On February 11 at 1:00 in the afternoon, it was my first schedule to teach the students on my own. With few tasks given to the class X-10, I was able to teach well our topic which is on 7 Language Features of an Event Advertisement.
The following tasks were given:
Task 1. AD in the blanks
I have posted a graphic organizer in which an incomplete advertisement is written on it.
The students who volunteered or have been picked by the coupon generator to answer have drawn from a box to see what structures of an advertisement they will be putting in the graphic organizer.
Then, as the students were able to show mastery with the previous topic, the 8 structures of advertisement, they were ready to proceed to the next topic.
Task 2. To read is to ADventure
In this task, I let the students carefully read an advertisement as this was also used in the discussion of the topic for today which is Language Features of an Event Advertisement. When the students were able to unravel that the ad they have read is an event advertisement, I have then asked the students to give related words/phrases to ‘event.’ This is to define what an event is.
Task 3. ADvancing Knowledge
After, in relation to ‘event’, I have then introduced the seven (7) language features of an event advertisement: (1) evocative language, (2) informative language, (3) persuasive language, (4) powerful language, (5) simple language, (6) positive language, and (7) active sentence.
To let the students explore these different language features, I have grouped the class forming 7 groups. Each group was given a cartolina wherein they could write something about the language feature that the leaders have picked when I have asked them to draw from the different language features. After, they shared what they have written in the class.
Task 4. AD in the box
As the students were able to understand the seven (7) language features, they were ready to display what they have learned.
With their same group, they were asked to read the advertisement that can be found in their book, Pathway to English, page 133, text 1.
Then, to be able to answer in the worksheet, the students must use what they have learned about the language features of an advertisement and what they have read.
Task 5. Crossword with a Twist
In order to find out if the students have mastered the different language features, I have then asked the students to complete the crossword puzzle worksheet. The students were tasked to find a partner in answering this.
The first 10 teams who finished this activity was given additional 20 points each member, while the rest of the team was given additional 10 points for each member. This activity was to see if the students understood the discussion today.
Though there have been some problems just like what happened in other classes, the students needed time to organize their thoughts, but gratefully, their fellow classmates tried to help each other and tried to be active as much as they can. It felt so fulfilling to see the students enjoy the class!
We ended then the class through taking our picture together.
At 7:00 in the evening, me and my fellow international students were interviewed and thus asked some questions such as: What is your first impression to Madiun? What do you feel now that you are going home soon? What are you going to miss? Many of us have become emotional because of the said questions, I realized that time flew so fast and had the urge to do many things.
Then at around 9:00 PM, I have continued preparing my instructional materials to be used for my final evaluation on Wednesday. I have just prepared my lesson earlier as we have schedule for tomorrow, Tuesday.
