Yes, no, good, bad, what did you like about this, what did you not like about this?
Anke.
>> Well I thought that the students might have fun doing this so this is also
like a motivation for them to do it actually.
>> Yeah.
>> To do it well as well.
>> Because it's your type and I agree with you.
They do like this, they do kind of get it.
This one generally works, okay, judging from their level of motivation and judging
from laughter, judging from how people stay on task.
What else?
Reka.
>> I like how they are given some adjectives at first.
They are not just thrown into the water, you know.
>> Right, and so that was one of Lee's criterion.
He said they should have linguistic support.
So they have-- yeah, that 's our sneaky way of getting in lots of adjectives
and making them focus on adjective agreement, so it's just around there.
Jennifer.
>> I like this idea and I could also see it in the context of finding your dream job also.
>> Yeah.
>> Especially if, I don't know, like maybe for a really low level class,
maybe some students are uncomfortable talking about love relationships or maybe--
>> Right.
>> Especially the last part on E, compare him or her to your actual boyfriend, girlfriend.
>> That is face threatening and lot of you--
okay, of all the things we've gotten comments about, it's that last thing.
>> Although but it isn't homework, so as long as they weren't having to present it as part
of like a group activity, I think that's definitely more appropriate but I think
that it does seem fun but I think it can be easily transferable for other activities.
>> I agree with that comment and that's one of the--
and we have moved that to the homework because this is over revisions.
We revised this and now it's working better, so you're right,
you have to think about face issues in these topics.
And it's not so-- they're not, they don't wanna share that openly in a group.
Yeah, uh-huh. Han Luo.
>> I'm thinking about the second step that is B part, it's add two more adjectives.
If I were doing this activity, I will ask the students to think of any adjective they want
to know and I will be there to help them, because those adjectives, they're interested
and they don't know how to say it.
So in this case, they can learn more of vocabulary
that they're really interested in knowing.
>> Well, okay, you're setting this up to a nice segue to what's coming up, and that's the role
of the teacher because right now we just have a piece of paper and the design
but the teacher plays a very important role.
So right, I haven't even gotten to what the teacher is doing but of course she's--
here she's circulating and-- yeah, okay.
Uh-huh, Sarah.
>> A quick note on this sort of checklist.
>> Yeah.
>> Rubrics, I feel like they-- maybe two of the answers aren't obvious and all of the rest
of them are, and so after you get through with the trouble
of like understanding what the word "pessimistic" means--
>> Yeah.
>> -- then you're looking at, well, of my dreams or my nightmare, well duh, you know,
like which one do-- that kind of thing.
>> Right.
>> There's an obvious answer and you go through a lot of work to find
out that the reward isn't as rewarding.
>> So there is the Goldilocks principle.
You want some easy ones but you also want some more difficult ones.
And the main point of this was something actually--
it's supposed to be fairly easy to do.
It just gets them in and it also-- the idea here in design is
to give them a lot of the linguistic pieces, right.
So yeah, uh-huh. Min Jung.
>> I have a little doubt about when and how to provide model sentences
because if they are beginners providing model sentences would be good linguistic support.
But if we are the advanced-- providing those, you know, prefabricated model sentences
would limit their, you know, repertoire or activate their--
>> That's a good point.
I think you need to judge this in the context, so this is for first semester French.
It's a beginning activity and that's why we have the models, models for everything,
and that was also one of the criteria,
linguistic support including models, right, yeah.
But you're right, that's tricky.
You'll have to adjust that according to the level.