At the bottom, the key expressions are written i.e. “Take this medicine,” “You have to see a doctor,” and “Get some rest.” Student A initiate a dialogue with Student B. Student A should ask, “What’s wrong?” then Student B should answer, “I have a _____”. After Student B answers, Student A chooses a key expression from the worksheet to finish the conversation. When he/she chooses, he/she can mark the move on the worksheet to play Connect 4. The goal is to make students practice the dialogues every time they make their move.
In playing this game, I noticed that some of the students merely played this game without having a conversation. The teacher should walk around and monitor/assess student’s performance in order to maximize their learning potentials.
Students in this class responded to the lesson differently from one another given that the level of comprehension is affected by the activities each student was actively engaged in. For example, during the passage-reading session, the students followed the exact words uttered by the teacher regardless of the fact that the teacher had mispronounced the world ‘throat’ as ‘srot’ following its follow-up with word ‘sore’. As identified that students were engaged in small talk during the dialogue session during the speaking activity. It shows that, if the students were attentive in the first place, they would be able to identify mispronounced words and ask the teacher for clarification. However, considering that the purpose of the class is to refine communication and language skills, the students showed they were learning to follow instructions regarding the worksheets they were provided with before the start of the speaking activity.
With reference to the listening and speaking, it is identified in the reading that lack of attentiveness may not raise any alarm that a word was incorrectly used or mispronounced. According to the reading, an example shows that melody tends to be ...Show more