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WH-Questions Micro Teaching Plan

This microteaching lesson plan is for an intermediate English class and focuses on teaching WH-questions to help students understand who, what, when, why and which. The lesson involves students forming groups and using WH-questions to guess objects from pictures or answer statements. A follow-up activity asks students to write a short essay describing their best friend using various WH-questions.

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0% found this document useful (0 votes)
7 views8 pages

WH-Questions Micro Teaching Plan

This microteaching lesson plan is for an intermediate English class and focuses on teaching WH-questions to help students understand who, what, when, why and which. The lesson involves students forming groups and using WH-questions to guess objects from pictures or answer statements. A follow-up activity asks students to write a short essay describing their best friend using various WH-questions.

Uploaded by

are_niece02
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

UNIVERSITI TEKNOLOGI MARA

KAMPUS SHAH ALAM

COURSE / COURSE CODE:

CURRICULUM AND INSTRUCTION/EDU 555

TOPIC:

MICRO TEACHING LESSON PLAN

PREPARED FOR:

MADAM ROSLINDA ALIAS

PREPARED BY:

VILLERIE BT. MENUIN (2007143771)

DATE OF SUBMISSION:

April 7th 2010


Form : One (1 Initiative) Date : April 7th 2010

Level : Intermediate Time : 15 minutes

Theme : People

Topic : WH-questions

Objective : To introduce students to the WH-questions.

Learning outcomes : By the end of the lesson, students should be able to:

1. Be familiar with five of the eight WH-questions which are who, why, when, which and
what.
2. Analyze and know about the usage of WH-questions.
3. Produce correct questions using WH-questions.

Moral Values : Cooperation

Educational Emphasis:

1. Thinking Skills
1.1 The students need to analyse the correct use of WH-questions.
2. Multiple Intelligences (MI):
2.1 Verbal linguistic – making use of language to convey their message to peers and
teacher.
2.2 Interpersonal – interacting with their peers and teacher in order to get information.

Instructional Aids :

1. Microsoft PowerPoint Slideshow


2. Envelope containing the stripes of paper.
3. Box containing pictures.
4. Whiteboard and marker

Previous Knowledge :

1. The students have learnt about how to introduce themselves, talk about their interest
and hobbies (Topic 1 in text book).

References :

2
1. [Link]: WH-Questions. (2010). Retrieved March 22, 2010, from [Link]

2. Kim, T. B., Foo, B., Kim, L. S., Ong, C., & Tan, A. (2002). English Form 1.
Petaling Jaya: Sasbadi.

Teaching Procedure :

Stage Instructional Activity Learning Activity


1. Teacher greets the 1. Students respond to
Set Induction (3 minutes) students. teacher’s greeting.
2. Teacher asks questions 2. Students respond to
using WH-questions to the teacher’s questions.
students. For example:
a) What did you do?
b) Which place did
you go?
c) Who did you go
with?

3. Teacher tells the students


that they are going to learn 3. Students listen to the
WH-Questions. teacher attentively.

Development (5 minutes) Activity 1 Activity 1


1. Teacher explains about 1. Students listen to
WH-Questions. teacher’s explanation
2. Teacher explains the rules attentively.
of the activity. 2. Students listen
3. Teacher divides the class attentively to the
into 4 groups. teacher’s instruction.
4. Teacher gives each group 3. Students form 4
a stripe of paper that has a groups.
statement written on it. 4. Students receive the
5. Teacher asks the students stripe of paper.
to create questions based 5. Students discuss
on the statement by using among themselves
the WH-questions. and create the WH-
6. Teacher asks a questions correctly.
representative from each 6. Students present their
group to present their answer.

3
answers.

Activity 2 (Guessing Game) Activity 2


1. Teacher asks students to 1. Students remain in
remain in their group. their respective group.
2. Teacher explains the rules 2. Each group will
of the activity.-This game choose their
will be played in 4 rounds. representative to come
In each round, a in front.
representative of a group 3. Each group form the
will come in front and pick sentences based on
a picture from a box. The their understanding of
rest of the class will work WH-questions.
in a group and construct 4. Each group will guess
WH-questions to gain the object in the
information about the picture.
picture picked by the
representative earlier. The
representative will answer
the questions without
giving out the name of the
object in the picture.
Groups that can answer
guess the object in the
picture will get 1 mark, a
wrong guess will cause the
team to lose ½ mark.
3. Teacher will be the referee
of the game and write
down the marks on the
whiteboard.
1. Teacher recaps about the 1. Students point out
Conclusion (2 minutes) lessons. what they have
learned in the lesson.
2. Teacher emphasizes the 2. Students listen
importance of using attentively.
correct WH-questions.

Follow-up activity :

1. Students are asked to prepare a 100 words long essay that describe about their best
friend answering these questions:
a. Who is your best friend’s name?
b. When did the two of you meet and become friends?

4
c. What is his or her favourite color?
d. Why is he or she your best friend?
e. When is his or her birthday?
f. Which of these should you give him or her for their birthday?
i. Hair band.
ii. Soccer ball.

Self Evaluation:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Supervisor Comments:

5
Activity 1

Statements on the stripes of paper:

1. We met during primary school back in 1995.

2. He is my favorite singer in Wonder Girls, Yoo Bin.

3. I prefer the blue one rather than the brown one.

4. Sarah is watching Supernatural.

6
Activity 2

Categories: Occupation

Location: police station

Distinct Features: catches


criminal

Categories: people

Location: Hollywood

Distinct Features: Handsome

Occupation: actor

Categories: Transportation

Location: Bus station

Distinct Features: long, it can fit many


people.

7
Categories: Fruit

Location: Cameron Highland

Distinct Features: red, sweet and


sour.

Categories: Animal

Location: sea

Distinct Features: biggest animal in the


world.

Categories: Animal

Location: zoo

Distinct Features: furry

Favorite food: Bamboo stick

Common questions

Powered by AI

The micro-teaching lesson plan incorporates the development of multiple intelligences by encouraging verbal linguistic intelligence, as students use language to convey messages and form questions, and interpersonal intelligence, as students interact with peers and the teacher to gain information .

Previous knowledge about personal introduction helps students relate new information to familiar contexts. When learning WH-questions, students can draw from their previous experiences discussing interests and hobbies to frame their questions, promoting a deeper understanding through personal relevance .

The mixed-method approach is effective as it combines direct instruction, group activities, and games. This variety caters to different learning styles, maintains student interest, and provides opportunities for practical application, ensuring a comprehensive understanding of WH-questions .

The lesson plan emphasizes thinking skills by requiring students to analyze the correct use of WH-questions and create questions based on given statements, thereby fostering critical thinking and application of learned knowledge .

Factors to consider include student engagement levels, the accuracy and creativity of student-generated questions, the ability to work collaboratively, the effectiveness of instructional aids, and whether learning outcomes were achieved. Reflecting on these aspects can guide improvements in teaching methodology .

Cooperative learning is utilized in the follow-up activity where students must prepare a 100-word essay about their best friend. This task encourages collaboration among students, as they discuss ideas and utilize WH-questions format, aiming to enhance their writing skills and understanding of the lesson material .

The guessing game fosters cooperation among students, aligning with the lesson's moral value of cooperation. Students work in groups to construct WH-questions and guess presented pictures, thereby practicing teamwork and mutual effort to achieve a common objective .

Reiterating the importance of correct WH-question usage reinforces learning and ensures students understand the value of precision in communication. It emphasizes the practical application of learned skills and addresses any uncertainties or misconceptions from the lesson .

The instructional aids include a Microsoft PowerPoint slideshow, envelopes containing stripes of paper, a box with pictures, a whiteboard, and markers. These tools engage students by providing visual aids, hands-on activities, and interactive group tasks, enhancing their understanding and retention of WH-questions .

Challenges include potential student anxiety or over-competitiveness, which may detract from learning. Benefits include increased student engagement and motivation, as the competitive format may make learning more dynamic and encourage active participation .

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