Develop Resources to Support A Learning Unit
Develop Resources to Support Learning Unit
by bunpeiris
Objective: At the end of the lesson all learners will be able to use the 7 prepositions of location, namely, under, between, next to, beside, opposite, in front of & behind in given context
SESSION 1: ENGAGE: SLIDE SHOW [5 Minutes]
UNDERThe class is divided into 2 groups & each group take turns in questioning the other group
Q. Where is the man?
A. The man is _____________ the car.
Q. Where is the man?
A. The man is _____________ the car.
SESSION 2: STUDY: FLASH CARDS [18 Minutes]
Learners take turns in hiding each preposition eg. “Under’ with a sticky note, hold the flash card up and ask his classmates to complete the sentence.
Learners take turns in hiding each preposition eg. “Under’ with a sticky note, hold the flash card up and ask his classmates to complete the sentence.
UNDERSESSION 3: ACTIVATE: COLOR PRINTED POSTER [18 Minutes]
UNDERWORKSHEET for application of what is learned: complete the sentence
Learners are asked to describe the locations of buildings/vehicles/persons using the 7 prepositions learned. E.g. The boy is under the tree. Good!
Learners are asked to describe the locations of buildings/vehicles/persons using the 7 prepositions learned. E.g. The boy is under the tree. Good!
Additional resources [*A] for the learners who fail to gain competence in using the 7 prepositions of location
Poster 1:Graphic illustration of prepositions with repetition: for in front of & behind
Poster 2: Graphic illustration of prepositions with repetition: between, next to, beside
Poster 3: Graphic illustration of prepositions with repetition: under
Poster 1:Graphic illustration of prepositions with repetition: for in front of & behind
Poster 2: Graphic illustration of prepositions with repetition: between, next to, beside
Poster 3: Graphic illustration of prepositions with repetition: under
Depending upon the less able learners’ difficulty level of using prepositions of location, suitable posters would be used to support them. Suggestion, appropriate
Resources available within own institution [Internal]
For the lesson herein: Internal resources of Laptop, projector and screen for the power point presentation
Though the general resources such as white board, general classroom learning/teaching accessories, study course books, library materials and supplementary text books suitable for learning/teaching “prepositions” are available within the institution, those aren’t used in this 45 minute period of study.
Though the general resources such as white board, general classroom learning/teaching accessories, study course books, library materials and supplementary text books suitable for learning/teaching “prepositions” are available within the institution, those aren’t used in this 45 minute period of study.
The plan for developing resources [External]
[a] In line with the LESSON PLAN: for 3 stages of the session: 3 resources for
ENGAGE, STUDY and ACTIVATE, one each.
[b] In line with the learning types: Visual, kinaesthetic & auditory
[c] In line with the learning levels: Knowledge, Comprehension & Application
ENGAGE, STUDY and ACTIVATE, one each.
[b] In line with the learning types: Visual, kinaesthetic & auditory
[c] In line with the learning levels: Knowledge, Comprehension & Application
In consideration of above criteria, the development of resources are carried out as follows.
|
LESSON PLAN : ESA – STRAIGHT ARROW [Jeremy Harmer’s]
|
|||
|
Stage
|
ENGAGE
|
STUDY
|
ACTIVATION
|
|
Duration
|
5 minutes
|
18 minutes
|
18 minutes
|
|
Resources
|
Power Point presentation
|
Flash Cards [Hide the preposition with a sticky note]
|
Colour printed poster & worksheet
|
|
Purpose
|
To introduce the prepositions to the learners
|
For the learners to begin using the prepositions learned during the ENGAGE session
|
For each learner to complete the written exercise on his own.
|
|
Activity
|
The class is divided into 2 groups Learners view presentation
Each group take turns in questioning the other.
|
Individual learners take turns in presenting the flash card, one at a time [with the preposition hidden with a sticky note] so that the hidden preposition could be elicited from his peers. [Spoken session]
|
Learners make use of the prepositions learned in the ENGAGE & STUDY sessions to complete the exercise
[Written session]
|
|
Justification
|
[a]Motivate the learners
[b]Visual & auditory learners find it easier to follow the session of the lesson
|
[a] Consolidate the knowledge of prepositions learned in the ENGAGE session
[b] The activity appeals to kinaesthetic & visual learners |
[a] Reinforce the knowledge gained in ENGAGE & STUDY sessions.
[b] Learners begins to use the prepositions independently. |
|
Effectiveness of the resource
|
[a] Keep the learners attracted
[b] The large smart board etch? the 7 prepositions illustrated/explained with the large colour images in the minds of the learners
|
[a] Keep the learners active with the opportunity in presenting Flash Cards to his peers.
[b] Since the prepositions, wanted in this activity, are already introduced in the ENGAGE session, learners have no difficulties herein.
|
[a]Written exercise complements the previous spoken sessions in ENGAGE & STUDY
[b] Teacher gets the chance to test each learner individually.
|
Evaluating resources for the lesson
Do the resources suit the lesson?
Is the resource suitable for the age group/grade?
Is the resource compatible with social considerations of the learners?
Do the resources serve the Learning styles & Learning Levels?
Do the resources suit the lesson?
Is the resource suitable for the age group/grade?
Is the resource compatible with social considerations of the learners?
Do the resources serve the Learning styles & Learning Levels?
|
LESSON PLAN : ESA – STRAIGHT ARROW [Jeremy Harmer’s]
|
|||
|
Learning styles [David A. Kolb’s]
|
ENGAGE
|
STUDY
|
ACTIVATE
|
|
Power point presentation [P1.2]
|
Flash Cards [P1.2]
|
Large Color poster [P1.2]
|
|
|
Spoken session
|
Sp./Activity session
|
Writing session
|
|
|
Visual
|
Resource would appeal to visual learning type
|
Resource would appeal to visual learning type
|
Resource would appeal to visual learning type
|
|
kinaesthetic
|
Appeal to kinaesthetic learning type
|
||
|
auditory
|
Appeal to auditory learning type
|
Appeal to auditory learning type
|
Appeal to auditory learning type
|
|
Learning levels [BenjaminBloom’s]
|
|||
|
Knowledge
|
Learners gain knowledge. [Memorize the 7 prepositions]
|
||
Comprehension |
Learners go one step beyond the simple remembering of 7 prepositions: recall the preposition suitable for the new situation
|
||
Application |
Learners go one step beyond the knowledge gained & comprehension achieved: application of prepositions in a new situation
|
||
Learner profile
Nationalities – 20 Sri Lankans
Social background: All Sri Lankans are of middle class background
Mother tongue: Sinhala.
Second language: English is the L2 of all students
With the exception of two less able learners, others are more or less on the same level. Those two would be supported with additional resources [*A] developed if necessary.
Nationalities – 20 Sri Lankans
Social background: All Sri Lankans are of middle class background
Mother tongue: Sinhala.
Second language: English is the L2 of all students
With the exception of two less able learners, others are more or less on the same level. Those two would be supported with additional resources [*A] developed if necessary.
Advantages in using ICT as a resource
Helps saving time: herein the lesson Power Point presentation speeds up the lesson.
PP presentation brings in attractive and colourful presentations of lessons: herein the lesson, Power Point presentation would keep the learners attracted to the lesson.
Interactivity in the lesson is enhanced: herein the lesson interactivity between the power point presentation and the learners and then again interaction between the two groups of the class get onto a higher level.
Helps saving time: herein the lesson Power Point presentation speeds up the lesson.
PP presentation brings in attractive and colourful presentations of lessons: herein the lesson, Power Point presentation would keep the learners attracted to the lesson.
Interactivity in the lesson is enhanced: herein the lesson interactivity between the power point presentation and the learners and then again interaction between the two groups of the class get onto a higher level.
Disadvantages in using ICT as a resource
Power failures could cause interruptions in lessons: herein, the institution is supported with standby power generators.
Difficulty in monitoring the learners closely: herein, the lesson being uncomplicated, ICT resource of Power Point presentation focused on a spoken session is unlikely to cause difficulty in teacher paying close attention to the learners.
Teacher’s knowledge in ICT could be inadequate: herein, knowledge of ICT required being limited to a Power Point Presentation, a common tool in learning/teaching sessions, use of ICT is kept simple.
Power failures could cause interruptions in lessons: herein, the institution is supported with standby power generators.
Difficulty in monitoring the learners closely: herein, the lesson being uncomplicated, ICT resource of Power Point presentation focused on a spoken session is unlikely to cause difficulty in teacher paying close attention to the learners.
Teacher’s knowledge in ICT could be inadequate: herein, knowledge of ICT required being limited to a Power Point Presentation, a common tool in learning/teaching sessions, use of ICT is kept simple.
Works Cited
Anon., 2013. Prepositions. [Online] Available at: HYPERLINK “http://freelanguagestuff.com/prepositions/” http://freelanguagestuff.com/prepositions/ [Accessed 16 December 2013].
Bermejo, J.R.H., 2013. Places in town – prepositions of place. [Online] Available at: HYPERLINK “http://roble.pntic.mec.es/jheb0015/Ework/Places_town4.htm” http://roble.pntic.mec.es/jheb0015/Ework/Places_town4.htm [Accessed 16 December 2013].
Kasim, N., 2013. Prepositions of place. [Online] Available at: HYPERLINK “http://www.elt-els.com/2013/08/powerpoint-lessons-prepositions-of-place.html” http://www.elt-els.com/2013/08/powerpoint-lessons-prepositions-of-place.html [Accessed 16 December 2013].
Santiago, D.M., 2013. English Spatial/Location Prepositions. [Online] Available at: HYPERLINK “http://quizlet.com/13017725/english-spatiallocation-prepositions-flash-cards/” http://quizlet.com/13017725/english-spatiallocation-prepositions-flash-cards/ [Accessed 16 December 2013].
