an archive of lesson plans

Tag: Games (Page 2 of 6)

JP S16 ADV Lateral Thinking Puzzles

 Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Feb. 25th 

Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

Class theme/topics discussed:

Hypothesize and inference/ Lateral Thinking Puzzles

Goal(s) of the class:

   Students will use Japanese to solve questions.

Students will use Japanese to acquire necessary information.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in contemporary Japan.
10(15) Project T will briefly review what they decided about the project last week and describe the plan, schedule, process, etc. Ss can also talk about the project if they want to revise or add something to the plan.
40(55) Activity Students will participate in lateral thinking puzzles. In this game, students can ask questions that the game master can answer with “yes”, ”no” or “doesn’t matter” to solve the given problems. Students are encouraged ask lots of questions to gain information, test their hypotheses, and learn about the answers. T will help students by asking questions that stimulate students speculations, giving hints, and/or showing clues.
5(60) Consolidation T reviews the class and gives some feedback to students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

 What worked well in this class? What did not work?

   What worked:

There seems to have been fair amount of speech from each student. I could also encourage some shy students to talk by letting them do the game master part. I also successfully introduced some new vocab words by sending the answer to the last questions via email.

   What did not work:

I think balancing each student’s amount of speech is the next step or task.

How could this class be improved/ modified?

I think letting students ask questions one by one would help all the students to ensure more fair balance of the speech amount.

JP S16 INT Making Descriptions

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

Students will practice aru and iru (Japanese verbs that equal “there is” for living and nonliving things).

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T takes attendance and will have a short conversation with students about what is going on in today’s Japan. T also talks about the cultural activity occurring this week.
5(10) Introduction T puts a blindfold on himself and asks Ss to describe the classroom they are in. After the description T gives feedback to those descriptions and introduces today’s topics.

この教室がどんな風か教えてください。

誰がいますか?何がありますか?

10(20) Pre-Activity T asks questions about the rules of using aru and iru. After students remembered the general rules, teacher asks about the exceptional cases (e.g. robots, taxi, lovers, family, zombie, corpus of insects, grandfather’s bones). Through the discussion S tries to refine the rules they already know and make it into more specific one.

ある、といるは何が違いますか?

ある、はどういうとき使いますか?

いる、はどういうとき使いますか?

5(20) Presentation T presents the rules using the slides, summarizing Ss’ disucussions.

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

また、ある、はconceptとしていうときにも使います。でも、これは伝統的な日本語なので今の時代はあまり使わないかもしれません。

15(35) Practice aru iru practice

Ss practice the use of iru and aru with power point slides.   First, each S says aru or iru based on the picture shown in the screen. After that, S makes a sentence that describes the picture with a proper word use. Finally, Ss practice by saying an inappropriate one that does not match to the picture.

 

Where practice

T also introduces several vocabs that will be helpful in the following activity such as “奥(back)” ,”手前(in front)”.

20(55) Production Blind Pictionary

T draws the frames of the different parts of the picture on the board and asks one S to come up to the board. The S will be in charge of drawing picture while the other classmates describe the picture to the S. They should be as precise as possible in a given amount of time. The S at the board is encouraged not to look back and rely on what he/she hears as much as possible.

When one part is finished, the S changes the role with another student.

When all the parts of the picture have been drawn on the board, the entire picture is revealed to the Ss who can admire their blind reproduction and compare it to the original.

During the activity, T gives corrective feedbacks and hints to help the Ss.

5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their evaluation on and comments to the today’s class.

 

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

What worked well in this class? What did not work?

   What worked: Pre-activity discussion was quite good because it deals with a topic that is slightly more detailed and complex than the student’s present knowledge, resulting in giving a better understanding of the Japanese grammar.

   What did not work: The discussion took longer time than expected.

How could this class be improved/ modified?

The class was good and appropriate for the students. In order to make it applicable for intermediate class students, I think I need to use easier vocabularies, set a different focus (e.g. more focus on practice), and different pictures for the Production part.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

ES S16 Adv Improvisation

Language and Level (intermediate or advanced class): Advanced Spanish

Goal of the class: to practice improvisation

How did you structure the class?

Warm-up: In my suitcase I have… Students start naming things and it’s a test of their memory. Each student repeats everything the others have said plus they add something new and so on.

Activity 1 : “Hidden Sentence”.

Make cards with sentences and cards with topics. Divide the class in two groups. Two students, one from each team, come to the front of the class and pick one sentence card each, then, the LR picks one topic. The two students must start a discussion on the topic and the goal of the game is to use their hidden sentence without anyone noticing (must use the sentence as is on the card). . Each group must guess the hidden sentence of the opponent team, therefore everyone must pay close attention to the conversation.

 

Activity 2: “Secret topic”.

I choose two students who must agree on a topic and start discussing it without telling the others what the topic is. The rest of the class has to guess the topic, if a student thinks they know the topic, they must join the discussion (pending approval of the first two). Like this all students must join the conversation.

 

What worked well in this class? What did not work?

It was a great class, I think it was light but at the same time engaging. The last activity was the one that worked the best.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

Actividad 1

“oraciones ocultas”

Está pasado de moda casarse

Pero a mi me gustan los niños

Nunca he estado en Tokio

Mi mamá solía hornear un pie todos los domingos

Lo más peligroso que puedes hacer durante la hora del tráfico es andar en bicicleta

La tarifa del bus subió otra vez

En mi opinión, el arte moderno es fascinante

Odio la espinaca

La vaca es mi animal preferido

 

Temas

La contaminación

La vida familiar

Viajes

Moda

Mantenerse en forma

Los 5cs

RU F15 ADV Everyday Life

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 12/03/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Everyday life
Goal of the class: spontaneous speech practice

How did you structure the class?
1. Warm up. Dice talk.
Students throw dice. The number on it corresponds to the number of the topics on the list below:
1. What is your biggest dream?
2. How do you make friends with people?
3. Tell about the book you’ve recently read.
4. What would you like to change in the world?
5. What would you do if you won 1 billion $?
6. What places would you like to visit?
7. Would you change anything in your life if you could?
8. What is your most pleasant memory?
9. What is your favorite holiday? Why?
10. What bothers you most of all in present moment?
10 minutes
2. Guess what the movie is about
a) http://www.kinopoisk.ru/film/839253/
Listen to the trailer (no video). Try to find out what the movie is going to be about. Develop the story. Watch the trailer again with the video this time. Does it correspond to the story you’ve invented?
b) http://www.kinopoisk.ru/film/840258/
Watch the trailer without sound this time. Try to guess what the movie is about. Watch the video for the second time with the sound.
20 minutes
3. Look at the pictures of my friends and try to guess what their life looks like.
20 minutes.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Internet, TV, dice

What worked well in this class? What did not work?
The warm up activity worked great (thanks to the previous Japanese LR for the idea with the dice!). I chose questions that can be developed into serious and long conversations so the students were able to talk a lot but not endlessly. It’s a great exercise for spontaneous speech in a target language (if questions are adequate). As to the other tasks, they were not so exciting for the students though one of them now wants to watch one of the Russian movies that I showed a trailer of. In general the class went well.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

Questions for the 1st task:
1. Расскажи о своей самой заветной мечте.
2. Как ты заводишь друзей?
3. Расскажи о книге, которую ты недавно прочел.
4. Что ты хотел бы изменить в мире?
5. Что ты бы сделал, если бы выиграл 1 миллион долларов?
6. Какие места ты бы хотел посетить?
7. Изменил бы ты что-либо в своей жизни, если бы мог?
8. Расскажи о своем самом приятном воспоминании.
9. Какой твой любимый праздник? Почему?
10. Что тебя беспокоит больше всего в данный момент?

ES F15 Family and relationships

 

Class theme/topics discussed:

 Family. Relationships

Goal of the class:

To firmly remember vocabulary about family and have deep conversations about new and current changes on the concept of family in society.

 How did you structure the class?

Activity 1 (5min): Introduction. We talk about the weekend and upcoming events.

Activity 2 (10min): Warm-up: I give them an empty genealogical tree and, in pairs, they have to fill in the name of the different relationships.

http://www.abueling.com/Imagenes/arbol_genealogico_para_pensar_3.gif

Activity 3 (15min): Video and Discussion. I show a video from a news program that talks about new kinds of family (non-conventional families).

https://www.youtube.com/watch?v=EEhkaeTjVik

Activity 3 (15min): Debate in little groups: Different topics are written in different pieces of papers inside of a bowl. The groups pick up one of the papers and discuss (or try to answer) what is written in the paper. From time to time, I will stop the conversations to have them speaking loudly their opinions.

ES F09 INT Familia

Activity 4 (15min): Famous’ genealogical tree. One by one, students pick a picture of a famous person and put it on the board making a genealogical tree. They have to say all the possible relationships between the picture they put and those that are already on the board.

What worked well in this class? What did not work?

How could this class be improved/ modified?

Students enjoyed the class, they found the topics very interesting and were very involved and participative. The last activity is super fun, choose any kind of famous people (from Obama to Putin, Cleopatra, Shakira…).

RU S15 ADV Register and “Activity” Game

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: April 7, 2015

Class theme/topics discussed:

Register, style, politeness

Goal of the class:

Discuss register and its cultural connotations, play “Activity” (simplified rules)

Structure of the class (unless you attach your lesson plan below): 

Activity 1 Warm-up – What is register? Examples – 15 minutes

We discuss linguistic register and stylistics. Appropriate levels, situations, context. I write the continuum on the white board. Examples.

Activity 2 Define style, paraphrase in as many registers as possible – Handout 1 – 20 minutes

Each student gets one phrase from Handout 1. They have to locate the phrase on our register continuum and then paraphrase it in as many different styles/situations as possible

Activity 2 Discussion – 25 minutes

Experiences in Russia. Cultural differences between register in Russia and the US. The thou/you (ты/Вы) distinction in Russian. Feminism in Russia

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

What worked well in this class? What did not work?

The class went well and we discussed some important cultural differences.

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

Handout 1

Ты меня задолбал!

Приносим извинения за причинённые неудобства.

Ты мой зайчик миленький, какой ты молодец!

Мне глубоко безразлично Ваше мнение.

Я тут сходил в клуб, снял такую тёлочку – улёт!

Да вообще он козёл!

 

RU F14 INT Introductions – Game – Find someone who

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11 

Date: September 9, 2014 

Class theme/topics discussed:

GAME “Find someone who” 

Goal of the class:

More getting to know each other PLUS revise some RUSSIAN 33 material

Structure of the class (unless you attach your lesson plan below): 

Activity 1 – Warm-up – 20 minutes

GAME “Find someone who” HANDOUT 1

Activity 2 – Dialogue + Exercise – 25 minutes

HANDOUT 2

Students read all together, discuss in pairs, then do the exercise together.

Activity 3 – Vocabulary from the dialogue HANDOUT 3 – 15 minutes

Write on the board, talk about etymology, synonyms, etc.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

Video, text, Internet

What worked well in this class? What did not work?

The classes went very wel! They seem to really like pair work, so maybe I should have done some of the work on the dialogue in pairs, too. I think consistent vocabulary revision is working very well.

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

HANDOUT 1 Find someone who

 (1) Найдите кого-то, кто:

  1. _____________________________ играет на пианино.
  2. _____________________________ ОЧЕНЬ любит Ким Кардашьян.
  3. _____________________________ никогда не был(а) в Нью-Йорке.
  4. _____________________________ говорит на четырех языках.
  5. _____________________________ любит русскую кухню.
  6. _____________________________ не любит попкорн.
  7. _____________________________ хочет стать звездой Голливуда.
  8. _____________________________ родился/родилась весной.
  9. _____________________________ носит очки или контактные линзы.
  10. _____________________________ мечтает полететь в космос.
  11. _____________________________ не любит заниматься спортом.
  12. _____________________________ хорошо поёт.
  13. _____________________________ никогда не был/а в Париже.
  14. У + (Gen) ____________________________ есть собака/кошка.
  15. У + (Gen) _____________________________ аллергия на……

(2) Найдите кого-то, кто:

  1. _____________________________ хочет спать.
  2. _____________________________ читал/а романы Достоевского.
  3. _____________________________ родился/родилась осенью.
  4. _____________________________ не говорит по-французски.
  5. _____________________________ интересуется политикой.
  6. _____________________________ изучает лингвистику.
  7. _____________________________ соня (любит ложиться и вставать поздно).
  8. _____________________________ играл/а в петанк.
  9. _____________________________ умеет кататься на лыжах.
  10. _____________________________ никогда не был/а в России.
  11. _____________________________ любит мороженое.
  12. _____________________________ не умеет свистеть (whistle).
  13. У + (Gen) ____________________________ нет айфона.
  14. У + (Gen) ____________________________ есть велосипед.
  15. У + (Gen) _____________________________ есть машина.

 

HANDOUT 2 scan see word document attached

HANDOUT 3

 8 сентября 2014

случайно

специально

строчка – ни дня без строчки!

нЕ за что

ни за чтО

рифмуется с (слово “любовь” рифмуется со словом “вновь”)

только ради Белки! только ради тебя

У тебя это займет часа два

чик-чирик

CC_RUSS11_Find_Someone_Who_982014

RU F13 ADV/INT Akinator and 20 questions game

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: October 15, 2013

Class theme/topics discussed:

20 questions – people and things

 Goal of the class:

Play the 20 questions game about people and objects – practice listening comprehension and short-term memory

Structure of the class (unless you attach your lesson plan below):

Activity 1 – Warm-up + Video

Do you know the principle of the game? Let’s see how it works using “akinator”, a Russian alternative web site (only characters/people)

http://www.youtube.com/watch?v=9LjhNPH2wJA – a teenager shows how the site works and narrates as he goes along. Watch once – 5 minutes

Activity 2 – Using the website http://ru.akinator.com

Go to http://ru.akinator.com projected on the screen, students thinks of a character together and them take turns in reading out the questions (one student) and answering them (another student). They negotiate if they are not sure and have to produce an answer everyone agrees with. – 10 minutes

Activity 3 – Game!

Handout 1 – Go through questions and expressions as well as sample questions – 5 minutes

Play using words in Handout 2 – only objects – 40 minutes Again, 1 student has the word and the others have to negotiate between themselves.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

Video, Internet text

What worked well in this class? What did not work?

The class went very well, although we only did 3 words in the game sections – but everyone had fun and practiced a variety of language expressions.

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

Handout 1

ИГРА 20 вопросов

Варианты вопросов:

Живое/неживое

Материал: натуральный/синтетический, ткань/бумага/пластик/железо/стекло и т.д.

Цвет

Размер

Использование: как, где, зачем

Качества/умения

Ценность

Например:

  • Это больше по размеру, чем компьютер?
  • Это можно есть?
  • Это используется в учебных целях?
  • Этот предмет обладает памятью?
  • Это дорого стоит?
  • Этот предмет летает?
  • Этот предмет можно использовать дома?
  • Этот предмет – источник вдохновения?
  • С помощью этого предмета можно сделать человека красивее?
  • Этим можно писать?

 

Варианты ответов

Да, нет, маловероятно, возможно, иногда, редко, зависит от ситуации, отчасти, затрудняюсь ответить (вопрос не может быть применен к этому предмету)

 

 

Handout 1

Айфон

 

Шоколадка

 

Ключ

 

Пластиковая бутылка воды

 

Степлер для бумаги

 

Кроссовки

 

Телевизор

 

Апельсин

 

Вечернее платье

 

Крем для лица

 

Книга «Есть молиться любить» Элизабет Гилберт

 

Автомобиль «Понтиак Firefly»

 

ES S15 INT/ADV Treasure Hunting

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 04/15/2015

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Treasure Hunting

Goal of the class: To interact with other students and complete the riddles proposed for “treasure hunting“ activity

How did you structure the class?

  1. Heads-up: Upcoming cultural events
  2. I pair the students and give the instructions for the game.
  3. Treasure Hunting. There were 9 envelopes with 9 different riddles located in different parts of Oldenborg Center (mainly in the Spanish halls, basements and yards. Each envelop corresponded to one letter of the word O L D E N B O R G. Them teams needed to first find the envelopes, and then find the right answer to the riddle proposed. Each team had a handout to write down the answer. Once completed the handout, they had to check with us the answers. The faster team in completing the handout with all the right answers wins.

I collected some chocolate bars for the end.

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.) Handouts, board, and envelops.

What worked well in this class? What did not work?

Students enjoyed the class very much. They liked the fact of getting out of the lounge and moving around. I helped them a bit with the riddles so they could complete most of them in one hour.

How could this class be improved/ modified?

I think it is a great class to break with the routine.

It is important to make clear in the beginning where to look for the different envelops and also to offer some support to each team, so they don’t find it extremely hard. This activity can be adapted to advanced levels.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

RIDDLES:

 

3 mujeres entran al hotel y son las 2:45 y le dicen al mesero que necesitan lo mismo que dice el reloj ¿qué necesitan?

 

“Está en la navaja

y está en el cuaderno,

se cae del árbol

antes del invierno.”

 

“Es pequeña como una pera, e ilumina toda la casa, ¿Qué es?

 

¿Cuál es el nombre de niña que termina y comienza por una nota musical?

 

La mamá de Alexander tiene cinco hijos: el primero se llama segundo, el segundo se llama primero, el tercero se llama cuarto, y el cuarto se llama quinto. ¿Cómo se llama el quinto?

 

“Si conduces un autobus con 43 personas, suben 7 personas y bajan 5; paras en Zaragoza y suben 8 y bajan 4; llegas a Barcelona 20 horas mas tarde, ¿cómo se llama el conductor?”

 

“ Llevo dinero y no soy banquero,

de tela o metal, me da igual.”

 

5 personas cazan 5 animales en 5 días ¿cuántas personas cazarán un animal en un un día?

 

 

 

FR S15 INT Famous People

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, January 27th

Language and Level (intermediate or advanced class):
French intermediate

Class theme/topics discussed:
Famous French People

Goal of the class:
– Getting familiar with French celebrities
– Talking a bit about French history and politics through some personalities
– Talking about those French famous in the US

How did you structure the class?

1. Warm-up
Coming CA
What did you do last weekend?

2. Famous People
I give them a list of questions. In pairs, they have to guess which French celebrities it is about. Then, we watch a PowerPoint with the answers. I take time to talk to them about French politics, sports, cinema and music.
I ask them which French celebrities do they know and I list them on the white board.

3. Time’s up
We write different names of celebrities of little pieces of paper. Round 1: a student describes the person without saying the name; the others have to guess; Round 2: the student only say a word; Round 3: the student has to mime the celebrity.

What worked well in this class? What did not work?

We took our time to do the activity, watching videos on Youtube to learn more about those people, what did they do, etc. I also gave them some background about French politics and history. One students was really into sports so he talked about famous French sportsmen.

PowerPoint Famous People

Handout Famous People

ES S15 ADV INT Trivias

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Tuesday, April 7th // Wednesday, April 8th

 

Language and Level (intermediate or advanced class): Spanish Intermediate and Advanced

 

Class theme/topics discussed: Trivial Pursuit and “Preguntados”

 

Goal of the class: Review cultural knowledge on Latin America and Spain

 

How did you structure the class?

 

  • Reminding students of the next Cultural Activities
  • Warm up: I write on the board “TRIVIAL PURSUIT” and “”PREGUNTADOS”. Students brainstorm other words related to the topic and then we had a follow up discussion, “Do you like this game? Are you familiar with other versions of this game?, What is “Preguntados”? How does it work? Where does it come from? Do you know other apps? What are their functions?”, etc.
  • I divide the class into two teams. I had them cards containing questions and possible answers. By using their phones, they have to find out the appropriate answer for these questions (the teacher knows the correct answers.) After that, the teams ask each other the questions. If a team responds correctly, they get the card. The team with most cards at the end, wins!
  • For the following activity, the students need to work on their phones. I ask them now to create their own trivia questions in English by browsing for information on the net. Then each team has to translate the questions into Spanish. Once the teacher has proofread the translations from both teams, the students ask the other team the questions they have created again as in the previous competition.
  • Later on, the learners download the game “Preguntados” on their phones and upload their questions to the “app community”. Finally, they compete against each other in teams using their phones.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 

Flascards, my laptop, TV set (to show the version of the game on my computer) and the students’ own phones.

 

What worked well in this class? What did not work?

This was a great class. The students discussed possible questions, worked on translation and even played with an app in class. They loved it!

 

How could this class be improved/ modified?

My intermediate class didn’t have much time to play on the app as their process of translating the questions and answers took too long for them. Time management should be modified.

 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

R1_CULTURA_Trivial_AR_B

DE S15 ADV Scavenger Hunt

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Thursday, 4/30

Language and Level (intermediate or advanced class): German advanced

 Class theme/topics discussed: Fairytales, scavenger hunt, evaluations

Goal of the class: review the vocabulary we learned this year

 How did you structure the class?

Ice Breaker: We talked a little about what’s going on on the weekend

Activity One: I had prepared scavenger hunt that started in the German Lounge and led the students through and around Oldenborg while reviewing some of the vocabulary we learned throughout the semester

Activity Two: I gave them the evaluations to complete

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 « Handout » 

What worked well in this class? What did not work?

They absolutely loved it and even thanked me explicitly for preparing this

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 SCHATZSUCHE

DE F14 INT Christmas and comparative

Language Resident Name: Mirja Schoderer

 Day and Date: Wednesday, 12/03/2014

Language and Level (intermediate or advanced class): German intermediate

 Class theme/topics discussed: Christmas, comparative and superlative

 Goal of the class: revision of Christmas vocabulary and grammar discussed on Monday, expand on the grammar, short wrap up

How did you structure the class?

Ice Breaker: Christmas cartoon,announcements. How was the week so far, how crazy will next week be (finals)?

Intro: What did we do last time (one of my two students wasn’t there, so the other one gets to broadly summarize)

Activity One: Write all the words you associate with Christmas and winter on the board. Read them out loud and explain the ones the other person doesn’t know

Activity Two: do a word puzzle in which some of those words appear

Activity Three: grammar review – the student who was there on Monday explains the rules of comparative and superlative to the other student. Try to remember the irregular cases. Add one or two extra rules we didn’t talk about last time. Do one or two examples together

Activity Four: “Quartett” à A deck of cards is split among the students – every card has one German dish that is rated in four different categories (adjectives, so they can use the comparative). They put their cards so they can only ever see the top one. The goal is to get your partners cards. The way you do that: You pick a category you think your card has a good rating in and say the category and the rating – the person opposite checks the rating of their card, if it’s lower, he/she has to hand it over, if it’s higher he/she gets their partners card instead.

Activity Five: the students put their three favorite words they learned this semester on the board. Then they write a very short story with those words.

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Cartoon, whiteboard, quartett game

What worked well in this class? What did not work?

 Activity one was a little slow. They loved the games in the end and went all out on their comparatives.

 How could this class be improved/ modified?

 Have a back up for activity one, make them explain the words they have put on the board

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

ES F14 ADV Crime

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Tuesday, September 23rd

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Crime

 

Goal of the class: For students to learn vocabulary about crime and security.

 

How did you structure the class:

 

Ice-breaker: Short Game “Flipping”: a student thinks about a word in Spanish (an verb, an adverb, a noun, etc.) The rest of the class has to guess what is the mystery word by asking “Yes-No” questions and replacing the mystery word with the term “flipping”, such as in the following:

 

Q: Is “flipping” an action?

A: Yes / No

Q: Is “flipping” a sport?

A: Yes                                                  (Flipping word: running)

 

Warm-up: The students brainstorm about words in Spanish that are related to crime. Then, the teacher gives them a handout in which they have to classify the words in the different columns. After that, they number the crimes from serious to less serious.

 

Now, the students watch a video in You-tube without any sound and they have to infer what it is about. Then, the learners watch it again with sound and, with the help of the teacher, they check if their assumptions were correct.

 

Link: http://www.youtube.com/watch?v=Iudb0amH0sY

 

The students discuss what happened in the video by answering the following question: Why do you think the guy was about to be mugged? What did he do that made him a potential victim? After that, the students move on to answer the questionnaire in the handout, and see if they take precautions as regards safety or if they are really unconscious about security. (ANSWERS: More than 8: UNSAFE!; Between 4 and 7: safe but you should take some precautions; 3 or less: Good job! You’re really conscious about security.)

 

Finally, the students play the game “Detectives”: One or two students must go outside the classroom(“Detectives”). Two other students are chosen as “criminals”. Once the “Detectives” return to the classroom, they have to ask “Yes-NO” questions to their classmates to find the criminals and the object which was stolen and previously hidden in the classroom (for example: a ring). Classmates cannot lie to the Detectives!

What technology, media or props did you use?: Handout on Crime, TV set and my laptop.

 

What worked well in this class? What did not work?

 

The class got really engaged with the topic after working with the video. They also loved the quiz and playing “Detectives”!

 

How could this class be improved/modified?

Maybe, the handout could be introduced at the end of the class, as a revision of all the vocabulary that has been dealt with in the class. Working with the handout at the beginning was not as engaging as I expected it to be. It certainly works for reviewing all that we have seen in class.

 

HANDOUT Crímenes

 

 

FR S14 INT Masterchef

Language and Section: FR 11

Date: 01/28

Class theme/topics discussed: Masterchef (food and cooking)

Goal of the class:
Review and learn vocabulary about the food
Review the imperative tense
Create a recipe

Structure of the class (unless you attach your lesson plan below):

1 Warm-up
I show them a trailer of the French version of “Masterchef”. Who does watch this TV show? What is it about? Do they like to cook? Then, we “play” at Masterchef! (in two teams because I had 4 students)

2 Visual test
This test is only in the French version. When on TV the contestants must guess ingredients just tasting it, here the students have to match a picture of an aliment and its name in French.

3 Pressure test
Students have to put together in order the recipes of famous French dishes (following the indications First, then, finally,…) They also have to transform the infinitive form into the imperative one.
Then, we talk about some other famous French dishes with a PowerPoint (made by a previous LR);

In order to help them, there is a short list of vocabulary.

4 The mystery box
With the ingredients seen during the first test and the verbs used on the recipes of the second test, they have to create their own recipe. It could be a real dish or something crazy they just make up!

What worked well in this class? What did not work?

They LOVED it! For the last test, they created weird dishes with seafood and chocolate. The tests themselves are quite quick, so we had time to talk about food in France. I think it was a good way to review basic vocabulary. Maybe for a future class I should add a fourth test?

powerpoint les plats français

vocabulaire aliments

6 Masterchef

DE S14 ADV/INT Use grammar and guess your classmate

Date: 02/20/2014

Class theme/topics discussed: adjectives + qualities 

Goal of the class: guess your classmate, use grammatical constructions to give reason 

Structure of the class (unless you attach your lesson plan below):

–        Activity 1: students got a piece of paper and had to write down three things about themselves, using adjectives

–        The paper was collected and read out

–        Students had to guess who they were and say why

–        Activity 2: Definitions

–        One student left the room while the rest looked up a random word in a German dictionary. Each class member had to come up with a random definition of the term, one student had the right one.

–        The one student was called back, saw the word written on the white board, and had to guess which definition was the right one and say why.

 What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

White board,  

What worked well in this class? What did not work?

It was a lot of fun, students really enjoyed it.

How could this class be improved/ modified?

—–

FR F13 INT Speech Game

Conversation Class

Lesson Summary

 

Language and Section:

French11 INT

Date:

09/24/13

Class theme/topics discussed: Having fun!

Goal of the class: no pressure today, just board games!

Structure of the class (unless you attach your lesson plan below):

  1. General discussion / coming cultural activities
  2. Speech: One student picks up three cards (with pictures on it, for example a witch, someone angry and an apple) and has to make a story about these pictures.
  3. Speech: A first student picks up a card, invent a story about it. Student #2 picks up a second card, invent a story about this card but related to what have been told before. Etc.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

Game « Speech ».

What worked well in this class? What did not work?

Students loved it. Even the shiest talked a lot. This game is better in small groups (we were 8, no more!). Every time a card is picked, we first find the word to describe it. Even if I didn’t ask them to do so, many of them took notes of the vocabulary.

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any.

DE F13 INT Gaming and its dangers

Intermediate German Conversation

Date: 11/19/2013

Class theme/topics discussed: gaming and its dangers

Goal of the class: talk about gaming habit and discuss potential dangers

Structure of the class (unless you attach your lesson plan below):

–  I asked students what kinds of games they liked to play

–  I tried to make students talk about their favorite games and playing habits, present and past.

–  What are the advantages of board games, what are those of computer games?

–  I asked student about what they preferred. We also looked up videos on youtube which would give us an impression of the games students named. I also asked what exactly they liked about the respective games.

–  We watched a 9 minute long video about computer games and their potential connection to violence and gunman incidents at school

– We discussed the topic and the very complicated and difficult implications

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

TV screen, computer, white board

What worked well in this class? What did not work?

Even though the discussion became pretty difficult and abstract, students did a very good job.

How could this class be improved/ modified?

The problem was that both students were not really computer game players so at certain points I was somewhat hanging and had to improvise to keep the class flowing. However, I think this is a danger due to a small class.

CN F13 INT Cards against Humanity

Class theme/topics discussed:
Cards against Humanity

Goal of the class:
Learn Chinese through playing the most fashionable game

Structure of the class (unless you attach your lesson plan below):
1) Learn all the scenarios in Chinese
Distribute handout with new words
Students work in pairs to learn these words
Play taboo game to memorize them
2) Play the games:

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Cards

What worked well in this class? What did not work?
Students loved this game. They wanted to play it for another time. It was a lot of fun. The only problem is that I had to prepare for cards for hours.

How could this class be improved/ modified?
None

Please attach your lesson plan and handouts for this class below – if you used any.

爸爸,妈妈为什么哭?
Dad, Why is Mom crying?

我的父母不想让我知道的一件事儿是:____________
What are my parents hiding from me?

我的身体不舒服,怎么了?
I do not feel very well, what happened?

我从墨西哥带回了____________
What did I bring back from Mexico?

我从泰国带回了____________
What did I bring back from Thailand?

如果我很穷,我会卖____________。
If I become really poor, I will sell____________.

如果我中了彩票,我会买100个____________
When I win lottery, I shall buy 100 ____________

1000年以后,人们不用钱买东西了,用____________买东西。
In 1000 years, when paper money is a distant memory, we will pay for goods and services by ____________.

白人把____________带给了美国印第安人,他们的生活改变了。
Life for American Indians was forever changed when the White Man introduced them to ____________

____________让奥巴马放松。
What helps Obama unwind?

Lady Gaga晚饭吃____________
For dinner, Lady Gaga usually eat____________

007,在杀你以前,我要给你看:____________
But before I kill you, Mr. Bond, I must show you ____________

你非常饿的时候,你会吃____________
When you are really hungry, what will you eat?

你不想在你的中国菜里看到 ____________
What don’t you want to find in your Chinese food?

人越老,____________就越好。
What gets better with age?

老年人闻起来像 ____________
What do old people smell like?

天堂里有非常多的____________。
What’s there a ton of in heaven?

最浪漫的情人节礼物是____________
The most romantic gift for Valentine’s day is ____________

恐龙灭亡的真正原因是____________
The real reason that dinosaur become extinct is____________

RU S13 ADV Cards against humanity

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

 Date:  04/16/13

 Class theme/topics discussed: Cards against humanity

 Goal of the class:

–        To make our own cards for the game and to play it

Structure of the class (unless you attach your lesson plan below):

–        Casual talk with the students;

–        Asking students whether they know the game ‘Cards against humanity’;

–        Students explain the rules of the game;

–        Each student imagines about 10 questions for the game and writes them down on the draft ;

–        Each student shows his/her questions to the teacher and they correct them together ;

–        Students write down corrected questions on the cards;

–        Playing the game.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

–        cards

What worked well in this class? What did not work?

Students had a chance to apply their imagination while creating those cards. It was a good practice to write in Russian. I corrected their mistakes with them. The game went really well: we laughed a lot since it was personalized. And even though it was just a game, it had a deep educational moment in it. Students had to read in Russian and to come up with the funny answers, which involved a lot of improvisation and spontaneity. Moreover, they also had to change the words’ endings so it would be the proper grammar. The game could be used by another language resident with other groups of students.

 How could this class be improved/ modified?

Everything worked well so I wouldn’t change anything.

 

 

 

 

 

 

RU S13 ADV Future and advice

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

Date:  02/26/13

 Class theme/topics discussed: Ways to know your future; Giving advice

 Goal of the class:

–        To practice future tense

–        To develop imaginative talk in Russian

–        To practice problem-solving

 Structure of the class (unless you attach your lesson plan below):

–        Pair work: students exchange their dream collages[1], they look at them for a while and try to imagine the future for another student according to his/her dream collage. They also think of questions they would ask regarding their future. While they are doing that, the teacher is writing down some expressions the students could use on the whiteboard;

–        Pair work continues (role-play): one of the students wants to know his/her future, another student is a fortune-teller. To make the game more interesting students ask their questions they came up with earlier;

–        Pair work continues: switching roles;

–        Presentation: each student tells his/her future after he /she ‘went’ to a fortune-teller and comments on whether it was close to what he/she was actually dreaming about;

–        Discussion: Fortune-tellers, can they really predict the future or are they just good psychologists? + Students tell whether they would ever go to a fortune-teller for real;

–        Asking students what other ways of predicting the future they know (horoscopes are among them);

–        Students go to the white-board and draw 3 zodiac signs each. The teacher tells the name of each of it in Russian;

–        Students get their February horoscopes and read them to the class;

–        Together we identify the different parts of a horoscope (love life, career, family & friends etc.) and note its element of advice;

–        Students need to write down on a piece of paper their own or an imaginary problem that needs a solution/advice. The teacher writes down such expression as ‘in my opinion’, ‘to my mind’, ‘I believe/consider’, ‘my advice is’ etc.

–        Game ‘Doctor Ai-bolit’: the teacher collects the papers with problems, mixes them and pretends that he/she is the one who needs a piece of advice. He/she reads the problems one by one and students pretend to be the ‘doctors’ – those who give advice. In order to get 1 point a student should be fast and creative in giving advice. The one, who gets the most points, also gets some prize.

 What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

–        Dream collages

–        Whiteboard

–        Fact magazine, which contains horoscopes

 What worked well in this class? What did not work?

It was a fun class as it involved a lot of different activities implying different skill sets. The students had a chance to imply their imagination while telling the future to their partners. The final stories were quite interesting. Another fun thing is that they had a chance to draw on a whiteboard. This way they remember new vocabulary better due to association. The students also like the activities that involve competition and some prize. So they were really motivated during the ‘Doktor Ai-bolit’-game. During this lesson the students talked a lot so be prepared that you might not have the time to finish all the planned activities. However, you can always continue them in the next lesson.

[1] We made those collages during one of the previous lessons when we were talking about the dreams. Otherwise, they could be made in the beginning of the new lesson.

FR S13 ADV/INT Werewolves Game

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 2.19.13

Class theme/topics discussed: Werewolf Game

Goal of the class: Practice argumentation

Structure of the class (unless you attach your lesson plan below):

Werewolf game (Role play):
The class was a village. Students were given cards with a role and had to hide them from the other.
2 students were werewolves
The others (6 students) were villagers; some of them had specific powers (Cupid, the Witch, the Clairvoyant, the Thief, the Hunter)
The goal of the two teams was to kill all the members of the other one.
We organized “nights”. Each night the werewolves killed a villager by pointing him or her silently. Each morning the entire village had to vote for a person that they believe he or she was a werewolf. All the students were debating on this.
In the end, the team who killed all the members the other one won.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

Cards, rules on the whiteboard

What worked well in this class? What did not work?

Students loved the game!

Loup-Garou

CN S13 INT Cards against Humanity

Date: April 11, 2013

Class theme/topics discussed:
Cards against humanity

Goal of the class:
Make the students talk and practice their speaking skills.

Structure of the class (unless you attach your lesson plan below):
1. Handout: learn new words all together.
2. Play the game.
3. Write the new words to white board and practice them.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Cards.
(I translate them from the English Version.)

What worked well in this class? What did not work?
Students learnt some new words. Also they love this game.
They talked a lot during the class. They wanted to play it for another time. Maybe we will do it next Tuesday again.

How could this class be improved/ modified?
None

Please attach your lesson plan and handouts for this class below – if you used any.

Break up 分手
Reason 原因
Coal 煤
Santa Claus 圣诞老人
President 总统
Create 设立
Can not sleep 睡不着
Heaven 天堂
relax放松
comfortable舒服
lottery 彩票
Hungry饿
poor可怜
dinosaur 恐龙
become extinct灭亡
romantic浪漫
情人节
gift礼物
secret秘密
power能力
superhero 超级英雄
trouble麻烦
need需要
suggestion建议
dinner 晚餐
forget忘记
smell闻起来
lie骗人

RU F12 INT Relay race

Language and Section: Russian Intermediate

 Date:  09/06/12

 Class theme/topics discussed: 3-stage relay race; University (2nd stage)

 Goal of the class:

–        To facilitate creation of a friendly environment by making students work in groups different from the previous lesson

–        To test the level of the students

–        To teach new vocabulary and correct mistakes while playing the games

–        To practice reading Russian cursive

–        To make students explore the lounge

–        To develop the ability to explain one’s point of view in Russian

Structure of the class:

–        Explanation of the relay race’s rules

–        1st stage: teams read the words and word combinations on the stickers and try to find the respective objects in the Russian lounge (some words are written in cursive which is often problematic to read for foreigners)

–        2nd stage: teams draw the mind maps on the whiteboard, the main word is “University”

–        3rd stage: teams compose word combinations using an adjective and a noun

–        check: finding “wrong” stickers and placing them to the right objects; teams explain their mind maps by telling how this particular word is connected to the topic; teams explain what a particular combination of an adjective and a noun means (for example what does a professional hippo or a hard-working boot mean?)

–        counting points, announcing the winner

 What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)

–        Vk.com (to play Russian music on the background)

 What worked well in this class? What did not work?

Students were really enthusiastic about the relay race. One team was composed of male students while another one – of female students. Probably it made it even more interesting for the creation of a special spirit of competition.

On the 1st stage students had fun placing the stickers on the objects. If they didn’t know the meaning of the word, they tried to guess it discussing it with each other. However, I found out that they did not know pretty many everyday words (household appliances and kitchen utensils). It could be the topic for one of the next lessons. This was a good exercise to make students explore the lounge. They had to find specific books, table games etc. This way they learn what this lounge has to offer. Later they could use those items on their own or suggest to use them during the next lessons.

I noticed that on the 2nd stage students were correcting each other’s mistakes while drawing the mind maps. They also tried to explain them to their partners in Russian which is a really positive outcome of this exercise. Since there were only 2 students in each team they could contribute to their team mind maps at the same time. At this point I found it useful to have felt pens of different colors. As a teacher I could see what the personal contribution of each student. It allow to check the level of Russian of each student.

The 3rd stage allowed students to think creatively in a target language. They had a lot of fun imagining explanations to strange word combinations. However, I encountered the situation of one student having problems in finding the words to explain at least something. That’s why he let his partner explain all 4 pairs of word combinations. It didn’t look like a team work.

How could this class be improved/ modified?

First of all, I would set the exact amount of time students have for the race. One could even project the timer on the big screen. This would make students pay attention to time and to feel that it is indeed a race.

The 3rd stage could be improved the following way. Each combination is 1 point. Each student in a team has the same amount of the word combinations to explain as his team fellows. If he cannot find any explanation (even a trivial one), the team gets zero points. This way each student is motivated to talk.

If you have some time left, you could discuss strategies of each team (what did they do in order to be faster or what did they do if they didn’t know the word). Then you could also discuss the problems they had while playing these games.


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