Blood types & personality lesson idea

SLA Extra Credit Assignment

Overview of the lesson

The lesson that I will be analyzing is my final microteaching lesson plan. The lesson is designed for adults, at intermediate mid level of proficiency. The tile of the lesson is “Blood Type Personality Traits” and the materials are texts, pictures, and handouts. In step 7, the students brainstorm on the topic of what they first see in a person who they want to date with. In step 8, the students read the text in groups divided into their bloody types and discuss whether the personality traits by the 4 blood types are true for them or not. And at the end of the presentation, the students study the new vocabulary from the text. In step 9, the students match up their blood types with the personality traits in groups and make a chart of the percentages of the personality traits that were true to them by their blood types. In step 10, the students play a game called “Guess Who?” with a pack of laminated picture cards of famous people and the cartoon characters and even their own pictures to practice describing a person with the adjectives that they have learned and the other students will try to guess that person’s or that character’s blood types. In step 11 the students will do feedback with the teacher as a class and in step 12 the teacher ends the class with a closure.

Theoretical justification of the activities

A. Right hemisphere participation

The game in step 10 could be a good example in activating all the functions of the right hemisphere of the brain for the students. Although the students are all adults, who have passed puberty, where lateralization, the process of assigning functions to the left and right hemispheres of the brain, stops, they could learn to start learning the target language in this activity through activating the functions of their right hemispheres.

The laminated cards of pictures will activate the visualization function. For the students to play a game, they need to communicate with each other. This is to activate the social ability function. To describe a person’s or a character’s personality traits also requires the students’ creativity and imaginations, which are the other functions of the right hemisphere. Generally, the students will be either excited or happy about playing a game as an activity in classes. This activates the emotion function of the right hemisphere.

B. Affective Filter, anxiety, and motivation

The warm-up in step 7 could be a good example for Krashen’s affective filter hypothesis. When the students are asked to brainstorm on the topic of their personal criteria on the person who they want to date with, it definitely will interest them and will draw their attention. This is the low affective filter, in which an environment is created where there is low anxiety and thus, will eventually be the best situation for the students to acquire languages.

The anxiety that could arouse in the students through the activities of the guided practice in step 9, where the students are supposed to think about their personality traits and match them with their blood types within the limited time could be an example of facilitative anxiety. Facilitative anxiety is the positive anxiety that creates just the right amount of tension to the students in order for them to get their job done. In this activity, the students are not stressed about doing what they are supposed to do, since it is not a challenging work. However, the time limit is short, and therefore, they need to do it quickly, which an anxiety could be aroused, but a good one. Also, the activity is done in groups and therefore, the competitiveness between the students could be an another source for the facilitative anxiety

C. Input Hypothesis

The text could be an example for Krashen’s input hypothesis. It is not too difficult for the students’ level but just slightly difficult in words, such as conscientious and initiator, is a perfect example for Krashen’s i+1 theory. In his theory, Krashen claims that the condition in which the learner could understand the input through reading or hearing that is a bit beyond the learner’s level of competence is the best condition for the learner’s acquisition. Therefore, the text could be the good example for the input hypothesis.

The other activities, the “Guess Who?” and the matching and the brainstorming are all equally effective in providing comprehensible inputs to the students, which could be the an other example for the input hypothesis.

Conclusion

This lesson plan has quite a number of good examples that originated from the theories in SLA. However, I have to agree that there could be a lot of other suggestions to improve the lesson. For example, I could use more visuals. There is a movie called “A Type-B Boyfriend” that deals with the typical personality traits of a man whose blood type is B. I could have shown a part of the video for the students to pull out more attention and participation in class. I could also perhaps teach “stereotype” to the students and ask them to critique the text for i+1 effect. There could be many more suggestions to improve the lesson. However, I believe that the best way to plan a lesson is probably through the teacher’s enthusiasm and the genuine effort that is being put into.

Submitted by Hanna

Filed Under: Teaching methodology

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