Overview of the lesson.
My final lesson plan topic is “Being single or being married, which is better?” The students profile is the intermediate-low for adults and the materials are two handouts, pictures, and use on the white board. Being marriage is the hot issues among the younger generation and so I choose this topic. In the warm-up, I presented two pictures and draw the mind –map to help students understanding the topic. In the presentation, the lesson is focused on understanding the text by skimming, scanning to find genre, main idea and specific idea about advantages and disadvantages of being married in the text. In the step 9 and step 10 are activities. One is to give some advice about marriage life for their friends; the other is to write a love letter to their fiancé. After finishing the writing, the teacher and students evaluate about the lesson.
Theoretical justification of the activities.
Right hemisphere participation
I used two activities to help students the lesson, such as visualization, sociability, and imagination in the right hemisphere participation. I think that the visualization is good way to help students guessing their imagination or creativity because students can make language to remember easier and two pictures are presented as a meaningful tool. I used imagination in warm-up and writing activity. This is helpful to guess some vocabulary items and students imagine that they have some problems with their fiancé when they write the love letter.
B) The Affective Filter, anxiety, and motivation.
These factors are very important to learn the second language because these are used to check students’ achievement when they learning the second language. If students have high affective filter, students become more difficult to pick up new language. When I ask some questions to students about being single and married, I didn’t think they have much high affective filter and anxiety, because the topic is a common thing in our life even though it is a important thing. The lesson was processed through comprehension check, classroom interactions, and pair work. Students could concentrate on the lesson, but I don’t think that I gave students a high motivation in writing because students were not interested in writing a love letter because they usually send an e-mail when they connecting each other. That is why some students didn’t concentrate on the activity. I should have considered this when deciding the activity.
Input and output
Input hypothesis said that students build competence by understanding messages when teacher provides comprehensible input. So in my lesson, I tried to understand for students to make a comprehensible input and output what they learned knowledge by using rephrase, summary and paraphrase, and T-S-S-T classroom interaction after reading the text or giving the directions. I think that these methods are helpful for students understanding during the lesson. However, I am not sure whether I gave students I+1 or not. I leaned I+1 is necessary for students when teaching. I know that I should do in my lesson, but I didn’t give enough input I+1. Next class, I should consider this for students and plan the lesson.
3. Conclusion
Through my lesson plan, I realized that there are some problems to understand for students and I should consider these essential factors. When learning the second language, I try to prepare the lesson plan in more detail. I learned many theories of Second Acquisition Language class and they are useful for the lesson, but I like to emphasize on I+1and students can have a low affective filter, low anxiety, and high motivation to learn while studying the second language. It is useful for students to convey and understand knowledge more easily and more meaningfully. Moreover this is the teacher’s job.
Kim, kyoung-ae
Posted by James Trotta at December 14, 2006 7:34 AMESL blog is one of many Blogs for learning English & teaching English. Translation services information.