an archive of lesson plans

Tag: Ice-Breaker (Page 1 of 2)

F2020 Online: Ice-breakers #2

Conversation Class Lesson Summary

Language Resident Name:

Marie Segura

Day and Date:

Week 1, second class, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Getting to know each other #2

How did you structure the class?

Warm-up

Use a very short poll to start your class, eg:

  • What’s the strangest thing you did while attending an online meeting? (Multiple choice)
    1. Ate breakfast
    2. Wore pajamas
    3. Brushed my teeth
    4. Cooked lunch/dinner
    5. Watched Netflix
    6. Other but my lips are sealed
  • What’s your best personal remote work hack? (Open text)
  • In one word, how are you feeling right now?

Activity 1 – Interviewing each other

  • Pair up participants in twos.
  • Give them a list of questions to ask each other.
  • Ask each pair to interview each other, either via email or in breakout rooms.
  • When all the participants convene together in the same virtual room, each participant will introduce the participant they interviewed.

Activity 2 – Thumbs-Up or Thumbs-Down?

  • Students should choose a view that allows the entire class to be seen at once. They can also use a voting function if one is available in the virtual tool. Students take turns stating something they like/dislike or something they’ve done. For example, “I like shrimp.” or “I’ve visited Washington, DC.” Classmates indicate their similarity or difference with the person by showing a thumbs-up or a thumbs-down (or by using the voting function).
  • To personalize the activity even more, challenge students to offer an activity or accomplishment that they think is rare or unique about themselves, and see if anyone shares it. For example, “I cleaned out my refrigerator last night.” or “I was born on February 29.”

Activity 3 – ‘One Random Object’ Virtual Training Activity

  • Ask a student to pick one random object that is in their room and not tell anyone what it is.
  • Explain that the other participants will have to guess what it is, by asking questions that require a yes or no answer.

Online tools you can use:

You could use a chat board for this, but it is not necessary. You could just run the activity by speaking and maybe use a virtual board to record the scores.

Activity 4 – ‘Take a Picture of Something’ Class Activity

  • Ask participants to take a picture of something.
  • Typically, you choose a specific theme. For example, ask participants to take a picture of their shoes, or a picture of something that is on their workstation or the view outside their window.
  • Remember to ask participants to take the picture and upload it before the training session starts, as otherwise it might take too much time out of the training session if they were to do it in real time.
  • Ask participants to share the picture on a virtual board.
  • Start a discussion. For example, you could ask why they chose that particular item on their desk, or what they like the most about the view they can see from the window etc.

Online tools you can use

Online whiteboard, chat board, or a shared google doc.

Activity 5 – Find someone who

  • To run the activity online, create a 5 by 5 table with interesting facts, one for each box of the table. For example, you could write things such as: speaks more than two languages, has been to Argentina etc. Or, it would be a good idea to tie the facts with the topic of the class.
  • Share the file with the table with your participants, either in advance or during the session. You can share by email, through the file-sharing feature of the web conferencing system or with an online sharing tool such as a Google doc. Alternatively, you could do the activity in real-time using a tool such as Padlet.
  • Depending on the size of your class, send students into breakout rooms or do it as a whole class. Ask participants to write their name under each of the statements that apply to them.
  • Ask them to share the answers and discuss.

Activity 6 – Would you rather

  • Send students into breakout rooms in groups of 3/4.
  • Send to every room a series of “would you rather question” and ask students to discuss and defend their opinion.

Resources used:

  • Shared google doc
  • Zoom chat
  • Breakout rooms

Some comments:

There are too many activities in the class, but depending on the group, some may work better than others, I think it’s always better to have a variety of activities at hand, and some can also be used to start any other class.

Potential technical difficulties: students may not be able to take a picture, so activity 4 may have to be skipped. Having too many breakout room changes can take a lot of your class time, maximum twice in one lesson should work.

F2020 Online: Ice-breakers #1

Conversation Class Lesson Summary

Language Resident Name:

Marie Segura

Day and Date:

Week 1, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Getting to know each other

Goal of the class:

  • Dealing with the administrative aspects of the class
  • Assessing the students’ technical capacities
  • Introducing myself
  • Getting to know the students and their needs/interests/feelings about the class

How did you structure the class?

Setting up Zoom

  • Ask students to make sure they put the name they want to use as their username or to change it accordingly (maybe add their pronouns)
  • Brief explanation that the videos should be turned on as often as possible (except if discussed before or if impossible) because it makes conversations more natural. The mic will be off to start with/during instructions but students should feel free to interact before the class starts/after instructions/in breakout rooms. If a you have a big group, maybe ask them to raise hand or signal themselves before speaking (but it truly depends on the size of the group, it may be easier to just jump in).

Activity 1 – Where are you joining us from?

  • Depending on the size of the group, it may be useful to use a word cloud
  • Ask students where they are (city, country…)
  • Start introducing yourself by explaining where you are + where you are from, then ask students to introduce themselves: name, where they join from, where they are exactly, what their workspace looks like (if they have the video on) or what their virtual background represents for them, why they chose it etc.

Activity 2 – Introducing myself, Jeopardy Style

  • In pairs, students are asked to think of two questions they would like to ask to get to know me. Pair them up orally and ask them to come up with two questions in a private chat or use the breakout rooms.
  • Then, they are shown information about the LR on a powerpoint presentation (for instance dates, colors… that are answers to questions you may ask to get to know someone). To be allowed to ask the questions they have just prepared, students must, in pairs, try to find the question that might match the answer. 
  • Eg: on the screen, write you birth date. Students should ask you “When were you born? “, “When is your birthday?” etc. If they find the right question, they can ask you an extra one that they had prepared.

Activity 3 – Speed dating

  • Split your students into groups of 3 or more and allocate them to breakout rooms.
  • Ask each group to write down as a list on an online whiteboard or virtual sticky note all the interesting things that they all have in common (ask them to avoid obvious things, such as all being students or taking a conversation class) and something unique to each participant. They will have 5-10 minutes for this task. (online tip: set a timer for your breakout rooms + send a message 2mn before the end to warn the students that their time is almost over).
  • At the end of the 5-10 minutes, ask each group to share their list to the rest of the class via an online whiteboard.

Extra-activity 1 – New Academic Year’s Resolutions

  • Share with your students a google doc with a table showing different resolutions. 
  • (If the class is big) Students are separated into groups of 3/4 and sent in breakout rooms. In turn, they randomly pick a number (can use an online tool/Siri for that or just choose randomly) and discover their new year’s resolution. Then, they have to convince their skeptical friends that they are actually going to keep their resolution this year and to explain why it is so important to them.

Advanced: Besides explaining why it’s an important resolution, students have to explained how they plan on doing it. The others, the skeptical friends or relatives, can ask questions about the resolution.

Extra-activity 2 – 2 truths 1 lie

  • Ask one participant to write three statements about themselves: 2 true and 1 false.
  • Ask the other participants to vote on which statement is true and which is false.
  • After the first person has shared their statement and the group has decided which statement is false, the first person will reveal the truth.
  • Move on until each person in the group has shared their statements.
  • The participant with the most incorrect votes wins.

Online tools you can use:

Resources used:

  • Breakout rooms
  • Online whiteboard, chat board, other collaboration tools such as Padlet or Lino.
  • Google doc to share with the class in the chat
  • Ppt presentation

RU F19 Int/Adv: The First Impression

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 09/04/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

The first impression vs. after we get to know each other better

Goal of the class:

Keep getting to know each other

How did you structure the class?

[5 min]: Greetings, announcements, general questions.

[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.

[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).

[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.

[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.

[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?    

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

Whiteboard, pen

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

The students loved the class! I think everything went well.

How could this class be improved/ modified?

I would keep it as it is because it reflects on both parts of the proverb (meeting by the clothes + getting to know each other’s minds). I think it is a good option for the first or second meeting. 

ES F16 ADV Getting to know each other

Language Resident Name: Tamara Olivos

Day and Date: November 17, 2016

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

Goal of the class: To get to know each other personally. This was a suggestion from the feedback sessions.

How did you structure the class?

 

Lost on a deserted island: I divide the class in two groups. In each group students must pick one item they would bring to a deserted island after a shipwreck. The item has to be something that represents them or something they enjoy doing (it doesn’t have to be realistic). After each student has described and explained their item I divide the class in smaller groups. Now, they must work together to improve their chance of survival by combining all the objects of the group.

 

Unique and shared: I divide the class in two or three groups. For the first round of this activity each group has to write all the qualities they all share (positive or negative, avoiding superficial things like “we all have hair”). They will share this information with the whole class. For the second round, they must write ore or two unique traits and qualities for every person in the group. We will share these later and the rest of the class can guess who it is.

 

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

 

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

The first activity didn’t work as well ad I had hoped because I made the mistake of explaining the entire activity at the beginning instead of doing it part by part. Some students just couldn’t relax and let go because they knew the objective of the activity.

DE SP16 ADV Finding topics (1st class)

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Tuesday, 19 January ‘16

  

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

 

Class theme/topics discussed: Introduction and ice-breakers

 

Goal of the class: To get to know each other, assess students’ interests

 

How did you structure the class?

 

  • 2 truths and a lie: students tell three facts about themselves, of which one must be false. The other students try to guess what is wrong. (10 min)
  • Selecting topics of conversation and discussing which is interesting: Students get 14 cards with possible topics in the conversation class, e.g. German-American relations, culture, news, history, etc. They each pick 4 of them and explain why they find these topics interesting. They reveal interests and hobbies, course of studies etc. (30 min)
  • I asked the students what kind of topics they would like to add. They added some topics related to American politics. (10 min)
  • Class agreement and announcement of the welcome party. General advice on going to the language tables and information on my website, upcoming events. (10 min)

 

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

 

Flashcards with topics written on them (see Lesson Plan and also German lounge folder “advanced”)

 

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

 

Both students are pretty good at speaking, so the flow was very dynamic and I did not have any problem to fill the hour even though they are only two students in the class. Selecting topics worked very well because it gave me an idea of their interests and it gave a lot of opportunities to ask further questions about their hobbies, stories etc.

 

How could this class be improved/ modified?

 

The first game: 2 truths and a lie. Instead of guessing, students should ask tricky questions in order to make the student reveal what is not true by answering vaguely.

 

Lesson Plan

Lesson Plan 19. Januar

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

FR S11 ADV – introductions

Introductions #2

How did you pick this theme or topic?

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

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

Chart to fill out with names
General discussion

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

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

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

Handout with the chart they had to fill out

Please attach a copy.

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

Advanced

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

2. Leave them 10 minutes to do so

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

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

FR S11 INT – introductions

Introductions #2

How did you pick this theme or topic?

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

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

Game 2 truths and a lie
Video on youtube

How did students react?
Well

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

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

White board

Please attach a copy.

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

Intermediate 1/20

1. Plans for this weekend?

2. 2 truths and a lie

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

3. winter break

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

RU S11 INT/ADV Introductions. About Yourself

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.

JP S11 ADV Introductions

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

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

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

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

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

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

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

Please attach a copy.

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

Why or why not?

FR SP11 LP Adv – Introductions

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

Class theme/topics discussed:
Introductions

How did you pick this theme or topic?

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

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

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

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

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

Please attach a copy.

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

Why or why not?

Advanced 01/18

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

– Read the agreement

Présentations

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

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

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

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

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

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

1. Comment t’appelles-tu ?

2. Quel âge as-tu ?

3. D’où viens-tu ? (état, pays…)

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

5. Où habites-tu sur le campus ?

6. En quelle année es-tu ?

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

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

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

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

DE S11 INT Intro + Games

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.

ES F10 INT/ADV Pronunciation

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/21/2010

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is really important, and students needed to improve theirs.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a few tongue-twisters to move on to some websites where you can learn how to pronounce the “r” and other difficult sounds. Finally we practiced the linking between the words with a song.

How did students react?
They liked the song and the tongue twisters and they thanked me for the links.

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

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

Please attach a copy.

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

Why or why not?
They learned a lot and improved their pronunciation.

Pronunciacion
Tabla de sonidos
Sin miedo a nada
Ni una sola palabra

FR F10 INT – game “jeu de l’oie”

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 INT/ADV Introduction

Class theme/topics discussed:
-Going through class requirement and signing up
-Self-introduction
-Question and Answer about self-introduction
-Asking about requests for conversation class

How did you pick this theme or topic?
I wanted students to get to know each other and to understand class requirements

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Student presentation
-Power Point (for my self-introduction)
-Discussion

How did students react?
Students were very nerves. It was difficult for them to understand what I said. I’ll have to speak slowly and change the way to speak.

Did they engage with each other and you?
Yes, they tried to engage…but they were really nerves.

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

Please attach a copy.
Please check the “Power Point” file.

Would you recommend this activity for a future class?
Yes, but more activities should be included.

Why or why not?
I recommend that you should do some ice-breaking activity to get to know each other because friendly mood promotes conversations.

DE F10 INT Intro

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

FR F09/S10/F10/S11 INT/ADV Introductions

Introductions

How did you pick this theme or topic?

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

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I introduced myself with a powerpoint presentation – I thought it was a nice way for them to get to know me, with funny pictures – then I gave them the sheet of rules that we read together.
I decided to make them interview another student for 5/10 minutes and then introduce her partner to me and the class.
We then had a discussion about what interested them.

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

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

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

Please attach a copy.
SP11 LP Adv 1 attachment

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

RU F10 ADV Introductions

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.

ES S10 INT/ADV Intro + Games

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.

_________________________________________________________

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.

FR S10 INT – Introductions #2 + informal/formal you

Introductions
Use of tu/vous in French

How did you pick this theme or topic?

Second class, so I wasn’t sure whether there would be more or less students, I didn’t want to start doing something with students who might drop the class the following week, or who might not be enrolled yet.
I also wanted to review things such as the use of the formal or informal ‘you’.

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

Chart to fill out with names
Games 2 truths and a lie
Scenarios on papers

How did students react?
They were only 2 so we couldn’t do the game with the chart since it requires several people to be interesting. We talked about random stuff such as their week end, sports, etc… instead. But it was hard to fill the hour since I had planned they would be more than 2 and that the activities would keep them busy for longer.

Did they engage with each other and you?
They talked to me and answered my questions but they were shy and not talkative if I wasn’t initiating the talk.

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

White board
Slips of paper

Please attach a copy.

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

Intermediate 01/20

1. Pass around the agreement sheets for the students who weren’t there before to fill them out

2. Warm-up in the meantime

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

4. Leave them 10 minutes to do so

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

6. 2nd game: 2 truths and a lie – 15 min
• explain the rules: they need to tell two truths and a lie and the other students need to find which sentence is the lie.
• Leave them 5 minutes to write down what they want to say
• Make them write it on the board so we can all check the spelling

1. Introduction of the exercise of the day: the formal and informal you (tu/vous) – 20 min

2. Talk about some examples

• what would you say if you wanted to ask the time to a guy walking in the street who has approximately the same age as you?
• How would you address an old man?
• If you are not comfortable with the two ways of addressing people (or if you are not sure), which one should you choose?

3. game of the day:
• slips of papers with scenarios
• explain the words they don’t understand
• they need to find a partner
• randomly choose one slip of paper
• have 5 minutes to read it and imagine the discussion
• After that, they will need to perform it

4. Ask them to write about

1. Qu’est-ce que tu préfères dans le Français ?
2. Qu’est-ce que tu aimes le moins ?
3. Qu’aimerais-tu découvrir/approfondir ?

JP S10 ADV Introduction

Class theme/topics discussed:
・Introduce ourselves
・About their name and nickname
・Course Requirements

How did you pick this theme or topic?
Some of them already know each other, but we did self-introduce so that today is our first class. Also, I explained Course Requirements according to the paper.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1)First of all, I asked them what kind of information they need when they want to introduce yourself, and I let them give phrase.
2)Self introduction/ Students needs to think at least 5 questions which is included YES, NO questions but tried to use WH questions.

How did students react?
They react very well! Actually, I didn’t explain these things what I wrote above. Because their conversation is really fluent than I expected and very natural. They often used WH questions and created more than 5 questions. I asked them about their Nickname. (私がアメリカに来て不思議に思ったことは、アメリカ人は日本人のように頻繁にニックネームを使っていないような気がします。ニックネームはありますか?/どうしてそのニックネームになりましたか?/日本ではなんと呼ばれていましたか?)

Did they engage with each other and you?
YES! Even some of them already know each other!

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

Course Requirement paper

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

Why or why not?
Because it is the beginning of the class in this semester, and they need to know their friends names (of course!). Also, According to ask WH questions to each other let them have more conversation, and this exercise is good Ice Breaker to get to know each other at the first class. Asking about their Nickname was really interesting to know. Because that is my question since I came here in fact. I feel American people doesn’t use or have Nickname(unique nickname) compare with Japanese people. I got many opinions than I expected, which was really interesting!

JP S10 INT Introduction

Class theme/topics discussed:
・Introduce ourselves
・Course Requirements

How did you pick this theme or topic?
Some of them already know each other, but we did self-introduce so that today is our first class. Also, I explained Course Requirements according to the paper.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1)First of all, I asked them what kind of information they need when they want to introduce yourself, and I let them give phrase.
2)Self introduction/ Students needs to think at least 5 questions which is included YES, NO questions but tried to use WH questions. I introduce example questions(好きな食べ物はなんですか?/どうして日本語を勉強していますか?あなたのゴールは何ですか?)

How did students react?
They tried to memorize much information what their friends said. They spoke Japanese but I could hear English at some point. I understand it’s the beginning of semester and they seemed like forgot some Japanese Phrases. In total, I think they react very well, and seemed to have fun.

Did they engage with each other and you?

Yes, I think so. But as I wrote above, I heard they talked in English…

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

Course Requirement paper

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

Why or why not?
Because it is the beginning of the class in this semester, and they need to know their friends names (of course!). Also, According to ask WH questions to each other let them have more conversation, and this exercise is good Ice Breaker to get to know each other at the first class.

ES S10 INT/ADV Intro

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 01/19/2010

Class theme/topics discussed:
Introductions of me and the students.

How did you pick this theme or topic?
This was the first lesson, so the best thing was to start talking to them about myself so that they would feel more comfortable to talk about themselves.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made a little introduction and gave them a questionary to ask the others and present their partner.
After that we read and sign the course policy explaining it through.

How did students react?
They were a bit shy but indeed talk pretty much.

Did they engage with each other and you?
They engaged with each other very well indeed.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
None.

Please attach a copy.

Would you recommend this activity for a future class?
I would.

Why or why not?
It was ok, and it’s a good way of compaling information about their preferences and hobbies.
It was also not specially funny the thing introducing the course policy…

1st Class INT
Pequeño cuestionario Spanish11

RU S10 INT Introductions

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.)

DE S10 ADV Intro

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: January 19, 2010

 

Class theme/topics discussed: Introduction to the Conversation Class

How did you pick this theme or topic? Informational meeting for the first class to discuss important aspects of class and to get to know each other.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I introduced myself to the students and told them about me and my job as a Language Resident. Then, we went over the syllabus together. I asked the students, if they had questions and I told them more about the study breaks, cultural events, and German table. Afterwards I asked them, if they were interested in any specific topic or subject that they would like to discuss in this class. I wrote their answers down in order to respect their interests regarding the planning of the semester. Finally, I said that I’d like to know a little bit more about them too, so they were supposed to interview and find out interesting things about each other. They made notes and afterwards we talked about what they had found out.

How did students react?
The students seemed to like the activity and were eager to ask each other questions. The three students, who enrolled in this class, already knew each other before, so the atmosphere was very relaxed and informal, but the students still enjoyed getting to know one another more.

Did they engage with each other and you?
Yes, they talked a lot and they had fun interviewing each other and presenting the results.

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

Please attach a copy.

Would you recommend this activity for a future class? Why or why not?
Yes. It was a nice way to get to know the students and to motivate them to talk in German.

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