BEL3111 Activity Booklet

FACULTY OF SOCIAL SCIENCES
BA TESL (HONS)

BEL3111 MICRO TEACHING
APRIL 2021 SEMESTER

GROUP ASSIGNMENT
ACTIVITY BOOKLET

Group Members:
Poh Siu Hang

QIUP 201810-002810
Venosyha Nair A/P Andrew Suresh Nair

QIUP 201810-002655
Yong Cai Tong

QIUP 201807-002388

Table of Contents 01
05
Beginner 09

Lesson Plan 1 12
Lesson Plan 2 16
Lesson Plan 3 18

Intermediate 21
25
Lesson Plan 1 28
Lesson Plan 2
Lesson Plan 3

Advanced

Lesson Plan 1
Lesson Plan 2
Lesson Plan 3

Lesson Plan 1 BEGINNER

Duration: 15 minutes
Proficiency Level: Beginner
Theme: Science & Technology
Topic: Collective Nouns
Lesson Title: Identifying Collective Nouns

Focus Skills: Grammar

Learning Standard:
There is no Learning Standard in grammar.

Learning Objectives:

By end of this lesson, students will be able to:
1. identify the reasons for using collective nouns.
2. apply the suitable collective nouns to plural nouns.

Pre-Assessment:

I will assume that the students would know about plural nouns.
To confirm my assumptions, I will ask students to give me the plural forms of some
nouns.

PAGE 01

BEGINNER

Set Induction [3 minutes]
I will first show 2 noun phrases, one with a collective noun and the other not having
a collective noun
I will ask students to differentiate the 2 phrases in meaning
I will then explain why collective nouns are used in sentences.

Learner Engagement and Participation [7 minutes]
I will distribute worksheets to the students and ask them to complete it
The worksheet consists of 2 tasks. The first task consists of pictures and students
are asked to describe the pictures using collective nouns.
The second task consists of plural nouns and students are tasked to convert the
plural nouns into collective nouns.

Supporting Materials/Resources:
PowerPoint presentation with examples
Worksheet consisting of two tasks

Post-Assessment [3 minutes]
I will discuss the worksheet with the students and ask students to give me their
answers.
I will give feedback according to their answers

Closure [2 minutes]
I will ask the students to hand over their worksheets for marking.
I will recap the lesson by asking students why are collective nouns used. I will also
ask them to give out examples of collective nouns.

PAGE 02

BEGINNER

*Learner Engagement and Participation
Worksheet
Activity 1 : Describe the pictures using collective nouns

Activity 2: Convert the plural nouns into collective nouns.
1.Fish
2.Cows
3.Musicians
4.Thieves
5.Bees

PAGE 03

BEGINNER

*Learner Engagement and Participation
Answer Sheet
Activity 1 : Describe the pictures using collective nouns
1.A flock of birds
2.A flight of stairs
3.A pack of wolves
Activity 2: Convert the plural nouns into collective nouns.
1.Fish (A school of fish)
2.Cows (A herd of sheep)
3.Musicians (A band of musicians)
4.Thieves (A gang of thieves)
5.Bees (A swarm of bees)

PAGE 04

Lesson Plan 2 BEGINNER

Duration: 15 minutes
Proficiency Level: Beginner
Theme: People & Culture

Topic: Compound Sentences

Lesson Title: Converting Simple to Compound Sentences

Focus Skills: Writing

Learning Standard:
4.1.5 Organize and sequence ideas within short texts on familiar topics.

Learning Objectives:
By end of this lesson, students will be able to:
1. create compound sentences by combining two simple sentences.

Pre-Assessment:

I will assume that the students would know about conjunctions.
I will confirm my assumption by asking students to list out any conjunctions they can
think of.

PAGE 05

BEGINNER

Set Induction [3 minutes]
I will first show 2 simple sentences and ask a student to read them aloud.
I will ask the student if reading the sentences is tedious and tiresome.
I will then show the students how to shorten the text by combining the simple
sentences into a compound sentence.

Learner Engagement and Participation [7 minutes]
I will distribute worksheets to the students and ask them to complete it
The worksheet consists of 1 task.
The task consists of 5 questions.
Each question contains 2 simple sentences and students are tasked to combine them
into 1 compound sentence for each question.

Supporting Materials/Resources:
PowerPoint presentation with examples
Worksheet consisting of two tasks

Post-Assessment [3 minutes]
I will discuss the worksheet with the students and ask students to give me their
answers.
I will give feedback according to their answers

Closure [2 minutes]
I will ask the students to hand over their worksheets for marking.
I will ask the students if they have any further questions regarding compound
sentences.

PAGE 06

BEGINNER

**LLeeaarrnneerr eEnnggaaggeemmeennttaannddpPaarrttiicciippaattiioonn
wWoorrkksshheeeett
Activity 2: convert the plural nouns into collective nouns.
Activity: Each question contains 2 simple sentences. Combine
t1h.eFissehntences into 1 compound sentence.
2.Cows
31..MDAumasviyceiwawnilislllbbeeaabbsseennttttoommoorrrrooww..
4.Thieves
25..BeI ewsill be able to finish writing my report soon.

Mary is free to help me out.
3. Tim likes to bake cakes.

Tim doesn't like to eat cakes.
4. Would you like to drink tea?

Would you like to drink coffee?
5. Camille is sick.

Camille needs to go to the doctor.

PAGE 07

BEGINNER

**LLeeaarrnneerr eEnnggaaggeemmeennttaannddpPaarrttiicciippaattiioonn
wAonrskwsehreeStheet
Activity 2: convert the plural nouns into collective nouns.
Activity: Each question contains 2 simple sentences. Combine
th1e.Fsisehntences into 1 compound sentence.
2.Cows
31.M. Ausmicyiawnisll be absent tomorrow.
4.ThDieavveeswill be absent tomorrow.
5.BeAems y and Dave will be absent tomorrow.

2. I will be able to finish writing my report soon.
Mary is free to help me out.
I will be able to finish writing my report soon if Mary is
free to help me out.

3. Tim likes to bake cakes.
Tim doesn't like to eat cakes.
Tim likes to bake cakes but he doesn't like to eat cakes.

4. Would you like to drink tea?
Would you like to drink coffee?
Would you like to drink tea or coffee?

5. Camille is sick.
Camille needs to go to the doctor.
Camille is sick so she needs to go to the doctor.

PAGE 08

Lesson Plan 3 BEGINNER

Duration: 15 minutes
Proficiency Level: Beginner
Theme: People & Culture
Topic: Stating Facts and Expressing Opinions
Lesson Title: Describe a Friend
Focus Skills: Speaking

Learning Standard:
2.1.5 Express opinions or feelings about character and personality.

Learning Objectives:
By end of this lesson, students will be able to:
1. differentiate between stating facts and expressing opinions.
2. describe a person by stating facts and forming opinions.

Pre-Assessment:
I will assume that students will have no prior knowledge of stating facts and
expressing opinions, so I will show some examples to introduce them to the
topic.

PAGE 09

BEGINNER

Set Induction [2 minutes]
I will first ask students on what was the last movie they watched and did they enjoy
the movie.
I will tell them that their answer to the first question is a fact and the answer to the
second is an opinion.
I will explain the differences between facts and opinions.
I will write some sentences and as them to identify the sentences as either fact and
opinion.

Learner Engagement and Participation [9 minutes]
Students are tasked to prepare a description of a friend of their choosing using facts
and opinions.
I will write the requirements of students’ presentation on the whiteboard
Once the students are ready, I will call out individual students to the front of the
class to present their work. I will then provide feedback if necessary.

Supporting Materials/Resources:
Whiteboard

Post-Assessment [2 minutes]
I will ask students on how they think of their friends’ presentations and if they want
to give any response

Closure [2 minutes]
I will recap the lesson to summarize the main points.
I will ask the students if they have any further questions regarding facts and
opinions.

PAGE 10

BEGINNER

**LLeeaarrnneerr eEnnggaaggeemmeennttaannddpPaarrttiicciippaattiioonn
wFoorrmksuhlaeeftor the description
Activity 2: convert the plural nouns into collective nouns.

2 facts

1.Fish
2.C2oowpsinions
3.MWuhsiecniaynosu express opinions, you can start with phrases like (I
4.Tthhiienvk…es, In my opinion…, I feel that…).
5.BTereysto explain why you have that particular opinion about your

friend.

PAGE 11

Lesson Plan 1 Intermediate

Duration: 15 minutes

Proficiency Level: Intermediate

Theme: People & Culture

Topic: Conjunctions

Focus Skills: Speaking & Listening

Learning Standard:
2.2 Use register appropriately

2.2.1 No learning standard
2.3 Use appropriate communication strategies

2.3.1 Keep interaction going in short exchanges by checking understanding of what
speaker saying
4.2 Communicate with appropriate language, form and style
4.2.4 No learning standard

Learning Objectives:

By end of this lesson, students will be able to:
1. identify the correct conjunctions from the worksheet given.
2. use the conjunctions correctly to link single sentences together.

Pre-Assessment:
I will believe that students remember about conjunction as I have taught them the
rules and usage in the last class.
To check their understanding level and as a practice of the lesson since we did not
do much and the previous lesson, the game “Slap It” and the activity “Relay Race”
will help me to determine about their understanding and usage on conjunctions.

PAGE 12

Intermediate

Set Induction [4 minutes]
I will play a short game called “Slap It”.
Then, will divide the class into two groups and have one student from each group to
the board.
I will say a sentence and leave the conjunction out.
For example, I didn’t jog today ______ I was very sleepy this morning. The first
student to slap the correct word “because” gets a point for their group.

Learner Engagement and Participation [2 minutes]
I will divide the students in groups in order for them to participate in the activity
actively.
This activity will enhance the students thinking skills and everyone will have a
chance to do it.

Supporting Materials/Resources:
PowerPoint Slides
Worksheet

Post-Assessment [8 minutes]
I will introduce the activity called Relay Race and will divide the students into groups
of 5 and ask them to form a straight line.
Then, I will past the worksheet on the board and explain the rules of the activity.
Each student has to take turns in making one correction and the next student will
continue.
When any team finished fast, teacher will do a quick check of the answers.
If there is any error, the particular will have to try it again.

Closure [1 minute]
I will end the lesson by asking the students to randomly voice out the conjunctions
and as a wrap up, I would let the students know about our next topic so that they
can have an idea of what the next lesson is about.

PAGE 13

Intermediate

List of Conjunction Sentences
o She was sitting at the backyard, where there was bench.
o Aaron is a cheerful guy whereas Lia is funny.
o Please stay at home until ten o’clock.
o Once I start reading, I must complete the whole book.
o Maria is wealthy however she is not living a happy life.
o I like cooking because I usually eat at home.
o Let me know if you go to the mall.
o I have a beautiful sugar glider and a cute dog as pets.
o I would love to sing for you.
o My grades are good despite of having a busy schedule.
o Rachel went to the market to buy and bought some crabs cook for dinner.

Worksheet

PAGE 14

Intermediate

Answer Sheet

PAGE 15

Lesson Plan 2 Intermediate

Duration: 15 minutes

Proficiency Level: Intermediate

Theme: Health

Topic: Narrative Essay

Focus Skills: Writing

Learning Standard:
4.1 Communicate intelligibly through print and digital media on familiar topics

4.1.1 Explain simple content from what they have read
4.1.4 Express opinions and common feelings such as happiness, sadness, surprise
and interest
4.2 Communicate with appropriate language, form and style
4.2.3 Produce a plan or draft of two paragraphs or more and modify this
appropriately either in response to feedback or independently

Learning Objectives:

By end of this lesson, students will be able to:
1. Brainstorm ideas and write it out from the “Snowball” activity.
2. Express their opinion through writing by completing the activity given.

Pre-Assessment:
I will be assuming that most of my students are not concern about eating healthy
leading to healthier world.
So, the video clip and the “Snowball” activity (see below) will be used to introduce
the topic to the students.
This way it can help me to understand the writing style of the students and how
they brainstorm their ideas.

PAGE 16

Intermediate

Set Induction [2 minutes]
Teacher will ask the students about their food diet.
Teacher then will show the students 1 minute 35 seconds video from the YouTube.
The video is about a healthy diet leads to a healthier world.

Learner Engagement and Participation [1 minute]
I will provide students with a blank paper for them to write the essay.
I will explain the rules of the activity and let them grade the essay by the end of
session.
This will excite them and motivate to write better.

Supporting Materials/Resources:
PowerPoint Slides
A video regarding a healthy diet which changes the future to be healthier.

Post-Assessment [10 minutes]
I will introduce the activity called “Snowball” and students have to write an essay
based on the video showed.
One student starts the writing process for a timed period decided by me.
When the time is up, I will tell the students to crumple up their work into a
“snowball” and throw it somewhere else in the room.
Students retrieve one of the snowballs, smooth out the paper, and continue the
writing process.
This process will be repeated and when all parts are completed, the paper will go
back to the original writer.
At last, I will ask them review and grade their own essay.

Closure [2 minutes]
I will end the class by reminding the students to eat health and bring a change to
the world.
I will also explain briefly about the how to write a reflection for the next class.
This is to allow students to be prepared in the upcoming lesson.

PAGE 17

Lesson Plan 3 Intermediate

Duration: 15 minutes

Proficiency Level: Intermediate

Theme: Health

Topic: Skim and Scan

Focus Skills: Reading

Learning Standard:
3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning

3.1.1 Understand the main points in simple longer texts on a range of familiar topics
3.1.2 Understand specific details and information in simple longer texts on a range
of familiar topics
3.2 Explore and expand ideas for personal development by reading independently and
widely
3.2.1 Read and enjoy fiction/ non-fiction and other suitable print and digital text of
interest

Learning Objectives:
By end of this lesson, students will be able to:
1. read the text clearly using the correct pronunciation and understanding it.
2. skim and predict the answer from the text to complete the graphic organizer.

Pre-Assessment:
I believe that the students are passive when comes to reading aloud and they have
lack of exercise in skimming and capturing the answers and so the game “Popcorn”
and the worksheet will be used to initiate topic to the students.

PAGE 18

Intermediate

Set Induction [4 minutes]
I will begin the class with a game called “Popcorn” and will prepare a text with some
words underlined and give each person a copy of it.
One of the students will start by reading the first line and the student can choose to
end it at any sentence.
At the end of the line, the student will end by saying “Popcorn” along with another
person’s name.
This means the student can pick the next person to continue reading it.
For instance, the student starts reading, “Life is so contradictory. We have taller
buildings, but shorter tempers.” When the student decides to stop at tempers,
he/she can shout out by saying POPCORN Eva. So, Eva will continue reading the
following line.

Learner Engagement and Participation [2 minutes]
I will ask the students to re-read the text again and ask them to circle to hard
words.
This will help the students to comprehend the text well and it will be easier from
them to answer the graphic organizer.

Supporting Materials/Resources:
PowerPoint Slides
Worksheet (graphic organizer)
Text

Post-Assessment [8 minutes]
I will provide a worksheet which is a graphic organizer and it will be based on the
text given earlier.
Students will have to complete the worksheet and the answer will be display on the
slides

Closure [1 minute]
I will ask to class the to find the meaning of the underline and circled words from
text and write it in their book.
This is help to enhance their vocabulary.

PAGE 19

Intermediate

Reading Passage

Graphic Organizer

PAGE 20

Advanced

Lesson Plan 1

Duration: 15 minutes
Proficiency Level: Advanced
Theme: People & Culture
Topic: Superstitions
Focus Skills: Grammar

Learning Standard:

2.2 Use register appropriately
2.2.1 No learning standard

2.3 Use appropriate communication strategies
2.3.1 Keep interaction going in short exchanges by checking understanding of
what speaker saying

4.2 Communicate with appropriate language, form and style
4.2.4 No learning standard

Learning Objectives:
By end of this lesson, students will be able to:
1. read and understand sentences in the third conditional.
2. use third conditionals accurately and appropriately with only minor errors.

Pre-Assessment:
I believe that the students ares till familiar with the topic “third conditionals” which I
have taught them during the previous lesson.
In this lesson, I will use the topic “superstition” to relate it with the use of third
conditionals.

PAGE 21

Advanced

Set Induction [2 minutes]
I will begin the class with introducing what superstition is.
After providing them with examples of superstitions, I will ask the students to
give more examples that they have heard of or they believe in.

Learner Engagement and Participation [8 minutes]
Students are then asked to read an news article “EuroMillions player
‘heartbroken’ after finding error cost her £182m lottery jackpot ”.
Students are required to complete the true or false worksheet given.

Supporting Materials/Resources:
Worksheet

Post-Assessment [3 minutes]
I will ask the students to work in pairs, write down as many third conditional
sentences as they could within 3 minutes.
Students have to compete with each others to see which pair can come up
with the most number of third conditional sentences, without any errors.

Closure [2 minutes]
Students are given homework.
They are required to write a 100 - 150 words short passage based on the title
“My Biggest Regret”, they must include at least 3 third conditional sentences
in their passage.

PAGE 22

Advanced

Worksheet

PAGE 23

Advanced

True or False Worksheet

Read the article. Are these statements true or false?
a) Rachel Kenny lost the winning ticket.
b) The 19-year old student was aghast at what had happened.
c) Rachel and Liam chose different numbers each time they played
the lottery.
d) The money for the lottery tickets was usually taken directly from
Rachel’s bank account.
e) The problem was that Rachel didn’t have enough money in her
bank account to pay for the ticket.
f) Rachel and Liam refuse to play the lottery any more.

Answers
a) False
b) True
c) False
d) True
e) True
f) False

PAGE 24

Advanced

Lesson Plan 2

Duration: 15 minutes

Proficiency Level: Advanced

Theme: People & Culture

Topic: Giving Advice

Focus Skills: Speaking

Learning Standard:

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1.2 Ask for and respond appropriately to simple suggestions

2.2 Use register appropriately
2.2.1 No learning standard

2.3 Use appropriate communication strategies
2.3.1 Keep interaction going in short exchanges by checking understanding of what
a speaker is saying

2.4 Communicate appropriately to a small or large group on familiar topics
2.4.1 Communicate opinions or feelings about a story, event or experience

Learning Objectives:
By end of this lesson, students will be able to:
1. provide suggestions or advice verbally with only little or no grammar mistakes.
2. express themselves more confidently and appropriately.

Pre-Assessment:
I will believe that students do not get the opportunity to speak to their friends in
English for more than 3 sentences in their daily life.
I will start with a short warm-up game to encourage them to speak in English.

PAGE 25

Advanced

Set Induction [5 minutes]
I will begin the class by playing a short game with the students.
Students are required to work in pairs.
They have to talk to their partner as long as possible by only speaking in
English.
They can start by asking questions like, “how are you?” and continue their
conversation.

Learner Engagement and Participation [3 minutes]
I will write down a sentence patterns which are important when it comes to giving
advice on the whiteboard.
Example: I think you should…/ If I were you…/ I suggest…/ etc.
I will then provide them example by giving them a statement regarding the problem I
am facing. For example, I am having a headache.
I will ask the students to give me advice to my problem by using the phrases written
on the whiteboard.

Supporting Materials/Resources:
Whiteboard
Worksheets

Post-Assessment [6 minutes]
I will provide the students with some complaint letters.
I will ask them to work in pairs.
They are required to act as the customer service agents and write down relevant
advice or suggestions based on the problems they are provided with.

Closure [1 minute]
I will sum up the lesson and also provide the students with a brief introduction to the
next topic for our next lesson.

PAGE 26

Advanced

Worksheet
Complaint Letters

PAGE 27

Advanced

Lesson Plan 3

Duration: 15 minutes
Proficiency Level: Advanced
Theme: Health & Environment
Topic: History of Dogs
Focus Skills: Listening

Learning Standard:

1.1 Understand meaning in a variety of familiar contexts
1.1.2 Understand independently specific information and details in simple longer
texts on a range of familiar topics

1.2 Use appropriate listening strategies in a variety of contexts
1.2.1 Guess the meaning of unfamiliar words from clues provided by other known
words and by context on a range of familiar topics

Learning Objectives:
By end of this lesson, students will be able to:
1. understand the text independently with little or no support.
2. identify and answer at least 90% of the worksheet provided correctly.

Pre-Assessment:
I believe that the students do not practice regular listening habit and mostly has no
interest in listening to long and dull texts.
Therefore, I have prepared a topic where they can easily relate to.

PAGE 28

Advanced

Set Induction [2 minutes]
I will begin the class by asking a few questions:
Do you have a dog or would you like to have a dog? If no, why?
What do you know about the history of dogs?

Learner Engagement and Participation [9 minutes]
I will distribute worksheets to the students and ask them to skim through
what are the requirements of the worksheet.
I will then play an audiotape about the history of dogs and asks the students
to listen attentively and answer the worksheet as they listen.
I will play the audiotape for the second time and students are required to
double check their answers.

Supporting Materials/Resources:
Audiotape
Worksheets

Post-Assessment [3 minutes]
I will discuss the answers with the students.
I will ask them if they have any words that they do not understand.

Closure [1 minute]
I will ask the students about their opinions after listening to the text.
I will provide the students with a brief introduction to the next topic for our
next lesson.

PAGE 29

Advanced

Listening Transcript

PAGE 30

Advanced

Listening Worksheet

PAGE 31

Thank You