Language Residents

an archive of lesson plans

Tag: Appearance (Page 2 of 2)

FR S10 INT – games (ask questions, clothes)

April 29, 2010 /

Games reviewing the vocabulary + how to ask questions

How did you pick this theme or topic?

Two last classes so I wanted to do something fun

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Games

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Slips of papers

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well, I think they had fun.

Intermediate 4/29

1. Qui suis-je? – 30 min
→ they have to stick a paper with a name on the other’s forehead
→ have to ask questions

– Est-ce que je suis un homme/une femme/un personnage ?
– Est-ce que je suis réel/fictif ?
– Est-ce que je suis célèbre ?
– Est-ce que je suis dans le milieu du divertissement ?
– Est-ce que je suis Américain/Anglais/Français… ?
– Etc…

2. Valise (clothes vocabulary) – 10 min

Tous les joueurs sont assis en cercle. Chaque joueur doit dire à tour de rôle la phrase “Je pars en voyage et dans ma valise, je mets…” il doit dire tous les objets nommés par les joueurs précédents avant d’ajouter le sien. Exemple: Le joueur A commence le jeu en disant : “Je pars en voyage et dans ma valise, je mets un pantalon.” Son voisin, B, dit : “Je pars en voyage et dans ma valise, je mets un pantalon et une brosse.” Son autre voisin, C, dit : “Je pars en voyage et dans ma valise, je mets un pantalon, une brosse et un chandail.” etc. Celui qui se trompe doit faire un gage.

3. Travail a la chaine – 10 min

– Le premier joueur dit une phrase et le suivant doit faire une phrase commençant par le dernier mot de la phrase du joueur précédent. On peut le jouer sans compétition en asseyant tous les joueurs en cercle, ou avec une compétition en faisant deux files de joueurs, chaque file doit donc avoir un “arbitre” pour s’assurer de la validité des enchaînements, et la première file qui se rend au bout de ses joueurs gagne.

JP S10 ADV Game, Blind Date

February 25, 2010 /

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game－１）Make your personal profile 2)Find your partner!　

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける（男か女か書かれたカードをひく）
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

Did they engage with each other and you?
Yes, they engaged with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌（プロフィール写真のため）

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

RU S10 INT Ordinal Numbers. Russian Paintings

February 25, 2010 /

Class theme/topics discussed:
Ordinal numbers.
Describing Russian paintings.

How did you pick this theme or topic? n/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, illustrations/powerpoint presentation.

How did students react?
The student enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, printed illustrations (powerpoint may be used as well)
Please attach a copy. Handout from : Начало, book 2, p. 231, ex. 4;
For illustrations see file Lesson 12_Feb 25_Paintings.

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students can learn smth about Russian art and historic individuals.

Intermediate Russian
Lesson 12
February 25, 2010

1. News: 5 min.

2. Revision of ordinal numbers (on the whiteboard – 5 min.)
Exercise on ordinal numbers – handout from «Голоса» – 10 min.

3. Discussion: Look at the portraits and say as much as you can about the women in them.

FR S10 INT – physical appearance + clothes

February 16, 2010 /

Physical appearance
Clothes

How did you pick this theme or topic?

There is a lot of activities to be done on this topic – and there is so much vocabulary that I think it’s good for students to practice it in various situations and exercises.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts – match the words and the images (3 pages)
Discussion about clothes
‘Interviews’
Drawing game

How did students react?

They reacted well. I think they liked the drawing game because it was the most interactive activity of the lesson – they had to produce sentences, and not only words.

Did they engage with each other and you?

Yes. They had to ask questions to each other and also to me about vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

White board
Handouts
Pictures from magazines or the internet

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think it was good for their vocabulary.

Intermediate 02/16

1. Warm-up – 5 min

2. Vocabulaire – 15 min
– fill out the three pages
– correct it

3. Description physique – 10 min
– Décrire comment le voisin est habillé
– decrire comment ils s’habilleraient s’ils allaient a la mer, a la montagne, a une fete, en cours, faire du sport, a un rendez-vous

4. Partenaire ideal – 10 min
– interview
– summary

5. Portrait robot – 15 min
– doivent décrire la photo et l’autre doit poser des questions et dessiner sur le tableau

Poser des questions sur…

– les yeux
– les cheveux
– le nez
– la forme du visage
– a-t-il une barbe, moustache… ?
– un accessoire ?

6. Projet – 5/10 min

FR S10 INT – Physical appearance, dating agency

February 11, 2010 /

Physical appearance
Dating agency game

How did you pick this theme or topic?

Valentine’s Day was coming so I thought I could do something related to it while using physical appearance and vocabulary they had just learned.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts
Dialogue

How did students react?

They reacted well, I think they enjoyed it because it was a bit different from what we had done in the past lessons, and they had to be creative and to imagine a whole character to embody.

Did they engage with each other and you?

Yes. They asked me questions about vocabulary and then they had to ask questions to each other as if they were actually interviewing candidates for a dating agency.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts
magazines

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes, totally. This worked well; they produced speech and had fun doing it.

Intermediate 02/11

1. Review the vocabulary with the missing student – 15 min

2. Dating agency
→ explain the game: they are going to fill out a form and then be interviewed for an agency specialized on dating

3. They fill out the form – 30 min

4. Interview – 2 x 5 min
→ then, each one of them is going to ask questions to the other

DE S10 ADV Creative Writing

February 9, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 9, 2010

 

Class theme/topics discussed: Creative story telling

How did you pick this theme or topic? The students had really enjoyed the previous lesson and working creatively, so I thought of another exercise, where they had to use their imagination a lot and create something new.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To get my students’ imagination going, I played a game first. I put a sheet of paper on the table which showed a little guy, we called him Manni. I asked the students to describe Manni, think about what he might like to in his free time, what he likes to eat, where he works, etc. The students were supposed to work together while describing him: Each student was only supposed to say one word, and then the next student would continue the sentence and so on.
Then, I gave each student an ABC-list, which they were supposed to fill with German words starting with letters A-Z. After that, the students were supposed to share their words and write a story or dialogue, using as many words out of their lists as possible. Then, they presented their product.
Finally, we played a well-known game to end the lesson: 20 questions. Every student (one after another) was supposed to think of a German word and the other two were supposed to ask questions to guess the word.

How did students react?
The students love Manni! They had fun doing teamwork in order to describe him. They also liked to write their own story and present it.

Did they engage with each other and you?
Yes, they talked a lot. They seemed to have a lot of fun too.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet of paper with ‘Manni’ picture
ABC list

 

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The first exercise could also be used at the end of lessons, if you need to fill a couple of minutes, because you can end this game whenever you want, there is no certain time range required.

Manni

FR F09 INT – Clothing

October 15, 2009 /

Clothing

How did you pick this theme or topic?

I realized that many students were not enrolled in any other French course so I thought that it would be good to study the basics, such as the names of clothes, which can be very useful.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Work in pairs

How did students react?

They reacted well, they like exercises when they need to match pictures and words. They also liked the drawing activity very much. They were very enthusiastic

Did they engage with each other and you?

Yes they engaged with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts
Magazines (for the pictures)

Please attach a copy.

Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes, it is a good way to make them talk.

Intermediate 10/15

1. Warm-up

2. Vocabulary exercises – in pairs

– three pages where they need to match the words with the corresponding pictures
– Correction and explanation

3. Drawing

– they work in pairs
– one has a picture of someone and needs to describe the way the person is dressed to the other
– the other needs to draw according to the description

RU F09 INT Appearance – cont’d

October 6, 2009 /

Class theme/topics discussed:
Describing Physical Appearance – Continued

How did you pick this theme or topic?
This is a basic topic in learning a foreign language, which is included in any textbook and program.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, pair work.

How did students react?
They liked the short story, and they were excited about the last activity – drawing a picture following the description.
The discussion seemed to be interesting for them, too.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts, paper, color pencils and markers for the drawing activity.
Please attach a copy.
Oct 6_Text

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages students’ talking and using the new vocabulary from the previous class.

Занятие 11. Внешность

1. Game: Guess Who?
One student thinks about their classmate from Russian-33 group, the others guess – ask questions about his/her appearance.

2. Students read and translate the following story by Daniil Kharms (see file Oct 6_Text in the Visuals folder on Sakai):

Голубая тетрадь № 10

Был один рыжий человек, у которого не было глаз и ушей. У него не было и волос, так что рыжим его называли условно.
Говорить он тоже не мог, так как у него не было рта. Носа тоже у него не было.
У него не было даже рук и ног. И живота у него не было, и спины у него не было… Ничего не было! Так что непонятно, о ком идет речь.
Уж лучше мы о нем не будем больше говорить.

Даниил Хармс (1937)

3. Students make up their own stories describing a person who does not exist or who looks very strange. Then they read out their descriptions, and others draw pictures following the description. Then we compare the pictures.

4. Discussion: Пластическая хирургия – личное мнение.

RU F09 INT Physical Appearance

October 1, 2009 /

Class theme/topics discussed:
Describing Physical Appearance

How did you pick this theme or topic?
That’s one of the basic topics included in any foreign language teaching program.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Brainstorming, general discussion, pair work, direct questioning.

How did students react?
They enjoyed the class and were glad to know many new words.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with word maps, a picture, a poster with the guidelines for role play.

Please attach a copy.
Oct 1_Brainstorming
Oct 1_Instruction
Oct 1_Suspect

Would you recommend this activity for a future class? Yes.
Why or why not?
It introduces to t he students the basic lexis related to everyday communication.
The role play activity is very efficient, so when the students are equipped with the new vocabulary, they start using it.

Занятие 10. Внешность

1. Brainstorming: distribute the handout Oct 1_Brainstorming

Draw the same scheme the whiteboard and ask the students to think about the aspects of physical appearance that we usually mention when describe a person and fill out the scheme.

In the end there should be the following words in the circles:
«рост», «возраст», «фигура/телосложение», «волосы/прическа», «лицо», «особые приметы.

After that ask the students to develop the scheme and add more circles around the secondary ones. For example, around the circle “лицо” there will be several circles for «цвет лица», «форма», «черты лица» – and for the latter there will several circles for «глаза», «губы», «нос», «лоб»…

2. Distribute the handout #2 (from former LRs’ archive, exercises on physical appearance vocabulary).
Do the exercises.

3. Role play: «Фоторобот».

Students work in pairs, each student chooses to be either a police officer or a witness. The police officer gets a handout with the guidelines for the interrogation (Oct 1_Instruction); the witness gets a picture of a criminal (Oct 1_Suspect). Police officers have to draw a “photo robot” following the description provided by a witness. At the end the photo robot and the original picture are compared.

ES F09 INT/ADV Famous people

September 17, 2009 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/17/2009

Class theme/topics discussed:
Famous Spanish people.

How did you pick this theme or topic?
In continuing with the topic of Spanish culture, I decided to introduce them to some very famous Spanish people and let them tell me who they were.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I printed images of famous Spanish actors, singers, directors, architects, writers etc., and showed them in class. They had to say how many of them knew and try to figure out who were the ones they didn’t know.

How did students react?
They liked the activity and talked quite a lot.

Did they engage with each other and you?
They tried to guess who all these people were and were really good at guessing. Some were not very interested and had to be addressed to take part, though.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Images from Internet.

Please attach a copy.
—

Would you recommend this activity for a future class?
I would, it works for both intermediate and advanced, depending on the people you choose.

Why or why not?
They liked the activity but maybe another activity should be made in addition to this. They enjojey but some didn’t know any of them and got tired of guessing.

6th Class INT

JP F09 INT Shopping

September 15, 2009 /

Class theme/topics discussed:
Unit 3 (ちょっと買い物に) p.24-25
通信販売・オンラインショッピング・共同購入・移動販売　
p.27 おすすめのお店
使える会話
『もうしわけございません』『はい、けっこうです』

How did you pick this theme or topic?

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Hand out/ pictures of 通信販売・オンラインショッピング・共同購入（生協）・移動販売（メロンパン）

How did students react?

Did they engage with each other and you?

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Would you recommend this activity for a future class?

Why or why not?

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