Language Residents

an archive of lesson plans

Category: Games and Ice-breakers (Page 4 of 8)

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

ES S15 ADV INT Trivias

May 8, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

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

 

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

 

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

 

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

 

How did you structure the class?

 

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

 

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

 

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

 

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

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

 

How could this class be improved/ modified?

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

 

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

 

R1_CULTURA_Trivial_AR_B

DE S15 ADV Scavenger Hunt

May 8, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Thursday, 4/30

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

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

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

 How did you structure the class?

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

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

Activity Two: I gave them the evaluations to complete

 

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

 « Handout » 

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

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

How could this class be improved/ modified?

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

 SCHATZSUCHE

ES F14 ADV Crime

December 5, 2014 /

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Tuesday, September 23rd

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Crime

 

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

 

How did you structure the class:

 

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

 

Q: Is “flipping” an action?

A: Yes / No

Q: Is “flipping” a sport?

A: Yes                                                  (Flipping word: running)

 

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

 

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

 

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

 

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

 

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

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

 

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

 

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

 

How could this class be improved/modified?

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

 

HANDOUT Crímenes

 

 

RU S14 ADV Sochi Olympics

May 9, 2014 /

Conversation Class Lesson Summary – Winter Olympics 2014 in Sochi

Language and Section: Russian Advanced 13

Date: January 23, 28 and 30 2014

Class theme/topics discussed:

Winter Olympics 2014 in Sochi: optimistic (PART 1), critical (PART 2) and application (PART 3) 

Goal of the class:

Talk about the social and economic aspects of the Olympic games in Russia before the games begin, develop argumentation skills and critical analysis of language

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

PART 1: POSITIVE

Activity 1 – Warm-up

Handout 1 – Who do you root for? Who won what? Using Handout 1 we talk about the contents of the official website of the Olympics http://www.sochi2014.com: sports, medals, teams. We also look at http://o14.yandex.ru for content that the students comment on using the Handout.  What do you watch? Who do you support? Which teams/athletes won what?  – 15 minutes

Activity 2 –  Advantages and disadvantages of holding Olympic games – preparation for the video

Students list advantages and disadvantages of hosting Olympic games (blackboard) 10 minutes

Activity 3 – Video Opinion poll http://www.youtube.com/watch?v=rXXvGgTTByY

Before watching: what is the general consensus? What does that tell us about the people organizing the poll? Do they have an agenda? Watch the first half first for a general picture. Then watch question by question and discuss. – 25 minutes

Activity 4 – What would you ask Russian people if you were doing the poll?  Other students try to answer – 10 minutes

PART 2: CRITICAL

Activity 1 – Warm-up – general discussion, classes, news – 15 minutes

Activity 2 – Vocabulary revision (Handout 2) – Taboo game – 10 minutes

Activity 3 – Video Sochi Olympics –  Feast in Time of Plague

http://www.youtube.com/watch?v=HY6HYbYVpTY

Watch once for general comprehension, the speech is very fast but it’s very visual and all the numbers are shown on the screen – 5 minutes

Activity 3 – Article & Discussion (Handout 3) – 30 minutes

Students read an article summarizing foreign press articles about the Sochi Olympics. They each have one main problem to characterize based on the article. General discussion includes comparisons with the previously studied material (the optimistic opinion poll). Analysis of rhetoric strategies and specific language in the article and in the videos.

PART 3 – THE FUTURE – Presenting an application to host the Summer Olympics 2024

Activity After a 5-min warm-up, the students prepare their applications based on the handout (each one gets their own city) for 10 minutes, then each of them presents while the others ask questions.

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

Video, Internet

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

The class went very well because students are interested in the topic. Part 3 (presentation of cities) was especially successful, since students were able to recycle a lot of useful vocabulary from two previous classes. They also practiced their argumentation skills and, most importantly, asking questions.

How could this class be improved/ modified?

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

Conversation Class_RUSS13_SOCHI_OLYMPICS

FR F13 INT Speech Game

December 13, 2013 /

Conversation Class

Lesson Summary

 

Language and Section:

French11 INT

Date:

09/24/13

Class theme/topics discussed: Having fun!

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

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

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

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

Game « Speech ».

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

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

How could this class be improved/ modified?

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

RU S13 ADV Future and advice

May 10, 2013 /

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

Date:  02/26/13

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

 Goal of the class:

–        To practice future tense

–        To develop imaginative talk in Russian

–        To practice problem-solving

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

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

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

–        Pair work continues: switching roles;

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

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

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

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

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

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

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

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

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

–        Dream collages

–        Whiteboard

–        Fact magazine, which contains horoscopes

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

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

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

FR S13 ADV/INT Werewolves Game

May 10, 2013 /

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 2.19.13

Class theme/topics discussed: Werewolf Game

Goal of the class: Practice argumentation

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

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

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

Cards, rules on the whiteboard

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

Students loved the game!

Loup-Garou

RU F12 INT Relay race

December 14, 2012 /

Language and Section: Russian Intermediate

 Date:  09/06/12

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

 Goal of the class:

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

–        To test the level of the students

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

–        To practice reading Russian cursive

–        To make students explore the lounge

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

Structure of the class:

–        Explanation of the relay race’s rules

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

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

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

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

–        counting points, announcing the winner

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

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

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

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

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

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

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

How could this class be improved/ modified?

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

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

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


DE S12 INT/ADV M&Ms game

May 4, 2012 /

Language and Section: German advanced

Date: Feb 7, 2012

Class theme/topics discussed: the M&M game

Goal of the class: playing the M&M game

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

1) Playing the M&M game: Each M&M color has a different meaning. Depending on the color you get, you have to tell a different story about
– blue → a holiday
– yellow → a special person
– organge → a joke or something funny
– red → something embarrassing
– brown → something that was recently in the news
– green → a dream

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

M&Ms

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

The M&M game worked very well, it gave the students something to talk about.

How could this class be improved/ modified?

Modification: Topics for the different colors could vary

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

DE S12 INT Board Game: The Settlers of Catan

May 4, 2012 /

Language and Section: German Intermediate

Date: Apr 17, 2012

Class theme/topics discussed: Game: Die Siedler von Catan (The Settlers of Catan)

Goal of the class: Learning vocabulary connected to board games

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

One of my students already knew the game, so he explained it to my other student. If that isn’t the case you could either read the instructions or explain it yourself.

Then play game

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

Board game : Die Siedler von Catan (is in the German appartment)

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

Worked well, students enjoyed playing a lot and asked to finish the game next class period.

How could this class be improved/ modified?

Modification: use other board games

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

DE F11 ADV Role Play Game: Werewolves (Mafia)

December 9, 2011 /

Language and Section: German Advanced

Date:  Sep 15th, 2011

Class theme/topics discussed: Role play game: Die Werwölfe von Düsterwald (The Werewolves from Duesterwald àGerman version of the game mafia)

Goal of the class: fluency, learning how to bluff in German

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

1)    Explaining the game to my students

There are werewolves and regular humans. The werewolves kill one human per night, the people of the village (including the undercover werewolves) are discussing who might be a werewolf and killing that person. The discussion part produces a lot of language

2)    Playing the game 

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

Role play cards. You can easily make them for yourself.

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

It worked well. We played 2 rounds. The only problem was that after the second round, we only had 10min left, so not enough time for another round, but also too much to let them out early. So I asked them what they are going to do this weekend.

How could this class be improved/ modified?

I don’t have a god solution for the time problem. I guess one just needs a back up on that you can spend some time. 

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

Here is a description of the game on Wikipedia: http://de.wikipedia.org/wiki/Werwölfe_von_Düsterwald

(German game Werwolves)

http://en.wikipedia.org/wiki/Mafia_(party_game)

(English game Mafia)

IMPORTANT TIPS:

  • You need 9 or more people to play this game
  • You should have played the game at least once before you are the narrator. Because it is very important to follow the right structure of what happens during the night- and daytime.
  • The gender of the roles can be different from the gender of the person who has the role. Example: the werewolves are always male, the witch is always female. If you would match the gender of the person playing with the gender of the role, it would be more obvious who has which role.

FR S11 INT/ADV conversation starter game “un brin de jasette”

April 28, 2011 /

Game “Un brin de jasette”

How did you pick this theme or topic?

Second to last class, so I wanted to do something fun with them. The game I had was perfect for the class since it was a “lanceur de conversation”. I also had cheese and drinks for them to relax.

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

game

How did students react?

They reacted very well. They had things to say and got to learn some new words

Did they engage with each other and you?

Yes , a lot

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

Game “un brin de jasette” (French lounge)

Please attach a copy.

Would you recommend this activity for a future class?
Yes!!

DE S11 ADV Soccer

April 26, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: April 26th 2011

Class theme/topics discussed:
Soccer

How did you pick this theme or topic?
I talked about it at dinner with Sandie.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First, I went over some soccer vocabulary with my students. Then we went to the Quad to play against the French conversation class. This was great, because if the students spoke in their foreign language they had an advantage, because the other team could not understand them

How did students react?
They loved it.

Did they engage with each other and you?
Yes.

Would you recommend this activity for a future class?
Yes.

Why or why not?
It was fun and students had an immediate use by staying in the foreign language.

FR S11 ADV – alibi game

April 21, 2011 /

Alibi game

How did you pick this theme or topic?

Role play – I wanted to have them produce the target language but also have fun and I know they can be very creative when it’s about creating characters

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

game

How did students react?

They reacted very well.

Did they engage with each other and you?

Yes!

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

Slips of paper

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

Would you recommend this activity for a future class?
Yes, it was very productive!

Advanced

1. Révision de quelques gestes à montrer (chaque étudiant doit en montrer un)
– Jeu ils font un signe et lancent la balle à quelqu’un qui doit deviner

3. Jeu de l’alibi
⇒ 2/ 3 juges
⇒ Paires qui doivent trouver un alibi
• Distribution des rôles
• 5 min pour trouver un alibi en paires – 5 min
• 1e accusé entre, le partenaire attend dehors
• 2e accusé entre, le partenaire attend dehors
• Etc
• Délibération des juges à l’extérieur
• Verdict

JP S11 ADV Easter

April 21, 2011 /

Class theme/topics discussed:

・Talk about Easter
Each student explained about what Easter holiday is and how they celebrate Easter holiday at home. After that, they have to answer some questions from classmates and I.

・Egg Hunting
This game was not just to find an egg in the room. I hided 10 cards, which is written a word on each card, in Oldenborg. Students had to find all cards by using clue cards and put them in right order to know where the egg was. The egg was in my pocket!

How did you pick this theme?

I really wanted to do an educational/instructional activity like debate under the topic of politics. However, my students did not want to do that. (I heard how they think of debate in Japanese in advance.) So I decided to do a fun activity. Easter was coming soon, I tried to do some activities related to Easter. For some seniors, they are going to go to Japan after graduation. They will need to talk their won culture in Japan. So it became great opportunity for them to think and talk about Easter and their culture.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion, group work (treasure hunting)

How did students react?
When students found a card, I divided them into 3 groups. Each groups wanted to find a cards faster than other groups. So students thought hard and run! They were amazing!!

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

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, students loved to do that.

Why or why not?
From my experience, it is very important for all people to talk about their own culture. I think learning foreign language also brings people awareness of their origin culture and value. Especially, some students are going to go to Japan this year. They will need to have the oppotunity of talking their culture. Easter is not Japanese culture, but I think language residents can make a good lesson plan from American culture like today’s lesson plan.

CN S11 ADV Chinese Rap making

April 21, 2011 /

Chinese pop music and RAP music video making

How did you pick this theme or topic?
Music is an international language and students love to share and learn about Chinese music. In the later project, they also need to review what they have learned in this semester and write a rap song, discuss the video shooting and finally shoot the music video and wrap up the whole piece.

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

How did students react?
good

Did they engage with each other and you?

yes

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

Youtube, flip cameras
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

It’s an interesting topic for students and also they learn a lot in making strictly grammatically correct sentence when they write up the lyrics. They also need to cooperate with others figuring out the scenes for shooting and totally emerge themselves into the Chinese speaking environment.

FR S11 INT/ADV – French gestures

April 19, 2011 /

French gestures

How did you pick this theme or topic?

It’s important to learn all parts of French culture and French people often express themselves with gestures

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

General discussion
game

How did students react?

They reacted very well.

Did they engage with each other and you?

Yes

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

Youtube videos
Slips of paper

Please attach a copy.
Lesson plan: gestures

Would you recommend this activity for a future class?
Yes, it was very productive!

RU S11 INT/ADV Taboo Game (facts/ names/ places)

April 5, 2011 /

Class theme/topics discussed:
Taboo Game

How did you pick this theme or topic?
This type of activity allows checking students’ knowledge of basic places/ dishes/ personalities from the target culture and encourage spontaneous speech.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
PowerPoint presentation.
How did students react? They enjoyed the game.
Did they engage with each other and you?.
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PowerPoint presentation.
Please attach a copy. Presentation1

Would you recommend this activity for a future class?
Yes.
Why or why not?
Works perfectly to keep students alert and motivated and promotes conversation in the target language.

Advanced Russian
Lesson 21
April 5, 2011

Taboo Game: PowerPoint.
One student is sitting with their back to the screen, the others try to explain the words that they see on the screen to make him/her guess them. At the end this student may look at the slide to see all words. Students take turns. Can be played with or without time limit.

Could be improved by adding a second slide after each task-slide with pictures illustrating words in the task. This way at the end of each turn you switch the slide and the student who was guessing and the rest of the class can see the answers with pictures.
(More fun ☺ )

DE S11 ADV Coffee brewing

April 5, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: Apr 5 2011

Class theme/topics discussed:
German “Kaffetrinken” Coffee and cake

How did you pick this theme or topic?
It was a reward for my students for their great project.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I taught my students how to make ice cream coffee and I had a cake for them. So we had the food and were just chatting in German.

How did students react?
They love ice cream coffee.

Did they engage with each other and you?
Yes, everybody was talking a lot.

Would you recommend this activity for a future class?
Yes, as a reward for something they did well.

Why or why not?
It’s something typical German.

RU S11 INT Colloquialisms

April 5, 2011 /

Class theme/topics discussed:
Listening Practice (Video)

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react?
They generally enjoy videos in class.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?
4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

ES S11 INT/ADV Tapas

March 15, 2011 /

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 03/15/2011

Class theme/topics discussed:
SPANISH FOOD: LAS TAPAS

How did you pick this theme or topic?
It is a well-known Spanish tradition and it served as an introduction for the topic of the first Study Break: Spanish gastronomy. Las tapas.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I used a hand out to brainstorm vocabulary and a hand out with three conversation games about food.

How did students react?
Students liked the game. All of them are familiar with the food of any Spanish-speaking country because all of them lived in a Spanish-speaking country last year.

Did they engage with each other and you?
Yes. They talked a lot and they enjoyed the games.

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

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes.

Why or why not?
All of them could talk about it and exchange their personal opinions about food.

Adv14

RU S11 INT Creating a Board Game

March 3, 2011 /

Class theme/topics discussed:
Creating a board game.

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

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Hanout with a scheme for a board game.

How did students react?
They enjoyed the class and asked to have this type of activity again.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a fun and educational break.

Intermediate Russian
Lesson 14
March 3, 2011

Students get a handout with a scheme; the task is to create a board game – of any kind (questions/ tasks/ missions…). If done by the end of the class – we try to play.

ES S11 INT/ADV Playmobil

February 22, 2011 /

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 02/22/2011

Class theme/topics discussed:
Playmobil

How did you pick this theme or topic?
We have the playmobil figures outside and I thought it could be fun to play with them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We had to create stories with the playmobil figures.

How did students react?
They liked it a lot! They thought it was fun.

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

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

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes.

Why or why not?
It was a pleasant and calm class where they talked a lot.

FR S11 INT – asking questions + food

February 10, 2011 /

asking questions
Food vocab

How did you pick this theme or topic?

I wanted to do something fun with them, and 20 questions is a game that allowed them all to speak and learn some new vocab and defend their opinions (why yes and not probably? Etc…).
Also, I wanted them to get started on the vocabulary related to cooking for the project.

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

Handouts

How did students react?

Very well. They liked the game 20 questions and were interested in knowing more words about food.

Did they engage with each other and you?

Yes

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

Game 20 questions on the internet
Game “pairs” to match images and words

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

Would you recommend this activity for a future class?
Yes

Intermediate 2/10

1. game 20 questions
http://www.20q.net/

⇒ Each has to read a question and everyone has to reply

2. 2 feuilles de vocabulaire

3. Food vocabulary

⇒ Game « pairs » where they have to match the image with the word and collect as many matching pairs as they can

RU S11 INT Phraseology to describe people

January 27, 2011 /

Class theme/topics discussed:
Phraseology to describe people

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
They were surprised by some of the idioms that we discussed, which helped them memorize the new expressions.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 4_January 27_Phraseology
Lesson 4_January 27_Stories

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces the students to the basic idiomatic expressions.

Intermediate Russian
Lesson 4
January 27, 2011

1. News.

2. Warm-up: retelling anecdotes from the Internet — Lesson 4_January 27_Stories

3. Vocabulary Practice: Phraseology — Lesson 4_January 27_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning they imply.
– Then they look at the explanations on top of the page and match them with the pictures.

Discussion: are there any similar English expressions?

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