Language Residents

an archive of lesson plans

Tag: Ice-Breaker (Page 2 of 2)

DE S10 ADV Intro

January 19, 2010 /

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.

DE S10 INT Intro

January 19, 2010 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: January 19, 2010

Class theme/topics discussed: Introduction

How did you pick this theme or topic?

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
At the beginning of class, I introduced myself to my student (there is only one student in intermediate class this semester) and I asked him to tell some things about himself. Then, we discussed his interest in this class and how we would work throughout the semester.
We both agreed that it might not be very adequate to do exercises or activities, which are mostly suitable for conversation class groups, but rather ‘just make conversation’. We agreed to talk about all things of interest to us and I suggested to always having different articles, texts, and games ready, just in case we might need to fall back on those in a future lesson.

How did students react?
My student was very motivated and seemed excited about being the only student in this class.

Did they engage with each other and you?
Yes, he was very talkative. His German was very good – probably more on an advanced level than intermediate. But due to conflicts with other classes, he was not able to take advanced conversation class.

 

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?

FR F09 ADV – Introductions #2

September 8, 2009 /

Getting to know each other better + game to make them think in French and improve their vocabulary

How did you pick this theme or topic?

Some students had joined the group after the first class, or left the advanced group for the intermediate group (or vice versa) so I thought it could be nice to get to know them and to have the students get to know each other better. I also wanted to test their vocabulary.

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

General discussion
Game
Handouts

How did students react?

They reacted well, they were rather numerous so they had to walk through the lounge to ask questions to each other.
For the vocabulary game, at first they did not find a lot of words but then they were more productive. And they tried to find uncommon words. They seemed to enjoy it.

Did they engage with each other and you?

Yes. They had to ask questions to each other to fill out the chart.
And they had to share the words they had found with everyone to know if they scored a point or not.

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

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

Would you recommend this activity for a future class?
Yes, it was a good way of getting to know them better and of making them speak.

Advanced 09/08

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

5. 2nd game: 2 truths and a lie
• explain the rules: they need to tell two truths and a lie and the other students need to find which sentence is the lie.

6. 3rd game: “petit bac”
• Explain the rules: I’m going to give you a letter, you need to find a word for each category, and to fill out the sheet as quickly as possible because the first one to finish says STOP and the others need to stop writing. Then we are going to share these words; those of you who have the same ones don’t score a point for this word, those who have words which are not repeated score one point for each word.
• Give them the sheets
• And do as many rows as needed

ES F09 ADV Intro

September 3, 2009 /

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/03/2009

Class theme/topics discussed:
Introductions and music.

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. I wasn’t sure how it was going to work, so I decided to pick something for the second part of the activity that the surely would like. In this case a video of Shakira.

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.
After that, we decided to play a video of Shakira (las de la intuicion) and fill the blanks.

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. They also liked the video (the audio-visual material helps a lot) and were really into the game.

Did they engage with each other and you?
In the end, everybody knew everybody’s name and they wanted to hear Shakira’s song over again because they liked it and to make sure they had fill in the blanks ok.

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 and they wanted more videos, maybe next time with a boy for the girls. (They love Spanish and Latin-american music, so they were glad of having it as part of a “subject”).

2nd Class ADV
2nd Class Act
2nd Class IB

DE F09 ADV Intro

September 1, 2009 /

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 1. September

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.)
I asked the students to read out the syllabus. I asked them if they had questions and I told them more about the study breaks, cultural events, and the German lunch table. Afterwards I asked the students 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. Then I introduced myself to the students and told them about me and my job as a Language Resident. I told them I’d like to know more about them too, so they were supposed to interview each other 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.

Did they engage with each other and you?
Yes, they talked a lot (there was only two of them) 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.

 

FR F09 ADV – Introductions

September 1, 2009 /

Introductions

How did you pick this theme or topic?

First class, so I wanted to get to know the students and I also wanted them to get to know each other.
I also wanted to hear them speak to see whether they were in the right class. It could also work for an Intermediate class.

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

I introduced myself, then I gave them the sheet of rules that we read together.
They were 12 so I decided to do an ice-breaking activity at first so that they could learn the names of the other students; each student had to find an adjective in French which started with the same letter as their first name, and then had to introduce him/herself using this adjective (ex: Bonjour, je suis Sociale Sandie). The difficulty was that as each student introduced him/herself, he/she had to repeat the names of the previous students (ex: Bonjour Sociale Sandie, Timide Tess, Jolie Jess, je suis Sympa Sarah… etc).
Then, I made them work in pairs; each one had to interview the other for a few minutes and then introduce his/her partner to the other students.
We then had a quick group discussion about what they would like to do as cultural events, what interested them.

How did students react?

They could speak really good French so they seemed to enjoy asking questions to each other. It was actually hard to make them stop interviewing their partner, they talked to each other a little bit too long I think (almost 20 minutes). Some were very comfortable with talking to me or in front of the others, some others were really shy or anxious but since they were introducing their partner, I think it was a bit easier for them to speak.

Did they engage with each other and you?

Yes, they had to interview each other so they talked for 20 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

Would you recommend this activity for a future class?

Yes, it was a nice way of getting to know them and evaluating their level in French. It was also nice to have them repeat the name of their fellow students (it allowed me to learn their names too).

Why or why not?

Because they could talk about what they wanted and could get to know each other. And it is also good for them to review the basic introduction sentences. It also allowed me to see who was really an advanced speaker and who was not so advanced. Some of them asked at the end of the class if they could go to Intermediate French because they thought they were not advanced enough to stay in Advanced French.

JP F09 ADV Introduction

September 1, 2009 /

Class theme/topics discussed:
・Read the course requirements
・Self introduction (自己紹介)

How did you pick this theme or topic?
Because of the beginning of semester.

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

・8 students showed up. The beginning of class, I let them to read out the course requirements, then I explained the 3 points, which were attendance, language tables, cultural activities. They know the requirements already. Also, I asked them if they have meal plan or not.
・Pair Work/ I passed out a piece of papar to each of them, that paper is for memo when they interviewed their partner. I let them create at least 5 questions for interview. (except easy question such as “What’s your name?”) they wrote some note on paper which I gave out. Students had to meet many students as possible they could. After that, I tried them to introduce each other in front of us. For example, “こちらは○○さんです。○○さんはポモナ大学の３年生で、専攻は国際関係学です。” and more details.

How did students react?
They reacted very well! They seemed to be having fun during interview.

Did they engage with each other and you?
Yes, I think so. He asked me so many questions.

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

Would you recommend this activity for a future class?
YES!
Why or why not?
This interview exercise was reacted very well. They enjoyed a lot, also they talked with many students in Japanese. During this exercise, they had to listen carefully what their partner said.

ES F09 INT Introductions

September 1, 2009 /

The first class of the semester. The students introduced each other.

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 presented the game we were going to play.

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.

After that we read and sign the course policy explaining it through.

How did students react?
They were a bit shy and didn’t talk that much.

Did they engage with each other and you?
I had to ask them to talk and to tell me which one they thought was the false data. By the end of the game they were more confident and started making questions by themselves.

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

–

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

Why or why not?
It’s a funny game that they liked, but they were just too shy. I guess it depends on the group of students. It was also not specially funny the thing introducing the course policy…

RU F09 INT Introductions

September 1, 2009 /

Class theme/topics discussed:
– Requirements for the course
– Getting acquainted

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 plus work in pairs.

How did students react?
They experienced difficulties in finding appropriate adjectives, and it was interesting for them to learn new words.

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?
It helps to make students feel more relaxed and create friendly atmosphere;
Moreover, this helps the LR to get to know the students better.

Lesson Plan

1. Introduce myself.

2. Talk about requirements for the course. Students read out the requirements for the course in turns.

3. ‘Ice-breaker’ game.

(Each student has to introduce him/herself following the model: “Привет! Я румяная Рита/ красивая Ксения…” Each next student repeats all the names and adjectives and introduces him/herself. For each other circle students add more details, like: “Я Румяная Рита/ Красивая Ксения… которая любит ходить в кино…” The number of circles depends on the number of students in class.)

4. Interviewing each other.

(Students were asked to interview each other – each student had five minutes to ask all questions. Then they had to give a short monologue summarizing their partner’s answers).

5. Students were asked to write down the topics they would like to cover during this semester.

CN F09 INT/ADV Introduction

September 1, 2009 /

Class theme/topics discussed:

Self-introduction and class requirement

How did you pick this theme or topic?

To get to know each other and understand the class requirement

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

Handouts of class requirement and general discussion
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.)

/
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Self-introduction helps students to know each other better and making a more friendly environment for future studying. Make students be clear about class requirement also help them to know better of their responsibilities in this class.

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