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LIN 522 MICROTEACHING

LIN 522 MICROTEACHING

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LIN 522 MICROTEACHING

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  1. LIN 522 MICROTEACHING Sarah Slagle 09.24.12

  2. Target Students: Intermediate Listening/Speaking Course for University Students in Korea • Grammar Target: Imperatives (Positive and Negatives, but no “Let’s”) • Materials: • Microteaching_IMPERATIVES.ppt (and projector, screen, computer with internet access) • Howcast.com video links(3) • 3 sets of video transcripts for all Ss with some blanks • Blackboard/Chalkboard

  3. Warm-Up Activity: Review positive and negative present tense sentences with ‘do(es)’ and ‘do(es)n’t’ as well as some other simple verbs. • EX: She does her homework. I wash my clothes. You read the newspaper. He doesn’t pay attention. I don’t listen to the teacher. • Transition: ‘Sometimes it’s fun to tell other people what to do. You can use imperatives like ‘Do your homework’ and ‘Don’t go!’ to tell other people what to do.’

  4. Presentation of Form: • Present Microteaching_IMPERATIVES.ppt and then an exercise in discrimination (Contrast the present progressive tense with imperatives by using a Simon Says-like game. Ss do the action when it is in the imperative, but not when it’s in the present progressive. Other Ss can be the speaker as well. Ideas for negative imperatives: Don’t touch the ground. Don’t look at the teacher. Don’t move.) • Rationale: Students should be exposed to several uses for imperatives such as giving instructions, commands, directions, advice, suggestions, warnings, and make requests and informal invitations. Students should be able to discriminate whether a form is in the imperative or not.

  5. Practice: • In pairs, student A mimes an action to student B and student B guesses the imperative; then switch for a total of 5 times for each Ss. (ie: student A mimes open your book; student B says “Open your book.”) Ss are encouraged to be creative with their imperatives. • Rationale: Ss should connect Warm-Up Activity to Practice with the added input from the Presentation. Ss should trial and error how they can and cannot use imperatives. • Transition: What type of imperative is it? class discussion. Ss offer imperatives (total: 4) and class discusses what kind it is. (Answers: Commands, advice, etc.)

  6. Fill-in-the-Blanks: • Use one of the three videos from howcast.com. Have Ss vote to choose one. Ss watch once and get the general idea as well as listen for any imperatives. T gives out transcript with blanks to each S. Ss read silently for 30 seconds and then watch and fill in the blanks. If necessary, watch one more time. Class discusses answers together while T writes them down on the board. • Videos: http://www.howcast.com/videos/415541-How-to-Get-Puppies-to-Sleephttp://www.howcast.com/videos/461-How-to-Ask-out-a-Girlhttp://www.howcast.com/videos/248077-How-to-Ace-Multiple-Choice-Tests • Rationale: The video talking speed is more natural and Ss must get used to listening to other voices (not just T).

  7. Produce: • Ss are told to think of something they are good at. It can be baking a cake, playing the samulnori, driving, tying shoes, etc. They must choose an activity and act as an expert on it. They must write out instructions to beginners who are interested in trying the activity. • Rationale: Up until now, there has been no actual writing-down of the form. Writing down the form will help cement the form for many Ss. Also, it should increase the self-confidence of the Ss if they write about something they’re already good at.

  8. Recycle: • HW – Upload your instructions to the class website tonight and then read all of the other instructions by next class. Choose the best one and bring a printed copy of it to class. • Rationale: Ss will get more practice with the imperative and the printed copy will be used in the next class.

  9. Thank you for listening. Good luck with your Microteaching lessons!