Teaching “what do you hear?” + animal sounds

In this lesson, the grade of the students is 1st year of elementary school. Students have been studying English for about 4 hours in a week for the last year. Their levels of reading and listening are novice high and the levels of writing and speaking are novice mid. I’m going to teach the expression, ‘What do you hear?’ and the target verbs related with animal sounds such as roaring, snorting, hissing and so on. The materials are an audio CD, a story book, pictures of animals, flash cards, animal toys and handouts for bingo game.

In the warm-up, I have students listen to the sounds of animals to activate students’ schema and then ask several questions to individual students such as “What do you hear?” and “How do you feel when you hear ‘hiss-hiss’?” In the presentation, I tell a story to the class. Before the story telling, I ask individual students several questions to brainstorm content after reading the title of the story. I tell the story with animal pictures and flash cards written with the target expression and vocabulary items. After telling the story, I check students’ comprehension with questions. I also explain the target vocabulary items with animal sounds. In step 9 and 10, both activities are controlled activities because students are young. The first activity is a role play with the same context in the presentation. The second activity is to play a ‘bingo’ game with the target expression and vocabulary items. Mainly, I’m going to mention the lesson with intrinsic motivation and risk-taking in this writing.

This lesson is consists of activating intrinsic motivation with interesting materials, personalizing and gaps. Firstly, in the material, using a CD recorded animals’ sounds is enough interesting to have students activate their schema. They can get their opinion through listening to the CD. Some of them may guess “It’s a lion!” or “It’s a tiger!” when they listen to the sounds of animals. Others of them may think “It’s horrible!” or “It’s pretty tough!” when they listen to the sounds of animals. Thus, this material brings out students’ intrinsic motivation.

Secondly, the warm-up and the presentation are planed of exciting intrinsic motivation with personalizing. In the warm, I ask several questions to individual students to activate their personal opinion after listening. To illustrate, I ask individual students “How do you feel when you hear “hiss-hiss-hiss”?” or “Let’s think! What animal is it?” with sound of an animal. Students can answer the questions such as “It’s cute,” “I’m scared!” or “It’s a snake.” In the presentation, I have students guess what contents is in the story. For instance, I ask students “Where can you see animals?” or “What animals are in the zoo?” Students can answer the questions such as “I can see animals in my house,” “I can see many animals in the zoo,” or “There is a horse in Seoul Zoo.” Therefore, step 7 and 8 activate students’ intrinsic motivation.

Finally, step 9 and 10 are outlined bring out intrinsic motivation with gaps. In step 9, students do a role play with target vocabulary items. Students have imagination gap and information gap through the role play. When some of them play a role of a lion, the students guess how a lion makes sounds and the students know which verb is used to express the lion’s sound. When others of them play a role of a boa constrictor, the students imagine how a boa constrictor makes sound and they know which verb is used to express the boa constrictor’s sound. In step 10, students play a ‘bingo ‘game with target language. Through this game, students have opinion gap. The class consists of several teams. Each member has each opinion gaps when they talk what is good way to win the game. For example, students can suggest “’Roaring’ is in this blank and ‘Snorting’ is in that blank.” Some students can agree or disagree because they have each opinion. Hence, step 9 and 10 is designed with intrinsic motivation.

This lesson is also planed of activating risk-taking by asking questions to individual students and a role-play activity. First, in the warm-up, I ask individual students “What do you hear?” after listening to the sounds of animals. Students can hesitate to answer because they don’t know the content or they worry about answering in a complete sentence. At the moment, I can cue the student with showing an animal picture or I can model for the students. Additionally, I use T-S-S-T to practice the target expression or classroom language. At the moment, students can worry about the new expression or making the question. When they have difficulty to ask and answer the question, I can model for them or ask the other students to help them. Hence, students take risk through answering individually the question or T-S-S-T.

Second, in step 9, students can take risk when they do a role-play activity. They can hesitate to play a role when they are shy to stand or to speak loudly in front of the class. If they need to help to play their role, I can give some hint to them. For instance, I have the students see the board on which is animal pictures and flash cards with target expression and verbs. They can recognize what they should say matching with their role and the hint on the board. Therefore, students take risk in the role play.

In conclusion, I analyzed this lesson with intrinsic motivation and risk-taking. This lesson is outlined activating intrinsic motivation with interesting material, personalizing and gaps. The lesson also brings out exiting risk-taking with asking individual students, T-S-S-T and a role-play. I think intrinsic motivation and risk-taking are very effective factors to encourage students in their hardest, if, especially, the age of students is young. One of the reasons is because thought of the young students is simple. Thus, they need to practice what they can think deeply. The other reason is because they lack concentration of the class. Therefore, risk-taking is very helpful to control of the concentration of students.

Submitted by Ray

Filed Under: Teaching methodology

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