Journal: Huge Vegetables and Lesson Plans

Basically, I way over-planned today’s lesson yesterday evening, leaving me with lots of material to use in tomorrow’s review.  It’s a good feeling!

Students: 8

Countries of Origin: El Salvador, China, South Korea, Mexico, Bulgaria

What surprised me:

  • We got a new student today!
  • The same gentleman from yesterday’s post brought in a ton of HUGE squash from his garden and shared it with the class.  (One of the ladies pretended to hold her squash as a baby, and one of the guys pretended to use his as a baseball bat.)
  • A student brought in her baby just for a few minutes, and said baby was alarmingly cute.

Today’s Objectives:

  1. SWBAT use there is/are statements and questions in speaking and writing.
  2. SWBAT listen for details in the context of food.
  3. SWBAT agree and disagree with food-related statements.

What went well:

One-Question Interviews were a brainwave I had at about 10:15 last night.  I modeled the process well and checked for understanding.  The asking and recording went smoothly and we tied the results it into the agree/disagree objective (and had some sneaky chart-reading practice in there as well).

The listening went fine.  It also reviewed the vocab we’ve been working on for a few days.

Students got into describing a dish from their country and what was in it.  I know it sounds like a cliche thing to talk about (I’m thinking about that textbook I had in World Music in college that likened entire cultures to their classic foods…), but the students seemed to really enjoy telling everyone else about their food.  I also enjoyed that I could keep asking more and more detailed questions since they were experts on the subject.  I channeled the great discussion into a writing activity.

What I’d like to improve upon:

The listening has been going well but could probably benefit from a little more variety in activities.

I wish I’d allowed more time for writing, and in particular, editing.  Maybe we can do some editing tomorrow.

I should also do a proper pronunciation lesson on th, ch, sh, and ph.  I’m treating it like review, but there are enough fundamental questions about these sounds that I should probably be introducing the topic formally and spending some real time on it.

Thoughts for Tomorrow:

Editing time for today’s writing.  Choice time (some can do reading while others write and others listen through headphones and others work on grammar or spelling with me)?  Have students pick a topic to re-teach to the class as review?

Off to do some errands!

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