I. Overview of the lesson
The topic of my final lesson plan is ‘showing the way’. My students are 1st grade in middle school and their proficiency level are all intermediate-low except novice-high level of writing. In warm-up, I ask questions, ‘when do we need other’s help’ and ‘when did you help others’ in order to activate students’ schemata regarding giving and asking direction. In presentation, I explain vocabulary shown on a map (visual) and teach the expressions of giving and asking directions and the location (across from, behind etc.).In step 9, I will give a handout, which is a kind of map, where Alibaba has to find a cave full of treasures. It is required that students should give him correct directions to help him. As a competitive game, if a student gives incorrect directions, the chance will go to the next person. In step 10, students will write a few sentences to explain the picture they want to visit or live in again, which they are supposed to bring. After describing the picture to the partner, the speaker will give directions to find it and the other will draw it on the paper. Finally, the listener will tell it again to the speaker.
II. Right hemisphere participation
According the Neurological Framework, the reason why children is more successful in learning language than adults who spends more time in studying language is that they use their right hemisphere fully. Although the part that domains the language skill is left one, to use right side of the brain as well which make use of visualization, emotion, sociability, creativity and imagination. When we use both part of the brain in learning language, we remember it well because we learn it more meaningfully. Before puberty, because lateralization, the function of each part is moving each other in using the brain, is not completed, children use the right-sided brain in memorizing something. However, the people who are beyond puberty get help from the right one when they learn language, so they become poor learners. Hence, when teacher teach language, we encourage them to use their right side of the brain actively. I make my lesson plan using this concept
In this lesson plan, I tried to use as many visuals as possible because my students are young and do not reach a certain stage yet where they may self-motivated in learning English. In warm-up, the intention of my questions about helping or getting help other is to make them get involved in the lesson through personalized questions. In the light of Right hemisphere function, learners can learn better when the meaning is associated with emotion. Therefore, the feeling that they had when they appreciated others’ help and the reverse of it is expected to assist them to bridge their previous experience and what they are taught. Furthermore, I give them to think and share their ideas with their partner, which allows them to use authentic language.In step 8, what I consider most to make input comprehensible is to use visual materials. To explain the language points, I prepare a board which contains the picture of a road and a handout including some pictures as well. I believe these colorful visuals get their more attentions and help them feel less bored.
In step 9, to lead them to practice the expressions that they have learned in step 8, I create a situation. That is, Alibaba wants to find a cave which has a lot of treasures, but he is a stranger. That’ why have to help. In this context, I also use a visual to stimulate their right hemisphere and imagination to help them prepare them for future encounters. In addition, Alibaba from a fairy tales makes them feel more familiar with the activity, enabling them to pay attention to the activity. In addition, this kind of game is thought to enhance their sociability, which is the genuine purpose of learning language. In step 10, my students are supposed to bring a picture and write short messages in order to prepare to describe it to their partner. The partner listens to the speaker and draws a map to find the place as he or she listens to. After that, the listener will tell it again to be checked. In this process, I intend that my students use their emotion ( the picture that they want to visit or live in again), creativity(create some messages about the place),artistic sensibility(draw a map)and sociability(conversation with the partner). The teacher models this activity in instructions, using my picture and Power Point. Although I do not teach it in practice yet, I hope this lesson plan will go as I plan to and help my students learn with more ease and interest.
III. Conclusion
In this lesson plan, I strive to help my students use their both hands as much as possible. In particular, to draw out the function of their right hemisphere, I think many visuals (pictures, a board) and situation connected with their emotion, sociability( conversation with other students)and imagination(preparing a situation previously) are utilize enough. This must be of great help to them because they have opportunities to use their right-sided brain which leads them to learn more meaningfully. Consequently, teachers are required to make students use their more functional part for remembering. Although they are beyond puberty, we, teachers, can assist them in learning language to stimulate their brain. In conclusion, whether a learner becomes successful depends on not only the learner but also the teacher who assists the learners to use their ability fully.
Submitted by Soo Jeong
Posted by James Trotta at December 11, 2006 9:27 AMESL blog is one of many Blogs for learning English & teaching English. Translation services information.