Language Residents

an archive of lesson plans

Tag: Games (page 2 of 6)

ES S15 INT/ADV Treasure Hunting

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 04/15/2015

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

Class theme/topics discussed: Treasure Hunting

Goal of the class: To interact with other students and complete the riddles proposed for “treasure hunting“ activity

How did you structure the class?

  1. Heads-up: Upcoming cultural events
  2. I pair the students and give the instructions for the game.
  3. Treasure Hunting. There were 9 envelopes with 9 different riddles located in different parts of Oldenborg Center (mainly in the Spanish halls, basements and yards. Each envelop corresponded to one letter of the word O L D E N B O R G. Them teams needed to first find the envelopes, and then find the right answer to the riddle proposed. Each team had a handout to write down the answer. Once completed the handout, they had to check with us the answers. The faster team in completing the handout with all the right answers wins.

I collected some chocolate bars for the end.

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.) Handouts, board, and envelops.

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

Students enjoyed the class very much. They liked the fact of getting out of the lounge and moving around. I helped them a bit with the riddles so they could complete most of them in one hour.

How could this class be improved/ modified?

I think it is a great class to break with the routine.

It is important to make clear in the beginning where to look for the different envelops and also to offer some support to each team, so they don’t find it extremely hard. This activity can be adapted to advanced levels.

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.

RIDDLES:

 

3 mujeres entran al hotel y son las 2:45 y le dicen al mesero que necesitan lo mismo que dice el reloj ¿qué necesitan?

 

“Está en la navaja

y está en el cuaderno,

se cae del árbol

antes del invierno.”

 

“Es pequeña como una pera, e ilumina toda la casa, ¿Qué es?

 

¿Cuál es el nombre de niña que termina y comienza por una nota musical?

 

La mamá de Alexander tiene cinco hijos: el primero se llama segundo, el segundo se llama primero, el tercero se llama cuarto, y el cuarto se llama quinto. ¿Cómo se llama el quinto?

 

“Si conduces un autobus con 43 personas, suben 7 personas y bajan 5; paras en Zaragoza y suben 8 y bajan 4; llegas a Barcelona 20 horas mas tarde, ¿cómo se llama el conductor?”

 

“ Llevo dinero y no soy banquero,

de tela o metal, me da igual.”

 

5 personas cazan 5 animales en 5 días ¿cuántas personas cazarán un animal en un un día?

 

 

 

FR S15 INT Famous People

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, January 27th

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

Class theme/topics discussed:
Famous French People

Goal of the class:
– Getting familiar with French celebrities
– Talking a bit about French history and politics through some personalities
– Talking about those French famous in the US

How did you structure the class?

1. Warm-up
Coming CA
What did you do last weekend?

2. Famous People
I give them a list of questions. In pairs, they have to guess which French celebrities it is about. Then, we watch a PowerPoint with the answers. I take time to talk to them about French politics, sports, cinema and music.
I ask them which French celebrities do they know and I list them on the white board.

3. Time’s up
We write different names of celebrities of little pieces of paper. Round 1: a student describes the person without saying the name; the others have to guess; Round 2: the student only say a word; Round 3: the student has to mime the celebrity.

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

We took our time to do the activity, watching videos on Youtube to learn more about those people, what did they do, etc. I also gave them some background about French politics and history. One students was really into sports so he talked about famous French sportsmen.

PowerPoint Famous People

Handout Famous People

ES S15 ADV INT Trivias

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

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

DE F14 INT Christmas and comparative

Language Resident Name: Mirja Schoderer

 Day and Date: Wednesday, 12/03/2014

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

 Class theme/topics discussed: Christmas, comparative and superlative

 Goal of the class: revision of Christmas vocabulary and grammar discussed on Monday, expand on the grammar, short wrap up

How did you structure the class?

Ice Breaker: Christmas cartoon,announcements. How was the week so far, how crazy will next week be (finals)?

Intro: What did we do last time (one of my two students wasn’t there, so the other one gets to broadly summarize)

Activity One: Write all the words you associate with Christmas and winter on the board. Read them out loud and explain the ones the other person doesn’t know

Activity Two: do a word puzzle in which some of those words appear

Activity Three: grammar review – the student who was there on Monday explains the rules of comparative and superlative to the other student. Try to remember the irregular cases. Add one or two extra rules we didn’t talk about last time. Do one or two examples together

Activity Four: “Quartett” à A deck of cards is split among the students – every card has one German dish that is rated in four different categories (adjectives, so they can use the comparative). They put their cards so they can only ever see the top one. The goal is to get your partners cards. The way you do that: You pick a category you think your card has a good rating in and say the category and the rating – the person opposite checks the rating of their card, if it’s lower, he/she has to hand it over, if it’s higher he/she gets their partners card instead.

Activity Five: the students put their three favorite words they learned this semester on the board. Then they write a very short story with those words.

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

Cartoon, whiteboard, quartett game

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

 Activity one was a little slow. They loved the games in the end and went all out on their comparatives.

 How could this class be improved/ modified?

 Have a back up for activity one, make them explain the words they have put on the board

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 F14 ADV Crime

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

 

 

FR S14 INT Masterchef

Language and Section: FR 11

Date: 01/28

Class theme/topics discussed: Masterchef (food and cooking)

Goal of the class:
Review and learn vocabulary about the food
Review the imperative tense
Create a recipe

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

1 Warm-up
I show them a trailer of the French version of “Masterchef”. Who does watch this TV show? What is it about? Do they like to cook? Then, we “play” at Masterchef! (in two teams because I had 4 students)

2 Visual test
This test is only in the French version. When on TV the contestants must guess ingredients just tasting it, here the students have to match a picture of an aliment and its name in French.

3 Pressure test
Students have to put together in order the recipes of famous French dishes (following the indications First, then, finally,…) They also have to transform the infinitive form into the imperative one.
Then, we talk about some other famous French dishes with a PowerPoint (made by a previous LR);

In order to help them, there is a short list of vocabulary.

4 The mystery box
With the ingredients seen during the first test and the verbs used on the recipes of the second test, they have to create their own recipe. It could be a real dish or something crazy they just make up!

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

They LOVED it! For the last test, they created weird dishes with seafood and chocolate. The tests themselves are quite quick, so we had time to talk about food in France. I think it was a good way to review basic vocabulary. Maybe for a future class I should add a fourth test?

powerpoint les plats français

vocabulaire aliments

6 Masterchef

DE S14 ADV/INT Use grammar and guess your classmate

Date: 02/20/2014

Class theme/topics discussed: adjectives + qualities 

Goal of the class: guess your classmate, use grammatical constructions to give reason 

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

–        Activity 1: students got a piece of paper and had to write down three things about themselves, using adjectives

–        The paper was collected and read out

–        Students had to guess who they were and say why

–        Activity 2: Definitions

–        One student left the room while the rest looked up a random word in a German dictionary. Each class member had to come up with a random definition of the term, one student had the right one.

–        The one student was called back, saw the word written on the white board, and had to guess which definition was the right one and say why.

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

White board,  

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

It was a lot of fun, students really enjoyed it.

How could this class be improved/ modified?

—–

FR F13 INT Speech Game

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.

DE F13 INT Gaming and its dangers

Intermediate German Conversation

Date: 11/19/2013

Class theme/topics discussed: gaming and its dangers

Goal of the class: talk about gaming habit and discuss potential dangers

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

–  I asked students what kinds of games they liked to play

–  I tried to make students talk about their favorite games and playing habits, present and past.

–  What are the advantages of board games, what are those of computer games?

–  I asked student about what they preferred. We also looked up videos on youtube which would give us an impression of the games students named. I also asked what exactly they liked about the respective games.

–  We watched a 9 minute long video about computer games and their potential connection to violence and gunman incidents at school

– We discussed the topic and the very complicated and difficult implications

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

TV screen, computer, white board

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

Even though the discussion became pretty difficult and abstract, students did a very good job.

How could this class be improved/ modified?

The problem was that both students were not really computer game players so at certain points I was somewhat hanging and had to improvise to keep the class flowing. However, I think this is a danger due to a small class.

CN F13 INT Cards against Humanity

Class theme/topics discussed:
Cards against Humanity

Goal of the class:
Learn Chinese through playing the most fashionable game

Structure of the class (unless you attach your lesson plan below):
1) Learn all the scenarios in Chinese
Distribute handout with new words
Students work in pairs to learn these words
Play taboo game to memorize them
2) Play the games:

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

What worked well in this class? What did not work?
Students loved this game. They wanted to play it for another time. It was a lot of fun. The only problem is that I had to prepare for cards for hours.

How could this class be improved/ modified?
None

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

爸爸,妈妈为什么哭?
Dad, Why is Mom crying?

我的父母不想让我知道的一件事儿是:____________
What are my parents hiding from me?

我的身体不舒服,怎么了?
I do not feel very well, what happened?

我从墨西哥带回了____________
What did I bring back from Mexico?

我从泰国带回了____________
What did I bring back from Thailand?

如果我很穷,我会卖____________。
If I become really poor, I will sell____________.

如果我中了彩票,我会买100个____________
When I win lottery, I shall buy 100 ____________

1000年以后,人们不用钱买东西了,用____________买东西。
In 1000 years, when paper money is a distant memory, we will pay for goods and services by ____________.

白人把____________带给了美国印第安人,他们的生活改变了。
Life for American Indians was forever changed when the White Man introduced them to ____________

____________让奥巴马放松。
What helps Obama unwind?

Lady Gaga晚饭吃____________
For dinner, Lady Gaga usually eat____________

007,在杀你以前,我要给你看:____________
But before I kill you, Mr. Bond, I must show you ____________

你非常饿的时候,你会吃____________
When you are really hungry, what will you eat?

你不想在你的中国菜里看到 ____________
What don’t you want to find in your Chinese food?

人越老,____________就越好。
What gets better with age?

老年人闻起来像 ____________
What do old people smell like?

天堂里有非常多的____________。
What’s there a ton of in heaven?

最浪漫的情人节礼物是____________
The most romantic gift for Valentine’s day is ____________

恐龙灭亡的真正原因是____________
The real reason that dinosaur become extinct is____________

RU S13 ADV Cards against humanity

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

 Date:  04/16/13

 Class theme/topics discussed: Cards against humanity

 Goal of the class:

–        To make our own cards for the game and to play it

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

–        Casual talk with the students;

–        Asking students whether they know the game ‘Cards against humanity’;

–        Students explain the rules of the game;

–        Each student imagines about 10 questions for the game and writes them down on the draft ;

–        Each student shows his/her questions to the teacher and they correct them together ;

–        Students write down corrected questions on the cards;

–        Playing the game.

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

–        cards

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

Students had a chance to apply their imagination while creating those cards. It was a good practice to write in Russian. I corrected their mistakes with them. The game went really well: we laughed a lot since it was personalized. And even though it was just a game, it had a deep educational moment in it. Students had to read in Russian and to come up with the funny answers, which involved a lot of improvisation and spontaneity. Moreover, they also had to change the words’ endings so it would be the proper grammar. The game could be used by another language resident with other groups of students.

 How could this class be improved/ modified?

Everything worked well so I wouldn’t change anything.

 

 

 

 

 

 

RU S13 ADV Future and advice

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

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

CN S13 INT Cards against Humanity

Date: April 11, 2013

Class theme/topics discussed:
Cards against humanity

Goal of the class:
Make the students talk and practice their speaking skills.

Structure of the class (unless you attach your lesson plan below):
1. Handout: learn new words all together.
2. Play the game.
3. Write the new words to white board and practice them.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Cards.
(I translate them from the English Version.)

What worked well in this class? What did not work?
Students learnt some new words. Also they love this game.
They talked a lot during the class. They wanted to play it for another time. Maybe we will do it next Tuesday again.

How could this class be improved/ modified?
None

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

Break up 分手
Reason 原因
Coal 煤
Santa Claus 圣诞老人
President 总统
Create 设立
Can not sleep 睡不着
Heaven 天堂
relax放松
comfortable舒服
lottery 彩票
Hungry饿
poor可怜
dinosaur 恐龙
become extinct灭亡
romantic浪漫
情人节
gift礼物
secret秘密
power能力
superhero 超级英雄
trouble麻烦
need需要
suggestion建议
dinner 晚餐
forget忘记
smell闻起来
lie骗人

RU F12 INT Relay race

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.


FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

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

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

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

Guess My Life

DE S12 INT/ADV M&Ms game

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

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)

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”

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!!

JP S11 INT/ADV Riddles, Truth, Lies

Class theme/topics discussed:

1. Warm up activity: Japanese Riddles
I picked up several riddles from the books of Japanese Lounge and wrote down them on the cards. One student read aloud them and others answered the riddles.

2. Talk about two truth and one lie
Students thought of three stories: two of them were true experience and the other was lie. After making them, students shared the stories with classmates. Classmates had to guess which story is lie. They can ask some questions to judge.

How did you pick this theme or topic?
I wanted students to know much about how they express their feeling and experiences. So I decided to do this activity. I thought if students just talk about their experience, it would be boring. I let them include the lying stories to make the class fun.

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

How did students react?
Sometimes this activity was a little bit difficult for some of them when they tried to explain their story in detail. However, they loved to do this activity.

Did they engage with each other and you?
Sure!! All of them tried to make funny stories. Even though sometimes they have troubles in using Japanese, they tried to rephrase what they wanted to say. That was great!

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, it would be fun in any levels.

Why or why not?
Talking about myself is one of significant goal when people learn foreign language. I think instructors let students talk a lot much more about themselves in many ways. Telling a truth and lie would be one of great ways to facilitate students’ conversation.

DE S11 ADV Soccer

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

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

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.

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