I. Overview of the lesson
In my lesson plan, the students profile is novice-high and middle school students. My lesson plan is listening task about how to make a volcano. The material is handout, pictures, CD, and white board. My students like activities. And they enjoy interacting with other friends through game. In warn-up, I make students for activate schemata using mind map. I ask students such as “What come to your mind when you hear “volcano”?.” I use many classroom interactions. In presentation, after I make students to listen to CD, I explain content by many comprehension check and classroom interaction. And I use one activity for student to understand about content. And I teach grammar such as commands inductively. In step 9, it is controlled activity using speaking. And in step 10, it is less controlled activity using writing. Because my students’ profile is novice-high in my lesson plan I use two controlled activities. In step 9, I make student to speak about the notice of science class after students look at the pictures. In step 10, after I give students to role as a teacher, I make students to make their own rule of school freely.
II. Theoretical justification of the activities
Right hemisphere participation
In my lesson plan, my students are puberty, so I use three activities as visualization, sociability, creativity, imagination. After puberty, functions of brain are fixed and they tend to use left hemisphere. So I use some activities that could use right hemisphere. Visualization make language easier to remember and pictures are more meaningful. In Sociability, when students communicate with people, language is more important. In creativity, if students practice using language rules by creating new language, they get competence. In imagination, when students use their imagination at the same time, language is meaningful. Thus, students can learn second language meaningfully. Therefore, as right hemisphere functions make language important, meaningful, and memorable I have to use visualization, sociability, creativity, and imagination for my students’ second language acquisition meaningfully. So my students get competence.
The Affective Filter, anxiety, and motivation
In affective filter, if students have high affective filter, it becomes more difficult to pick up new language. So students can’t acquire language. When I find student who have high affective filter, I have to give student high confidence, high motivation, and high self-esteem. So in my presentation, for give confidence, I make comfortable class and I help students’ language acquisition by many comprehensible inputs. But I also give students to challengeable anxiety for meaningful second language acquisition. Because a little bit anxiety makes students better attention, participate more, take better note, and better prepare for the class. Krashen said anxiety should be removed form class. This case is called facilitative anxiety. So I teach students through discussion, group work and I do comprehension check. Thus, when students have low anxiety, they can learn language meaningful. Other wise, if teacher give students too much anxiety, students will fail to learn language. And it is difficult students to the language learning and their performance goes down. And teacher should introduce interesting material because teacher gives students to motivation. So I prepare various volcano pictures, I try to find interesting topic.
Input and Output
Input hypothesis says that you build competence by understanding messages. I think that for make comprehensible input, I teach students with chunking, let students find main idea. And then I preview the lesson with some questions that can activate schemata. All of thing that I intend to do can help students reach I+1 more naturally. These things can not only reach to another competence, but also understand new language meaningfully. As a teacher, I have to make an effort to help students make input comprehensible. In output, I try to ask many question for students’ output. In input hypothesis, fluency is important and accuracy is little important. But for both are important, I teach grammar. For successful output, we have to study grammar, vocabulary. And when we speak or writ something, we have to think grammar, vocabulary, and pronunciation. So in my lesson plan, I teach commands and practice grammar and speak vocabulary through repetition. In writing activity, students have role as a teacher, students make their own role freely. So students can get a chance to practice and they write something and they can build up competence.
III. Conclusion
I have summarized analyzed my lesson plan by many theory. The first is right hemisphere participation. As my students are after puberty, I prepare my lesson plan with using right hemisphere such as visualization, sociability, creativity, and imagination. The second is the affective filter, anxiety, and motivation. I try to give students low affective filter and low anxiety and positive motivation. When students have low affective filter and low anxiety and positive motivation, they can acquire language meaningfully and successfully. The last is input and output. For meaningful input and output, teacher give students comprehensible input a lot and teacher help students’ comprehensible output through the many activities. When students practice language through various theories, students can acquire language meaningfully and successfully.
Submitted by Soo Young
Posted by James Trotta at December 12, 2006 7:51 AMESL blog is one of many Blogs for learning English & teaching English. Translation services information.