Elizabeth Spang
Micro-Teaching I
A) Class Description
My class consists of approximately 15-20 ESL students in a public elementary school
in Austin, Texas. These learners have moved to the United States in the past year or
two for various reasons and are now hoping to attain proficiency in English. Most
have had a year or two of classroom instruction before this and are approximately 7
or 8 years old. Many have been exposed to English outside of the classroom as well.
My learners share the same L1, Spanish. Their motivation is high and want to learn
the language for basic living, schooling, future employment, and to socially
participate in the American culture. Writing, Reading, Listening and Pronunciation
are the four main focuses in my classroom and I include a wide array of activities to
keep my learners intrigued.
B) Timetable Fit
This lesson is taught in the beginning of the school-year, it is one of our first units.
Students have already learned a fair amount of vocabulary. As far as grammar, we are
in the midst of learning the present simple tense. Affirmative, negative, question
forms, short answers. Our next class will be about habits and we will practice the
present tense with it. Prepositions of time will be introduced so students can learn to
express how often they do things. Our vocabulary is basic at this point: hobbies,
occupations, numbers, leisure activities, days of the week, music, etc. In about 3 more
classes we will learn the past tense. Each of my units is themed. This one is “A New
Start” and some of the ones coming up include “Sports,” “Movie Mania” and more.
C) Learner Outcomes
After the lesson the students will be able to explain the general gist of the text.
Comprehension will be evaluated based on the few exercises I will include with this
listening activity. Students will be able to re-arrange sentences and answer short
comprehension questions. Students will also become familiar with new vocabulary.
D) Activities, procedures, and timing for your 50 minute lesson.
Activity: Pre-Listening
Interaction: Teacher working with the whole class
Procedure: Class discussion on what a “pen pal” is. What do you know about them?
What could be some advantages to having one? Have you ever had one before?
Time: 5 minutes
Activity: Listening
Interaction: Teacher working with the whole class
Procedure: Teacher has the class listen to a short audio clip, a man speaking about
himself. Students are given a multiple choice worksheet to fill out along the way.
Students are then given the script, the teacher plays it again, and they read along.
Time: 10 minutes
Activity: Mixed Up Sentence Activity
Interaction: Students on their own
Procedure: Have students re-arrange a sentence.
Time: 5 minutes
Activity: Sentence Completion/Vocabulary
Interaction: Student on their own
Procedure: Have students complete some sentences (they are given a word bank with
new vocabulary words)
Time: 5 minutes
Activity: Test Completion Quiz
Interaction: Students on their own
Procedure: Students listen to the audio clip again, this time with a closed activity
(they must fill in the blanks along the way)
Time: 5 minutes
Activity: Group Work
Interaction: Students working in pairs
Procedure: Students pair up and “introduce themselves” to one another. They will
then present and introduce to the class their partner and what they learned.
Time: 10 minutes
Activity: Distribution of HW
Interaction: Teacher working with whole class
Procedure: Teacher assigns HW to the students. Students are given a “pen pal” and
are supposed to write their first introductory letter for the next class.
Time: 5-10minutes
Tell me about
yourself
I. Pre-Listening Exercises
II. Listening Exercises
III. Post-Listening Exercises
Level:
Topic:
Type:
Speakers:
Length:
easy
introductions
speech
man
00:32
I. Pre-Listening Exercises
Having pen friends is a good way to meet people. What
kinds of things would you write or talk about when
introducing yourself to a pen friend (pen pal) for the first
time? How do these topics change depending on the
situation and the person to whom you are speaking (e.g.,
an older man on a airplane or a fellow student at a party)?
II. Listening Exercises
Listen to the conversation by pressing the "Play Audio"
button and answer the questions. Press the "Final Score"
button to check your quiz.
1. What is the man's name?
A. Craig
B. Greg
C. Gary
2. Where was the man born?
A. Arizona
B. Kansas
C. Colorado
3. Which sentence best describes his university studies?
A. He is a third-year student.
B. He is majoring in Spanish.
C. He really enjoys his studies.
4. Where does the man work?
A. at a bookstore
B. at a restaurant
C. at a supermarket
5. What is one thing the man like to do in his free time?
A. reading
B. jogging
C. camping
II. Listen to the conversation again as you read the Quiz
Script.
III. Do practice activities to review the vocabulary:
1. Mixed-Up Sentences
2. Sentence & Vocabulary Matching
3. Test Competion Quiz
III. Post-Listening Exercises
Pair up and introduce yourself to a classmate. What do you
like or dislike? What’s your family like? Where are you from?
Then, after listening to your partner, introduce he/she to the
class. For homework, you will be assigned a penpal from a
different class and will write your first introductory letter to
them.