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CEP Lesson Plan Template: Micro Teaching: Review or Preview (If Applicable)

The lesson plan aims to review vocabulary from the semester in a fun game. Students will first discuss the structure and tone of an interview they listened to for homework. They will then work in groups to match vocabulary words to their definitions from the interview transcript. Finally, students will play a game where they split vocabulary words into halves and work in teams to arrange the words into a circle, with the winning team finishing first.

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298 views6 pages

CEP Lesson Plan Template: Micro Teaching: Review or Preview (If Applicable)

The lesson plan aims to review vocabulary from the semester in a fun game. Students will first discuss the structure and tone of an interview they listened to for homework. They will then work in groups to match vocabulary words to their definitions from the interview transcript. Finally, students will play a game where they split vocabulary words into halves and work in teams to arrange the words into a circle, with the winning team finishing first.

Uploaded by

api-289191282
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CEP Lesson Plan Template: Micro Teaching

Teacher/s: Rebecca Wicker & Adam Agostinelli


Level: Intermediate / Advanced
Date/Time: June 25th, 2015: 2pm
Goal: to wrap up the semester with a fun review activity
Objectives (SWBAT):
Students Will Be Able To
1. Evaluate the structure and tone of an interview.
2. Learn new vocabulary
3. revise vocabulary from the semester; spelling, meaning and pronunciation
(negotiate meaning and work together to earn points in Bluff game)
Theme: Fun end of the year wrap-up activity
Extensions: Domino game
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson:

(for example:
SS-T)

Activity 1:
Discussion & Jigsaw

1.1 Pre-Stage: Warm-up / introduction


based on yesterdays HW (Listening to
an interview from NPR)

T-Ss, Class

T: Who can tell me about the


interview we were assigned to listen
to for homework yesterday?
Class discussion ensues
1.2. During Stage:
T splits classroom into groups by
T-Ss, Groups
giving them a number from 1-3. Ss
then move into their numbered groups.
T: Since we have been talking a lot
about the structure and flow of
different types of writing and oral

Time

presentations, lets take a look at the


structure and tone of this interview.
What is the tone/structure of this
interview? (T tries to elicit the
answer: planned questions, but an
informal tone)
Each group is given a jigsaw of one
section of the script and asked to put
the utterances in order. Ss put the
utterances in order while paying
attention to the Q & A structure and
informal tone.
Transition to #2:
T: Great, now lets take a
look at the vocabulary.

1.3 Post-Stage:
Each group reports their findings to
the class. (i.e. Ss: In our section the
interviewer asked X and Y questions
and the interviewee answered by
saying Z.)
Tangible Outcome & T. feedback/peer
feedback:
-Ss work together to determine the
structure and tone of the interview.

Activity 2:
Vocabulary Practice:
Matching
*Adaptation for a longer
period of time: This activity
can be replaced by having
Ss create their own
definitions to select words
(either teacher or student
selected) based on the
context which they are
found.

2.1 Pre-Stage: Guiding Ss attention to


the vocabulary
T: Take a look at the bold vocabulary
words in your section of the script.
We are going to work together to
determine their meanings.*

T-Ss

2.2. During Stage:


T gives each group a vocabulary
matching exercise (different for each
group based on the vocab from their
respective sections of the script). Ss
compete the exercise by using the
context of the script to determine the
definitions. (in pairs or as a group

Ss-Ss

depending on class size).


2.3 Post-Stage:
Transition to #3:
T: Now lets play a game
using these words.

Ss check answers with Ts help (either


with pre-made answer sheets or group
by group basis)

T-Ss

Tangible Outcome & T. feedback/peer


feedback:
Ss work together to determine the
meanings of the vocabulary words
based on their context in the script.
Activity 3:
Vocabulary Game

Transition to #4 or Wrapup:___________________

3.1 Pre-Stage: T gives instructions for


game:
First stage: T splits classroom into
groups by giving them a number from
1-3. Ss then move into their numbered
groups (pre-existing groups can also
be used if this has already been done)

T-->Ss
3
Ss

Ok, Im going to give you a number


between 1 and 3 (T gives numbers)
hands up 1s, hands up 2s, hands up
3s. Now move into groups with your
numbers. 1s over here, 2s over here,
3s over here.
2
Second stage: T gives teams a chapter
from the textbook (one they have
already done) and asks them to
choose 10 vocabulary words they
learnt in that chapter. Monitor to
make sure ss have spelt words
correctly.
Right, in your groups, I want you to
choose 10 words from the chapter I
give you. 10 new vocabulary words
you have learnt this semester. Team
one, you get chapter X, team 2 you
get chapter Y and team 3 you get
chapter Z. Ill give you 5 minutes.

T-->Ss
5
Ss-->Ss

Try and choose long words and make


sure you spell them correctly.

4
Ss

Third stage: Once ss have chosen


their words, T asks ss to split them in
half and gives a demonstration.
Ok, so once you have all your words,
I want you to split them in half. My
name, for example, [writes on board]
how can we split this up? Excellent,
now do that with your ten words.
2
Fourth stage: T gives instructions on
how to fill in the template/table
(demonstration) and then hands it out
for ss to fill it in.

T-->Ss
5
Ss

Ok, Im going to give you this table. I


want you to take your split words and
put them in the boxes like this (gives
demonstration) Im going to give you
5 minutes! NB ideally, each team
either has different coloured paper or
pens to tell the strips apart
2
Fifth stage: Ss cut up the strips so
there are 20 strips of halved words.
They are mixed and shuffled by the
teams.

Ss
5

Ok, cut out your strips so you have


20 strips of paper like this, Ill give
you 5 minutes! (show them an
example)

3
T-->Ss

3.2. During Stage: The Game - T


gives instructions on how to play the
game.
Ok, so you all have 10 words that you
have split into half. What you need to
do now is move one table to your
right (ss move to another table). The
first team to form a circle with the
words and connect the halves wins

each
game
can
take up
to 1520
mins

(gives demonstration of how the


words fit together in a circle). When
you have completed the circle, your
whole team needs to sit down and put
your hands in the air so I know you
have finished.
ICQs: how do I know youve won?
how many words do you have?
This can be played in a full circle until
teams come back to their own set of
words. The game can be played again,
but this time it can be played
alongside the game Bluff. The teams
are allowed to calls the other teams
bluff by asking them the definition of
the word. The team being asked gives
two answers, a real one and a fake
one. The team then has to guess what
is the real answer with extra credit
points.
3.3 Post-Stage: With new vocabulary
or words they are not sure of, T can
elicit pronunciation and meaning
within their groups
Tangible Outcome & T. feedback/peer
feedback: students get to revise new
vocabulary, including spelling,
meaning and pronunciation. If the
second round Bluff game is included,
ss can negotiate meaning and work
together to earn points.

Activity 4:

4.1 Pre-Stage:
4.2. During Stage:
4.3 Post-Stage:

Transition to Wrap-Up:
___________________

Tangible Outcome & T. feedback/peer

Ss-->Ss

(this
can
add an
extra
10
mins
to each
game)
T-->Ss
Ss-->Ss

feedback:
Wrap-up

Lesson Evaluation Procedures:

Materials: table template, scissors, markers


Anticipated Problems & Suggested Solutions:
- Everyone will enjoy the game too much and it will be hard to move on to
the next activity.
Contingency Plans (what you will do if you finish early, etc.):
- Play the bluff game
Post-Lesson Reflections:

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