Housing lesson idea

â… . Overview of the lesson

This lesson was designed for my Methodology microteaching presentation. The title is “Housing” and the student’s proficiency level is intermediate mid or low. This is conversation class in private language institute. Students are totally motivated because of their transfer to the foreign countries in six months or so. They are supposed to learn “used to + inf.” and several vocabulary items related to the topic.

In step 7, I ask student look at the pictures. Next, I ask several questions individually by using TSST. Then I introduce today’s lesson by asking them brainstorming about “Housing”. Here I ask them to TPS.

In step 8, I ask them read focus questions before listening to the text. First, I had them guess the answers in pairs and speak the answers individually with complete sentences. Then they listen to the text again. But, this time they fill in the blanks as they listen. Next, I explain the grammar by personalizing.

In step 9 and 10, I have students do an information gap. I have them make pairs A and B. Each student is given different picture. Next, I ask student describe their dream house in groups.

â…¡. Facilitative Anxiety and Intrinsic motivation

In step 7, I ask students several questions individually and use TSST techniques to promote facilitative anxiety. So, students can pay attention and participate in class more. Also, I use materials to draw students’ interest so that I can increase their motivation. Using pictures and graphic organizer activate students’ motivation by connecting them to the topic. I provide them authentic topic because motivation comes from the inside of our minds. We can promote students’ motivation intrinsically as well as extrinsically; here I want to use intrinsic motivation because they are adults.

In step 8, I ask students make complete sentences when answering the questions. Also, I have them guess the answers for focus questions before listening to the text. Next, I ask them fill in the blanks as they listen again and then check the answers individually by asking and answering the questions. This helps them generate more language, making the anxiety facilitative. Also, I personalize different questions so that I make the topic relevant to students to build up intrinsic motivation.

In step 9 and 10, I ask students describe about their dream house in groups. Next, I ask one student from each group talk and write down what they heard. Facilitative anxiety helps student here try to make correct answers. I also provide communicative activities to increase their motivation. I need not promote extrinsic motivation because intrinsic motivation is more motivating than extrinsic motivation.

â…¢. Conclusion

When we make lesson plan, we should apply SLA theories to make the lesson successful. To make the lesson more in efficient way, the teacher can use facilitate anxiety and intrinsic motivation. To promote facilitative anxiety, we can use asking questions by using various classroom interaction techniques. It is important and takes times to figure out the proper level of anxiety. If students have too much anxiety, they don’t perform well while if they have too less anxiety, they would be lazy. In addition to the facilitative anxiety, we can promote intrinsic motivation. Intrinsic motivation is related to the student’s own decision or interest and it comes from the inside of the students rather than outside. The teacher should activate student’s intrinsic motivation to generate them more language. Students can handle more anxiety if we give high motivation. Consequently, we can apply facilitate anxiety and intrinsic motivation properly to improve students proficiency when we design our lesson plan.

Submitted by Ellen

Filed Under: Teaching methodology

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