Timesaver reading lesson idea

Let’s start to evaluate my final lesson plan. My final lesson plan’s title is ‘Things You Learn at the Movies’ from ‘Timesaver Reading Lessons’ and the profile of students are from university students to adults and proficiency levels(speaking, listening, reading, writing) are all intermediate high. The target language is related to imaginations using first and second conditional sentences and the materials are some movie posters, 3 pictures of different famous people in their fields and some specific movie scenes from ‘Titanic’ for writing activity. The text is dealing about some common things in the same movie genres; for example, in the romantic movies, if two people hate each other at the beginning of a film, they’ll definitely have fallen in love by the end or in the action movie, heroes have nine lives and never need a plaster. So, students have lots of interests to do some activities from step 7 to step 10 and this lesson plan can be analyzed in terms of ‘Intrinsic Motivation’, ‘Risk Taking’, and ‘Output Hypothesis’ in SLA theories by examining step6, step 7+8, and step 9+10.

First, according to ‘Intrinsic Motivation’, my final lesson plan can be analyzed by examining step 6, step 7+8, and step 9+10. In step 6, the materials in my final lesson plan motivate Ss a lot by showing some movie posters, or famous persons like Madonna and Martha Stewart, or showing some specific scenes in ‘Titanic’ through movie script and let Ss give their opinions using conditional patterns. In the warm-up, I ask some personalizing questions like “Do you like to go to the cinema?”, “What was the last movie you saw?” and “What are your favorite and least favorite types of films? And why?” and let them relevant to them and express their opinions why they like certain types of films and the reasons. In step 8, I do reading activity with Focus Questions and I include vocabulary teaching in the middle of the presentation, so Ss can personalize and participate more actively with vocabulary lessons. In step 9 + 10, there are some gaps which Ss can do communicative activities. In step 9, I ask Ss to express their ideas using conditional forms, for example, ‘If you were a famous singer like Madonna, you….’, or ‘If you were a famous cook like Martha Stewart, you…..’ with filling the main clause, so Ss can find opinion gaps through discussion activity and they can notice that there are many gaps among them. In step 10, I plan my lesson plan for writing activity, so I show Ss some specific scenes in ‘Titanic’ through movie clip and let them imagine themselves as writers or directors. Through this activity, Ss can imagine many different conclusions from the original movie script and they can acknowledge that there are many gaps(opinion, imagination, and experience gaps) and they want to bridge the gap.

Second, according to ‘Risk Taking’, my lesson plan can be analyzed by examining step 6, 7+8, and 9+10. My final lesson plan’s topic is not risky but Ss must take risks to be successful language learners. In step 6, the materials can motivate Ss by remembering the movie storyline or the persons with whom they go or activating their right hemisphere of the brain. In addition, Ss can express their opinions or have some conflict about their movie preferences to select what to see. In step 7+8, there are many questions from the teacher or Ss, for example, ‘What did you do last weekend?’ or ‘What typically happens in a Hollywood romantic comedy?’. Even though, they are intermediate-high level Ss, they have lots of chances for failures to answer questions so the teacher should identify their failures immediately. In step 9(speaking activity), I don’t have much risk-taking activities because I use some strips which are already written the target content languages. So, it would be better to change the topic to increase risks, for example, they speak about themselves by imagining different results what they have lived so far, so they can’t reuse some expressions from the text. In step 10, I make Ss to post their movie script online board so they have a lot of risks to overcome.

Third, according to ‘Output Hypothesis’, my lesson plan can be analyzed by examining step 7,8,9, and step 10. In step 7,8 and 9, the teacher and Ss are asking and answering questions through T-S-S-T. For example, in step 9, the teacher and Ss are asking and answering questions like ‘If you were a famous director like Steven Spielberg, you….’ and at the end of the controlled activity, one student summarizes what we have done so far and that student would have some problems in summarizing. He would say ‘If I was a famous director like Steven Spielberg, I will cast Nicole Kidman for the leading role’. So, the teacher gives some hints(If I we..we.. r~, I wo~~ d….’ or gives some clear models and he experiments again with the correct ones. We call this ‘reprocessing’ which means one student speaks with some errors and the teacher will give some error correction by giving some hints or give clear model and that student will try again and again. Maybe he or she can do very well in short or simple sentences or he can have some problems in long or complex sentences. On the other hand, in step 10, Ss are in control and give their own opinions without the teacher assistance. So, the interlanguage competences of each student will be developing in this activity.

To sum up, my final lesson was very well reflected SLA’s theories; ‘Intrinsic Motivation’, ‘Risk Taking’, and ‘Output Hypothesis’ in step 6, step 7+8, step 9+10. What I would like to suggest for my lesson plan, it would be much fun for Ss to imagine themselves as if they were in imaginary situations like movie stars and they can personalize themselves without hesitation and they can achieve communicative goals at the end. It would be an interesting topic and Ss can do more actively in the class.

Submitted by Laura

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