competence:

Student expresses his or her abilities and characteristics using can and can’t and adjectives in a

written and oral way with his/her classmates.

Rationale: Using Can and Can’t let the student communicate about his and her skills, and the use of

adjectives let the student describe feelings and thoughts.

Lesson Content:

Adjective vocabulary and the use of can and cannot

Instructional Procedures

a. Warm-up The teacher shows a tongue twister, and says it, then the teacher ask the students to read it as fast as

they can, by making the question “Can you read this?” by this way the teacher is introducing the topic.

b. Teaching procedures Presentation:

Teacher presents the structure by using cards with the words, and change them into negative, and then into question.

Controlled practice: Teacher shows some superheroes flashcards, and the teacher asks to their students using can and adjectives about the flashcards, students answer.

Semi controlled practice: Teacher asks a volunteer, and the students choose one famous superhero, classmates ask question using can to guess which is the superhero

Free practice: Worksheet. Students find who has the abilities that are in the worksheet.

c. Closure: Ask students to make questions to the teacher. Teacher answers.

d. Feedback: Teacher corrects the common mistakes.

e. Formative/ Summative check: Teacher asks at Random

f. Student Participation:

g. Homework: Fill in the gaps worksheet.

TIME

4 min

7 min

5 min

4 min

7 min

5 min

3 min

2min

Evaluation Procedures:

Materials and Aids:

Tongue twister poster

Word flashcards

TONGUE TWISTER

Can you can a can with a can, that

can can the can

Tape

Superhero flashcards

Worksheets (photocopies)

FLASHCARDS

WORKSHEET

REFLEXION

This class was very difficult, because

I was never evaluated before, by an

English Teacher, I had that experience

but with Spanish teachers just

checking and evaluating the

technique, but nothing related to

English.

I learnt that we can improve and that

we can be better than we are.

CLASS NO. 2

Social Studies

Egypt

UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS

Microteaching Lesson Plan 2014

Instructor: Alejandra Alvarez Obando

Date:

September 6th, 2014

Course Title: Social Studies

Grade 8th Grade

Unit: Egypt Social Classes

Specific Topic: Difference between social classes

in the ancient Egypt

Competence:

The Student knows about the daily lives of the ancient Egyptians from every social class, and discuss

and debates in the classroom the difference from the present time.

Rationale: Egypt was one of the oldest civilizations, much older than Greece. They were significant in

mastering art, architecture, military, and had an advance writing system.

Lesson Content:

Egypt vocabulary, information about each social class in ancient Egypt

Instructional Procedures

c. Warm-up Teacher asks at random the concept of “Social Class” asks to give some ideas about the present, then

plays different movies scenes and make students to guess what is the name of the movie and what do

they have in common then the teacher introduce the theme.

d. Teaching procedures Presentation:

Teacher does a video about the Egypian social classes, and asks students to pay attention. Controlled practice:

Teacher asks to form groups and gives students the worksheet “A Day in the Life Scavenger Hunt” students should fill in the blanks with the activities the different characters have in a normal day. (they can use cellular phone to get the information) in case they do not have they will get a photocopy with the information.

Semi controlled practice: Each group choose a character they will represent and they will choose one person to do it. They get experts in this person. They have to choose one name, and the characteristics this person will have, They can use their imagination to present it.

Free practice: They present, and if they have any questions they can ask to the character.

c. Closure: Teacher asks: “If you could be a member of any social class except pharaoh, who would you

choose and why?

d. Feedback: Teacher names the different members of the social.

e. Formative/ Summative check: Teacher asks for a member of the social class, students describe it

f. Student Participation:

g. Homework: Complete the Scavenger Hunt, with extra information, and bring it for next day as a formal

homework.

TIME

4 min

5 min

7 min

5 min

7 min

3min

2 min

3 min

Warm Up

Evaluation Procedures:

Materials and Aids:

Computer

Projector

Worksheets (photocopies)

Whiteboard

Software

http://www.ushistory.org/civ/3b.asp

http://www.digitalegypt.ucl.ac.uk/social/

VIDEO

WORKSHEET

STUDENTS

PRESENTATION

REFLEXION

I was comfortable with the subject, I

prefer technology than doing posters

and material.

I notice that we have to be open to

new information, because even we

investigate, students could know

some information that we ignore.

CLASS No. 3

UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS

Microteaching Lesson Plan 2014

Instructor: Alejandra Alvarez Obando

Date:

October 4th, 2014

Course Title: Reading

Grade 8th Grade

Unit: Restaurant

Specific Topic: Restaurant Menu

Competence:

Extracts important information in a restaurant menu and retells plates and ingredients information

to his/her friends and family, based on the understood text.

Rationale: English language learners often have problems mastering specific details, because they cannot

comprehend and remember the text. It is important to practice and handle some techniques in order to

improve this skill.

Lesson Content:

Restaurant Menu (Intensive Reading)

Instructional Procedures

e. Warm-up “Movies Jar” Teacher divides the class in two groups and give a movie jar to each group, in the jar

students will find famous movies phases, one student take one phrase and reads it, the other group

guesses, the winner will be the group that guesses more times.

f. Teaching procedures Presentation:

Teacher presents some flashcards to activate the previous knowledge (food vocabulary) Teacher introduce a restaurant menu to the class, and gives 5 minutes for reading it. Teacher plays some instrumental music for background.

Controlled practice: Teacher shows some statements, students answer true or false, students read, and answer orally.

Semi controlled practice: Teacher gives the menu to each student, and each student will received a gap fill exercise, they do them, teacher checks.

Free practice: Students are asked to recommend some plates by reading the specific needs of each person.

c. Closure: Teacher gives the student a small reading, students write the title depending on the text.

d. Feedback: Teacher asks for food vocabulary, and sing the reading for practicing reading fluency.

e. Formative/ Summative check: Teacher asks to recommend him/her a plate, depending on her/his

needs.

f. Student Participation: Student gives ideas for the teacher lunch based on the menu.

g. Homework: take the given menu as an example and write a vegetarian menu.

TIME

4 min

6 min

3 min

3 min

6 min

3 min

3 min

3 min

Evaluation Procedures: worksheets, oral check

Materials and Aids:

Speakers

Cellphone

Worksheets (photocopies)

Blackboard

Flash cards, and menu

http://www.youtube.com/watch?v=MmsXC74_qO8

http://www.colorincolorado.org/educators/content/comprehension/

http://busyteacher.org/classroom_activities-vocabulary/food_and_drinks/restaurants_and_cafes-worksheets/

Warm up

.Woody once risked his life to save me. I couldn’t call myself his friend if I weren’t willing to do the same. – Buzz Lightyear, Toy Story

2. All it takes is faith and trust. – Peter Pan, Peter Pan

3. Ohana means family, family means nobody gets left behind. Or forgotten. – Lilo, Lilo and stitch

4. The very things that hold you down are going to lift you up. – Timothy Mouse, Dumbo

5. Venture outside your comfort zone. The rewards are worth it. – Rapunzel,Tangled

6. You control your destiny — you don’t need magic to do it. And there are no magical shortcuts to solving your problems. – Merida, Brave

7. Oh yes the past can hurt. But you can either run from it, or learn from it” – Rafiki, Lion King

8. When life gets you down do you wanna know what you’ve gotta do? Just keep swimming! – Dory, Finding Nemo

9. You must not let anyone define your limits because of where you come from. Your only limit is your soul.” – Gusteau, Ratatouille

10. No matter how your heart is grieving, If you keep on believing, the dream that you wish will come true.” – Cinderella, Cinderella

Flash Cards

TRUE/FALSE

Lunch is served for two hours only

Dinner starts at 2:30 pm.

Cream and butter comes free with the starters

Snacks are available for lunch and dinner

If you order a snack the salad and chips cost extra

There are three flavors of ice cream

EXERCISE

SONG

REFLEXION

In this class I improve my reading

teaching techniques, I discovered new

techniques for teaching reading, It

was hard for me because I had to

investigate a lot.

This plan was the most difficult for

me, I realized that I have to work more

with this skill, so I can improve my

students’ reading skills.

CLASS No. 4

UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS

Microteaching Lesson Plan 2014

Instructor: Alejandra Alvarez Obando

Date:

October 25th, 2014

Course Title: Science

Grade 9th Grade

Unit: First Aid and Emergencies

Specific Topic: First Aids Basic

Competence:

Knows what to do if a person is unconscious in variety of scenarios with family and friends.

Rationale: First aid is essential in emergency cases. Knowing what action needs to be taken to control an

emergency can make the difference between life and death.

Lesson Content:

First Aid Basics

Instructional Procedures

g. Warm-up Teacher asks one student to pretend to be unconscious and the rest of the class shows what they would do in that case.

h. Teaching procedures Presentation:

Important points of the First Aid are shown in some posters and they are explained. Teacher makes some questions to the students, students answer and discuss the questions.

Controlled practice: Teacher shows the first steps to take when a person is unconscious.

Semi controlled practice: Teacher asks students to repeat the exercises in pairs.

Free practice: Teacher gives some stories to students, they form groups, read them and pretend the emergency is happening now. They take the correct procedures.

c. Closure: One group passes to the front and receive a emergency scenario. They act.

d. Feedback: Students correct the mistakes the group had.

e. Formative/ Summative check: Students share with the classmates some cases they lived before, and

what would they change in their acting.

f. Student Participation: Students talk about their experiences.

g. Homework: investigate how to get involve into the red cross.

TIME

4 min

6 min

3 min

3 min

4 min

4 min

3 min

3 min

Evaluation Procedures: worksheets, oral check

Materials and Aids:

Posters

Cellphone

FIRST AID

Worksheets (photocopies)

Whiteboard

Flash cards

http://www.webmd.com/first-aid/

http://kidshealth.org/parent/firstaid_safe/

http://www.kidsfirstaid.com.au/

QUESTIONS

CASES

REFLEXION

I was very comfortable with this

lesson, because it is something I am

used to teach.

I realized that I have some

pronunciation mistakes, and now I

know what I need to correct.