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Micro Teaching Lesson Plan on Speaking

STUDENTS’ AGE: 9-10 UNIT: My Day


STUDENTS’ GRADE: 4th Grade TOPIC: Morning Routines

PROFICIENCY LEVEL: A1 LANGUAGE FOCUS: Speaking

PLACE: Public School CLASS SIZE: 20

ASSUMED KNOWLEDGE
Students
➢ know how to use Simple Present Tense, Present Continuous Tense.
➢ know numbers in accordance with their level (A1).
➢ know subject pronouns and possessive adjectives (his, her, its, our).
➢ know how to make a sentence in accordance with the subject-verb agreement.
➢ know the meanings of some basic conjunctions (because, so etc.).
➢ know some prepositions (in, on, under, in front of).
TIME ALLOTTED
➢ Total class time (80 minutes)
➢ Introduction (5 minutes)
➢ Warm-up Activity (20 minutes)
➢ Main Activity (35 minutes)
➢ Follow-up Activity (20 minutes)

The students will be able to:


➢ discover the basic morning routines by listening to a song and acting
them with the modeling of their teacher as a whole class.
Objectives ➢ predict the basic morning routines through the given clues which are
the written forms of the basic morning routines and the pictures of
these morning routines.

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➢ make sentences about the basic morning routines with their knowledge
of subject-verb agreement by looking at the pictures of the basic
morning routines.

Activities

Activity Activity Description (Teacher:T, Students:Sts, Student:St)

➢ Sts come to their English class. T asks her sts how they are and
how their weekend was.
➢ To make a connection with the topic, T asks “What are you
doing in the mornings?”. After T gets some answers from the
sts, T asks “Do you eat breakfast every morning”. T waits for a
while to get sts’ answers. T says “we eat breakfast every
Introduction morning and gives examples like that: “I eat breakfast every
(5 minutes) morning and it is a morning routine for me.” T asks “What do
you do after breakfast every morning?” and gives an example
like that “After breakfast, I brush my teeth every morning”. T
gets answers from the sts.
★ The aim here is to attract sts’ attention at the beginning of
the lesson by making a connection with real life (having
breakfast every morning etc). The topic is indirectly taught
by the teacher through giving examples (We eat breakfast
every morning, and it is a morning routine for us), instead
of giving the meaning of “morning routine” directly.

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➢ T says “We also have other morning routines like combing our
hair. Now, repeat after me!” and T wants students to repeat each
morning routine after her to teach the vocabularies by showing
the pictures of the morning routines with PPT. Then, T says
“Do you want to listen to a song about these morning routines?
Let’s watch the video! Try to do them and dance together!”
➢ After this expression, T opens a song which is about morning
routines (waking up, washing face, brushing teeth, combing
hair, eating breakfast and going to school). Sts act the morning
routines on the video with the modeling of their T and dance
together. T asks “How was the song? Did you like it?”.
Warm-up ➢ Then, they watch the video again. This time, T wants sts to sing
Activity the song together and stops the video for each morning routine
(20 minutes) with asking sts whether they do them or not to check sts’
comprehension.
★ AIM: At the beginning of this activity, technology is
integrated with PPT. Instead of flashcards, T uses the
technology to introduce the basic morning routines from the
pictures because it is easier to reach what he/she does later
via technology. Also, using pictures in PPT is important
here because visual memory is very crucial for young
learners. In this stage of this activity, T wants the sts to
repeat them because the repetition is also very important for
the sts’ vocabulary learning because of their age level. Also,
before the listening part, we aim that sts will be familiar
with the basic morning routines and after they can sing the
song more actively in the listening part. In addition, the
reason for using this video is about its suitability for this age
group because the video includes repetitions of the morning
routines. Besides, the video makes sts motivated and
engaged because there is the visual learning that the sts see

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the pictures on the video, the auditory learning that the sts
listen to the song and kinesthetic learning that the sts dance
and act the morning routines with the modeling of T while
listening to the song. Also, this part supports this objective:
➔ Students will be able to discover the basic morning routines
by listening to a song and acting them with the modeling of
their teacher as a whole class.

➢ T wants students to work with their peers in this activity and


distributes a paper which includes morning routines in written
form. Also, T distributes the pictures of six-morning routines. T
wants sts to close these pictures. Each st chooses three pictures
of the morning routines. Sts are expected to stick these morning
routines in front of the written forms and makes sentences with
these morning routines in accordance with the subject-verb
agreement. T gives an example to make the instruction more
Main Activity clear: “Look at the picture, I stick that picture in front of there
(35 minutes) and I say “She brushes her teeth every morning” to my peer”.
(20+15) Firstly, one of the peers opens the picture and sticks this picture
in front of its written form. Then, the st makes a sentence with
the morning routine he/she sees in the picture in accordance
with the subject-verb agreement. After that, another peer opens
the picture and sticks this picture in front of its written form.
Then, the st makes a sentence with the morning routine he/she
sees in the picture and this activity goes in an order. At the end
of the activity, there will be 6 pictures on the paper and each st
sticks 3 pictures in front of their written forms with making
sentences.
➢ While the sts process the activity, T walks around them by
making error correction. Also, the sts will check their peer’s
answers.

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➢ After the sts finish the matching the pictures with the morning
routines and saying their sentences to their peers, T asks for the
sharing their sentences to their classmates from a few students.
➢ When the sts finish sharing their sentences, T shows the pictures
of these morning routines by using the projector and there are
some clues through the given letters of these morning routines
for the sts. T asks “What is this? It’s a morning routine, right?
Can you fill in the blanks?” by showing the screen. T wants sts
to share their answers with raising their hands to complete these
blank parts by using the clues as a whole class.
➢ After a st shares his/her answer, T shares the correct answer on
the screen.
★ AIM: In the first part of the activity, the sts will be
interactive while they work in peers. Also, we try to combine
their prior knowledge (subject pronouns and possessive
adjectives) with their new knowledge on the morning
routines. In the final part of the activity, we aim to teach
these morning routines with chunks and practice the
morning routines with some clues through the given letters
of these morning routines. Also, this part supports these
objectives:
➔ Students will be able to make sentences about the basic
morning routines with their knowledge of subject-verb
agreement by looking at the pictures of the basic morning
routines.
➔ Students will be able to predict the basic morning routines
with the given clues in the written forms of the basic
morning routines and the pictures of these morning
routines.

➢ T shows a cube to the sts. There are one morning routine and
one subject on each surface of this cube. There are 6 different

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morning routines in total. Also, T wants sts to be a circle and


throw this cube to their friends. When a st catch the cube, this st
makes a sentence by looking at the picture and the subject on
the surface of the cube. After the T explains this activity, shows
an example: “I catch the cube and I see a picture of “wake up”
here and there is a subject (she) under this picture so, I say “She
wakes up.” and throw the cube to my another friend with saying
his/her name.”
★ AIM: The aim is here for students to practice what they
Follow-up learned in this lesson and we try to combine their prior
Activity knowledge (subject pronouns and possessive adjectives)
(20 minutes) with their new knowledge on the morning routines. In
addition to that, we aim to support their visual learning and
pronunciation which is included in the previous activities by
looking at the pictures and making sentences. Also, we chose
this activity because young learners need to use their bodies
while learning and they cannot sit on their seats for all
lesson so, we want them to stand up and use their bodies to
attract their attention through playing this game. This part
supports this objective:
➔ Students will be able to make sentences about the basic
morning routines with their knowledge of subject-verb
agreement by looking at the pictures of the basic morning
routines.

➢ Assessment: T assesses her students’ success according to their


developmental process in the activities. Also, sts create a
portfolio through the homework and the activities that are given
feedback by their T. In that way, sts put their homework into
their portfolio after finishing them, so they and their parents can
see what they did in their lessons.

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➢ Homework: ​T distributes a paper about sts’ morning routines.


T wants sts to write their morning routines in an order by
making sentences (for example, I wake up, I wash my face etc.).
Assessment & Sts do their homework and bring them to the next class. Then,
Homework sts put their homework into their portfolios.
★ The aim of the homework is to make a connection between
what they learned in the classroom and the daily routines of
their real life.

MATERIALS

★ Warm-up Activity
★ PPT

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★ Video:

(​
https://www.youtube.com/watch?v=vcniLrBssnI​)

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★ Main Activity
Peer names & surnames:
Cut and paste the morning routines.

WAKE UP

WASH HER FACE

BRUSH HER TEETH

COMB HIS HAIR

EAT BREAKFAST

GO TO SCHOOL

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★ PPT

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★ Follow-up Activity
★ The Cube Game

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★ Homework

Name:
Surname:

Write your morning routines in an order.

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