Job aptitude survey lesson idea

As one of my final SLA project topics for an analysis on my final lesson plan of Methodology, I’m supposed to choose Input Hypothesis which emphasizes the importance of comprehensible input in teaching and learning language. In addition to Input Hypothesis, I chose Intrinsic Motivation because I think giving students motivation from the inside is very helpful for making them learn voluntarily which is necessary for effective learning of language.

In relation to Input Hypothesis, the text material should be concerned to be meaningful and appropriate for my students’ competence. My students are intermediate low level, high school first graders. They are interested in future career. Because they should choose their course between mechanical and literary. So I think choosing a job that is right for you is the very important. In order to choose the right job, they think about their own interest and aptitude. For the first time I gave the paper which is job survey.

In that paper there are many expressions to know about person’s characteristics.

They can learn new languages while they focus on the contents of the survey paper. It also gives many vocabularies which are helpful for them to understand the contents. The languages it gives generally are not too difficult and not too easy, and also cover all from easy, familiar ones to more difficult, unfamiliar ones, so I can say they are “roughly tuned and i + I input” according to Krashen’s Input Hypothesis. For example, most of my students know “practical, insightful, outgoing and persuasive” but most of them don’t know “assertive, enthusiastic,

In addition to presenting comprehensible text material, I did something to make my students’ input comprehensible for Step 7 and 8 in my final lesson plan and I’ll show you some of the examples. First, during the warm-up, I asked them some questions about Job “activate their content schema, for instance, “Do you know what is the most popular jobs in Korea? or “Would you tell us one of the popular career?” And I used some real pictures about Job “Can you see what kinds of careers they are?” to activate their schema, as well. I think activating schemata is very important to make input comprehensible. Once students are activated what they learned before, whether it is genre, content, or form, it is very helpful for them to understand the new material better. Secondly, when I taught them new vocabulary, I used visuals, such as pictures and realia, and gestures to make input comprehensible. When I use visuals, my students understand better because they visuals like pictures and realia, because visuals are more meaningful than text especially for young learners and meaningful input is more comprehensible.

As far as Intrinsic Motivation concerned, students learn better and want to do something voluntarily if they are interested in what they are learning. Firstly, the material, the job survey, is interesting to my students because it is authentic, in other words,

At their age, They should think about their careers. Future career is one of the important issues for them.

During step 9, as another way for intrinsic motivation, I had my students do the role play that prepared for the job interview. As A pair, One will be a employer. The other will be a employee. They can imagine their Partner’s character. I designed the role play including problem solving as a gap activity because students are more motivated and learn more voluntarily when they focus on the meaning and languages can be used for a real communication. . They can imagine their Partner’s character.

Until now, I’ve looked at my final lesson plan in terms of Input Hypothesis and Intrinsic Motivation. First, I found that I tried to give my students comprehensible input which is i + 1 or roughly tuned. I’m thinking about the problem back to my English learning career since middle school. I often didn’t find the right language for certain situation and I think that’s because my input was mostly from the textbooks which were not rather comprehensible or meaningful. Next, if the input is more authentic or related to their lives, students can be more motivated from their inside and participate in class more voluntarily. In addition, to make my students motivated, I should design my class as gap activities so the student can focus on meaning

Kim, Young Ae

Filed Under: Teaching methodology

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