Happy Valentine’s Day! Today I had 23 students. One of the women who was also in my class last semester brought me a beautiful pink rose! 🙂
We tried a new warm-up activity today: conversations about pictures. I put a few questions on the board (Who is in the picture? What are they doing? What else do you see? When was the photo taken?) and then projected a photo onto the screen for five minutes. I had the partners discuss their answers. I used a picture from the last day of last semester, a picture of my husband and I cutting our wedding cake, and a picture of my friends dancing at my wedding. The pair conversations were surprisingly thin even though the large-group discussion that followed was pretty rich. Maybe the pairs felt awkward? Maybe it was that I’d never given this type of assignment before? I think it’s worth repeating in a couple of weeks, maybe with small groups instead of pairs.
We’ve been studying Simple Present vs. Present Continuous. I modified a short play out of a book – I really liked the punch-line. The way I tweaked it, it now deals nicely with both tenses. We did a read-through as a class. The goals were to see what a play was, that there were characters and roles, and that there was a second page on the back. I didn’t really push comprehension at all; that’s for a different day.
There are 12 characters in the play, so I split the class in half. Two groups received their roles and began practicing today. They seem engaged: they know what to do, they remind each other when it’s time to say a line, and they seem open to practicing their lines for a few minutes everyday. The plan is to practice for a little while everyday this week, culminating in a final performance. I’m hoping that they’ll be willing to perform for the class next door; right now, they’re a bit to shy to do that. Still, I’m glad it’s off to a promising start!
We did a little grammar work based on a student error on the homework blog: Present Continuous vs. the type of Future that uses “going to.” When I checked for comprehension, I saw that a few people were still confused, and I was able to talk to them individually between normal class and computer time. One student who’s pretty quiet in class had a lot of questions for me, so I told her we could talk more during computer time. At computer time, we sat down, she opened her book, and proceeded to methodically write several example sentences and check with me which tense each was in. I was completely floored at how organized she was in honing in on her problem and creating a solid framework of examples with which to improve her understanding. Six well-chosen examples and boom, she got it. I wasn’t her teacher then, just her super-impressed English resource. After, we had a nice conversation in which she told me a bit more about herself. It was so nice to get a moment with a typically quiet student and to watch her mind piece this crazy language together!