The main topic of my final lesson plan is about an advertisement of a house for sale. The student’s language proficiency is intermediate mid, and all of them are adults who are eager to improve their English because they are planning to immigrant USA or study aboard. The materials are an advertisement on web site about a house for sale, two handouts about word comprehension, and writing activity. They will learn the target languages that relate to an advertisement of a house for sale. In the content, grammar can show by the simple tense verb. Words are related to the house and house advertisement such as 1/2 bathroom, patio, amenities, Jacuzzi, area pool, sale pending, and single family detached. In addition, language functions are describing the house and persuading for house sale. In the tasks, writing task writes the letter to their parents why they chose it and speaking task is role-play. About objectives by the end of the lesson, students should be able to identify the form of advertisement, classify the terms of meaning of the house sale and practices the new vocabulary by doing a role-play. Additionally, they can describe a house that they want to buy and tell the reasons why they chose it and persuade a person to buy a house by telling good things about it.
To be specific, in warm-up, firstly, I tried many questions because they can activate their schemata by using a picture and various classroom interactions with questions.. Secondly, in presentation, I get to prepare students finding the genre and main idea with skimming and scanning, and doing matching words activity. Thirdly, each controlled and independent activities, they will do a role-play for giving some roles and characteristics. Students will have chances to practice language they do not use very appropriate even though they learn it in controlled and independent activities.
In theoretical justification of the activities, firstly, as right hemisphere of participation, I will use three activities to develop such as visualization, sociability, creativity, imagination and emotion in right hemisphere. According to showing a visual like advertisements, they can try to remember something in warm-up. In addition, they try to write the letter to their parents about advising buying the house because students imagine their parents’ situation such as immigrants. Like this activity, even thought my students are adults, they can use their imagination to learn second language. Moreover, in role-play, students can imagine and create characters and situation to communicate with each other, they can practice using language, and then use their right hemisphere.
Secondly, in the affective filter, anxiety, and motivation, I will give students some closed-referential and open-referential questions which can activate their schemata like “have you ever seen an advertisement of a house for sale?", "could you remember the advertisement of a house for sale in what there are?" in warm-up step. Before the presentation step, students can have low affective filter through these questions and can be small anxiety for the lesson. Hence, it can be helpful for students to have low affective filter as well they can have the answer more easily and comfortably with those questions. Besides, those questions are sufficient to have a high motivation because they can be interested in the topic of the lesson by asking and answering the questions, as they would expect. Thirdly, in the input and output for make input comprehensible, I will train my students rephrase with chunking, after exploring the main idea of reading text because it is very essential and helpful for understanding the reading text. Along with, I will preview the lesson with some closed-referential and open-referential questions that can activate students' schemata; students can guess the lesson and prepare for their lesson at ease. In addition, I will describe and explain the detail of buying house, so students can widen their knowledge.
I tried such as repeat, rephrase, preview, describe can help students reach I+1 more naturally and comfortably. These things can not only accomplish to language communicative competence, but also comprehend new language meaningfully. I used to apply the teaching of grammar rule directly like finely tuned input, so most of students who were in grammar teaching setting cannot speak correctly, just focus on memorizing, not meaningful. As a teacher, I will build an attempt to help students make input comprehensible. For output to students, I will ask many questions, even though students cannot know what they have errors. Above all, doing a role-play, students are able to achieve the communicative goal, in speaking activity, they will practice their language related to giving some describing and persuading. In addition, in writing activity, students can get a opportunity to practice their language expressions and new vocabulary. All of things considered, the most significant object is to achieve the goal of communication competence, so I will apply various technique, make comprehensible input, and get all set to the lesson naturally.
Therefore, my students are adults; they have already passed the puberty. I guess that they could feel not easy in learning a second language more than children learn. As a teacher, I will try to train many tasks, like that; I will provide them to apply their right hemisphere because adults feel trouble-free to use their left hemisphere. So, it is not good exercise for learners to a second language. Next, to ask question about activating their schemata, they can have a low affective filter, particularly adults can be troubled what they will make errors. Moreover, they can throw away their anxiety by doing activities; teacher's job is to get prepared for the lesson more comfortably. The last, I think that input and output are very significant for learners, and then they cannot separate. If a teacher want to make input comprehensible lots, they would speak to complete competence, apply various input comprehensible, make some activities which can practice their target language, and know what they have difficulties. Therefore, all of my students can advance to their communicative goal if they have many opportunities.
Submitted by Kyungim
Posted by James Trotta at December 14, 2006 2:21 PMESL blog is one of many Blogs for learning English & teaching English. Translation services information.