Student profile: She is a 11 years old student at elementary school. She has previous English education with L1 teachers about 4years+. I think her English level is novice low / intermediate level of all of area. I think her input level is pretty good, she understand articles. I am working with her about 6months, I am trying to develop her inter language level.
Objective: I teach her ICC concept using Crossing Cultures in the Language Classroom activities.
To prove of 6months English learning with me, she is showing some of output progress using activities.
-Student centred lesson
-Constructive T-talk
-Student / T-talk ratio (5: 5 or 7:3)
-TLC
-TBL
Difficulties (problems) of teaching: I originally planned only writing lesson plan to submit the class, I was not sue how Sally understood the concept. It was challenge a bit, but she produced some of output related ICC concept.
-No classroom environment
-One student based lesson
Benefits: Not too much competition with other students.
One student centred lesson
Lesson: Part1-Societal Roles: Being a friend means....
Part2- Old Woman and Young lady
PartA:
Who's your best friend?
Why do you believe she/he is your best friend?
What do you mean being a best friend to you?
What's your reaction when she/he rejected your requests?
Short quiz
PartB:
What can you see from the pictures?
How do you see them?
How do you reflect your thought to the images?
What do you really believe in your mind is what you see.
Do you still see it?
Why you can't see them anymore?
Lesson analyze
Part1
0:23: I started to ask who is your best friend? This is TDBU to elicit Sally questions about Societal Roles Being a friend.
1:41: She keep say took things. I was not sure what did she mean, but I didn't interrupt her, I would like to hear more about her own produces. I used hand gestures to elicit more answers about being a good friend.
She produced some of own sentences, it was very interesting, I never try with her anything out of course books. I was thinking how I made conversations with her. It is good topic(ICC concept) to discuss with her.
I usually ask her like how was school?, What event did you have at school?, How was L1 English class at school?
3:39: I explained her vocabulary marital problems using examples of what's marital means. I never tried her high level of vocabularies. I believe that she extended her abilities of her inter languages.
4:47: Here is again, I explained her what's ability mean using some of examples.
5:39: It was wait time. It was hard to wait until she answered. I normally interrupted to answer, but I waited this time.
7:32: We discussed what do you mean Being a friend? What's limitation/obligations of being a best friend?
I elicit to Sally being a best friend mean. What's societal roles of friendship? Sally believed being a friend mean that she gave her help as much as she can. She said "took thing". I guess this mean treat each other as much as they can. She really mean being a friend is too thing.
Korean students believed culturally friendship has no limitation, they believed the best friend is sometime closer than family.
Close friends means really accepting for examples homework, money, and personal matter.
I think this is big differences compare with other culture.
By Korean culture being a friend mean really offering, acceptance, no obligation, sharing, less private rules between each other.
I also ask her when the best friend rejected her requests, how she response about it?
What's responsibilities/obligations being a friend?
I just closed part one without conclusion, it is my mistake.
I would do this
I think being a good friend means ___________________________________.
So student can develop her critical thinking skills using TL.
Part2
It was so interesting test she saw an old woman like an eagle. Sally found the young lady in the picture, the second one she disagreed.
I used TDBU to think her what pictures are.
10:45: I explained Sally why #2 picture is an old lady.
11:03: It is very interesting! She saw an old woman.
After she realized the old woman, she couldn't see an eagle anymore.
12:05: In picture#3, she realized what's images like?
12:37 I started to explain what's culture? I think this is too hard to explain using these pictures.
I changed idea not focused on culture, I said what you believe is what you see.
I really would like to tell her was the thing is a lens.
To make other lesson plan for adult learner, I would like to do
1. Show them 3 different pictures
2. Discuss in a group or a pair.
3. Talk about what they saw from the pictures.
4. Start thinking how do you interpret the objects or conditions around them.
5. What do you think about Korean Culture?
6. Describe Korean Culture is like___________________________________________.
Any thought from Sally's lesson. (Evaluation)
Reading: I applied methodology of reading questions. Less T talk, more S talk.
Vocabularies: Gave her advanced level lesson, I never tried with her. (It was ok at this time.)
Lesson Plan: Need more structures
Inter language level
(input)
Her input level is much better than this summer.
I applied linguistic approach of teaching. (out of traditional style even her parents still want to do it)
No Korean translation based vocabulary lesson
Stop reading articles loudly.
(output)
No error correction when she speaks.
Not grammar focused writing.
With mistakes, read only by herself to fix.
She has no hestitation to speak anymore.
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