The first activity was a melee where students asked for advice or information about varying travel details. It was in the format of a BINGO line. After the class, the professor mentioned that students needed to be pushed to speak more and faster for the class in general. Looking back on the class after that comment, I remembered that only one student got a BINGO within 5 minutes. While that student later on got 3 BINGO lines, some students only have about 5 answers completed on their paper of 25 boxes. So in Thursday's lesson plan, I also will add one more activity to try to limit time so students will be somewhat pressured to complete the activity faster. As a side note, I also noticed one of my little sisters staying in the same place during the entire activity. I made a comment to her about it. But she stayed in the same place.

The second hour of class, students completed a gap fill for an itinerary for Pattaya, Thailand. Then in groups they planned a school trip. The original plan was to fill out a proposal form for the trip. But during the activity my teaching partner and I felt like writing the proposal form was redundant to the activity itself during the planning stage. We spoke with the professor about doing a verbal proposal. This is where we saw the "time crunch pressure" for students is important. With the last 14 minutes of class, the students needed to their prorposal of 4 (groups). But the first two took about 5 minutes each so we cut the content down for the last 2 groups to finish on time. This meant that the last 2 groups had some of their members speak, but not all. I see a possible issue with giving students time to complete a task/activity and also adding a time pressure to force them to speak faster and with more content. This will be an interesting balance to find. I would like to challenge them to speak more within a time limit but with the varied levels, I also don't want to discourage the lower levels. Grouping and pairing will also be important. I noticed that some pairs for an activity where they create clues had two lower level students. They had written only one or two words, but when one pair actually gave the clues, they were able to construct it in a statement or larger phrase.