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The term micro comes from the Greek mikros meaning small,
little. In the ELT industry, micro-lesson planning refers to
planning one specific lesson based on one target (e.g., the
simple past). It involves choosing a topic or grammar point and
building a full lesson to complement it. A typical lesson plan
involves a warm-up activity, which introduces the topic or
elicits the grammar naturally, followed by an
explanation/lesson of the point to be covered. Next, teachers
devise a few activities that allow students to practice the
target point, preferably through a mix of skills (speaking,
listening, reading, writing). Finally, teachers should plan a
brief wrap-up activity that brings the lesson to a close. This
could be as simple as planning to ask students to share their
answers from the final activity as a class.
Types of micro-LESSONS
Generally, micro-LESSONS can be classified into two:
a. 1st generation micro-LESSONS are mainly studentcentered projects adopting a direct instructional
approach. These micro-LESSONS are used for tutorials,
drills and sometimes as informational multimedia. Though
mainly used for transmission of knowledge, multimedia
features are used in these micro-LESSONS to help enhance
the learning process.
b. 2nd generation micro-LESSONS allow students to explore,
create and construct knowledge through various
computer-based learning activities instead of merely
transmitting knowledge. Generally, these micro-LESSONS
consist of two parts. In the first part, students are
presented with a scenario, situation, case study or a
problem that requires a solution. In the second part,
students are asked access linked documents that requires
them to do some activities which require higher order
thinking skills such as generating feasible solutions to a
problem, surfing the web to collect information, exploring
a simulation or to collaborate on a piece of work.