an archive of lesson plans

Category: Games and Ice-breakers (Page 2 of 7)

Topics on recreation ranging from games, ice-breakers, board games, etc.

RU SP19 INT Pronunciation Workshop

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 01.30.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Pronunciation workshop

Goal of the class: Master pronunciation of Russian sounds, use proper pronunciation on various situations

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min.

2. Pronunciation practice. LR goes over the hardest words to pronounce in Russian, explains the hacks on how to nail the pronunciation. Students share the words that are the hardest for the to say. – 20 min

3. Liguria: Students are given the parts of the hardest Russian tong twister. They read them our loud. then watch a video of a Russian person doing the same reading, and read their parts again. (handout 1) – 10 min

4. Using good pronunciation in everyday life. Students are given different situations where good pronunciation is crucial. (handout 2) Their task is to write short passages in Russian and then read them out loud for the class. The classmates comment on pronunciation and give each other suggestions on how to improve it. – 25 min

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

https://www.youtube.com/watch?v=ChX8wqSRcM8 (video with tongue twister)

handouts

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

It is not the most communicative class, but it was definitely worth it. I recommend to do it in the beginning of the semester for several reasons: a) it is not too intimidating for the students who just took the class and are not confident with their language skills; b) there are many fun activities you can add to it; c) you can personalize it for the students and ask them what were their struggles when they started learning the language. Overall, I think it was one of the most successful classes for me because it was different, it was entertaining, and it had good results.

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.

Handout 2.

Диктор читает новости в прямом эфире (live)

Кандидат в президенты участвует в дебатах

Профессор читает лекцию

Родитель читает сказку своим детям

Влоггер рассказывает о своих путешествиях

Актер/актриса читает свой монолог

Актер/актриса читает свой монолог

Ведущий открывает церемонию Оскар

ES FA18 INT Jeopardy

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, November 26th   
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed:  Vocabulary, games, pop culture
  • Goal of the class:

To play games to review and acquire new vocabulary

  • How did you structure the class? 
  • Activity 1: with the help on an online webpage, students play a game of jeopardy to review and acquire new knowledge on vocabulary, grammar and pop culture.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Super Teacher’s Tools http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=2522676#.W_Sf1C2ZOt8

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

Even though I thought out the activity as an ice breaker, we ended up playing the game for the whole class. It helped to tackle some vocabulary and grammar doubts and to learn some interesting facts about pop culture. It is very important to follow up each question with some explanation or discussion in regards to students’ doubts.  

  • How could this class be improved/ modified?

The class worked out well. 

DE S18 INT Adjectives, I spy with my little eye

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister 

Day and Date: Wed, Jan 31, 2018

 

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

 

Class theme/topics discussed: Adjectives

 

Goal of the class:

Adjectives students already know should be elicited and students should learn more adjectives.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): walk to coop fountain together and talk about what they can see on the way.

 

4.25 – 4.55 (30mins): Game: German version of “I spy with my little eye” (Ich sehe was, was du nicht siehst). 1st round: color only; 2nd round: try to think of as many adjectives as you can and then give us only one; if we can’t guess it, give us another adjective…

 

4.55-5.15 (20mins): Team game: in pairs, think of a place on campus and think of adjectives to describe that place. The others guess.

 

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

Small Whiteboard for writing down new words, surroundings outside of classroom

 

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

It was fine and they liked it. I have troubles deciding when I need to be more strict about a plan – such as the rules in a game – and when it is better to let them do it their way in order to encourage talking.

 

How could this class be improved/ modified?

writing vocabulary cards throughout the lesson could be helpful

 

 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.

DE S18 INT Welcome – First Class

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister

Day and Date: Wed, Jan 17, 2018 

 

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

 

Class theme/topics discussed: Welcome and Introduction

 

Goal of the class:

The main goal is to get acquainted with each other. The students should familiarize with each other, get to know the LR, the rules regarding the classroom as well as the formalities in order to obtain the credit for the course.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): Welcome; Game: say your name and one information about yourself (where from, siblings, hobby…); next person has to repeat all before and say theirs; we might be a very small group and if so, we might go around a second or a third time and add up the information (I am Ines, I have a brother, I like Yoga and I am from Austria…, This is X, she is from X, she likes X…, This is Y, she has Y… – in German)

 

4.25 – 4.45 (20mins): Class agreement, Attendance, Rules: LR hands out class agreement & attendance sheet circles, while students read it LR writes hints to basic rules on the board:

  • No lying on the sofa (Liegen)
  • No eating in class (Essen)
  • Don’t wear pyjamas (Schlafanzug)
  • Don’t use your cellphone (Handy)
  • Don’t go to the restroom if not absolutely necessary (WC)
  • Be on time! (Pünktlichkeit)
  • Bring a pen and paper (Schreibmaterial)
  • Speak German only! (Deutsch)

 

  1. Class agreement

LR asks if they have questions about the agreement.

LR asks someone to repeat what they have to do (better in German but English is ok).

LR repeats 3 crucial requirements: attendance (3absences max), tables (10), events (3).

Info about German tables at Scripps (+ handout for attendance signature)

Mention: PLEASE no bargaining! (e.g. I do 15 Tables but I don’t go to an event etc… – you have to fulfill all requirements) If you have a problem – talk to me! Email me!

 

  1. Rules on board

Game: repeat the rules: LR holds a ball, says: Ich bin Ines und im Unterricht darf ich nicht auf dem Sofa liegen (I am Ines and in class I’m not allowed to lie on the sofa); LR throws the ball to one person in class, he or she has to say her or his name and another rule; he throws the ball to another person and this person has to repeat the first name and the first rule (Ines & Sofa), say his/her name & a rule, throw the ball. The 4th person has to repeat 2nd person’s name&rule… go on until all rules have been mentioned twice approximately

 

4.45 – 5.15 (30 mins): Game: Two truths and one lie. LR makes three statements about herself (2 truths, 1 lie). Students discuss in pairs how they could find out – which questions could lead them to the answer. Every team asks teacher one question for each statement. Then they discuss and try to guess which is the lie.

– LR writes question words on whiteboard: Wann? Wo? Warum? Wie? Wer? Was?

 

Students have to make three statements about themselves. One of them is a lie. We play the game for everyone. (small class expected)

 

 

If there should still be time left: repeat rules/ repeat information learned today/ spell names of students backwards and see if they hear their name

 

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

Whiteboard, Class Agreements, ball, pens, scripps table form

 

 

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

The activities created a good atmosphere and we had a lot of fun. Especially one student had some troubles understanding the students and the LR. She was the only one the LR hasn’t met before. It can be assumed that it will become easier for her to understand the LR and the other students as she knows them better and better. There was no time left for the last game (two truths one lie), but it is a good game for the second session. Also, one more student will join us, because she was sick in the first week. Thus, it makes sense to play more ice breaker games next week.

 

How could this class be improved/ modified?

The intermediate students need a lot of support with vocabulary and sentence structure. Spontaneous speaking is difficult for them.

 

 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.

table attendance Scripps

FR S18 INT Body parts & Expressions

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, March 29

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

Class theme/topics discussed: Human body

Goal of the class: Learn/review the vocabulary and expressions of human body.

How did you structure the class?

  1. We watch a video about expressions used with testicles and the students have to find them in the right order and match their definition (see handout).
  2. Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
  3. Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
  4. Role-play (pairwork) with doctor and patient.

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

https://www.youtube.com/watch?v=yJbd0GbLiKE

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

Everything worked fine: idiomatic expressions were a little bit difficult but it enhances the group work and the discussion between people so I wouldn’t change anything. It was good to give the students some autonomy and see how they solve the exercise.

How could this class be improved/ modified?

For the role-play, ask the students to add some idiomatic expressions they learnt too so the activity becomes even more efficient and coherent within the class.

 

 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.

2018-03-29 INT Corps humain (dominos)

2018-03-29 INT Expressions sur le corps

 

ES S18 INT Deriving Words

Language Resident Name: Hugo Briones Cáceres

Day and Date: Monday, April 16th

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

Class theme/topics discussed: Vocabulary and games

Goal of the class:

To learn new vocabulary

To derive words

How did you structure the class?

  1. We start the class by discussing how everyone’s weekends were.
  2. In groups and using a ppt presentation, students are given a word. They have to come up with the most number of words derived from it (e.g.: mar, marino, marítimo, malecón). They have to write them on a white board and press the buzzers to get the point. If they wrote inexistent words, false cognates or words with orthographic mistakes, they do not get a point.

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

Students liked the activity. The worked in teams and were involved in it. They also made sure to ask when they had doubts in regards to certain lexical items. They also liked the competitive element of the game. The idea works out quite well with advanced students too.

How could this class be improved/ modified?

The class worked out quite well. Even though the game was thought as an ice breaker, we used the whole class playing it, and students liked it that way.

FR S18 ADV VDM & Storytelling

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 26

 Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: VDM and storytelling

Goal of the class: Discover French websites such as VDM -viedemerde.com (to share life stories) and practice storytelling.

How did you structure the class?

  1. Warm-up: what is VDM? Did a story that could be posted on VDM happen to you?
  2. VDM game, inspired by this website: http://lewebpedagogique.com/jeulangue/2011/09/12/vie-de-merde-un-jeu-de-mediation-orale/
  3. We play Alibi. The rules can be found here: http://lewebpedagogique.com/ressources-fle/production-orale-jeu-alibi/ Actually, I made groups of three or four and each group has to come up with a story as “one person” because it is easier for comparisons when they are asked questions.

 

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

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

It works great, especially at the end of the year when the students know each other better and they are more comfortable interacting with each other without me interfering too much. 

How could this class be improved/ modified?

It is way more fun to have all the other students asking questions to the other group so the instructor should set up the atmosphere (one chair for the person who is asked questions and everybody around, find a story that matches Oldenborg – “today, my laundry was stolen is the Oldenborg basement between 3 and 4, before the conversation class starts. People thinks it was a ghost, I actually think it was one of you… Let’s investigate”.

 

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

 

ES F17 INT Uncomfortable Questions and Answers

Language Resident Name: Hugo Briones Cáceres

 Day and Date: Monday, November 13th

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

Class theme/topics discussed:

  • Game with complicated/uncomfortable questions

 Goal of the class:

  • Come back to a class setting after the conversation projects by playing a game.
  • Formulate questions and answers.

How did you structure the class? 

  1. We discussed each other’s plans for the weekend and last weekend.
  2. Students are asked to write down an uncomfortable question and throw it onto the table. Then, taking turns, the students asked said questions randomly. Questions range from “What is your favorite dinning hall?” to “Who is your favorite person in the class?”.

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

We spent the whole class discussing the questions and answer. We had fun just chatting and telling anecdotes in regards to the questions. That shows that with very little prompts, a good conversation can be carried out during the whole class.

 How could this class be improved/ modified?

Everything worked out quite well and the goal of converse in the target language was thoroughly achieved.  We have to be cautious about the questions in some cases and give room for choice. The whole thing was quite lighthearted in this particular case though.

 

JP F17 INT Fall Break

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.

ES F17 INT Pronunciation and Role-Playing

Language Resident Name: Hugo Briones Cáceres

Day and Date: Monday, September 25th

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

Class theme/topics discussed:

  • Pronunciation (r’s)
  • Decision making

 Goal of the class:

  • Exercise the /r/ sounds in Spanish.
  • Work in groups to make a decision

How did you structure the class?

  1. Students are presented with some tongue twisters to practice their sounds as to sound more “native-like”.
  2. Students are presented with a situation: “they are strained in an island after a shipwreck. They can escapte the island on a boat, but there is only enough space for four of them. Every single one of them portrays a character with certain abilities and objects that can help them in the future”. They have to come to an agreement and see who gets on the boat and who does not by presenting their case and abilities to the rest of the class.

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

Handouts

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

Students were able to differentiate the r sounds from Spanish. We will continue working on this since it seems to be some problems still.

Students were really engaged on the second activity and were able to reach an agreement. They were able to defend themselves and explain why they were important to the rest of the class.

 How could this class be improved/ modified?

I should work on create better characters for a future similar activity. Also, some new ways to practice pronunciation should be explored.

  1. 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.

Trabalenguas

  1. El perro de San Roque no tiene rabo porque Ramón Rodríguez se lo ha robado.
  2. Pedro Pérez Pereira, pobre pintor portugués, pinta preciosos paisajes por poco precio para poder pasar por parís.
  3. Erre con erre: guitarra. Erre con erre: barril
    Rápido ruedan los carros
    por los rieles del ferrocarril.
  4. Tres tristes tigres tragaban trigo en tres tristes trastos en un trigal.
  5. El amor es una locura que nadie la cura,
    pero si el cura la cura es una locura del cura.

Están los cinco en una isla desierta luego de un naufragio. Existe la posibilidad de salir de la isla en un bote salvavidas, pero solo hay espacio para cuatro pasajeros, ¿Quién podrá salvarse?

  1. ¿Cómo usarías tus recursos para escapar de la isla?
  2. ¿Qué te hace especial y útil?
  3. ¿Qué otros datos sobre ti nos puedes entregar?
  4. ¿Quién crees que NO debería subir al bote?

 

  1. Ingeniero, 30 años, Hombre. Jugador de rugby y fútbol. Entiende muy bien las matemáticas. Fue demandado por atropellar a un padre de familia, pero logró liberarse por contactos personales. Tiene agua en su poder.
  2. Profesor de filosofía, 42 años, Hombre. Sirvió en la marina por 10 años. Padre de 3 hijos. Viudo. Tiene una pistola en su poder.
  3. Doctora, 34 años, Mujer. Es soltera e hija de un magnate multimillonario que acabó con las reservas naturales de un pueblo pequeño. Tiene un cuchillo en su poder.
  4. Economista, 50 años, Hombre. Tiene trastorno obsesivo compulsivo. Tiene un chaleco salvavidas en su poder. Estafó a un grupo de familias en el sur de Estados Unidos, escapando con millones de dólares a un paraíso fiscal. 4 hijos, 2 menores de edad.
  5. Periodista, 41 años, Mujer. Hermana de un político conservador en contra del matrimonio igualitario y el aborto. Envuelta en un caso de corrupción política por encubrir a su hermano. Tiene fuegos artificiales en su poder.

 

 

ES F17 ADV Outdated and Current Laws

Language Resident Name: Hugo Briones Cáceres

Day and Date: Thursday, September 28th

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

Class theme/topics discussed:

  • New slang
  • Assessing previous knowledge
  • Laws

Goal of the class:

  • To assess what the students have learnt so far.
  • To understand laws and their vocabulary.
  • To create their own laws using the target vocabulary.

How did you structure the class?

  1. Students are presented with new Chilean slang (and some examples from other countries). They have to guess and explain their meanings working in pairs.
  2. Using the Kahoot app, students play a trivia game that review all the contents discussed in previous classes. The contents include the short seen in class, vocabulary, countries and famous people from Latin America, etc. The best scores are given Chilean souvenirs.
  3. We read two different laws from Chile. The first one is an outdated law about robbery and the second one the recently approved abortion law. They are both discussed and special attention is given to new vocabulary.
  4. Students are asked to create their own laws, one current and one outdated. Then, they share them with the rest of the class, where their classmates agree or disagree with them.

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

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

Students were really enthusiastic during the slang activity and the kahoot activity. It also gave them the prompt to ask questions about new and previous knowledge related to Latin-American culture and geography.

The reading of both laws prompted discussion as well. Students were able to compare the American reality with the Chilean one. Then, they were really creative and socially-conscious about the laws they created.

How could this class be improved/ modified?

We ran out of time to complete the last activity, but it is possible to continue during next session.

 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.

Ley de Aborto en Chile

El proyecto que despenaliza la interrupción voluntaria del embarazo en tres causales se hace cargo de experiencias de vida críticas. Esas situaciones se presentan cuando debe interrumpirse un embarazo para evitar un peligro para la vida de la mujer cuando el embrión o feto padezca una alteración estructural congénita o genética de carácter letal, o cuando el embarazo es producto de una violación.

La normativa vigente sobre interrupción del embarazo, que la prohíbe sin excepciones, no responde al trato digno que el Estado de Chile debe otorgar a sus ciudadanas en estas situaciones y sitúa a nuestro país como uno de los cuatro en el mundo que lo criminalizaen todas sus modalidades, además de El Vaticano: Chile, Nicaragua, El Salvador y Malta.

Otras leyes en Chile

El Artículo 448 quinquies del Código Penal castiga severamente a quienes le saquen plumas, pelos o similares a animales ajenos.

“El que se apropie de las plumas, pelos, crines, cerdas, lanas o cualquier elemento del pelaje de animales ajenos, por cualquier medio que ello se realice, será castigado con presidio menor en sus grados mínimo a medio”.

Escribe tus propias Leyes

  1. Escribe una ley que consideres necesaria para tu propio país u otro. Utiliza el vocabulario adecuado.
  2. Escribe una ley que desde tu punto de vista es anticuada e innecesaria. Diviértanse creando algo alocado.

 

JA S17 INT “Consensus Game”

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.

ES S17 ADV Trivia

Language Resident Name: Tamara Olivos

Day and Date: February 9, 2017

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


Class theme/topics discussed: Trivia

How did you structure the class?

Warm up: Each student writes a sentence in a piece of paper. Later, they switch papers to the right but this time the student draws what is said in the sentence. They switch papers again but they cover the first sentence so now you can only see the drawing. The student then has to write a sentence that describes the picture. When they switch again they cover the drawing so you can only see the sentence and so on. After a few rounds we check the whole paper to see how the initial message changed.

 

Trivia! We did two groups and I read questions from different categories.

http://www.triviachamp.com/pdf/Chocolate%20Trivia%20Quiz.pdf

http://www.triviachamp.com/pdf/Pop%20Culture%20Trivia%20Questions%20E43.pdf

http://www.triviachamp.com/pdf/Fun%20Facts%20Trivia%20Quiz%20E7.pdf

http://www.triviachamp.com/pdf/General%20Knowledge%20Trivia%20Questions%20E55.pdf

 

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

They loved it!I only used the categories of chocolate, general knowledge and fun facts.

This class could also work with an intermediate class.

 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 S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

Warm-up: All students standing up. I give a student a ball, within 15 seconds he/she has to think of an animal that starts with the letter “a”. Then he/she passes the ball to another student who must do likewise but with letter “b”. If a student fails has to sit down. We go through the alphabet until only one student is standing. You can go from “z” to “a” again if many students still remain playing. Also, it would be wise if you remove from the beginning those letters with only/none animals (e.g. “x”).

Activity 1: We brainstorm some useful vocabulary to describe animals and I write it down on the board. Then, each student writes the name of an animal on a piece of paper and I stick it on other student’s back. All students stand up and move around and with yes/no questions, they need to figure out which is the animal on their back.

Activity 2: Students are in pairs, I give them a list with Spanish sayings involving animals in one column, and the meaning on the other (although they are not in order). They need to match up the two columns by thinking on the meaning of the sayings. After, I give all the solution and we check how well they did.  If there is time left, you can put the students in pairs or little groups and they have to come up with a context where a saying is properly used, they even can act out the situation.

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

Handouts.

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

How could this class be improved/ modified?

Very successful class. Students liked all the activities. Maybe it would have been better doing everything faster so we had time to act some of the sayings. Depending on the level of the students, this can work with an intermediate class although I would recommend to reduce the list of sayings in activity 2. For advance, this matches the difficulty level definitely.

 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. 

A Ser un lince 1 Ser astuto
B Ser un cerdo/marrano 2 Haber poca gente
C Ponerse como/ser una vaca 3 Tener poca memoria
D Llevarse el gato al agua 4 Afrontar un problema
E Meter/Esconder la cabeza como un avestruz 5 Sufrir las consecuencias de algo sin tener la culpa
F Ser un zorro 6 Ser un/a cobarde
G Matar dos pájaros de un tiro 7 Haber algo oculto o sospechoso
H Ser un burro 8 Salirse con la suya, vencer, triunfar
I Hacer el/ser un perro 9 Mismo problema pero con distinta forma
J Estar en la boca del lobo 10 Tener mucha memoria
K A caballo regalado, no le mires los dientes 11 Darse cuenta de un peligro y cambiar de actitud
L Tener la piel de gallina 12 Haber mucha abundancia
M Haber cuatro gatos 13 Estar loco
N Tener memoria de elefante 14 Comportarse sin modales
Ñ Tener un cerebro de mosquito 15 Estar en una zona peligrosa
O Ser un gusano 16 Ser muy listo
P Ser un/a gallina 17 Ser poco inteligente
Q El mismo perro con distinto collar 18 Ser el que manda, el jefe
R Estar como una cabra 19 Evitar/huir de los problemas
S Tener memoria de pez 20 Conseguir dos cosas a la vez
T Agarrar el toro por los cuernos 21 Ponerse/Estar muy gordo/a
U Aquí hay gato encerrado 22 Engañar a alguien en un negocio
V Atar perros con longanizas 23 Ser tonto
W Verle las orejas al lobo 24 No buscar defectos ni preguntar el precio de un regalo
X Cortar el bacalao 25 Ser un miserable
Y Dar gato por liebre 26 Padecer frío o emocionarse
Z Pagar el pato 27 Hacer el/Ser un vago

 

 

 

 

 

CN S17 INT Painting Game

Conversation Class Lesson Summary 

Language Resident Name:

Ting Cao

Day and Date:

02/01/2017 

Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

Painting game 

Goal of the class:

In this class, students will review the words about color, direction and some nouns that they have learnt before. Through this class, they will be able to make description.

How did you structure the class?

  1. Warm up: review words of color and direction. Show students a picture and ask them to describe it.
  2. Activity 1: a student stands in front of the white board as a painter, the teacher shows a picture to other students. These students try their best to describe the picture to the painter, and the painter draw the picture according to their instructions.
  3. Activity 2: painting competition. Students are divided into two groups, and they get two different pictures. The group who finish drawing the picture will win.

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

Pictures from the internet

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

Class was good!  

How could this class be improved/ modified?

No.

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

Sample pictures:

ES S17 INT Descriptions and hypothesis

Language Resident Name: Tamara Olivos

Day and Date: April 24, 2017

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

Goal of the class:

To learn vocabulary through games

How did you structure the class?

Activity 1: Predicting the future: As context I talk about the ancient book I Ching and how people used it to learn more about the future. Each student has to ask a question about their future (simple things like Will I find a good job for example). Then, they consult this sacred book called the dictionary. Without looking, they open a random page and select 1 word. They must read the word and it’s description and try to decipher the message, how can this mysterious word relate to my question? They will do this with the help of the class. (for more detail instructions see the link below)

Activity 2: Descriptions: Using the set of cards in the link below, students must describe the pictures using some basic structures correctly like ser, estar, tener. This activity will definitely bring up a lot of new vocabulary.

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

Dictionary (not online), printed cards.

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

The first activity also worked great with my advanced class (actually even better because they could create more complex hypothesis)

 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.

Bibilomancia: divertida manera de practicar las formas del futuro

descripcion_¡Describelo_A2_JB

DE S17 INT Zoo plan cooperation game

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Wednesday, February 1, 2017

 

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

 

Class theme/topics discussed:

 

Zoo plan cooperation game.

 

Goal of the class:

 

Students learn or recap vocabulary (animals) and cooperate to solve a small riddle.

 

How did you structure the class?

 

5-10 minutes: Vocabulary quiz. The LR shows the students a power point with pictures of different animals in a quick sequence. The students write down the animals’ names if they know them. After the sequence the students compare; the student with the most correct vocabulary wins.

 

25 minutes: Zoo plan. The students receive a plan of a zoo with different enclosures and the respective animals living in it. They are handed out a plan and slips with the different animals on it and work together in groups. Following a few rules they have to come up with a new layout that regards all these and decide on new animals for the zoo, too.

 

20-25 minutes: Sentence starters. Students draw a slip of paper from a box. The slip contains a sentence starter. They have to complete the sentence and provide some more details (a few sentences) to reveal something about themselves. The other students are welcome to ask questions.

 

 

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

 

Pictures of different animals on the TV screen, Zoo plan layouts, animal paper slips, printed rules of the game, sentence starter paper slips.

 

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

 

Students liked the initial vocabulary quiz and enjoyed the sometimes very simple compound words that are used in German as the animals’ names. The zoo-plan layout game worked quite well, students cooperated and talked much. The sentence starter game is a good way to have people reveal interesting things about themselves.

 

How could this class be improved/ modified?

 

Good class, would keep it as it is.

20170201_Bedingungen

20170201_Tierbilder

20170201_Tierkarten

20170201_Zoo_Layout_blank

20170201_Zoo_Layout_sol

20170201_Zoo_Layout

DE F16 INT NASA Game

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert 

Day and Date: Thursday, November 16, 2016

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

Class theme/topics discussed: 

The N.A.S.A. game. 

Goal of the class:

Students express priorities, and reason in order to persuade others and reach a common goal.

How did you structure the class?

60 minutes: N.A.S.A. game. Students are given a scenario (moon landing) and a list of items they can use in order to reach their goal, which is to survive and get to the moon base. First, they rate the different items regarding to the importance by themselves. Afterwards they start discussing about their ratings with their partners (there need to be at least two smaller groups). Because they are a group, they have to come to unanimous decisions as a whole, too. There can be no majority votes (just in extreme cases), they need to persuade or to be persuaded. In the end, the LR reveals the official N.A.S.A. solutions to the group.

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

The N.A.S.A. game list, prepared sheets.

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

Students discussed a lot! Very good game.

How could this class be improved/modified? 

Perfect conversation class exercise.

 NASA Spiel

 

CN F16 INT Description

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/26/2016&09/27/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate, Advanced

Class theme/topics discussed:

Activities about description

Goal of the class:

In this class, students will continue to have some games to help them practice description.

How did you structure the class?

  1. Warm-up:

Review new words with students. These words are from last class and they are all related to description.

2. Activity 1: Students work in pairs. One student gets a picture and describes it to his/her partner. The partner needs to draw it down. After they finish, they change their roles and draw another picture.

3. Activity 2: Students find new partners and work in pairs. One student will get a Chinese word from the teacher and describe/explain it in Chinese. The other student needs to guess the word. If he/she guesses correctly, their team gets one point. Each team has 90 seconds to describe. The team that gets the most words wins.

4. Closure: Teacher writes down news words that students ask during those activities. Before the end of class, review them together with students.

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

Pictures and PowerPoint with words in it.

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

In both advanced and intermediate classes, these activities worked very well.

How could this class be improved/ modified?

No.

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

 

ES F16 ADV Getting to know each other

Language Resident Name: Tamara Olivos

Day and Date: November 17, 2016

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

Goal of the class: To get to know each other personally. This was a suggestion from the feedback sessions.

How did you structure the class?

 

Lost on a deserted island: I divide the class in two groups. In each group students must pick one item they would bring to a deserted island after a shipwreck. The item has to be something that represents them or something they enjoy doing (it doesn’t have to be realistic). After each student has described and explained their item I divide the class in smaller groups. Now, they must work together to improve their chance of survival by combining all the objects of the group.

 

Unique and shared: I divide the class in two or three groups. For the first round of this activity each group has to write all the qualities they all share (positive or negative, avoiding superficial things like “we all have hair”). They will share this information with the whole class. For the second round, they must write ore or two unique traits and qualities for every person in the group. We will share these later and the rest of the class can guess who it is.

 

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

 

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

The first activity didn’t work as well ad I had hoped because I made the mistake of explaining the entire activity at the beginning instead of doing it part by part. Some students just couldn’t relax and let go because they knew the objective of the activity.

CN F16 ADV Name

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/13/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced 

Class theme/topics discussed:

Name

Goal of the class:

In this class, students will explain meanings of their English and Chinese names, and learn some customs about how to give names in China.  

How did you structure the class?

  1. Warm up activity:

Ask students to write their English and Chinese names on the white board and explain meanings to other students.

2. Tendency of names

a. Students introduce some common English names in the U.S.

b. Teacher introduces tendency of Chinese names in China.

3. Strange English names:

a. Ask students: Some foreigners have strange English names. Have you heard some? What are they?

b. Show students some pictures of Chinese celebrities, ask students to give them English names and explain why.

c. Watch a video from a Chinese TV program, and the video is about how people get English names in Taiwan.

4. Activity

Now many American stars are popular in China and their fans even gave them Chinese nicknames. In this game, students will get a handout with some stars’ English names and Chinese nicknames on it. Students work in pairs and find out the right nicknames for all the stars. At the end teacher tells the right answer and meanings of those nicknames.

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

PowerPoint, handout and a video: https://www.youtube.com/watch?v=VYZdRgkWgR4&list=WL

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

Class was successful. Though the warm up activity, students learn about meanings of their classmates’ name. They also liked the last game.

How could this class be improved/ modified?

No

  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.

 

美国明星的中文外号:

Scarlett Johansson     寡姐

Tom Hiddleston          抖森

Orlando Bloom           开花

Chris Hemsworth        锤哥

Katy Perry             水果姐

Taylor Swift           霉霉

Ryan Gosling           高司令

Justin Timberlake   贾老板

Bruno Mars             火星哥

Kanye West             坎爷

FR F16 INT TV Reality Show

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, November 10                             

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: TV reality show: Students are candidates for a TV reality show in a desert island but they have to pass three tests. Each test allows students to earn points like a little contest.

Goal of the class:

Work on expression and strategic use of the target language: how to make yourself clear in the target language even if you are not fluent? Reviewing of general vocabulary, directions (left, right, straight, stop, turn, etc.) and work on argumentation.

How did you structure the class?

  1. First “test” with two groups and a little taboo game.
  2. Second “test” with pair work: one student is blind while the other has to guide him/her to find an object in the classroom.
  3. Third “test” with pair work: each student pick a job in the list and each group have to make an argumentative speech about how useful their skills can be to live in a desert island. The other students can ask questions. At the end, we make a vote to eliminate the group which didn’t manage to convince the others
  4. Vocabulary “tennis” to decide between the winners (if there is more than one). The topic would be related to the content of the class (objects to bring with you in a desert island for example).

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

A scarf, a taboo game (with chosen topics to make it easier for an intermediate class), various objects (I used the fruits and vegetables of the LRO), a list of jobs (see below), ballot papers

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

This worked very well and everyone was having fun. The second activity was the most entertaining. They have learnt some vocabulary (the fruit and vegetables we we’re hiding) without noticing it.

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.

jobs

 

RU F16 ADV Soviet Cartoons

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 10/04/2016

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Soviet cartoons

Goal of the class: to get acquainted with Russian cartoons. Discuss pros and cons of living in a village

How did you structure the class?

  1. Warm up. The game “On the spot”. Students should invent funny answers as quick as possible.

10 minutes.

  1. Watch a cartoon: https://www.youtube.com/watch?v=6aamATyJa48

Discuss pros and cons of living in a village.

30 minutes

  1. Wrap up. Test “What city you should live in?” http://www.adme.ru/svoboda-puteshestviya/test-v-kakom-gorode-vam-stoit-zhit-1102960/

Discussing the results of the test.

15 minutes

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

Internet, laptop

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

The class went vey well. All the students were engaging in all activities. I love how debates are going in this class!

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.

Activity 1. Questions:

  1. Чем вас легко разозлить?
  2. Где кончается горизонт?
  3. Что вы носите дома?
  4. Как съесть целого слона?
  5. Что вы любите делать в дождливую погоду?
  6. Кто в доме хозяин?
  7. Откуда в сыре дырочки?
  8. Какая ваша первая ассоциация на красный цвет?
  9. Без чего вы не можете жить?
  10. Какая фамилия была у вашей матери до замужества?
  11. Как легче всего заснуть?
  12. Почему трава зеленая?
  13. Что вы делаете, когда вам грустно?
  14. О чем мечтают зомби?
  15. Что делает вас счастливым?
  16. Сколько звезд на небе?
  17. Что можно увидеть с закрытыми глазами?
  18. Чего от вас никто не ожидал?
  19. Где взять денег?
  20. Что вы едите на завтрак?

 

 

DE F16 INT Describing and Paraphrasing

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Monday, September 19, 2016

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

Class theme/topics discussed:

Description of persons. Description of words. Recent campus events.

Goal of the class:

Students should discuss and talk as much as possible about familiar things. They also (re)learn how to describe people and talk about campus events.

How did you structure the class?

15-20 minutes: Warm-up taboo. Students get into two teams. Regular taboo rules, but the cards are preselected by the LR to eliminate words that are too hard to describe. Also – because this is a warm-up activity – the game is not played all the way through.

20-30 minutes: Students get in pairs. They draw a card from a deck (persons). Then one student describes the person to the other student. He/she tries to draw the person as exactly as possible. Then they take turns. The LR provides vocabulary so the students can describe the persons more easily. The students then present their descriptions first, then they show the original picture and the drawing. There is a prize for the picture that came closest to the original. Both the describer and the person drawing the card are expected to share the prize.

10 minutes: Turf-dinner. The students share how they experienced the turf dinner. How will they get involved? Why? Why not? How was the food? Something they disliked about the event?

 

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

 Taboo game, pictures/drawings of persons, slips of paper so that the students can draw, maybe colored pencils.

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

All the activities went very well!

How could this class be improved/modified?

I’d keep it as it is.

Personenbeschreibung

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