Micro-Teaching 1 Lesson Plan
This particular lesson will fit into the first 50 minutes of the 1.5 hour course. I will begin
the class with a review of the vocabulary on nature and wildlife that I had assigned them to
learn the previous class and that could be found in their book. In the class just before this one, I
introduced the differences between and how to conjugate the preterite and the imperfect to
describe the past in Spanish. The students completed a worksheet for which they had to
identify the imperfect and preterite for a two paragraph fairy tale, an exercise I picked because
I wanted them to realize the differences when used in real contexts like storytelling. We then
spent 20 minutes of class time covering when each verb form should be used in which
situations, as choosing between the verb tenses can be tricky for English speakers. This class
today will focus on the use of the preterite v. the imperfect, as well as incorporates some of the
new vocabulary about nature and wildlife from this unit. For the following class, the students
will have a quiz over the two verb tenses and will be expected to conjugate the verbs correctly
as well as choose their appropriate application in a sentence.
I expect that after this activity my students will be more comfortable with distinguishing
between the preterite and imperfect tenses, as well as more familiar with the verb endings
associated with each. After the listening activity, I expect the students to be able to answer four
comprehension questions about the listening comprehension as well as share with me which
verbs they heard and what form they were in (preterite v. imperfect). The students should be
able to create their own continuation of the story we use for the listening comprehension (or
create their own), and I would like for the students to feel comfortable with writing their own
stories for homework that describe a past weekend or vacation correctly using both verb forms.
One potential problem I can foresee with this lesson is the students might not have fully
grasped the difference between the imperfect and the preterite from the last class and so I
may have to spend more time explaining this to them. This wouldn’t be apparent from the
beginning of the listening activity, but I would be able to tell how well they understand by
listening to their group oral activities as well as when I read the stories they made up. I feel as
though I have created plenty of activities to fill up this fifty minute period, and so if I do end up
needing to provide further explanation, I might switch the final group activity to an individual
homework assignment.
Activity/ Aids
Interaction
Procedure
Time
Brainstorming
names of
animals we
know using a
handout
Teacher +
whole class
The teacher will provide students
5 minutes
with a handout of some animal names
in Spanish (from vocab in book). Ss
must tell T how to classify them
A Review of
preterite and
imperfect
Teacher +
whole class
T activates schema asking Ss what
5 minutes
they remember about imperfect and
perterite. T reviews both verb
endings and differences between –ar,
-er, and –ir verbs for both tenses.
Listening
Ss listen as a
Activity: “Cómo group
aprendimos a
tejer: un cuento
Maya de
Guatemala”
T plays video for Ss, the first time
telling Ss that they’re supposed to
only be listening to understand the
story
2 minutes
Then, T gives Ss some
comprehension questions to keep in
mind while listening and plays the
2 minutes
video a second time.
Worksheet
Ss work in
pairs
T asks Ss to discuss with their
classmates their answer to the
comprehension questions and then
calls on some pairs to share their
responses.
5 minutes
Paired Activitypreterite and
imperfect oral
activity
Ss work in
pairs, then T
works with
whole class
T has Ss tell one another where they
went or what they did this past
weekend and what the weather was
like (Ss should be familiar with this
vocab). T walks around room,
monitors responses
10
minutes
Group Writing
Activity
Ss work in
Ss create their own story as a group,
groups of 3 or using both past tense forms. The
4
story can be about whatever they
choose. T will suggest stories could
follow the format of the story of
Ixchel or they can be creative. Ss
must use 5 verbs in the preterite and
5 in the imperfect.
10
minutes
Presentations
Ss present
their stories to
the class as a
group
Ss share what they have created with
the class. Every S in each group
should read a sentence or two so
everyone has a chance to speak.
10
minutes
Homework
Ss will work
individually
Tell me in a paragraph or two about a
past weekend or vacation when you
had fun using both the preterite and
imperfect tenses.