Language Residents

an archive of lesson plans

Category: Japanese (Page 3 of 9)

Japanese Conversation class

JP S19 INT Past and Future

May 10, 2019 /

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, February 6th

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Past and Future 

Goal of the class: To be able to explain their past using past tense and to be able to talk about their future plan using future tense. 

How did you structure the class?

Activity1 (10 min): Now 

Students tell a partner about how their usual days go on. What time do they get up? Where do they eat breakfast? What do you do in the morning? What are your favorite things to do? Who are your close friends?

Activity2 (10 min): 10 Years Ago

Students talk about what they were doing, what they liked, who were their best friends, etc. with their partners.

Activity3 (20 min): In 10 Years

Students draw a picture that represent himself / herself in 10 years. Then, we share with the whole class.

Activity4 (15 min): The world in 100 years

The whole class draws a big picture, predicting how the world would be like in 100 years from now. They draw a big picture together on the white board.

Activity5 (5 min): Wrap-up

I ask them wrap-up questions. I also announce the upcoming cultural activity. 

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

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

This plan worked very well. This topic interested students very much and they were really engaged in the activities. 

How could this class be improved/ modified?

I would keep it as it is. 

 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.

JP S19 INT Traveling

May 10, 2019 /

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, February 25th

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Traveling 

Goal of the class: To be able to arrange a travel discussing in Japanese and to be able to present their plans. 

How did you structure the class?

Activity1 (10 min): Warm-up

We casually talk about weekends.

Activity2 (10 min): Small Discussion

Students talk about the place they want to travel most right now. 

Activity3 (10 min): Reviewing Expressions

We review expressions related to travelling. Students shout words out and I write them down on the whiteboard.

Activity4 (15 min): Arrange Your Travel

Students make a pair and arrange their travel. Suppose they’re a university student in Tokyo and arrange Japan domestic travel. Each person is given $500 budget to travel. 

Activity5 (10 min): Presentation

Each pair presents their travel plan. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

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

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

This plan went really well. When students were making their own plan, everyone was really engaged into the activity and conversation. Time management could have been done better since we had to a little hurry to share their plans today. I showed pictures on the Internet as each group was presenting their plan, which took time than I had planned.

How could this class be improved/ modified?
I would keep it as it is with this class size.

10 – 15 minutes could be used to share their plan, showing pictures.  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.

JP F18 ADV Japanese Old Tales

December 14, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, October 17th

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

Class theme/topics discussed: Japanese old Tales / Feedback Session 

Goal of the class: To be familiar with Japanese old tales and to be able to describe / visualize a scene of the old tales. 

How did you structure the class?

Activity1 (25 min): Feedback Session / Werewolf Game

I continue the feedback session and the other students play the werewolf game. 

Acitivity2 (5 min): Brainstorming

Each student says one Japanese old tales or Japanese stories (ex. Ghibli stories) they know. All the stories they came up with are written in the while board.

Activity3 (10 min): Creating a Manga

Students make a pair. At least one student of the pair should know a plot of a story. I give each pair a blank sheet with 5 manga boxes. One student tells the plot briefly and the other student draws.

Acitivty4 (15 min): Presentation

Each pair presents their story, showing a manga they draw. 

Activity5 (5 min): Wrap-up

I ask them open questions such as what is their favorite story? Did you learn new stories? Was it hard to draw pictures? Etc…

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

It worked well. This was a really good way to introduce Japanese stories, making them keep talking. 

How could this class be improved/ modified?I could do this in FLRC so I can show their manga on the bigger screen. 

JP F18 INT/ADV Thanksgiving

December 14, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, November 27th

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

Class theme/topics discussed: Thanksgiving

Goal of the class: To be able to talk about / listen to Thanksgiving Holiday. 

How did you structure the class?

Activity1 (10 min): Warm-up

I talk about my Thanksgiving holiday. This is going to be a game, two truths and a lie. I write three key words that are related to my Thanksgiving holiday on the whiteboard and talk a bit about each word. Then students ask one question each. After everyone asks one question, they guess what key word is a lie. 

Activity2 (45 min): Two Truths and A Lie

I give students a few minutes to think about their key words. Then, one student presents his/her Thanksgiving as I showed. Every student gets a chance to talk about theirs. 

Activity3 (5 min): Wrap-up

We choose who was the best liar and who was the most honest one. 

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

It worked really well. Students were really engaged into the game, paying attention to everyone very carefully. I tried to manage the time but it didn’t go well as I calculated. So not everyone had a chance to talk about. However, I believe it would have been better this way than dividing the class into two groups because students are very close each other and they wanted to know each one’s Thanksgiving story.  

How could this class be improved/ modified?As for time management, the class could be divided into two groups or warm-up could be shorter. 

JP F18 INT Favorite Food

December 14, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, October 1st

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Food 

Goal of the class: To be able to use vocabularies related food and to be able to explain their favorite food.

How did you structure the class?

Activity1 (10 min): Warm-up

We dice-talk about the weekends. Students are divided into 2 groups and each dimension of the dice has words related to food.

Activity2 (10 min): Brainstorming

I show some pictures and ask the whole class to describe the food. For example, I show a picture of sushi and ask students some questions such as what is it made of? How do you eat it? What taste is specific to the food? Where do you find it? Where does it originally come from? Do many people like it? Is it expensive? etc. They’re not supposed to say just “that’s sushi”. Words brainstormed during this activity are written on the white board. 

Activity3 (10 min): Favorite Food

Students come up with their top 3 favorite foods and write them down on a piece of paper, keeping them secret to other students for now.

Activity4 (25 min): What is it?

Students are divided into 2 groups. In each group, one student starts “This is my best/second/third favorite food” and then, the other members of the group start asking question to reveal what it is. For the last 5 minutes, we play this game with the whole class picking one student’s favorite food whose hasn’t done yet. 

Activity5 (5 min): Wrap-up

A brief announcement about the upcoming cultural activity is made. 

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

It worked well. Students talked a lot, which was really good. One thing I should have added is that for the Activity4, one more rule should have been clarified that they cannot ask WH questions. Also, I could have prepared more expressions related to today’s topic, which could have been introduced while Activity2 and could have been a more efficient exercise for students with more words or expressions.  

How could this class be improved/ modified?I would add a rule that students cannot ask WH questions during Activity4. Also, I would prepare more words in advance, which students must know but forget for the moment. 

JP F18 INT Family Tree

December 14, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, September 24th

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Family 

Goal of the class: To be able to use vocabs and expression related to family. 

How did you structure the class?

Activity1 (10 min): Warm-up

Students are divided into 2 groups and each group dice-talk about their weekend. Each dimension of the dices has an adjective that could relate to family or family life. 

Activity2 (5 min): Review 

We review all together Japanese words of family members. Students freely shout it out and I type it, showing on the screen.

Activity3 (10 min): Brainstorming 

Students are divided into 4 groups and each group has to come up with one of the names of Japanese girl, Japanese boys, American girls or American boys. While they’re brainstorming in a few minutes, I divided the white board into 4 sections. Then, after a few minutes, each group come and write what they came up with on the white board in Japanese. This is a competition. The group with the largest number of names they came up with and wrote them on in correct spelling won. 

Acitivty4 (20 min): Family Tree

Students stay in the group and I give each group a piece of paper. They create an imaginary family tree as they want, making it complicated. After they’re done with that, I combine 2 groups into a bigger group so the whole class is now 2 bigger groups. One group presents their family tree, not showing the tree to the other group, and the other group tries to draw a tree as exactly as they can on a paper. Then, they switch over drawing. 

Activity5 (10 min): Class Family Tree 

We pretend that we’re all one family and create a class family tree. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

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

It worked well. I’m glad students liked the activities. 

How could this class be improved/ modified?It could be fun to make them a skit on family, suppose the whole class is a family. This way would let students to practice to whom to use formal and informal forms.

JP S18 INT/ADV “Omikuji” or A Fortune Slip

May 4, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: 1/24/2018

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Omikuji or A Fortune Slip    

Goal of the class: To get to be familiar with Japanese culture of New Year Day and to actually make their original Omikuji.

How did you structure the class?

Activity1 (10 min): Japanese New Year Tradition  

I tell students a Japanese new year tradition, which is hatsumode, showing pictures.

Activity2 (5 min): Omikuji or fortune slip

I explain what is Omikuji.

Activity3 (5 min): Brainstorming  

In order to make their original Omikuji, we brainstorm together about some categories that tell fortunes this year.

Activity4 (10 min): Making Omikuji

I give a piece of Omikuji paper to students and they make their original one. They choose 4 categories from the brainstorming and write fortunes on each category.

Activity5 (10 min): Telling Fortune

I mix up every Omikuji they made and they pick one up, starting with the youngest person. Then, they open the Omikuji all together. They can freely share what it tells with their neighbors. After that, we share each student’s funniest, happiest or most interesting one with the whole class.

Activity6 (5 min): Wrap-up

I make a brief announcement of the coming cultural activity.

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

It seemed a little challenging for some students to follow at first, especially for those who were new to my class if I compared it with the advanced class. However, as the class went on, they got to understand what was going on. They loved the activity and it was nice that one student didn’t know how to write Japanese and other students helped her do that.

How could this class be improved/ modified?

I would keep most of it as it is. One thing I could add is to make a list what we’re going to do today and so everyone can follow, at least can follow which activity we’re on.

JP S18 ADV Hidden Sentence Game

May 4, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: 2/20/2018

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

Class theme/topics discussed: Conversation Project / Hidden Sentence Game

Goal of the class: By the time this class ends, students will have decided what to do for their project.

How did you structure the class?

Activity1 (10 min): Warm – up

We talk about the weekend.

Activity2 (20 min): Brainstorming and Discussion   

We talk about conversation class projects. I ask some students to explain what it is to students who don’t know. Students come up with as many ideas as possible as brainstorming. Then, we discuss to make it one we will really work on.

Activity3 (25 min): Hidden Sentence Game

Students are divided into 2 groups. One student from each group comes to pick one “hidden” sentence. Then, I give a topic. The two students don’t show their sentence to the rest of the class and start to talk about the topic. They try to convey the conversation in which they can use the sentences. The other students guess what their “hidden” sentences are. They have to detect what the opponent player’s “hidden” sentence is. When they thing the sentence comes out, they shout “stop” and say the sentence. If it is correct, they gain 1 point. If it is incorrect, they lose 1 point.

Activity5 (5 min): Wrap-up

I introduce them the upcoming cultural activity.

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

Everything worked well. The game, which I tried for the first time, was really fun. I limited the time they could have conversation by 3 minutes and also made another rule that if they couldn’t use that sentence within 3 minutes they lost 1 point.

How could this class be improved/ modified?

I would keep it as it is.

JP S18 INT/ADV School Rule

May 4, 2018 /

Language Resident Name: Ayaka Matsuo

Day and Date: 2/22/18

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

Class theme/topics discussed: School Rules

Goal of the class: By the time this class ends, students get to know typical Japanese school rules and will be able to discuss some rules, supporting their opinion.

How did you structure the class?

Activity1 (10 min): Warm – up

We talk about strangest / funniest / strictest school rules.

Activity2 (10 min): Brainstorming    

Students are divided into two groups; one group is teachers, the principle and the school and the other group is students and parents. They come up with opinions that support their position. I choose one topic from what they told in Activity 1.

Activity3 (15 min): Discussion 

Students discuss. I write the opinions they say on the white board so they remember what their points are.

Activity4 & 5 (25 min): Brainstorming and Discussion   

We repeat the process of Activity 2 and 3 with a different topic.

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

Everything worked well. I wish I could have somehow made more corrections on their utterances, which would improve their vocabularies or expressions.

How could this class be improved/ modified?

I would make a list of vocabulary they might not know yet.

JP F17 INT Fall Break

December 8, 2017 /

Language Resident Name: Ayaka Matsuo

Day and Date: 10/18/2017

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Fall Break

Goal of the class: To get to know each other’s fall break and to be able to tell fall break of their own.

 

 

How did you structure the class?

Activity1 (15 min): Story telling

I show pictures of my fall break. Students create a short conversation for each picture in pair.

Activity2 (5 min): Preparation for Dice Game

I divide students into 3 groups and give each group a dice with numbers. I also give them a chart sheet. I explain about the game and students make sentences what to tell for each number on dice and write them down on the sheet. The sentences could be the place I went, people I was with, thigs I did etc…

Activity3 (20 min): Dice Games

Students play the game in each group. After several times go, I ask students to change the group.

Activity4 (15 min): Conversation Class Project Planning

We decide what kind of tradition or custom of the US to introduce in a video.

Activity5 (5 min): Wrap-up and Announcement

I wrap up the activities and do a quick announcement.

 

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

 

 

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

It worked well. Activity 1 went better than I planned, which lasted for 15 minutes more. Students were very creative and each pair came up with different idea from the others. I myself really enjoyed listening to each one. It looked a bit confusing for students when I explained how to play a dice game but it was nice of some students that they tried to make sure what exactly they had to do.

 

How could this class be improved/ modified?

Activity1 could be going longer than 15 minutes so Activity4 would be removed.

JP F17 INT Name

December 8, 2017 /

Language Resident Name: Ayaka Matsuo

Day and Date: 9/27/2017

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Name

Goal of the class: To review words / vocabularies related to appearance and create Japanese names based on its appearance.

How did you structure the class?

Activity 1 (10 min): Warm-up

Students talk about English strange names with their neighbors.

Activity 2 (5 min): Changing Seats in Japanese Alphabetical Order

First, I ask students to re-order by their first names according to English alphabetical order. After that, we quickly review Japanese alphabetical order and ask students to re-order by their names according to Japanese alphabetical order.

Activity 3 (20 min): Naming a Character

I show students a mascot on a screen and ask them to name the mascot in Japanese. This is done in a group of 3. Before starting discussing, we briefly brainstorm the characteristics of this mascot all together. We do the same process for several times with different mascots.

Activity 4 (10 min): Giving themselves a Japanese Name

In the same group as Activity 3, I make students create their own Japanese nicknames. Students tell the group their personality or things they like and they come up with a suitable one.

Activity 5 (10 min): Japanese Social Issues on Names

I tell a Japanese social issue on names today by showing a YouTube video. After that, I ask students discussion questions such as what do you think about that? or why do parents want to name their children in that way?

Activity 6 (5 min): Announcement

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

All worked well today. We really enjoyed the warm-up, which we talked about strange English names they’ve ever met. Students like sharing their experience and I also enjoyed learning new things. Also, activity 3 worked well. Some of students were not that creative and they didn’t know how to do it but after I helped with some examples, they came up with their original ones. Generally, they were very creative and had fun sharing with their Japanese unique nicknames.

How could this class be improved/ modified?

Today I did Activity 5 just after Activity 1 (warm-up) and it worked well. Since we talk about strange English names in Activity 1, a recent social issue on names should come just after the warm up. It could be more make sense.

JP F17 ADV Hometown Promotion

December 8, 2017 /

Language Resident Name: Ayaka Matsuo

Day and Date: 11/30/2017

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

Class theme/topics discussed: Hometown Promotion

Goal of the class: To promote their hometown to classmates

How did you structure the class?

Activity1 (5 min): Warm-up

They talk about hobbies.

Activity2 (10 min): Brainstorming

We brainstorm what we should / want to know when we travel.

Activity3 (15 min): Making Presentation

Each student makes a presentation about their hometown. I also make a presentation about my hometown.

Activity4 (30 min): Presentation

Each student presents using the power point. I go first as an example. After one presentation, each one of the student asks a question.

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

It worked well but we didn’t have enough time to finish all the presentations. So, we kept some of them for next class.

How could this class be improved/ modified?

I would do some pre-activities before making and doing presentations (I don’t come up with a good one though). I would get students to use the whole this class to make a presentation ready and get them to do a presentation in the following class.

JP F17 INT My Kanji of This Year

December 8, 2017 /

Language Resident Name: Ayaka Matsuo

Day and Date: 11/29/2017

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: How was your 2017? My Kanji of this year.

Goal of the class: To explain events happened in this year and to choose one kanji (Chinese character) that represents my 2017 well.

How did you structure the class?

Activity1 (5 min): Warm-up

I ask some questions to elicit today’s topic. Also, I mention that we’ll do the course evaluation today. 

Activity2 (20 min): Looking back on this year

I divide this year into 3 (Jan-Apr, Mar-Aug, Sep-Nov) and students talk about their biggest, memorable events happened during the period. Before they start each conversation, I tell them my memorable events as an example. I let them use their phones so that they can talk showing a photo.

Activity3 (5 min): The Kanji of This Year

I show a short YouTube video that introduces the kanji of 2016. I get students to guess what they do, me asking questions.

Activity4 (15 min): My Kanji of 2017

Students come up with one Kanji that represents their 2017. They explain why they chose that one to friends. They work on it in a group of 5.

Activity5 (15 min): Course Evaluation

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

Everything worked well!

How could this class be improved/ modified?

I would keep it as it is.

JA S17 INT “Japanese Song & TV Show”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 6, 2017

 Language and Level (intermediate or advanced class): Intermediate Japanese

 Class theme/topics discussed: Japanese Song & TV Show

 Goal of the class:

The students will be able to understand the basic contents of Japanese song and TV show.

 

How did you structure the class?

Activity 1 (2 min) Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min) Warm-up

I casually ask the students about their weekend and Japanese New Year’s Party held last Friday.

Activity 3 (25 min) Review of the song “Mirai-e”

The students listen to the song with lyrics and fill in the rest of blanks while listening. Then I introduce some vocabulary and we review the meaning of lyrics sentence by sentence together in the class. Then I give them several questions related to the song and students talk about them in the class. In the end, we sing the song together in the class. https://www.youtube.com/watch?v=f6Eyu2V4iDs

Activity 4 (25 min) Japanese Show

I ask a question about what you would do if you pick up some money. Students share the idea by demonstrating themselves in the class. Then, I introduce the show in the class and give them a question related to the theme on the show. We exchange the ideas in the class and watch the show together in the class. Then we review general information of what they have seen. I also give them explanation about some vocabulary not familiar with the students. https://www.youtube.com/watch?v=n-vmsFO_mMc

Back-up Activity (15 min) Listening to Japanese short comedy

I give them the theme before watching the clip. Students brainstorm what the story is about by sharing the ideas in the class. Then, we watch a clip together in the class and review general information of it. I also give them explanation about some vocabulary not familiar with the students.
https://www.youtube.com/watch?v=O1zDi9_nxCA
https://www.youtube.com/watch?v=wi_cgVxlJCw&t=17s

 

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

Powerpoint

 

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

The class was good in general. I was able to get the song activity done quickly and to move on to the next activity. I just found the short comedy, which was supposed to do in the class today, difficult, so I switched the activity with another one that I just came up with right before the class. Honestly, it was not prepared enough because of that sudden change, but I did my best. I could prepare enough before conducting the class, so that I could instruct the class well.

 

How could this class be improved/ modified?

When I conduct new activities in my intermediate class, I often failed as I feel in that way, and I find many points needed to be revised by the next class of teaching. This semester I usually try new activities in my intermediate class, so I need to be prepared enough more than I did in the last semester; otherwise, the class goes terrible. I need to be more aware of my delivery, explanation, and instruction for guiding the class from now on.

JA S17 INT “Valentine Day around the World & White Day in Japan”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 13, 2017

Language and Level (intermediate or advanced class): Intermediate Japanese

 Class theme/topics discussed: Valentine Day around the World & White Day in Japan

 Goal of the class:

The students will be able to get to know the Valentine day and compare it with the ones of other countries.

 

How did you structure the class?

Activity 1 (2 min): Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min): Warm-up

I casually ask the students about their weekend and lead discussion by asking the questions to the students since we had beautiful sunny skies during the weekend.

Activity 3 (20 min): Introduction of Valentine Day

I simply ask the students about the Valentine day upcoming this week and announce the today’s topic. I also ask them about general information of it with the perspectives of both America and China and write them down on the whiteboard. Then, I ask them about their memory of that day and share them in the class. After that, I lead the discussion by giving them the equal chances where they are able to express their ideas in the class. Then, I talk about the recent trend of Japanese one by introducing the types of chocolate that one gives it to the other with some illustration on the whiteboard.

Activity 4 (30 min) Watching a Japanese Warmhearted Story

I briefly introduce the story in the class and give them some questions which the students need to pay attention to while watching it. Then, we watch the whole story together in the class. After that, we review about the summary of that story together in the class by asking them questions and getting the answers in the class. https://www.dailymotion.com/video/x3r7izr

 

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

Powerpoint

 

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

The class was successful in general. Today’s topic did help a lot the class be more productive and interactive. Basically, I was able to lead the class as planned, conducting each activity in an appropriate order. The story that we have watched in the class today was also relevant to their level of Japanese, so it seems to me that they understood the story very well. However, I found some parts needed to be revised.

 

How could this class be improved/ modified?

The PowerPoint I used today was simple, so I can put more photos in the slides, which makes it creative.  By doing so, it would be also a good help for their understanding when they get lost during the class. Before watching the short story in the class, I need to give the students basic background of the story such as main character, key points, and new vocabulary, which would motivate the students to watch it with those views. Also, I need to clarify well about the activity after watching it.

JA S17 INT “Consensus Game”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Wednesday, April 26, 2017

Language and Level (intermediate or advanced class): Intermediate Japanese

 Class theme/topics discussed: Consensus Game

 Goal of the class:

Students will be able to express their ideas and opinions in the class.

 

How did you structure the class?

Activity 1 (10 min): Attendance check & Announcement & Warm-up

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (5 min): Introduction of the Game

I briefly introduce about Sekiggae, one of the exciting school events in Japan. And then I give them a handout and introduce the game in the class. Also, I explain about the situation to the students.

Activity 3 (20 min): Consensus Game 1 (Where is my seat??)

Students are given pieces of information cards and look at them and read them on their own. And then I explain a couple of rules on the game to the students. When they are ready, students stand up and talk with one another exchanging information with classmates in order to complete the game. They write down the answers on the whiteboard. And I check them out at the end.

 Activity 4 (25 min): Consensus Game 2 (Drawing a map)

I briefly explain the game in the class and give the students pieces of information card. The students read them on their own. When they are ready, students stand up and talk with one another exchanging information with classmates in order to complete the map activity. They draw the map on the whiteboard. And I check it out at the end.

 

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

Powerpoint

 

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

The class was successful in general. And students loved the activities I prepared. They spoke a lot in the class in order to work on the activities. I conducted this kind of consensus activities for the first time, but it went well. I have two more classes left this semester, so I am going to try this type of activity again in the next class on Monday.

 

How could this class be improved/ modified?

Everything was perfect in the class today. The students engaged a lot and participated in the activities. They were also motivated to working on the activities. Overall, today’s class was, needless to say, wonderful. Students really liked it as I did. I will teach them two more times through the semester, and I am so excited to teach them in the class.

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