Part 1. Summary of lesson pan
Lesson title : Sunday Morning Routines
Level: 10-12 year old elementary students , novice mid
Target language : vocabulary related to routines
Material : pictures
Warm-up
-Make sure that students know what day “Sunday” is. If they don’t know, draw a -little calendar on the chalkboard and quickly show them what day “Sunday” is.
-Ask students: What time do you wake up on Sunday mornings?
Get into a small group and ask each other
Presentation
- Uncover the chalkboard if covered. Refer to the pictures and tell the students to listen carefully. Tell the story once through. such as:
-Go through the story one frame at a time and have the students practice by repeating
the sentences
- Ask the following questions and let students take turns answering them. If they get
stuck, prompt them with key words from the story.
- More questions: Put the following question words on the board and have students create their own questions about the story. Ask a partner.
Step 9 .Telling the Story
Have students take turns telling the story on the board. Let the stronger students go first. Do not correct all mistakes but give clues and encouragement. If the class is large, do it in pairs.
Step 10.
- Let the students draw the sequence of their own Sunday morning activities. Ask them to share with a partner.
Part 2. Analysis
This lesson plan is affected by input hypothesis , risk-taking theory and Intrinsic motivation theory because the teacher tires to give input by care giver speech, encourage students to take risks by having them draw their own routine and motivate students by eliciting their own ideas.
First, In step from 7 through 8 , this lesson is based on using pictures. Visualization such as using pictures might be one of the most effective input to attract students interests. In this lesson, teachers give input mostly by pictures in step 7 to 10 and in step 8 teacher tells the story twice with care giver speech referring to the pictures.
Second, the teacher has students take a risk by asking them to create their own questions about the story in step 8. Most of students have a hard time asking questions and they might take a risk to create their own questions and ask a partner. In this situation, the teacher should give the certain instruction for making a question about the routine. The best way is to give detailed examples or give a clue to help students to take a risk. Of course the teacher can put the following question words on the board What…?Where…? When…? Who…? Also in step 9, the teacher asks students to take turn telling the story on the board. For the students who have low level proficiency might be hard work to make a story. So, if it is possible the teacher can have students write the story before they present their story.
Lastly, in step 8, the teacher has students ask questions such as “what time did I wake up?” , “What time do you wake up?” , “What is the first thing you do in the morning?”
and let students take turns answering them. In his process, student will provide their opinions and their own ideas and finally they will motivated to know each other’s information which leads to draw their intrinsic motivation. Also, the teacher tries to give intrinsic motivation in step 10. The teacher has the students draw the sequence of their own Sunday morning activities and ask them to share with a partner.
Part 3. Conclusion
This lesson is the good lesson because the teacher gives students comprehensible input that includes new language using pictures effectively. The teacher goes through one frame at a time and he produced the story clearly and communicatively considering the proficiency of the students. Also, this lesson encourages students to take risks. If students don’t take a risk, they can’t learn new language because they don’t experience it. The job as a teacher, we have to make students try and experience it even though it is a hard task for them. For the last, the teacher succeeds in drawing intrinsic motivation by making the lesson be relevant to the students. As a result, this is strong points for students to be motivated effectively and the weakness is that asking questions for the novice students are the most difficult tasks so it should be well prepared to do the activity.
Submitted by Sue
Posted by James Trotta at December 14, 2006 3:37 PMESL blog is one of many Blogs for learning English & teaching English. Translation services information.