Language Residents

an archive of lesson plans

Category: Games and Ice-breakers (Page 5 of 8)

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

FR S11 ADV – introductions

January 20, 2011 /

Introductions #2

How did you pick this theme or topic?

Second class, so I wasn’t sure whether there would be more or less students, I didn’t want to start doing something with students who might drop the class the following week, or who might not be enrolled yet.
I also wanted them to know each other better.

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

Chart to fill out with names
General discussion

How did students react?
They were really talkative and reacted very well, moving around the classroom and asking questions to each other. They had so much to say about it that we didn’t have time to do the second game I had planned.

Did they engage with each other and you?
Yes, they were willing to talk and seemed to enjoy being able to do so. I didn’t have to push them.

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

Handout with the chart they had to fill out

Please attach a copy.

Would you recommend this activity for a future class?
Yes, it was nice getting to know them more.

Advanced

1. Explain the game: the students need to fill out the chart with as many names as they can in the allotted time

2. Leave them 10 minutes to do so

3. Discussion about the results: who got the most names? Who has been to France, where, when? … 15 min

4. 2nd game: 2 truths and a lie – 30 min
• explain the rules: they need to tell two truths and a lie and the other students need to find which sentence is the lie.

FR S11 INT – introductions

January 20, 2011 /

Introductions #2

How did you pick this theme or topic?

Second class, so I wasn’t sure whether there would be more or less students, I didn’t want to start doing something with students who might drop the class the following week, or who might not be enrolled yet.
I also wanted to keep on getting to know them.

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

Game 2 truths and a lie
Video on youtube

How did students react?
Well

Did they engage with each other and you?
They engaged with me when we played the game because they had to write the sentences on the white board which allowed us to see what was wrong in them and correct their mistakes. They also engaged with each other when making up stories.

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

White board

Please attach a copy.

Would you recommend this activity for a future class?
Yes, it was nice getting to know them more, and play a game!

Intermediate 1/20

1. Plans for this weekend?

2. 2 truths and a lie

→ have to come up and write 2 truths and a lie about themselves
→ i start and then everyone writes it on the white board

3. winter break

→ they have to draw something related to their break
→ then we mix up the papers
→ each of them has to draw a paper and describe it to the people and imagine what the story behind it is
→ the one who drew it has to talk about it and explain why he drew it

JP S11 ADV Introductions

January 18, 2011 /

The first day of class. Students introduced each other and talked about their winter vacation.

Class theme/topics discussed:
Introduction
-explaining about this conversation class (including sign up)
-self-introduction
-talking about winter vacation (question and answer)

How did you pick this theme or topic?
Since today is the first lesson in this semester, I just did introduction of the class and some activities to get to know each other.

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

How did students react?
Some students came back from Japan. They seem to be happy talking in Japanese again.
All students have a desire to talk in Japanese fluently.

Did they engage with each other and you?
YES!!

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

Please attach a copy.

Would you recommend this activity for a future class?
The first class always needs self-introduction and question and answer session.

Why or why not?

FR SP11 LP Adv – Introductions

January 18, 2011 /

This was the first day of class. The students introduced each other.

Class theme/topics discussed:
Introductions

How did you pick this theme or topic?

It was the first class, so I wanted to get to know the students and I also wanted them to get to know each other since they were going to spend the semester together.
I also wanted to hear them speak to see their level.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I introduced myself with a powerpoint presentation – I thought it was a nice way for them to get to know me, with funny pictures – then I gave them the sheet of rules that we read together.
They were 9 so I decided to make them interview another student for 10 minutes and then introduce her partner to me and the class.
We then had a discussion about what interested them.

How did students react?
Good! They were talkative right from the start and I knew some of them so I guess it was easier for them to talk.

Did they engage with each other and you?
Yes, they had to interview each other so they talked for 10 minutes in French to each other and then made a summary of the information they managed to gather about their partner.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Policies
Handout with questions to ask
Powerpoint presentation

Please attach a copy.

Would you recommend this activity for a future class?
Yes, it was nice getting to know them and evaluating their level in French.

Why or why not?

Advanced 01/18

– ask students if they are not Pomona College students
→ if so, take their student ID number

– Read the agreement

Présentations

1. Ma propre présentation – 5 mn
– Powerpoint
– Cours de conversation
– Table Française
– Study Breaks

2. Lecture des règles – 5 mn
– Chacun à leur tour lisent un passage
– Explication si nécessaire en anglais

3. Leur présentation – 15 mn
– Un étudiant se présente à un autre : nom, age, classe, bâtiment, originaire de…, études à Pomona (et antérieures ?), étude du Français, passions, voyages en France
– Vice-versa

4. Résumé – 15 mn
– Chacun doit dire quelques phrases sur un autre

5. Ce qu’ils voudraient apprendre ou faire dans le cours

Questions à poser – en paires
Pose ces questions à ton camarade, et écris les réponses.
Puis présente ton camarade aux autres étudiants.

1. Comment t’appelles-tu ?

2. Quel âge as-tu ?

3. D’où viens-tu ? (état, pays…)

4. De quel campus viens-tu ? (Pomona, Scripps…)

5. Où habites-tu sur le campus ?

6. En quelle année es-tu ?

7. Qu’est-ce que tu étudies ? (spécialisation, sous-spécialisation, etc…)

8. Quels sont tes loisirs ? (sport, musique, art…)

9. Es-tu déjà allé(e) en France ?
– Où ?
– Quand ?
– Combien de temps ?

10. As-tu étudié d’autres langues ?
Pomona Detail Map

DE S11 INT Intro + Games

January 18, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 18th Jan 2011

Class theme/topics discussed:
Class requirements
Playing Taboo

How did you pick this theme or topic?
First day of class

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts for the requirements
Game (cards+board) for taboo

How did students react?
They like the game

Did they engage with each other and you?
Yes

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

Would you recommend this activity for a future class?
Yes

Why or why not?
Creates fast speech.

DE F10 INT Final Class

December 7, 2010 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 7th Dec 2010

Class theme/topics discussed:
It was the last class this semester, so I asked my students how they liked it and what classes they liked best. Also I gave them some feedback about how they were doing and how they improved.
After that we played Taboo

How did you pick this theme or topic?
I wanted to do something fun with them for the last class

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I let one of the students explain the game and then we played it together.

How did students react?
They liked it.

Did they engage with each other and you?
Yes

Would you recommend this activity for a future class?
Yes

Why or why not?
The game created a lot of talk

RU F10 INT A Song – Viktor Tsoi “Kogda tvoya devushka bol’na”

December 2, 2010 /

Class theme/topics discussed:
Listening Practice: a song by Viktor Tsoi
Evaluation

How did you pick this theme or topic? Students were interested in Russian popular songs.

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

How did students react? They enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, youtube.com
Please attach a copy. Lyrics for the song with blanks.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is an efficient listening exercise, and it provides a springboard for the discussion.

Intermediate Russian Conversation
Lesson 27
December 2, 2010

Listening Class

1. Students listen to a song without a handout with the lyrics.
We discuss what they understood: what is the song about?..

2. Students get a handout with the lyrics, where they have to fill in the blanks.
If needed, they listen to a song twice.

3. Reading and translating the lyrics. Checking the blanks.

4. Discussing the singer/song: did they like the song? Why/ why not? Do they know anything about this singer? What Russian music do they know?..

RU F10 INT Malysh i Karlson – Cartoon

November 18, 2010 /

Class theme/topics discussed:
Watching a cartoon: Малыш и Карлсон – часть 1

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, general discussion.

How did students react?
They liked the cartoon.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, video.
Please attach a copy.
Lesson 24_Nov 28_Junior and Karlsson Questions

Would you recommend this activity for a future class?
Yes.
Why or why not?
This cartoon is part of cultural background that almost every Russian person has, so it is important to introduce the students to it.

Intermediate Russian
Lesson 24
November 18, 2010

1. Warm-up: News of the day

2. Introduce the cartoon: who? When? Where? Etc.

3. Watching the cartoon

4. Questions:

– Персонажи мультфильма: кто они? Какие они?
– Что происходит в этой серии?
– Общее впечатление.

DE F10 INT Sports

November 11, 2010 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 11th Nov 2010

Class theme/topics discussed:
Sport (in Germany)

How did you pick this theme or topic?
Everybody knows something about sport, so everybody can say something about this topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave the students pictures of the most popular German sports and asked them what they know about them and what rules there are. We listed up some new vocabulary on the white board. After that each of my students explained the rules for their favorite sport.
Finally, we played crab soccer for 5min.

How did students react?
Liked the topic and talking about their sport

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Pictures of the different sports.

Would you recommend this activity for a future class?
Yes

Why or why not?
Explaining the rules of different sports produced a lot of talk, was interesting/informative and students liked it.

CN F10 INT/ADV Voice thread

November 4, 2010 /

Voice thread I

How did you pick this theme or topic?

Students learned movie related vocabulary and then they need to make their own movie riddles.

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

General discussion, group work
How did students react?
They are very excited to shoot their own movie riddles!

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Digital camera, make-up
Please attach a copy.

Would you recommend this activity for a future class?

Yes.
Though it’s a lot of work, it is a pretty good opportunity for students to learn, to review and to create.

Movie Riddles

Movie I
Home Alone
3 pictures
Movie II
Harry Potter
4 pictures
Movie III
Matrix
3 pictures
Moive IV
Star War

ES F10 INT/ADV Jeopardy

October 26, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/26/2010

Class theme/topics discussed:
Jeopardy

How did you pick this theme or topic?
We’re getting close to the end, so I thought it would be fun to see how much they have learned by doing it in a fun way, playing Jeopardy!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I split them into groups and we played following the general rules of Jeopardy.

How did students react?
They loved it.

Did they engage with each other and you?
Yes, they did, they love competition.

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

Please attach a copy.
–

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

Why or why not?
They learned a lot during the whole semester, this was a good way of seeing this.

Int22-JeopardySP

CN F10 ADV Movie Shooting

October 14, 2010 /

Class theme/topics discussed:

Project movie shooting I

How did you pick this theme or topic?

Students learned movie related vocabulary and then they need to make their own movie trailer.

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

General discussion, group work
How did students react?
They are very excited to shoot their own movie!

Yes.

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

Would you recommend this activity for a future class?

Yes.
Though it’s a lot of work, it is a pretty good opportunity for students to learn, to review and to create.

Zomibe Movie

(Narrative in Chinese with English subtitles):
This winter…the best movie in your life…Zombie Movie
Scene01:
A movie of a party
Scene02
A movie of Action: run from party and zombie chasing
(Shooting plus: +Speak in Chinese!)
Scene03:
A movie of love
Scene04:
A movie of choice
Scene05:
A movie of languages (thriller & Speak in Chinese!)
Scene06:
A movie of strategies
Scene07:
A movie of horror
(Narrative in Chinese with English subtitles):
This winter…the best movie in your life…Zombie Movie

RU F10 INT Invitations, Requests

October 12, 2010 /

Class theme/topics discussed:
Invitations, Requests

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 engaged actively in the activities and produced a lot of situational examples of the expressions that were discussed in class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts, questions and a deck of cards for the conversation game.
Please attach a copy.
Lesson 14_Oct 12_Requests Invitations

Would you recommend this activity for a future class?
Yes.
Why or why not?
Brings a communicative aspect to class syllabus, providing students with vocabulary and expressions that can be used directly in a conversation.


Занятие 14

1. News of the day – 5 min.

2. Handout – Просьбы.

Ex. 2A – rank the expressions from the most direct (1) to the least.
Discuss the use of these models of requests/invitations/suggestions in the context.
Give your examples – short role-play (Q&A) for each model.

3. Conversation Game
Before the activity – show a deck of cards, intoduce the words
Карта – карты
Колода

One students reads out loud the rules of the game (in the handout below the table).
Introduce the words – вытянуть (карту/ билет на экзамене и т.п.)
Look at the table and discuss the terms used there – suits, etc.
Introduce the words – пики/ черви/ крести/ бубны и туз/ король/ дама/ валет, etc.
Go first to give an example ☺

RU F10 INT/ADV Driving + Personality Quiz

October 5, 2010 /

Class theme/topics discussed:
Driving
+Personality Quiz

How did you pick this theme or topic?
It’s an efficient activity with lots of vocabulary in the task.

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

How did students react?
They liked the activity.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts, Internet, laptop, TV screen.
Please attach a copy. Handout from : В пути…, p. 239, ex. 9-40.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is highly motivating and it encourages active language use, combining reading, comprehension, and conversational skills.
But the activity is more suitable for a one-student class – since the quiz is taken online. Though it could be modified for larger classes – up to four students, with each student reading out and answering one question – and others could compare their answers…

Intermediate Russian
Lesson 11
October 5, 2010

1. News of the day (5 min.)

2. Handout – reading the words out loud. (5 min.)

3. Online quiz: http://testoteka.ukr.net/personality/test/97/ (30 -40 min.)
The student reads out the question and possible answers, chooses an answer and comments on it.
Then we read and discuss the results.

4. If time: discussion – driving experience
1) Когда вы начали водить машину?
2) Как вы научились водить машину?
3) Вы предпочитаете ездить на машине или на общественном транспорте?
4) Вас когда-нибудь штрафовали? За что вам приходилось платить штраф?
5) Что нужно сделать, чтобы получить права в США?
Etc.

FR F10 INT/ADV – famous people (games)

September 30, 2010 /

Games about famous people

How did you pick this theme or topic?

They were very tired and I wanted them to practice French and have fun at the same time

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

games

How did students react?

They reacted 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
tape

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

Would you recommend this activity for a future class?
Yes

09/30/10

Intermediate

1) Game #1

I pick a name

– Each group has to ask three questions (3 rounds)
– Then they have to write down the name of the person they think I am
– 1 point for each good answer + 1 for the good spelling

Marion Cotillard
Zinédine Zidane
Nicolas Sarkozy
Tony Parker
Edith Piaf

2) Game #2

Chacun choisit une personne célèbre et écrit son nom sur un papier puis le colle sur le front de son voisin. Le but est de poser des questions avec OUI ou NON comme reponses possibles, et de decouvrir qui on est.

– Option 1
En cercle, chacun a son tour pose une question. Si la reponse a la question est OUI, ils peuvent continuer a poser des questions, si c’est NON, on passe au suivant.

– Option 2
Tout le monde se leve et pose une question a n’importe qui. Si la reponse est OUI, on peut continuer a poser des questions a la personne a qui on parle. Si c’est NON, on doit trouver une autre personne a qui poser des questions.

RU F10 ADV Technology. Strange Inventions

September 23, 2010 /

Class theme/topics discussed:
Technology

How did you pick this theme or topic?
I wanted to try new activities for conversation class.

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

How did students react?
They enjoyed the class.
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 8_Sept 23

Would you recommend this activity for a future class?
Yes.
Why or why not?
Activities are fun, which allows to get students motivated and encourage conversation.

Advanced Russian
Lesson 8
September 23, 2010

1. Story Bag Activity

Students get each a bag with five random objects in it. Objects have no relation to each other. The task is to make up a story (ORALLY!) that includes all objects.

2. Strange Inventions

Students are given pictures of Heath Robinson and Rube Goldberg’s inventions and are asked to pick up one and describe the device/ mechanism and how it functions.
Lesson 8_Sept 23

Then they have to decide on the winner in the nomination for usefulness and for creativity.

Students are asked to design their own device – draw it and explain its functions.

3. Discussion:

If you could use only one device of these three (telephone, computer, car) for the rest of your life, what would you choose? Why?

What device/ invention is the most important in your life?

How have technologies affected our lives? (for example, cell phones?)

JP F10 INT/ADV Games

September 21, 2010 /

Class theme/topics discussed:
-Playing a daily Japanese Karuta
-Game: Fruit Basket

How did you pick this theme or topic?
Students need to know basic words and expressions. Through playing the games, I wanted them to know the vocabulary and expressions in everyday life. Karuta and Fruites Basket gave students a great chance to raise interactions among friends too.

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

How did students react?
They seemed to enjoy very much.

Did they engage with each other and you?
YES.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Karuta was downloaded from “Daily Living Japanese”. (I attach its PDF.)

Please attach a copy.
N/A

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

Why or why not?
It is very good activities for quiet students to use Karuta and game (Fruit Basket) in order to develop their vocabulary and speaking ability.

daily living Japanese

RU F10 INT A Song (Naik Borzov – Loshadka)

September 16, 2010 /

Class theme/topics discussed:
Listening Practice

How did you pick this theme or topic?
Previous semester materials.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Playing the song with the video on the screen, handouts.

How did students react?
They always enjoy songs 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, Internet (Youtube.com).
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is both entertaining and educating, so it provides high motivation and interest in the task.

Intermediate Russian
Lesson 6
September 16, 2010

Найк Борзов. Лошадка

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

1. I introduce the song saying that this song was released several years ago and that to be allowed to put the song on the radio they had to remove one word from it. We will try to guess what this word is. + explain the slang meaning of the title

2. Students listen to the song without the transcript, then we discuss what they understood, what the possible story is, etc.

3. They get the transcript with the words missing; the song is played twice.
Lesson 6_Sept 16_Лошадка

4. We read out the text in turns and translate it.

5. Students try to guess what word was removed from the song on the radio and why.

6. Students share their impressions on the song.

FR F10 INT – Festival d’Avignon + game “jeu de l’oie”

September 14, 2010 /

Festival d’Avignon + Game Jeu de l’oie

How did you pick this theme or topic?

I wanted them to see what the festival was in my city, and to show different performances so they could learn some cultural things. I also wanted to keep playing the game we had started because it was a good way to make them speak and to know more about them.

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

Youtube video
General discussion
game

How did students react?

They reacted well. They were interested in the videos and had quite a lot to say about their own experience in festivals/concerts. They liked playing the game too because the questions they had to answer were interesting.

Did they engage with each other and you?

Yes.

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

Video on youtube
Board game that I printed out

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 9/14

1. Warm-up – their weekend

2. Expression du jour

3. Youtube videos
Festival d\'Avignon
Festival #2

4. Their own experience?

5. Game: Jeu de l’oie

FR F10 ADV – game “gossip”

September 9, 2010 /

Game (gossip)

How did you pick this theme or topic?

It was the end of the 2nd week, I figured they might feel a bit down so I decided to play a game to do something fun with them.

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

General game

How did students react?
They reacted well and I think they liked changing details and then laughing about them with their class mates, but while playing, I had some trouble keeping everyone going at the same rhythm (some were faster or slower than others to tell stories and take notes).
They also loved the video about the little French girl!

Did they engage with each other and you?
They engaged with each other since they had to tell the stories to each other.

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

Sheets of paper
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes, but I would time them and make them switch more rapidly to keep a good pace and prevent the faster ones from getting bored and waiting.

Advanced 09/09

1. Expression – 5 min

2. Gossip – 40 min

• Les étudiants se mettent en paire
• 1 etudiant de chaque paire écrit 5 phrases à propos de ce qu’il/elle a fait cet été
• Puis, il se tourne vers son camarade et lui raconte ces 5 phrases. Le camarade prend des notes
• Puis, le partenaire change un détail (mot, lieu, personne) et le raconte à son autre camarade de gauche ou droite
• Le jeu se termine quand toutes les histoires ont fait le tour
• Puis chacun partage la dernière histoire qu’il a entendu
• la personne concernée doit raconter la vraie histoire
• tout le monde discute de laquelle est la plus drole

3. Video capucine – 5 min
http://www.youtube.com/watch?v=CVJWKdrqWKg&feature=related

FR F10 INT – game “jeu de l’oie”

September 9, 2010 /

Board game “jeu de l’oie”

How did you pick this theme or topic?

I found this board game on the internet and I just thought that it would be a nice way for them to talk about themselves while playing and getting to know each other – also, they were only 5, so not too many, not too few.

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

Board game that I printed out

How did students react?
They reacted well, I think they liked talking about themselves and getting to know each other through a funny way.

Did they engage with each other and you?
They engaged with me and the others when replying to the questions asked by the board game and also when replying to questions asked by other class mates who wanted to know more about what they were discussing.

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

Board game (printed out)

Please attach a copy.

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

Why or why not?

Students like to play and do fun stuff – we didn’t even go till half the board game!

09/09 Intermediate

1. Expression – 5 min
2. Tongue twister – 5 min

Je sais qui je suis et si je sais qui je suis, qu’est-ce que je suis ?

3. Jeu – 40 min
Jeu de l’oie

JP F10 ADV Tongue twister, Games

September 9, 2010 /

Class theme/topics discussed:
– Japanese traditional Tongue Twister (Uirouri, Jugemu)
– “Who am I?” game
Procedure:
1) Write some person/animal/job on the post-it.
2) Pass it around and put it on forehead.
3) Ask something to guess “who am I?” with yes-no question.
– Yamanote line game
Procedure:
1) Decide the topic (Our themes were “Japanese foods” and “country”)
2) Answer related words about the topic while clapping to beat. Don’t say same
words again.

How did you pick this theme or topic?
A student asked me to do games or something fun more in the class. So I did a lot of games. And I thought students should remember much more vocabulary.
These games are really good to remember or learn vocabulary.

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

As for Jugemu, I gave handouts to students.

How did students react?
It was difficult for them to understand the meaning of old language twister.
They really enjoyed games. Both games help students to enhance their vocabulary.

Did they engage with each other and you?

Yes, they tried to use many Japanese words through games.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes, but I recommend just two games.

Why or why not?

As for traditional tongue twister, it is a little bit difficult for students to practice and understand the meaning. The games help students to get to know each other and enhance their vocabulary.

RU F10 INT My Day

September 9, 2010 /

Class theme/topics discussed:
My Day

How did you pick this theme or topic?
In connection with classes in Mason.

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

How did students react?
They were asking additional questions concerning the meaning of some words and their usage, and they participated actively in class.
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. See below.

Would you recommend this activity for a future class? Why or why not?
Yes. It combines a vocabulary learning exercise with conversation practice, thus enabling students to learn the language actively instead of reproducing what they already know.

Intermediate Conversation
Lesson 4
September 9, 2010

1. Word of the day: БОТАНИК
Write the word on the board and ask the student to guess what part of speech it is and then what the meaning is.

Read the handout with explanations and examples.

Lesson 4_Sept 9_Word of the day_Ботаник

2. Practice the My Day vocabulary
Charades game: a student draws a card with a picture of some action and shows it. The others guess, the one who guessed gets to show the next expression.

Lesson 4_Sept 9_Review Game_My Day

3. Reading “Расписание бездельника” (A Procrastinator’s Schedule)
Translating/ discussing
Attention to expressions: полазить в Интернете, перерыв на кофе/ чай.

Lesson 4_Sept 9_Расписание бездельника

4. Tell a story of your day of procrastination (Один день из жизни бездельника).

FR F10 ADV – song “Shy’m”

September 7, 2010 /

song + tongue twister

How did you pick this theme or topic?

Music is always a good topic because students like listening to songs and it’s also a good way for them to practice their listening skills. They also like to know more about the music culture of France, or what is famous at that moment.

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

General tongue twister
Handouts
Work in pairs

How did students react?
They reacted well and liked the tongue twister game. I think they didn’t feel ashamed of making mistakes since tongue twisters are done for this. It’s also a good pronunciation exercise.
As for the song, I think they liked knowing what was on the radio this summer.

Did they engage with each other and you?
They engaged with each other for the part about creating a story about the song.

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

White board
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Why or why not?

Music always works

Advanced 09/07

1. Expression du jour – 5 min
→ slips of paper, someone has to take one and read, one has to write it down, the others have to guess

2. Tongue twister

Je suis ce que je suis et si je suis ce que je suis, qu’est-ce que je suis?

→ everyone stands up and says the sentence one after the other. The one who makes a mistake has to sit down. Then we do it again faster till there’s only one left.

3. Song = 20/30 min
Shy’m
Shy’m (lyrics)
• 1 ecoute, discussion
• 2e ecoute, fill in the blanks
• 3e ecoute, fill in the blanks
• correction
• 4e ecoute + video

• Discussion
→ what do you think of this song
→ do you know Shy’m?
→ what’s you favorite style of music?

4. Creation” of a video in pairs – 20 min

→ work in pairs
→ then make a summary to the class

RU F10 ADV Gossip

September 7, 2010 /

Class theme/topics discussed:
Gossip.

How did you pick this theme or topic?
It’s a free-designed conversation motivating activity where students cannot avoid talking ☺

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

How did students react?
They talked a lot and seemed to like it.

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 3_Sept 7_Gossip-1

Would you recommend this activity for a future class? Why or why not?
Yes, I would. Students as a rule enjoy games, and this one, encouraging creative use of the target language and giving enough freedom to the students in the task, provides efficient practice.

Advanced Conversation
Lesson 3
September 7, 2010

1. News of the day.

2. Word of the day – до свадьбы заживёт.
Write on the board, ask to try and guess the meaning. Then after writing down their versions on the board and voting for them, distribute the handout Lesson 3_Sept 7_Word of the day. Read and discuss.

3. Word СПЛЕТНИ On the board. Ask if they know the meaning. Ask to form a verb and a noun (СПЛЕТНИК/ СПЛЕТНИЦА; СПЛЕТНИЧАТЬ).

For the following part of the lesson see the attached file.

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