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An account of my experience...
Transcript of An account of my experience...
I decided to write an account of my experience on using the task from activity 2.9 that we taskified, and it was called Girl’s and Boy’s night out.
A girl's or boy's night out!
As you might not familiar with it, I will display the lesson so you can understand clearly what I’m talking about.
Task procedure of a Girl’s & Boy’s Night Out!
1. To personalize the task, the teacher should play first some background music to work out the exercise. Preferable, student’s music likes.
2. Once SS have drilled and worked on the story, they will share their own story in groups of 3. They will ask about the place they went to, the people they went with, the food and drinks they had, if they met somebody, the time they got home, and if they had a good time. Students may use a dictionary or need the teacher to talk about their personal night out.
3. Students, listen to each other, and exchange information. At the end, they have to agree on the best night out.
4. Students have to share to the class their experiences to the class, and decide which one is the funniest, the most romantic, and the most exciting experience.
After your comments and suggestions, I realized I had to modify it and change the outcome, as it was too general, I made it more meaningful and real world related. Therefore the outcome of the task is: “Students have to share their conclusions” for “Students have to share their experiences to the class, and decide which one is the funniest, the most romantic, and the most exciting experience”.
The design of the rubric...
The rubric was designed to monitor students in:
Vocabulary: Appropriate to the audience
Setting: if they use varied vocabulary to describe where and when it take place.
Sequence: the coherence, specially the order of the events.
Role shifting: if students use properly the pronouns
Characters: if the students clearly describe them.
During the second stage, where students had to share their own experience in small groups, it was hard for them to start talking…. Actually they needed more time to work on this. They are beginners, so it was not as easy to start this activity because of their lack of vocabulary.
So I had to implement some questions (Where did you go? Who did you go with? What did you do? What did you drink or eat? Did you meet anyone new? What did you get home? Why did you like this night?)
Then, students spent some time answering the questions, they used the dictionaries or my help. Finally, they retold their experience, and felt more confident because they used their notes. I also encouraged students to use adjectives to describe their story.
In my experience I noticed that my students felt really motivated with this activity. Almost all of them are young adults, there was only one woman who was a little bit older than them. However, it was not an obstacle to share her experience.
At the beginning students worked in teams, and they reinforced their previous knowledge and felt confident as they support each other.
Secondly, students built their confidence when they knew what to say as they followed a pattern of questions.
Thirdly, all of them had fun when they listened to each other. They still had some little difficulties with vocabulary, as some of them invented words, but in my opinion that means that they were trying.
Fourthly, students need a lot of practice on telling stories or anecdotes.
Fifth, their confidence rise once they have a draft before speaking, as they can not improvise in this level.
Finally, students practice their English in a personalized way, which they loved and they felt motivated to talk.
So, I would say that knowing your students, helps the teacher to design this kind of task where students feel motivated and what is more important their build their confidence! They improve their speaking skill, as it is easy to talk about and it is something that they usually do.