초록 열기/닫기 버튼
The purpose of this study is to suggest the direction of designing lesson plans based on conditions for language learning. To achieve the purpose, conditions for language learning and teaching models based on EFL context were reviewed. Also, two lesson plans presented to demonstrate a class for Teaching English in English(TEE)-Ace were analysed. Each class observed was composed of 24 and 31 sixth graders (12-year-old learners). From the findings, the lesson plans based on the PPP teaching model had difficulty in designing activities considering affective factor and psycho-motor factor as well as cognitive factor. The analysis implies that teacher should design activities for learners to have positive motivation, activate their schema, and express their thoughts using communicative function and language form already learned. Based on several problems with the PPP model, it is suggested that conditions for language learning such as motivation and language input, activation and long-term memorization, and personalization and integration, named by its initials as MAP, need to be considered in order to enable primary learners to interact more actively in classroom activities. The MAP model is composed of the M stage, the A stage, and the P stage. Each stage includes the aspect of cognitive, affective, and psychomotor, named by its initials as cap, which is being considered and used for the respective stages interactionally and inter-connectedly. The method of designing lesson plan and developing teaching materials considering the MAP model is argued and demonstrated in primary classes.
