Finding accommodations online lesson idea

Summary of the lesson

Title of lesson: Looking for Accommodations through the Internet

Profile of students: University students and Adults , intermediate low

Target lg: vocabulary related to accommodations, asking their agreement, explaining what two people are talking about.

Materials:

Handouts for focus Questions, cloze activity and the survey. A visual chart about accommodations. A picture of a room.

Warm up

The teacher asks Qs to each student, like “Do you know what accommodations mean?” or “What types of accommodations are there?” to activate their schemata.

The teacher makes Ss to do T.P.S to share their opinions and reasons for considerations.

The teacher shows Ss the visual chart about accommodations.

Presentation

The teacher let Ss read the FQs first and guess the answers to make them get the gist before listening to the tape.

The teacher asks many Qs to ask their ideas such as, “Why do you think Alan doesn’t like it? Do you agree with S1? Do you have anything to add?”

The teacher models for Ss how to express their opinions and make them answer in a complete sentence.

The teacher gives a handout to fill in the blanks while listening

The teacher ask Ss each other (S-S) and correct their mistakes.

Step 9

The teacher makes Ss do a strip story using a picture to practice “there is, there are.”

Each Student is given 4strips which has grammatical errors, right sentence but not matched to the picture, and appropriate one for the picture.

Ss have to figure them by speaking loud in the group, such as “There is 3 pens (Error). There is a vase on the table.(appropriate sentence) and There are 2books.(no matched to the picture)”

The teacher has Ss summarize how to do strip story by pointing to the board and cueing for them.

Step 10

The teacher asks Ss to do a survey by dividing them into groups of 4, such as “4 Ss sitting in the same table will be one group. Who is in your group?”

The teacher gives instruction how to do it in the group, numbering off Ss.

The teacher gives examples of filling in the chart, saying “To fill in the chart with numbers, we have to ask and answer Qs.” “We’ll add up all numbers for each thing.”

The teacher makes Ss summarize the instructions of the survey.

Analyze the lesson

The lesson I had was for listening and speaking activity and designed using Risk taking: asking Qs to each other and guessing the anticipated answers in the presentation and summarizing in the step9 which means it was influenced by Krashen’s ideas.

First, the teacher asks Qs about the “Looking for Accommodations through the Internet” to Ss like “Why do you think Alan doesn’t like it? Do you agree with S1?” These Qs ask them to answer their own opinions do, they can make mistake in expressing their ideas. Also asking Qs each other can be an another example. “S1, do you know what accommodations mean?” From this the teacher can notice their error in speaking, so can correct them. Qs which are making Ss think their own ideas can difficult for them to speak fluently.

Second, guessing the anticipated answers to the focus questions is about Risk taking. Ss are given focus questions before listening to the conversation between Alan and Bob have to guess the answers such as “How do they find the information they need?” Does Alan like what Bob found? S7, what do you think?” So they can focus the text much better listening carefully to find the answers.

Third, summarizing and cueing in the step9 is also an example of risk taking. The teacher asks Ss summarize the instructions to do strip story. If they aren’t sure the way of strip story, they can’t get an appropriate purpose of this activity. So the teacher make them summarize what they are going to do by giving chunking(low risk taking) or cueing(high risk taking). Through summarizing the activity Ss can have a chance to arrange what they heard and concentrate on the teacher.

Conclusion

The proficiency level of this lesson is intermediate-low. I think Ss who are in this level might want to extend their language competence. So the responsibility of the teacher is to help Ss improve their linguistic ability as much as they can. If there is a thing to fix, the teacher should give Ss more chances to speak, then correct and help their weak point by noticing their errors. Also give lower risk taking to have Ss feel free to speak confidently and make them feel learning English is interesting that gives intrinsic motivation to them.

Submitted by Hyun Jeong

Filed Under: Teaching methodology

About the Author

Comments are closed.