Sample Lesson Using the Inductive Approach
Sample lesson: simple future June 5th, 2012 Introduction: This sample lesson is made for beginners (kids) for explaining simple future with an inductive approach. Using some visual aids to get the attention of the students through examples like, dialogs, conversations, images and videos. Teaching in a generative situation, which follows the real world is used in order to generate a real environment to make students experience like in the real life. Making students apply the language in the real situation is the most crucial.
This means that the purpose of is to realize how to use it correctly in a right situation. Natural language acquisition means that learning a language at an environment of non-intervention, the best approach of experimental learning is that situates the learner at the environment which is full of our foreign language, and it’s as the acquisition of our first language.
Simple Lesson: Teaching simple future through dialogs. (begginers) The teacher shows a video of a trip, taken from a website to the students, using it as the introduction of the simple future with appropriate vocabulary to the group. Places, food, activities). Step 1. The teacher plays a little conversation about a trip.
Mary: What will you do in your summer vacations?
Paul: I will go to the beach with my family. Mary: Will you go to a Mexican beach?
Paul: Yes, I will. I will travel to Cancun. And what will you travel the next vacations?
Mary: No, I won’t. I just will stay here.
Paul: Oh, I will bring you something from Cancun.
Mary: thanks! Then the teacher asks them: what are they talking about? * Last weekend * Next weekend * Every weekend
Then he gives some seconds to the students to think about the answer. Step 2. Here, the Teacher shows an image in this case it would be and ask students to say some ideas according to the image. For example: Travel by car Take pictures Swim Eat seafood, etc. Then the teacher writes the list of words or sentences on the board. Step 3. The teacher writes on the board, the following: I will (say the ideas they gave) You He she I will (say the ideas they gave) You He she
The teacher is going to read the first one: ‘ I will travel by car’ Then the students are going to continue with the following examples to form a simple future sentence with the information they gave. After that, the teacher asks them to repeat with he the sentences. Step 4. In this step, the students create some sentence using real information like what will they do the next weekend, to evaluate the knowledge learned. Discussion: In this sample lesson, chosen a video of a trip leaves students watch and understand the context and they can realized what the video is about.
The teacher also chose an image that is so useful in this case, because it leaves students to think about activities or use their imagination to produce ideas related to the image. Asking students to read sentences using the rule but not provide it them like an explanation leaves them to discover the rule applied, and notice about the new item and may lead them to work out the rules by induction. In step 1 the rule is a little provided, without an explanation, for the students and they can realize that they’re talking about next activities.
And listening skill is required to attend the attention to students to the form. In steps 2 and 3 students are more closely to describe activities used to talk about future. And in step 4 students are capable to demonstrate of the new item. Evaluation E-factor: in terms of efficacy this sample lesson is efficient if the vocabulary provided is comprehensible or the video used is adaptable for kids. It is also essential that the video and the conversation are intelligible by reference and context. A problem here is that the internet couldn’t work so that would make difficult the class.
This detracts from the ease of preparation. If the video and the conversation are too long it will require a lot of time, reducing the economy factor. And in terms of efficacy the contextual support they gave with the ideas related to the image, the conversation and the video scores highly in terms of efficacy. A-factor: students will be familiar with the conversation because it was with appropriate vocabulary for beginners (kids). The use of dialogs, videos, images matches learners of how language is used in the real world.
Also through inductive approach students can discover the rule through examples. Conclusion This sample lesson was referred with the inductive approach in which students learned through experience and discover by themselves. The rule so in this case they fit their mental structures than in a deductive approach. And students are more involved in the learning process. Using this approach is easier for beginners to learn new rules because they interact more participating, and are more likely to work in the activities presented. And learn through experience that is the natural route to learning.
