What you enjoy doing lesson idea

I. Overview of the lesson

This lesson is designed for the Intermediate-low 6th grades Elementary school students who go institutes three times a week. Most of students are exposed to a variety of topics in order to maintain their interest in English learning also students are eager to learn English as their parents emphasize the importance of learning English all the time. Main focus in my lesson was that students make their own top five lists what they enjoy doing. In the warm up stage I asked students some questions to activate their schemata about their sleeping habits for teaching some key words which are related to sleeping habits. I did TSST a lot for leading all students participate to the class. Then in the presentation stage, I asked students some questions for identify genre. I used internet web page to find out the genre. I also gave some focus questions before do reading Test for helping students’ understanding. In the guided practice stage, I gave some activities, one is fill in the blank from the keywords and make their own list about their top five things what they enjoy doing.

II. Theoretical justification of the activities

A. Intrinsic Motivation

Intrinsic motivation is cognitive way. It means desire to perform an activity because it’s interesting not because of anticipating rewards. As far as Intrinsic Motivation concerned, students learn better and want to do something voluntarily if they are interested in what they are learning. I asked some questions in step 7 to activate their schemata and also for leading their interests. For example, I asked about their sleeping habits because my topic was top five sleepiest animals in the world. Most of animals don’t exist in Korea, so students will be interested to see them even through the pictures. In step 9, I asked students to make their own top five lists what they enjoy doing in their daily life. This also can make students compare to others’ and get some interests. With regards to promoting intrinsic motivation, the lesson was unsuccessful in some aspects because I didn’t give interesting activity in step 10 so it might have possibility to lose students’ interests about the lesson.

B. Risk-taking

Risk-taking is quite important to students for learning language. When they make mistakes teacher should not give an answer immediately. Teacher try to encourage students to find their answer by themselves to take a risk in the class. So I asked individual questions a lot in step 7,8 and 9. Also I asked them to answer in complete sentences by themselves. I only used repetition and chunking when I taught vocabulary and asked them to summarize. When they have a problem making the sentence correctly, I cued instead of modeling language. In step 7, warm-up, I used T-S-S-T for a question ‘How many hours do you sleep a day’ . Students had some difficulty to make complete sentences but I didn’t give answer instead of that I asked other students to help. This was a good way to encourage students to make errors and correct themselves. Taking a risk is necessary when students are learning. Teacher encourages risk taking by cueing. Then more students get chances to speak English, the faster they would reach the success in learning it.

C. Input Hypothesis

According to Krashen’s Input Hypothesis, the students can build up competence by understanding input and the text material should be concerned to be meaningful for students. I think activating schemata is very important to make input comprehensible. Once students are activated what they learned before, it is very helpful and effective for them to understand the new material better. So I gave some questions in step 7 to activate their schemata. Input hypothesis says that students can build competence by understanding messages. So for making comprehensible input to students, I asked students paraphrase with chunking in step 8. Following to Krashen’s “I+1.” in his theory such as “I” represents input at the current level of competence, and “+1” means input slightly beyond the learner’s current level. I did some higher activity for Intermediate-low students to make their own list to lead them higher level than current.

III. Conclusion

Through analyzing my lesson plan with some theories from SLA, I found some good things and some problems by myself. So I could evaluate by myself too. When I make another lesson plan next time, I can consider my weak and strong points about lesson plans then fix and evaluate by myself too. I’ll consider risk taking and intrinsic motivation more when I teach students to make them to participate class more. Also in the lesson plan, by various kinds of activities, I’ll try to make students can stimulate their right hemisphere.

Submitted by Cho Eun Jung

Filed Under: Teaching methodology

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