“Papa, please get the moon for me” lesson idea

1. Overview of the lesson

Now I’m students English my English institute. I like to teach English to many students, especially, elementary school students who are novice mid level. This lesson plan was design for elementary school, 2nd year students with a story book, named, ‘Papa, please get the moon for me.’ Using this story, I taught what things are on the night sky and I explained the various shapes of the moon. Also I explain about adjectives, for example, small, big, and verbs, such as, jump, dance, etc. I used many visuals and realia for help the students understand. In the presentation, for example, I used 4 pieces of large sand paper to describing the night sky and I also used round shaped rice snacks to explain the various shapes of the moon. My students enjoyed the lesson and they participated activities very well.

Theoretical justification of the activities

Right hemisphere participation

Though this lesson, they usually use the right brain with various visuals activities and song. Therefore, they could learn the langue very easily with visualization, positive emotion and imagination.

First, in the lesson plan, I used visuals to help my students learn the language meaningfully. When they listened to the story, they were concentrated on the colorful picture storybook and they could remember the vocabulary items. Even though there were some difficult expressions for their level, they could easily understand with the pictures. For example, ‘The moon got smaller and smaller.’ it was difficult to explain to novice mid students. However, after they look at the pictures and they made the moon with the round rice snacks, which are called bbungtigi in Korea, they could understand this sentence very easily. I think student’s visualization helps the language becomes meaningful and memorable to the students.

Second, they could enjoy the class with various activities. The story book was the package with the CD. In the CD is included the song that is same sentences with the story book. The song is very easy and funny to the students, so they usually sing a song and sometimes they danced. I thought the song made them enjoy the English class. With enjoying the language itself, they could connect their emotion and the languages become to be important to them.

Last, they could imagine with the role play. Some students become fathers, the other students become the moon and the daughter named Monica. In the role play, they should think what they say and imagine about their role. Through these steps they could have the time to think and memorize the language automatically. Also the language would become meaningful and memorable to them.

The Affective Filter, anxiety, and motivation

In this lesson, I considered the student’s affective condition, anxiety and their motivation from their mind. If they have some burden to learn English or too much anxiety, the lesson would be not effective. Therefore I thought that how to make them feel stable and how to activate their intrinsic motivation for effective language learning.

First, I think that the student’s need the suitable anxiety when they learn the language. In SLA I learned the affective filter hypothesis. This hypothesis mentioned that the students who have high anxiety, low self esteem, low confidence don’t acquire the language easily. I agree his idea because when they feel too much tension or high anxiety from the homework or difficult vocabulary items, they couldn’t understand and they couldn’t be concentrate one the class. When I designed the lesson plan, I considered that I would like to the class actively and interestingly. So I used interesting storybook, audio materials and snacks, for example, various pictures, boards, and mini stars and mini moon, etc. Also I didn’t forget about the high risky questions because they need suitable tension and they should have the ability to think creatively. For example, I usually use the TSST technique, so they should make a question and answer about my question or their classmate’s questions. Then, they could be concentrate on the lesson and enjoy it, too.

Second, in the lesson, I think that the students should participate themselves with autonomy not because of their parents or the teacher. I was designed the activity for student’s personalization. For example, I asked students, ‘If you are Monica, what will you ask your papa?, What is your favorite thing?’. These questions, they could personalize and they imagine if they were Monica. And then they could participate actively the lesson. Also they could learn the language easily.

Input and Output

When I taught the story book to my students, I focused on the form and the meaning. In SLA, I learn the language form and the meaning are both important. So I gave them speaking, writing, listening and reading tasks. They should ask and answer the question and they should speak their own ideas. It they have some mistakes, I did error correction. Also I gave the homework to them that they listen to the CD and following the naïve speaker’s pronunciation for their better pronunciation. I usually emphasis the accurate sentences for better out.

Conclusion

When I taught the story book, Papa please get the moon for me, I realized that the importance of using right brain and appropriate anxious and intrinsic motivation and output and input for more effective learning language. Using various materials and realia, the students could concentrate on the lesson and the language becomes meaningful and memorable to them. Also when they spoke their own idea, they could personalize and build up their speaking skill. They use speaking, writing, listening and reading ability in one storybook. It could be effective their language learning.

Submitted by Sandy

Filed Under: Teaching methodology

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