To teach the comparative form of
adjectives was the topic in my last class; therefore, I created a power point
presentation for explaining the grammar rules of the comparative form,
developed controlled and semi-controlled activities for students to remember
and internalize what they learned from the grammar phase. However, the part of
my lesson that liked me the most was the end. For the end of my lesson, I
planned a role-play for students to create performances using the new target
language and structure; also, as it was the last class, I decided to let them
work by affinity because they were really motivated, so they worked in pairs.
During the preparation of the role-play (8 minutes), I showed them an example
of the speeches they could use through the Cannon Projector for them to have a
guide or to continue the idea; also, I helped them by supporting ideas and
providing vocabulary. After these eight minutes, I invited them to participate,
and they really wanted to collaborate. As a result, all of them participated
and created awesome, funny, and interesting role-plays in which they showed
they understood the new target language and structure I taught.
Now, I am sure that the role-plays
my students have performed worked really well; they have prepared themselves in
a quiet appropriate and creative way and use the target language and structure
by following the example I provided and the issues I have taught, and their
ideas have flowed easily and naturally. Furthermore, I really love role-plays
because students can apply what they are learning in a fluency way. Likewise,
by developing role-plays, students have freedom in regard to what they want to
express; also, a role-play is like the time for them to show how much they have
learned from the topic and how much they can manage it. Besides, I believe that
role-plays help students to kick the fear out when learning a new language; thus,
the learning process becomes more significant, and students get more excited
towards these types of activities instead of filling the blanks. Additionally,
I think that a role-play is a key to identify students´ weaknesses and mistakes
and to take notes of them so that professors can reinforce these weaknesses during
the learning process and correct mistakes at the end of the role-plays for
students to think about these mistakes and avoid them.
In future lesson, I will use
role-plays because they help students to let their ideas flow, to kick the fear
out, and to act freely; as a result, I will have funniest and more cooperative
classes. Besides, I will use role-plays because they help students to think, to
wake up creative, and to improve three macro-skills (Writing when preparing the
dialogues or the speeches; speaking when performing the rope-play; and
listening when listening to the performance). In addition, I will always model
or present a model of the activity for student to have a support and get some
ideas because I have realized how much to provide a model or just to model the
activity helps in free activities. Besides, I will keep in mind this class next
time I teach this topic because I really liked the way I planned; however, I
will improve some aspects such as to give directions, to congratulate students
for their performance, and to manage time.
This is the model I used for students
to get ideas for their role-plays or to flow my idea.
