Language Residents

an archive of lesson plans

Tag: Games (Page 5 of 6)

DE S10 ADV Board Games

April 26, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: April 22, 2010

Class theme/topics discussed: German Games

How did you pick this theme or topic?
The students had asked for it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We played different kinds of German board games.

How did students react?
They were thrilled!

Did they engage with each other and you?
Yes, they did.  They talked a lot and we had a lot of fun.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Taboo
Activity
Tick Tack Boom

 

 

Would you recommend this activity for a future class? Why or why not?
Yes, it was a nice alternation from regular conversation classes.

FR S10 ADV – movie discussion and game “pyramid”

April 20, 2010 /

Movie ‘Un Prophete’ (seen the evening before as a cultural activity)
Game

How did you pick this theme or topic?

We had been to the theatre the evening before to see this movie so I thought it would be a good topic for the class. And the game was a good way to make them talk while having fun.

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

Youtube videos
General discussions

How did students react?

Very well, they had a lot to say about the movie.

Did they engage with each other and you?

Yes

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

Youtube

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes

Why or why not?

Maybe with another movie that everyone would have seen

Advanced 04/20

1. Movie ‘Un Prophete’

2. News

3. Pyramid game – 30 min

→ explanation about how it works – 5 min
→ show some youtube videos

2 teams or one after the other
→ each one has to write 3 sentences that the candidate will have to guess
→ then we mix the papers, I draw one, correct it and write it down on the board
→ they have to make their candidate guess

4. Youtube video (cute little French girl)

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

ES S10 INT/ADV Manzanas con Manzanas

March 16, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/16/2010

Class theme/topics discussed:
Manzanas con manzanas

How did you pick this theme or topic?
They mentioned they wanted to expand their vocabulary, so we decided to play this game.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Manzanas con manzanas rules apply.

How did students react?
They loved the activity and asked for more activities like this one.

Did they engage with each other and you?
They engage very well with each other, and they love competition.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Manzanas con manzanas board game.

Please attach a copy.

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

Why or why not?
Yes, they loved it and had a great time
17th Class INT

RU S10 ADV TV (games: interview, advertising)

March 11, 2010 /

Class theme/topics discussed:
Listening-Comprehension Exercise
Communicative Exercises

How did you pick this theme or topic?
Before the break I wanted to do some fun activities with them.

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

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, TV screen.

Please attach a copy. Lesson 16_March 11_Video-1

Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s fun and it encourages students to speak in the target language.

Advanced Russian
Lesson 16
March 11, 2010

1. News of the day – (5 min.)
(Plans for the spring break)

2. Watching a video (15 minutes)

a) Without the transcript, then comprehension questions;
b) With a transcript – filling in the blanks (the video is played twice);
c) Reading the text.

3. Communicative Exercise – Interview (15 min)
One person is a host of a TV—show about paranormal, the other – someone who had an encounter with an ET.

4. Game: Advertisement (15 min)
A student is seated with their back to the whiteboard, the other students write a word on the board – any noun (proper nouns are allowed) . Then the student has to advertise that object not knowing what it is. After his/her 3-4 minute monologue other students may ask additional questions.

JP S10 INT/ADV Exquisite corpse

March 9, 2010 /

Class theme/topics discussed:
Warm up exercise- 華麗なる屍
1) 二つのグループに分ける
2) 紙を一枚づつ配布し、配り終えれば、紙の一番上にone sentence書く
3)
Keep on Talking
1) 二つのグループに分ける
2) 紙を２枚づつ配り、名詞を書いてもらう
3) 折って箱の中に入れてもらう
4) お互いのＢＯＸを入れ帰る
5) 一人その中から紙を引き、その名詞がその学生が話すトピックになる

How did you pick this theme or topic?
Just came up this idea

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

How did students react?
They enjoyed a lot!

Did they engage with each other and you?
Yes, they did!

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

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

Why or why not?

JP S10 ADV Life

March 2, 2010 /

Class theme/topics discussed:
Life-人生ゲーム

How did you pick this theme or topic?
We just wanted to finish the game..
Board Game Life was students’ request. (あまりいい理由とは言えないが・・They told me they wanted to play the board game during the class because Lindsay brought her Japanese friend to the class)

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Most of them knew the rule of Life. So, it was pretty easy to explain and help each other.

How did students react?
They were so excited that I told them we were going to play Life during the class. ( I was considering if it was ok to play game during the class)

Did they engage with each other and you?
Yes, this time was also they engaged very well.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Life ( Board game in Japanese Lounge)

Wold you recommend this activity for a future class?
Maybe not.

Why or why not?
可能ならば、二回も人生ゲームをしなくてもよいと思う。
利点は、前回のクラスから学生が日本語の単語の意味や言い回し表現を覚えていたり、日本語で書かれた文章を少しすらすらと読めるようになっていたこと。

JP S10 INT Create a Sentence

February 25, 2010 /

Class theme/topics discussed:
Personal lists
Ask learner to brain storm a list of then words and write then on the paper.
You can use any word at all つくえ・箱・時計・昼ごはん・いぬ・ねこ・うれしい・疲れた・宿題・音楽. Then, create sentence with using these vocabs.
例）つくえの上に箱があったので、その中に時計を入れた。ちょうどその時、時計を見ると、昼ごはんの時間だったので昼ごはんを食べた。それから犬と猫にえさをあげたら、とってもうれしそうだった。そのあとで、音楽を聞きながら宿題をしたけど、疲れた。
（無理やり文章を作る）
もし分からない単語があれば、学生同士説明しあう。Of course I helped them to explain the vocabs.

How did you pick this theme or topic?
Just came up this idea

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

How did students react?
First time I explained how to play Personal lists, they seemed like confused. But eventually, they talked a lot and enjoyed to make sentences. Most of them, their stories are so funny!

Did they engage with each other and you?

YES!

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

Would you recommend this activity for a future class?
Yes, I would like to use this activity.

Why or why not?
First time, I explained Personal list game to students, they seemed so confused. (Probably my way of explanation was not so good), but gradually they were having fun to create own sentences. I think this is good exercise to pull out their vocabs that they already knew, and also good for them to learn new word from other students.

RU S10 ADV February 23 and March 8 + vocabulary game

February 25, 2010 /

Class theme/topics discussed:
Vocabulary exercise
Holidays – March 8 and February 23

How did you pick this theme or topic?
The goal was to carry out activities encouraging spontaneous speech.

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

How did students react?
They enjoyed the game.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, a Russian-English dictionary for each student in the group.

Please attach a copy. See fileLesson 12_Feb 25_Holidays

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity is an effective practice in spontaneous, situational language use.

Advanced Russian
Lesson 12
February 25, 2010

1. News of the day – 5 min.

2. Game: call my bluff – 20 min.

Each student finds in a dictionary three words that seem very obscure and give definitions of the words to the others. The definition must be either 100% true or 100% false. When the student has finished the others must decide if the definition was bluff or true. The student receives a point for each person who is deceived.
Students are asked to give examples illustrating the definition they suggest.
If another student doesn’t believe the given definition, they are asked to guess what that word could mean instead.

3. Reading and Retelling – 20 min.

The two students in class get different texts about recent or upcoming holidays in Russia – 23 февраля and 8 марта. The task is to read the text and tell the others the history of the holiday.

DE S10 ADV Language Games

February 23, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 23, 2010

Class theme/topics discussed: Language Games

How did you pick this theme or topic?
I thought that my students had been working really well during the last couple of weeks, so I wanted to do them a favor and spend one lesson playing different games they were interested in.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
At first, I asked my students what kind of German games they knew. Then I told them about different language games and exercises and asked them which ones they would like to play. We agreed on our own version of “Stadt, Land, Fluss” (with all things German: cities, famous people, traditional food or drinks, sports, and hobbies), “20 Fragen” and “Kofferpacken”.

How did students react?
The students were very excited about the games. We had a lot of fun playing the different games and relaxing a little bit.

Did they engage with each other and you?
Yes, they did. They were talking very much and they asked a lot of questions about vocabulary.

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

Would you recommend this activity for a future class? Why or why not?
Yes, it was a nice break from the other lessons. The students enjoyed playing games and were quite competitive. They also learned new vocabulary and things about Germany.

JP S10 INT Game

February 18, 2010 /

Class theme/topics discussed:
マジカルバナナ
職業あてゲーム（日本語コミュニケーションゲーム８０p.129）
単語の導入（仕事の名前）

How did you pick this theme or topic?

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

How did students react?
They looked tired to join the game.

Did they engage with each other and you?
Yes, they did. But not really.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
日本語コミュニケーションゲーム８０, Picture card

Would you recommend this activity for a future class?
Actually not.

Why or why not?
I thought this game is fun to guess the occupations, but I figured out this game was for small group like 3~4, not for 9 students.

CN S10 INT Mafia – Card Game

February 18, 2010 /

Class theme/topics discussed:
Mafia

How did you pick this theme or topic?
Students can have initial conversation in a casual and relaxing environment while playing game.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion
How did students react?
Students love this game and we had lots of fun conversations.
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?

Yes.

Why or why not?
Mafia is a great game that engender many conversations in a relaxing environment.

JP S10 INT Bingo Game

February 16, 2010 /

Class theme/topics discussed:
How was your Valentines’ day and weekend?
ビンゴゲーム
クイズグランプリ－日本語コミュニケーションゲームP.134

How did you pick this theme or topic?

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

How did students react?
Did they engage with each other and you?
Yes, they engaged a lot.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
日本語コミュニケーションゲームP.134

Wold you recommend this activity for a future class?
Yes！
Why or why not?
チームに分かれて得点を競い合うゲームだったので、学生は必至で問題をといていた。日本の風習や文化、地理などを知るいい機会になったと思う

RU S10 ADV Situational Role Play

February 11, 2010 /

Class theme/topics discussed:
Games! Role-Play.
+ discussing the project
How did you pick this theme or topic?
The goal was to carry out activities encouraging spontaneous speech.

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

How did students react?
There was only one student in class – she enjoyed it, especially the quiz activity.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV-screen, Internet.

Please attach a copy.
Lesson 8_Feb 11_Game
Lesson 8_Feb 11_Video

Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s very efficient for spontaneous, unplanned language use.

Advanced Russian
Lesson 8
February 11, 2010

1. Game: “On the spot” – a student should answer as many questions as possible in one minute (a sand clock or a timer needed)
for questions see handout Lesson 8_Feb 11_Game

2. Acting out simple conversations:

1 Two strangers are walking down the street they see each other and realize that they use to go to the same high school together.
2 A mother and father have just received a letter from their son saying that he is going to get married.
3 A person is driving his/her car and all of a sudden he/she hits another person.
4 Two people are all alone on a boat in the middle of an ocean and there is no more food.
5 A boyfriend wants to leave his girlfriend but she doesn’t want him to leave.

3. Watching the video – http://www.youtube.com/watch?v=SZDEbvnTE8E
And filling out the blanks (see handout Lesson 8_Feb 11_Video)

4. Reading out the text + “voicing” the video with the sound muted.

5. Personality Quiz at http://testoteka.ukr.net/personality/test/44/
Students read out questions and answers, reply and comment.

JP S10 INT/ADV Game “I spy”

February 9, 2010 /

Class theme/topics discussed:
I SPY『○から始まるものなあんだ？』
Pictionary

How did you pick this theme or topic?

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Pictionary uses drawings to elicit vocabulary from students.

How to play: This game is really easy to set up and play. One student will draw an object on the board and ask a question to the rest of the class to elicit a response based on the drawing. The first student to guess correctly draws the next picture and gets a point for their team.

Variations:
1. Add a time limit.
2. Limit the amount of guesses the students can have.
3. Draw the picture s-l-o-w-l-y.

How did students react?
They really enjoyed I spy game!　Pictionary was also fun!

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Pictionary- http://www.simplyesl.com/articles/29/1/Pictionary/Page1.html
I spy-Games for Language Learning p.p.100

Wold you recommend this activity for a future class?
Yes
Why or why not?
Intermediateと同じ内容のクラスでしたが、Advancedのクラスというだけあって、Vocabの幅が広かった。また、クラスの物を対象にして“I SPY”している時、細かい所までよく見ているなあと感心させられた。クラスに（なぜか）松葉づえがずっとおいてあって、前に『松葉づえ』という単語を教えたら、忘れずに覚えていたようでI SPYゲームで使っていた。ヒントを聞く際にもみんなを困らせるようなヒントをだし、とても楽しんでいた。対象物をクラス以外のもの、たとえばスーパーだったり、駅だったり、映画館だったり。テーマを自ら決めてI SPYするのは本当に盛り上がった。

DE S10 ADV Creative Writing

February 9, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 9, 2010

 

Class theme/topics discussed: Creative story telling

How did you pick this theme or topic? The students had really enjoyed the previous lesson and working creatively, so I thought of another exercise, where they had to use their imagination a lot and create something new.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To get my students’ imagination going, I played a game first. I put a sheet of paper on the table which showed a little guy, we called him Manni. I asked the students to describe Manni, think about what he might like to in his free time, what he likes to eat, where he works, etc. The students were supposed to work together while describing him: Each student was only supposed to say one word, and then the next student would continue the sentence and so on.
Then, I gave each student an ABC-list, which they were supposed to fill with German words starting with letters A-Z. After that, the students were supposed to share their words and write a story or dialogue, using as many words out of their lists as possible. Then, they presented their product.
Finally, we played a well-known game to end the lesson: 20 questions. Every student (one after another) was supposed to think of a German word and the other two were supposed to ask questions to guess the word.

How did students react?
The students love Manni! They had fun doing teamwork in order to describe him. They also liked to write their own story and present it.

Did they engage with each other and you?
Yes, they talked a lot. They seemed to have a lot of fun too.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet of paper with ‘Manni’ picture
ABC list

 

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The first exercise could also be used at the end of lessons, if you need to fill a couple of minutes, because you can end this game whenever you want, there is no certain time range required.

Manni

DE S10 ADV Speed Dating (Improved)

February 4, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 4, 2010

Class theme/topics discussed: Speed Dating

How did you pick this theme or topic? I used this activity last semester and the students really enjoyed it. I also thought it was a great way to continue the previous lesson, where we had talked about men and women in detail.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Since it is easier to play this game with an even number of students, I participated in this exercise. First of all, the students created 2 different personalities. For that matter they wrote short portraits and collected pictures from old magazines. Then, we played Speed Dating. The students would talk to each other for about 5 minutes and try to get to know the other person. They would do this the same way with ‘both their personalities’. After each of the two rounds I had the students fill out a survey to comment on their respective dates. At the end I asked my students to sum up what they thought about their dates, which ones they liked / didn’t like and why, and who they thought would be their perfect match.

How did students react?
The students had a lot of fun and told me they really liked this exercise. They were also very creative.

Did they engage with each other and you?
Yes, they were talking to each other very much and they learned some new, useful vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Old magazines
Portrait sheet
Survey sheet

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. It is a great exercise to make your students talk. They also had a lot of fun creating different characters and acting a little bit.

JP S10 INT/ADV Association Game, Setsubun

February 2, 2010 /

Class theme/topics discussed:
What did you do on the weekend? (Talk with your friends)
Association game; Majikaru banana (A reminds me of B まじかるばなな、バナナと言ったら黄色、黄色といったら信号、信号と言ったら車…)
Japanese Culture; 節分（Explain what Setsubun is）

How did you pick this theme or topic?
February 3 and 4 is special day for Japanese. These days are called “節分/Setsubun” and “立春/Risshun” These seasonal event came from China, and related to Chinese culture, too. On Feb. 3, we are eating Roll sushi which is called Ehoumaki, and we eat Ehoumaki face to good-luck direction of this year. Also, we throw beans out to outside with saying “Oni ha soto/ which means Go away evil!” and at the same time, we throw beans into inside of house with saying “Fuku ha uchi/ which means Please come happiness into our home”

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Majikaru Banana, I explained “A reminds me of B” in Japanese. This activity is association game, so it was quite easy for them to understand this games rule. I explained about what Association is, and I involved students to play this game as a practice. It was really fun and they enjoyed a lot. Also, students had to adjust with the rhythm.

How did students react?
They really enjoyed when they played Majikaru banana!

Did they engage with each other and you?
Yes, they engaged with each other! They are getting more talkative compared with last month! They made a lot of joke during conversations.

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?
Majikaru banana was so much fun and they reacted very well!

DE S10 ADV Famous German (Improved)

January 28, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: January 28, 2010

Class theme/topics discussed: Famous and popular Germans

How did you pick this theme or topic? I thought it would be nice, if my students knew famous German people and what they did to become so famous.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked the students to write down all (famous) Germans on the White Board that they knew. They made quite a long list, which was very impressive. Then, I asked them to say a few words about these people and about their lives – as far as they knew. Afterwards, we played a memory game. I had prepared cards with famous and popular German people – half of the cards had their names on them, the other half showed their faces. I asked my students to name these people (some of them they had already written on the White Board before) and match the pictures with the names, just to get to know who these people were. Then, my students played memory.
Afterwards we played “Wer bin ich?” about German people, which is a question-and-answer game. The students prepared little post-it notes with a name of a famous German person and gave it to one of the other students, who then stuck the note on his forehead. Then, the students were to ask questions in order to guess what name was on their post-it i.e. which famous German person they represented.

How did students react?
My students were very motivated and eager to participate. They had fun listing all the German people they knew (a lot of soccer players for example). They also loved the memory game and wanted to play a 2nd time.

Did they engage with each other and you?
Yes, they were very talkative and they seemed to have a lot of fun.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Memory game
Post-it notes

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students seemed to have enjoyed this lesson and they were talking a lot.

JP S10 INT/ADV Weekend, 2 thruths, 1 lie

January 26, 2010 /

Class theme/topics discussed:
Announcement for the Session with Japanese students from Japan
How was your weekend? Try to keep on talking when I said stop. (Warm-up)
What’s the Truth?
Find your BEST FRIEND( I couldn’t finish this for today)

How did you pick this theme or topic?
Intermediate students need the skill of keep on talking, telling their opinions and their stories by their own words.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I gave them 6 sentences. 3 of them are truth and the others are false. Students needs to guess which ones are truth. I divided them with a pair, and they discuss why do they think so. Students can ask me some indivisual questions about the sentences what I said. Next was students’ turn to create 3 sentences with one is turth and the other are false. (this time was group work) . Share their answers.

How did students react?
They really enjoyed this game, and it took longer than I expected!

Did they engage with each other and you?
Yes, they engaged with each other and me! I think they did a good job with telling their opinions and their stories.

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

Only papar for taking a note.

Would you recommend this activity for a future class?

Yes!
Intermediate students need the skill of keep on telling, telling their opinions and stories as possible they can. This What’s the truth is good exercise for them to do that. The most important part was they had good time to tell their opinion and story with having fun! They seemed enjoyed this game. They talked a lot, they laughed a lot!

ES S10 INT/ADV Intro + Games

January 21, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 01/21/2010

Class theme/topics discussed:
Introductions.

How did you pick this theme or topic?
Even though this was the second lesson, the best thing was to start with a game about them so that they would feel more comfortable to talk to each other.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made a little introduction and presented the game we were going to play.
Game: They needed to stand up and look among their partners and me for somebody who had done some of the things listed in the grid. They needed to ask questions and be able to answer them as well.
Game: Everybody needed to make a little introduction of them and after that s/he had to say two true data about themselves and one false data. The rest of student where supposed to figure out which data was false.

How did students react?
They really liked both games. They were really happy not being just sit and everybody loved asking questions to the other.

Did they engage with each other and you?
Yes, a lot. In the first game everybody talked to everybody and in the second too.

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

Please attach a copy.
See next page.

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

Why or why not?
It was a very funny game that they liked. They also learnt each other names. The second game was also funny and interesting, but a little slow with 15 students.

2st Class INT
2nd Class IB

ROLE-PLAY CARDS

Estudiante A: Tienes 60 años, eres fumador convencido y empiezas a tener problemas serios de garganta, pero no crees que se deba al tabaco.

Estudiante B: Tienes 30 años y eres médico. Sabes que la garganta de A empeorará si sigue fumando.

B y A no se conocen. Se presentan. A continuación B debe explicar a A por qué el tabaco es malo para su salud y convencerlo de que debe dejar de fumar.

Estudiante A: tienes 18 años y eres estudiante universitario. Necesitas hablar con tu profesor para justificar una futura ausencia.

Estudiante B: Tienes 27 años y eres profesor universitario. Eres una persona muy estricta y formal.

B no recuerda el nombre de A. Se presentan. A debe negociar con B para intentar que éste no le tenga en cuenta la ausencia de clase.

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Estudiante A: Tienes 20 años y trabajas en una tienda los fines de semana, pero este sábado no puedes trabajar porque tienes un compromiso personal.

Estudiante B: Tienes 25 años y trabajas en la misma tienda de lunes a viernes. Tienes un viaje reservado para este fin de semana.

A y B se conocen. Se saludan al comenzar el día. A debe convencer a B de que necesita su ayuda para cubrir su puesto el sábado.

Estudiante A: tienes 40 años y eres abogada/o. Necesitas la ayuda de tu secretaria/o para ayudarte a gestionar unos papeles. La gestión llevará una hora.

Estudiante B: Tienes 50 años y trabajas para A. Dentro de 5 minutos termina tu jornada de trabajo.

A y B se saludan. A debe intentar que B le ayude. B no esta contento con el incumplimiento de su horario.

Estudiante A: tienes 18 años y estudias la Segunda Guerra Mundial.

Estudiante B: tienes 88 años, serviste en la Segunda Guerra Mundial y nunca hablas del tema.

A no conoce a B. Se presenta y trata de averiguar la experiencia personal de B en la guerra. Al anciano B no le gusta hablar del tema.

A y B son amigos, y tienen la misma edad. Hace un mes que no se ven. Se saludan. A pide ayuda a B para ayudarle con sus deberes. B tiene prisa. A intenta convencer a B.

RU S10 INT Introductions

January 19, 2010 /

Class theme/topics discussed:
Requirements for the course;
Getting to know each other;
Winter Break.

How did you pick this theme or topic?
It is a logical outline for the first lesson.

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

How did students react?
There was one student in class, and she was speaking willingly.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Props include a chocolate bar for each student with a paper strip on it with a ciphered message.

Would you recommend this activity for a future class? Yes.
Why or why not?
It seemed to be an efficient lesson for warming students up after the break and a good ice-breaker since the groups are new and students don’t know each other and me.

Russian Intermediate Conversation
Lesson 1
January 19, 2010

1. Reading and signing Conversation Class Policy (5 min)

2. A game: find out six things that you and your partner have in common (High Five – Дай пять!)
Then tell about them. (15 minutes)

3. The Secret Code game: decode a message on a candy wrap!

Students get candies on the wrappings of which there is a ciphered message.
The clue is that each letter represents the previous letter in the Russian alphabet.
The first person to decipher the message wins and does what the message says.

The message: СБТТЛБЗЙНТГПЙЦЛБОЙЛФМБЦ (Расскажи о своих каникулах = Tell about your vacation) (20 min)

4. Yes\No Game:

Students have to ask me yes/no questions about my vacation, and I should avoid using yes or no. If time, I switch roles with a student, to whose question I answered “yes/no”. (10 min.)

FR F09 INT/ADV – Taboo game

December 8, 2009 /

Playing games at the Coop Fountain

How did you pick this theme or topic?

Last class, so I wanted to do something nice and fun with them.

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

Game Taboo in French (for kids)

How did students react?

They reacted very well and liked playing the game. They also liked having the class outside Oldenborg.

Did they engage with each other and you?

Yes, they had to play in pairs and make the partner guess words.

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

Game Taboo junior (French Lounge)

Please attach a copy.

Would you recommend this activity for a future class?

Yes, that was a very nice way of ending the semester

JP F09 INT Card Games

December 3, 2009 /

Class theme/topics discussed:
At Motley Café,
Just chatting, and playing Japanese card game

How did you pick this theme or topic?
I thought it was good opportunity to change the atmosphere for lesson instead of being in class room.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I explained her how to play Japanese card game.
しちならべ・ばばぬき・ぶたのしっぽ

How did students react?

Did they engage with each other and you?

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

Would you recommend this activity for a future class?

Why or why not?

DE F09 ADV Famous Germans

December 1, 2009 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 1. Dezember 2009

Class theme/topics discussed: Famous and popular Germans

How did you pick this theme or topic? I thought it would be nice, if my students knew famous German people and what they did to become so famous.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked the students to write down all (famous) Germans on the White Board that they knew. They made quite a long list, which was very impressive. Then, I asked them to say a few words about these people and about their lives. Afterwards, we played a memory game. I had prepared cards with famous and popular German people – half of the cards had their names on them, the other half showed their faces. I asked my students to name these people (some of them they had already written on the White Board before) and match the pictures with the names, just to get to know who these people were. Then, my two students played memory. Afterwards we played “Wer bin ich?” about German people, which is a question-and-answer game.

How did students react?
My students were very motivated, because they already knew quite a lot about this topic. They were eager to share their knowledge.

Did they engage with each other and you?
Yes, they were very talkative and they seemed to have a lot of fun.

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

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students seemed to have enjoyed this lesson and they were talking a lot.

DE F09 ADV Games

November 24, 2009 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 24. November 2009

Class theme/topics discussed: Games

How did you pick this theme or topic? Since this was the last lesson before Thanksgiving Break, I thought it might be nice to have a more relaxed lesson where we would play German games.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I told the students that we could play German games that day and asked them to chose their favorite(s). They both immediately agreed on Tabu Extreme. The time went by very quickly and we played this game till the end of the lesson.

How did students react?
The students were very excited when I told them we would spend this lesson playing games. They even stayed longer after class to finish the game.

Did they engage with each other and you?
Yes, they were talking very much!

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

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. We had a lot of fun and we spoke in German the entire time of the lesson.

 

 

 

 

 

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