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.

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

ES F16 INT Fun game for describing people/things/places

Language Resident Name: Tamara Olivos

Day and Date: October 3, 2016

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

Class theme/topics discussed: Descriptions

Goal of the class: To have fun while practicing vocabulary

How did you structure the class?

Reminder of cultural activities

 

Activity1: I divided the class in two groups of 3. Each group had a turn, one person would roll the dice and take a card of the category/color it shows. They had 30 seconds to describe that word to their group and if after those 30 seconds they still hadn’t guessed, the opponents could guess it and take their point. After this it was the other team’s turn.

 

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 really well and there was a lot of new vocabulary.

 

 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.

describeme

ES F16 INT Speaking about Hobbies

Language Resident Name: Joaquin Garcia

Day and Date: 09/05/2016

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Hobbies

Goal of the class: Students can speak about their hobbies confidently

How did you structure the class?

Heads-up: I introduce the LRs’ websites.

Activity 1: Warm-up High Five. I explain to the students how to say “give me five” (choca esos cinco!). Then, they stand up and walk around the classroom introducing themselves starting by saying “give me five”. They have to say at least name, age and home city.

Activity 2: Guess the hobby. Each student must give instructions on how to practice their favorite hobby to the rest of the class as if they were about to practice the hobby for the first time, but without mention the name. The rest of the class must guess the name of the hobby

Activity 3: Hobby discussion. In a bowl, I have a lot of pieces of paper in a bowl with different questions related to hobbies. Students in pairs or little groups pick up one paper after the other and answer the questions.

Activity 4: Apps. Students are divided in groups and I handle them a description of an app that helps creating habits. They have to read it and prepare a little presentation about it in front of the class. I handle a printed version so they can prepare what they are going to say and afterwards I display the website on the screen so everyone can see the pictures.

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

Laptop.

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

Students liked this class. It is the beginning of the year so students were a bit shy during activity 4 but still it was fun.

How could this class be improved/ modified?

I would wait until students feel confident enough to speak in front of their classmates.

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.

http://iteslj.org/questions/hobby.html

http://www.elandroidelibre.com/2016/01/aplicaciones-motivacion.html#

RU F16 INT Treasure Hunt

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Monday, 12/05/2016

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

Class theme/topics discussed: Treasure hunt

Goal of the class: to make a fun class and check how they remember the vocabulary they’ve learnt this semester

How did you structure the class?

There’re 7 envelopes with different tasks that should be fulfilled at different places. We used Facebook chat to communicate and check the answers. I also gave them directions on where to find new envelopes after they complete the task. On completing the hunt everyone gets chocolate.

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

Envelopes with tasks, candies

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

The class went great! Students enjoyed it and it was a good method of remembering everything we studied in class. They all came back smiling and were happy to get out of the lounge for a while.

How could this class be improved/ modified?

Next time I’ll do more complicated tasks because these were too easy for them. They finished early but it’s not bad because we had time to talk a little bit in Russian.

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 treasure hunt:

  1. Выйти из гостиной. Повернуть налево. Повернуть налево. Спуститься на первый этаж. Найти конверт №2 рядом с арабской гостиной.
  2. Расположить буквы русского алфавита в правильном порядке.
  3. Перечислить все ингредиенты для приготовления блинов.
  4. Назвать хотя бы (at least) три способа сказать по-русски «мне все равно».
  5. Проспрягать глагол «заснуть»
  6. Как сказать по-русски bride, groom, to marry, to divorce, to be happily married?
  7. Какой праздник отмечают в России 13 января?
  1. Из русской гостиной возле арабской
  2. Из арабской гостиной на общую кухню (молоко, мука, яйца, сахар, соль, масло)
  3. Из общей кухни идем в общий холл
  4. Из общего холла в glass room (там на доске спрягаем глаголы)
  5. Из glass room идем к немецкой гостиной
  6. Из немецкой гостиной идем на улицу, на лавочку перед Олденборгом
  7. Возвращаемся в русскую гостиную

 

JP F16 ADV Card Game

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 15, 2016

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

Class theme/topics discussed: Sport Festival at school in Japan & Japanese Card Game

Goal of the class:

Students will learn about Japanese sport festival at school called “Taiikusai”.  

Students will learn and play the card game popular in Japan.

How did you structure the class?

Activity 1 (5 min) Attendance check and an announcement

I check students’ attendance and give them an announcement.

Activity 2 (5 min): Warm-up

I ask the students about the dinner yesterday with Japanese international students and I let them talk about it freely in the class.

Activity 3 (8 min): Review of the Last Class

I ask some questions about Taiikusai to the students and review the key points together. I also introduce other events to the students with PowerPoint if possible. I also show them some related videos to the students. After that students freely talk about it in the class.

Activity 4 (35 min): Introduction of Babanuki

I ask the students about what games they have played before by using playing card in their country. Students think about it and share the ideas in the class. Then I introduce the Japanese popular game called Babanuki and some phrases used in the game to the students. I explain to the students about the rules of it and they play it in a group a couple times.

Activity 5 (7 min) Consolidation

I ask the students about how it was and gather the ideas in the class. Then I give them a handout and they write down the comment and give them back to me.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

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

Powerpoint, youtube

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

Everything was great in general. Students had fun playing the Babanuki with the new vocabularies. Also, they learned the Japanese popular card game. Just I could not manage the time to ask them to write down their comment of today’s class on their own sheet within the class.

How could this class be improved/ modified?

I should have shortened the Activity 4 so that everything would be okay as planned.

 

 

 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 SP16 INT/ADV: Introductory Class

Language Resident Name:

Joaquin Garcia 

Day and Date:

01/20/2016

Language and Level (intermediate or advanced class):

Advance Class

Class theme/topics discussed: 

Advance Class

Goal of the class:

Students get to know each other

How did you structure the class?

Activity 1 (15min): Students fill in three different pieces of papers: name, hometown and studies. All the pieces of paper are mixed and then students pick up three of them randomly. Students must find their original papers asking the others’ names, hometowns and studies and exchange the papers once the find them. Afterwards, each of them read in front of the class the written information.

Activity 2 (20min): Students are put in pairs. Each partner has to say three characteristics of their personality and a reason that support or prove this characteristic (E.g. “I’m adventurous because I love traveling”). After a while, they have to introduce their partner. Some characteristics are written in the whiteboard by the teacher in order to give some original ideas.

Activity 3 (15min): After a brief moment of thinking, students say three statements about themselves. One of them must be not true. The rest of the class has to guess which it is.

Activity 5 (10min): The teacher explains the rules and the conversation class agreement

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

It is a very good class for the first weeks. Fun and motivating and the ice-breakers work really well.

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.

« Older posts Newer posts »

© 2021 Language Residents

Theme by Anders NorenUp ↑