Language awareness - classification of vocabulary (types of food), conceptualization of quantifiers
Listening comprehension - making inferences based on the title and beginning of song, listening for specific information
Being in the lab but not being able to use the electronic blackboard, I had to seat everyone on one side of the lab, closest to the whiteboard. Three students didn't fit so they sat on the closest seats on the other side. The lab doesn't work well for speaking except possibly in pairs or max. 3 people.
The topic for journal writing was to write a simple recipe for one of their favourite types of food. This took a little longer than expected. A number need a lot of vocabulary to do with cooking. No-one wanted to share their recipe, but they did tell me which type of food they were writing a recipe for. Some were not very simple!
Feeling a little unorganized today - leaving too many things to the last minute, which made me feel flustered. I brought in a lot of plastic food for the sts to classify into countable and uncountable nouns. The food stayed down the front on the table and I picked each one up and they said where it should go - with "a few, too many, a number of" or "very little, too much, a great deal of". This was very teacher-centred and lacked interaction from more people. Often the same people answered. In hindsight, it would have been better to break the class into groups and get them to categorize a number of food items, then report back to the whole class. My boardwork was also a little lopsided.
We turned to p. 80 and read the "food facts" together. The sts made guesses as to where the quantifiers should go in the text. They then listened for the correct information. They categorized the quantifiers on the board into "countable", "uncountable" and "both". We went through the analysis and read the language summary on p. 151. I emphasised the difference between "too much" and "demasiado", which in Spanish is also used to refer to something great - "demasiado bueno". One st asked about the phrase "too good to be true".
They then made twelve sentences out of the the list provided, eg. I don't eat much chocolate and then discussed them with a partner. Some made mistakes with the quantifiers, but were corrected during monitoring.
We didn't do the next activity "The lazy cook's guide" but went straight to the song in order to break up the grammar, which seemed to have gone on for too long, especially for a lab.
The song was "How to make gravy". The sts made inferences based on the title, some having given the meaning of "gravy". We looked at the first line and they made guesses about who the song was about, what it was; the second line established what time of year it was; and the third line established from where the letter was being written.
The sts listened to the song and filled in the gaps of the words. Some vocabulary we worked on later was roast, Queensland, dollop, cologne, stab me in the back, tang, my mind it plays up.I had to give them most of the vocabulary as it was quite Australia-specific. We listened to it again for them to confirm the word gaps and to enjoy it.
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