Dear all
Most students participated actively in the lessons, planning, preparing, and self and peer correcting. Giving them the opportunity to make decisions about a topic and use what they have learned (radio language elements and comparatives and superlatives), led them interacting more with their partners.
In some cases, students experienced problems making decisions because they are not familiar with working in group. One student did not join any group, but she neither proposed an alternative, for example, to work alone. She felt that she is not accepted in the group, and additionally, she did not attend the class where the teams were formed. Other students did not attend either, but they were capable to join a group.
I noticed that they only used music and the script (words). They did not take into account special effects and blanks (silences).
In the recording, students showed worry for preparing and doing a good work. I wanted to video record the productions, but their anxiety range increase, not because of language, but because of the tool. Consequently, I had to audio record.
All the groups read what they had to say. Given that it is their first time for them to do such activity; I permitted them to do it. They were highly aware about turn taking.
Talking with them after the recording, they expressed that they felt anxiety for being understood, and having a good pronunciation, but at the same time happiness for participating in the activity and for showing their product. Mixing music with words was attractive for them. Of course, they need to improve dealing with these tools. They prefer writing before speaking, and decide about the other elements in radio (music, special effects). Finally, they started to identify roles in team work (director, Dj, presenter), and recognize that they need to practice more, individually and as a team.
Last September 2nd, students had one of the most exciting days. They had the opportunity to do their first audio recordings. Here you are my reflection after observing and listening to the recordings. Only 5 groups present their product because the classroom that we use was not available, so I had to go to the theatre. At the end, it was an advantage, taking into account the size of this room and this fact gave them the opportunity to practice more spontaneously.
Most students participated actively in the lessons, planning, preparing, and self and peer correcting. Giving them the opportunity to make decisions about a topic and use what they have learned (radio language elements and comparatives and superlatives), led them interacting more with their partners.
In some cases, students experienced problems making decisions because they are not familiar with working in group. One student did not join any group, but she neither proposed an alternative, for example, to work alone. She felt that she is not accepted in the group, and additionally, she did not attend the class where the teams were formed. Other students did not attend either, but they were capable to join a group.
I noticed that they only used music and the script (words). They did not take into account special effects and blanks (silences).
In the recording, students showed worry for preparing and doing a good work. I wanted to video record the productions, but their anxiety range increase, not because of language, but because of the tool. Consequently, I had to audio record.
All the groups read what they had to say. Given that it is their first time for them to do such activity; I permitted them to do it. They were highly aware about turn taking.
Talking with them after the recording, they expressed that they felt anxiety for being understood, and having a good pronunciation, but at the same time happiness for participating in the activity and for showing their product. Mixing music with words was attractive for them. Of course, they need to improve dealing with these tools. They prefer writing before speaking, and decide about the other elements in radio (music, special effects). Finally, they started to identify roles in team work (director, Dj, presenter), and recognize that they need to practice more, individually and as a team.
Most students participated actively in the lessons, planning, preparing, and self and peer correcting. Giving them the opportunity to make decisions about a topic and use what they have learned (radio language elements and comparatives and superlatives), led them interacting more with their partners.
In some cases, students experienced problems making decisions because they are not familiar with working in group. One student did not join any group, but she neither proposed an alternative, for example, to work alone. She felt that she is not accepted in the group, and additionally, she did not attend the class where the teams were formed. Other students did not attend either, but they were capable to join a group.
I noticed that they only used music and the script (words). They did not take into account special effects and blanks (silences).
In the recording, students showed worry for preparing and doing a good work. I wanted to video record the productions, but their anxiety range increase, not because of language, but because of the tool. Consequently, I had to audio record.
All the groups read what they had to say. Given that it is their first time for them to do such activity; I permitted them to do it. They were highly aware about turn taking.
Talking with them after the recording, they expressed that they felt anxiety for being understood, and having a good pronunciation, but at the same time happiness for participating in the activity and for showing their product. Mixing music with words was attractive for them. Of course, they need to improve dealing with these tools. They prefer writing before speaking, and decide about the other elements in radio (music, special effects). Finally, they started to identify roles in team work (director, Dj, presenter), and recognize that they need to practice more, individually and as a team.
In some cases, students experienced problems making decisions because they are not familiar with working in group. One student did not join any group, but she neither proposed an alternative, for example, to work alone. She felt that she is not accepted in the group, and additionally, she did not attend the class where the teams were formed. Other students did not attend either, but they were capable to join a group.
I noticed that they only used music and the script (words). They did not take into account special effects and blanks (silences).
In the recording, students showed worry for preparing and doing a good work. I wanted to video record the productions, but their anxiety range increase, not because of language, but because of the tool. Consequently, I had to audio record.
All the groups read what they had to say. Given that it is their first time for them to do such activity; I permitted them to do it. They were highly aware about turn taking.
Talking with them after the recording, they expressed that they felt anxiety for being understood, and having a good pronunciation, but at the same time happiness for participating in the activity and for showing their product. Mixing music with words was attractive for them. Of course, they need to improve dealing with these tools. They prefer writing before speaking, and decide about the other elements in radio (music, special effects). Finally, they started to identify roles in team work (director, Dj, presenter), and recognize that they need to practice more, individually and as a team.
