Language Residents

an archive of lesson plans

Tag: Games (Page 4 of 6)

RU S11 INT Asking for a Favor. Discussion Game

January 25, 2011 /

Class theme/topics discussed:
Asking for a favor.
Conversation Game.

How did you pick this theme or topic?
Making polite requests is a basic language skill that student need in their everyday communication.
It’s a fun activity that promotes free discussion in class and imitates a journalist’s interview.

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

How did students react?
They seemed to enjoy the activity and the questions, and although their language is often rather limited to fully express their opinions, they were actively sharing ideas, commenting on each other’s answers and participating in a discussion. Strangely, the discussion in the Intermediate class turned out to be livelier than one with the Advanced group.
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_Jan 25_Favor
Lesson 3_Jan 25_Vocab Revision
Lesson 3_Jan 25_Discussion Questions

Would you recommend this activity for a future class? Why or why not?
Yes, the Asking for a Favor part is crucial in everyday communication.
And the game imitates a situation of real-life conversation and requires presenting and supporting personal opinions on various broad issues.

Intermediate Russian
Lesson 3
January 25, 2011

Before the class – expression of the day on the board: ТЕРПЕТЬ НЕ МОГУ

1. News of the day.

2. Vocabulary revision (words and expressions introduced at our last class) – distribute the handout Lesson 3_Jan 25_Vocab Revision

3. Expression of the day: explain, translate, give examples:

– Я терпеть не могу холодец. / Я терпеть не могу вставать рано утром.
Students give examples.

4. Asking for a favor: distribute the handout Lesson 3_Jan 25_Favor, let them look at it while you’re explaining. Students read out loud the examples.
Then make them ask you/ each other for a favor using different models.

5. Game (cut in strips the handout Lesson 3_Jan 25_Discussion Questions) – students draw questions from a pile and discuss them sharing their opinions/ experiences. Before starting the activity, tell that the questions are random and that students should imagine themselves being interviewed for a magazine/ show.

RU S11 ADV Discussion Activity

January 25, 2011 /

Class theme/topics discussed:
Free discussion based on given questions.

How did you pick this theme or topic?
It’s a fun activity that promotes free discussion in class and imitates a journalist’s interview.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.
How did students react?
They pondered more on some questions, but as a rule they were willing to share their thoughts and opinions on at least a couple of them.
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_Jan 25_Discussion Questions

Would you recommend this activity for a future class? Why or why not?
Yes, it imitates a situation of real-life conversation and requires to present and support personal opinions on various broad issues.

Advanced Russian
Lesson 3
January 25, 2011

1. News of the day.

2. Vocabulary revision (vocab from last class) – distribute the handout “Vocab Revision”.

3. Game (cut in strips the handout “Discussion Questions”) – students draw questions from a pile and discuss them sharing their opinions/ experiences. Before starting the activity, tell that the questions are random and that students should imagine themselves being interviewed for a magazine/ show.

RU S11 INT/ADV Introductions. About Yourself

January 18, 2011 /

Class theme/topics discussed:
Getting to know each other. Class requirements.

How did you pick this theme or topic?
N/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion, ice-breakers.

How did students react?
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
The ice-breakers work well, especially if you start by modeling their answers with your own example.
Why or why not?
Games are a fun way to start off the semester and build a team.

Intermediate/ Advanced Russian
Lesson 1
January 18, 2011

1. Welcome to class: introducing the class and myself, students introduce themselves.

2. Requirements for the class.

3. Students’ expectations – what do they expect from this class? How do they think the class will be designed? Etc.

4. Life-Line activity:
Each student is given a long sheet of paper to draw their lifeline on; when everyone is ready, they exchange their drawings and introduce each other.

5. About Me Picture: students draw a picture that represents or gives hints on their interests/ origins/ work/ likes and dislikes/ etc. They show their pictures to class, the others try to guess what the picture is supposed to represent. Feedback from the one who drew it.

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

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.

JP F10 ADV Project, Paper Balloon

October 26, 2010 /

Class theme/topics discussed:
-Making a script for making a video
-playing outside with Kamihusen (Japanese papered balloon)

How did you pick this theme or topic?
Making a script is needed for video shooting.
Since students made a script earlier than I expected, I took students to outside and played with Japanese papered balloon.

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

Drama in Japanese

How did students react?
They seem to enjoy performing their roles.

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.
N/A

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

Why or why not?
The project is required in the conversation class. Students really enjoyed playing with Kamuhusen. It was their first time to play with it.

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

RU F10 INT Realities of Life in St. Petersburg (jokes); Life on Campus

October 14, 2010 /

Class theme/topics discussed:
Reading practice
Life on campus

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 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.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

Intermediate Russian
Lesson 15
October 14, 2010

1. News.

2. Warm-up: “On the Spot” game – a student has to ask as many questions as possible in one minute. For the handout, see file Lesson 15_Oct 14_Game in the Visuals folder.
Lesson 15_Oct 14_Game

3. Reading the text «Ты живёшь в Петербурге, если…»
Translation.
Lesson 15_Oct 14_St. Petersburg Jokes

4. Writing a short text “Ты понимаешь, что живешь в колледже, если…”

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 ☺

JP F10 INT/ADV Crossword Puzzle, Onomatopoeic Expressions, game

September 30, 2010 /

Class theme/topics discussed:
-Crossword puzzle
-Explaining some giongo and gitaigo (onomatopoetic expressions)
– Game: telephone game for practicing giongo and gitaigo

How did you pick this theme or topic?
I wanted students to know much more daily Japanese expressions. I thought that students were able to learn those expressions naturally through playing the games.

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

How did students react?
They really enjoyed telephone game.

Did they engage with each other and you?
Yes.

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

Please attach a copy.
N/A

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

Why or why not?
Giongo and gitaigo are essential part of daily Japanese. Students had better to know those expressions in conversation. But, I saw some students were confused a bit. So I should include more giongo and gitaigo to have a chance of practicing them.

PPT09-30-2010

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.

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

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).

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.

JP F10 INT/ADV Japanese Everyday Life, Number Bingo Game

September 2, 2010 /

Class theme/topics discussed:
-Ice breaking game: Number Bingo Game (for intermediate students)
(students write down some number and do bingo game! It would be good for students to remember number in Japanese. Some of them totally forgot vocabulary during summer)
-Checking various kinds of sushi. (For Advanced class students, they could watch a funny youtube video. )
-Talking about modern Japan

How did you pick this theme or topic?
I wanted students to know the different perception of sushi and Japan between U.S. and Japan.

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

How did students react?
-Game was too boring.
-It is difficult for students to discuss the perception of Japan

Did they engage with each other and you?
No, they kept quiet…

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-handout
-A lot of post cards
Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, it was OK activity. As for an ice breaking game, I never recommended because it was boring.

Why or why not?
It is interesting topic for student to discuss Sushi but I thought students had rare chance to talk in Japanese. I should have included more activities.

RU F10 ADV Narration-Focused Board Game

September 2, 2010 /

Class theme/topics discussed:
Narration-focused board game.

How did you pick this theme or topic?
There are three new students in class, so there should be an activity to facilitate the process of getting to know each other.

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

How did students react?
It was an efficient and fun activity; students talked a lot.

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 2_Sept 2_Board Game
IGRA vopros-otvet

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 free monologues on given topics, provides efficient practice.

Advanced Conversation
Lesson 2
September 2, 2010

1. News of the day.

2. Question-answer game:
There are two sets of paper stripes, a blue one with questions and a pink one with answers. One student chooses the student to reply and they simultaneously draw papers from two sets. Then they read out loud the question and the answer. If needed, translate.
The fun part is that the q-s and answers often doesn’t match – but they are designed to create funny combinations.

3. Board game
Play as a regular board game – throw a dice, move the figure on the board, answer the corresponding question.

DE F10 INT Intro

August 31, 2010 /

Conversation Class
Lesson Plan

Section: Intermediate Conversation Class
Date: 08-31-10

Class theme/topics discussed:
Introducing yourself and others, class policy, post-it game

How did you pick this theme or topic?
First class for getting to know everybody

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Talking, using post-its for the game

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.)
None.

Would you recommend this activity for a future class?
Yes

Why or why not?
Students like the game and were talking

RU F10 ADV Introductions

August 31, 2010 /

Class theme/topics discussed:

Introduction to class
Getting acquainted

How did you pick this theme or topic?

There are three new students in class, so there should be an activity to facilitate the process of getting to know each other.

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

How did students react?

Interviews went well, but the comic-strip task might have made the students feel uncomfortable and embarrassed.

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? Why or why not?

Yes, I would. It is an efficient start of the semester, and the interviewing activity seems to help them feel more comfortable with each other. Although the comic strip task should be done in pairs or even small groups, since students are not eager to share the product of their individual work. Moreover, in the process of fulfilling the task they do not talk, and more communication could be produced if they did it in pairs.

Advanced Conversation
August 31, 2010

1. Introduction to class: schedule, requirements, projects.

2. Getting to know each other: students work in pairs. The task Is to interview each other and find out as much interesting information about their partners as possible. They can take notes. After ten minutes they introduce each other.

3. Comic strip: students get a comic strip with blank balloons that they are asked to fill in. They read out their stories, we vote anonymously and define the best/funniest story.

JP S10 INT/ADV Who is telling the truth?

April 29, 2010 /

Class theme/topics discussed:
うそみたいな本当の話（Group Work）
Evaluation for Conversation Class ( I finished 15 mins earlier than usual to fill out the evaluations)

How did you pick this theme or topic?
うそみたいな本当の話-We did similar things before early in this semester. This time, I divided into 2 groups, and they have to tell their unreliable stories to peer in their group. Then, students need to pick up one person who was going to tell the truth. The rest of others needed to tell a lie. After that students had to tell their stories to other group(they were audience in this time) Another team have to guess who was telling the truth.

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

How did students react?
They looked tired, but they reacted very well. Some students were out of focus today…

Did they engage with each other and you?
I think so.

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

Would you recommend this activity for a future class?
YES

Why or why not?
This time, they looked so tired to take a class. ( I think it was because of final exams or writing paper…) But, they engaged with each other, and they asked me a lot of questions.

FR S10 INT – games (ask questions, clothes)

April 29, 2010 /

Games reviewing the vocabulary + how to ask questions

How did you pick this theme or topic?

Two last classes so I wanted to do something fun

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

Games

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 papers

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well, I think they had fun.

Intermediate 4/29

1. Qui suis-je? – 30 min
→ they have to stick a paper with a name on the other’s forehead
→ have to ask questions

– Est-ce que je suis un homme/une femme/un personnage ?
– Est-ce que je suis réel/fictif ?
– Est-ce que je suis célèbre ?
– Est-ce que je suis dans le milieu du divertissement ?
– Est-ce que je suis Américain/Anglais/Français… ?
– Etc…

2. Valise (clothes vocabulary) – 10 min

Tous les joueurs sont assis en cercle. Chaque joueur doit dire à tour de rôle la phrase “Je pars en voyage et dans ma valise, je mets…” il doit dire tous les objets nommés par les joueurs précédents avant d’ajouter le sien. Exemple: Le joueur A commence le jeu en disant : “Je pars en voyage et dans ma valise, je mets un pantalon.” Son voisin, B, dit : “Je pars en voyage et dans ma valise, je mets un pantalon et une brosse.” Son autre voisin, C, dit : “Je pars en voyage et dans ma valise, je mets un pantalon, une brosse et un chandail.” etc. Celui qui se trompe doit faire un gage.

3. Travail a la chaine – 10 min

– Le premier joueur dit une phrase et le suivant doit faire une phrase commençant par le dernier mot de la phrase du joueur précédent. On peut le jouer sans compétition en asseyant tous les joueurs en cercle, ou avec une compétition en faisant deux files de joueurs, chaque file doit donc avoir un “arbitre” pour s’assurer de la validité des enchaînements, et la première file qui se rend au bout de ses joueurs gagne.

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