Sorry for the blog hiatus. We’ve been working on passive voice (i.e. “My wallet was stolen.”) for the last week and a half. I can’t use the textbook’s materials because this topic is scheduled for next semester, not this one. However, we needed it now, and they’ll need it again next semester. So I’ve been working extra hard with no text to lean on, and it’s been wonderful but tiring.
One thing that went well: Jigsaw reading. In my attempt to not over-use it, I’ve been under-using it. This time, I used two readings that were fairly long and hopefully high-interest. The students read independently and worked on comprehension questions. Then they got together into two same-story groups to discuss their stories: 1) main idea, 2) new words, and 3) what surprised them. Then they split into different-story partners and shared about their story using the same three questions. One or two groups finished early, so I had them compare and contrast the two stories. That proved quite interesting – I wish I’d had everyone talk about it! Two particular victories: I didn’t talk much, and it ended our class on an energetic and communicative note.
One thing to improve: Eliciting student opinions. I actually do it a lot – that’s not the problem. The problem is that I’m usually met with ringing silence. I’m clearly not framing it as well as I could, both leve-wise and culture-wise.
One surprise: I gave a quiz in passive voice today. I mostly left transitive vs. intransitive verbs off of the quiz – they’re important, but the class was simply not ready for a quiz on them. However, I wrote a bonus question asking them to write a passive sentence with the verb “sleep.” This is a trick queston because you can’t use “sleep” or other intransitive verbs in the passive voice. My happy surprise? Several students got it right! It was very exciting.
Students: 9 (sad!)
One thing that went well: Yesterday’s lesson. And I still had abysmal attendance today. Although I hope that if I taught horribly my students would stop coming to class, I just really can’t take it as direct correlation between bad teaching and low attendance.
One thing to improve: Actually, today was pretty good too. Even in terms of talking too much – I stopped myself several times.
One surprise: Realizing for myself that English spelling rules for -ed verbs and pronunciation rules are both pretty simple and pretty consistent, but are 100% unrelated. It’s so crazy!
One thing that went well: Yesterday felt very choppy, but today we were more focused. We still worked on three different topics, but today the topics were related (-ed vs. -ing adjectives, pronouncing -ed endings, and reading a story that was mostly in the Simple Past). I also did a much better job of having them practice rather than just talking at them. One of the topics was in response to a pronunciation question they asked yesterday. Though it wasn’t perfect (see the next paragraph for more on this), it felt good to teach a solid lesson based on something they asked about yesterday. So I guess I felt that several things went pretty well today.
One thing to improve: Although I think the lesson on the pronunciation of regular past tense verbs (think of the -ed in fixed vs. studied vs. interested) was pretty effective, I think I needed to more clearly tie what we were talking about to verbs ending in -ed and to pronunciation (as opposed to spelling).
One surprise: We were reviewing the difference between adjectives for feelings that are made out of verbs. There’s usually an -ed form and an -ing form and they mean different things. Just think of “bored” and “boring.” To help them practice this, I drew them a picture of me walking up a really long staircase. I labeled myself “tired” and the stairs “tiring.” Then I had the students draw pictures and label them. Half the class did “interested” and “interesting,” and the other half did “embarrassed” and “embarrassing.” I was surprised at just how useful it was for bringing out questions that solidified their understanding. I was also surprised at how vehemently a couple of students either couldn’t or wouldn’t draw anything. Incredibly useful but incredibly controversial. Very surprising!
One thing that went well: I busted out a grid activity at a good time in our really exhausting grammar lesson.
One thing to improve: There were so many incredibly picky questions, and most of them were not actually on the topic of our grammar lesson, which was Past Continuous (i.e. Grammar was driving us crazy.). Transitive and intransitive verbs came up in one of our examples and there went 20 minutes (The chicken was roasting. vs. I was roasting the chicken.). I did manage to avoid slipping into an impromptu lesson on Active and Passive Voice (I prepared the chicken. vs. The chicken was prepared by me.), but only because I’ve been revving up to dive into it in our next unit. But anyway… grammar basically engulfed the whole class period. And this was after I refused to answer half their questions (the Passive Voice ones). How harshly should I reign things in?
One surprise: How easy Past Continuous (you know, our official grammar point of the day) was compared to all the questions they were asking.
One thing that went well: We’re on our second big writing project, and this one is much easier for the class. They’re writing letters. I think it’s more concrete than just an opinion piece, so it’s less nerve-wracking, less academic, and possibly more useful. Note to self: start with this one next time.
One thing to improve: I’ve kind of stopped writing the daily plan on the board (i.e. 1. writing, 2. reading, 3. computers), but I think I should start again. I just think it’s better to give the class a bit of a road-map of where we’re going on a given day.
One surprise: The computer lesson. Today’s topic was judging Google results. I stated the goal (to judge Google results). I demonstrated. I checked for understanding. We repeated the goal together. The class had a sparsely-worded assignment to refer to. But it turned out that a few people still had no idea what we were doing. I discovered this when they emailed me answers that had nothing to do with judging Google results. Sigh. I shouldn’t have been surprised – my less tech-savvy students were the most confused ones. Leveled computer classes, please!
One thing that went well: Mad Libs. We’re starting a letter-writing project, so I wrote a sample letter. Then, on the other side of the paper, I made it into a Mad Lib by removing some words and replacing them with a blank and a note about the part of speech. I modeled it a lot (a lot), and then handed out one copy to each of four small groups. They got a good grammar review (students were reminded of comparative adjectives, infinitives, and irregular plurals) and got a chuckle out of the ridiculous letters they created together. When we were finished with the game, I made sure everyone had a copy of the paper and then we read the real, complete letter on the back and commenced with a pretty normal lesson.
One thing to improve: I talk too much (I list this one pretty often. Perhaps I should, you know, actually improve it.)
One surprise: “Condo” and “condom” sound awfully alike. I’d never really noticed before today.