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Tag: Role Playing (Page 3 of 4)

RU S11 INT/ADV Communicative Game – Role-Play

April 12, 2011 /

Class theme/topics discussed:
Role-play activity

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
They liked the class a lot. Puzzles seemed to be a successful way to start the class; they got everyone involved and motivated students for the following activities.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Lesson 23_April 12 Puzzles
Lesson 23_April 12 Lesson – In Character

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 23
April 12, 2011

1. Warm-up: Puzzles (handout Lesson 23_April 12 Puzzles)
Do together – one by one, if needed, give hints. If they cannot guess/ don’t know the Russian word, let them suggest the English equivalent.

Key:

33 Б А (L of the A) – 33 буквы алфавита
4 С в Г (S of the Y) – 4 сезона в году
12 З З (S of the Z) – 12 знаков зодиака
9 П С С (P in the S S) – 9 планет Солнечной системы
366 Д в В Г (D in a L Y) – 366 дней в високосном году
1001 Н (A N) – 1001 ночь
7 Ч С (W of the W) – 7 чудес света
90 Г в П У (D in a R A) – 90 градусов в прямом угле
24 Ч в С (H in a D) – 24 часа в сутках
32 З во Р (T in a M) – 32 зуба во рту
3 Ц С (С in T L) – 3 цвета светофора

2. Role-play activity (words for arguing) In Character
Handout Lesson 23_April 12 Lesson – In Character
Read the situations and discuss the vocabulary.
Students choose one situation from the list and act it out. The others guess. The same situation can be chosen as many times as they wish.

3. Follow-up: each student writes a short skit like the ones in the handout.
They fold them and put on the table. Each draws one and act it out. Others guess what it could be, then the student reads out the solution.

FR S11 ADV – working and jobs #2 (job interview)

April 7, 2011 /

Working and jobs #2: Job interview

How did you pick this theme or topic?

I wanted to use the same technique as for the speed dating class because it had worked very well. And it was a good follow-up to the previous lesson.

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

Job interview activity

How did students react?

They reacted well. They had ideas and created interesting characters.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to pretend interviewing the other or playing the candidate and then discuss about the candidates.

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

handouts

Please attach a copy.
Lesson plan jobs role playing

Would you recommend this activity for a future class?
Yes, it was productive, the idea to have them decide on the job they were applying for worked better than last time.

RU S11 ADV Job Interview

April 7, 2011 /

Class theme/topics discussed:
Job Interview

How did you pick this theme or topic?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react? They enjoyed this class a lot.
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. Lesson 22_April 7_Анкета

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

Advanced Russian
Lesson 22
April 7, 2011

1. Intro: videos
«Растаман собрался на работу» http://www.youtube.com/watch?v=Npr1VE2UTl0
– Кто герои ролика?
– Чем они занимаются?

«Кекса уволили» http://www.youtube.com/watch?v=yiZNKBv1L9U
– Что происходит в этом эпизоде?
– Где/ кем работают Кекс и Укроп?
– Почему Кекса уволили?

Параллельно на доске лексика:
Искать/ найти работу
Устроиться на работу
Уволить(ся)

2. Job Interview Activity
На доске: СОБЕСЕДОВАНИЕ

Distribute the handout (Job Interview Form).
Task: imagine you are Keks and you are looking for a new job. Fill out the resume and get ready for an interview. Indicate what job you are applying to.
When everyone is ready, students take turns in a role play activity. One student is an applicant, the rest – interviewers. He applicant has three minutes to introduce him(her)self, then other students ask him/her questions (according to the kind of job he/she is applying to).

CN S11 INT/ADV Whatever that you want us to know

March 3, 2011 /

Class theme/topics discussed:

Break: whatever you want us know

How did you pick this theme or topic?
Students will play the teacher’s role and then do a group work to pick up their topic and prepare the lesson. It is a good opportunity to practice their Chinese in a close-to-reality scenario and it is also a quite interesting topic for them.

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

Group work, 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.)

N
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students found the this topic is interesting and they learn a lot from each other’s presentation and interact with other students very well.

FR S11 ADV – Valentine’s day

February 15, 2011 /

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

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

Role play

How did students react?

Very well. They had fun.

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.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Advanced 02/15

1. Give them the sheets of paper with Homme/Femme

2. Explain the game – 5 mn
→ create a new identity
→ speed dating
→ choose our other half

3. Create a new identity – 15 mn
→ give them the sheets for the agency
→ they have to fill them out
→ they have to choose a picture from the newspaper/magazines for their new personality
→ they have to think of a background story for their characters

4. Speed-dating – 25 mn
→ Girls remain seated but boys change every five minutes
→ They have to figure out if they would have another date with this person, or if s/he is their other half

5. Results – 10 mn
→ students should write down the name of the person they liked most and then explain why
→ if there are some couples they should explain what they liked so much and if they see a future for that relationship

FR S11 INT – Valentine’s day

February 15, 2011 /

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

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

Role play
Handouts: Poem
Group work

How did students react?

Well. I think they liked creating their character for the speed dating game, and also writing a short poem.

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.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Intermediate 2/15

1. Speed dating game – 30 min

• Explain the game
• Create a new identity – 15 min
• Speed dating – 10 min (2 x 5 min)
• Results – 5 min

2. Writing a valentine’s poem – 30 min
SP11 LP Interm 9 poem

• Read together a poem – 5 min
• Analyze it (how many syllables? Rhymes? metaphors, comparisons, symbols, etc…) – 10 min
• In pairs: I give them a picture of a French person
• Give them examples of sentences to use
• They have to write their own stanza to this person – 10 min
• We share – 5 min

RU S11 INT/ADV Interjections and “Sound Effects”

February 10, 2011 /

Class theme/topics discussed:
Exclamations/ “sound effects” in Russian: expressing emotions without words

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Presentation. Discussion, acting.

How did students react?
They were enthusiastic about the presentation and this topic in general.
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.
http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/ – presentation

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a fun way to practice conversational language and to master a very special part of the target language – exclamations, sighs, etc. – that as a rule vary from culture to culture and are indicative of one’s “native-ness”.

Intermediate Russian
Lesson 8
February 10, 2011

1. News of the day (Планы на День Св. Валентина?)

2. Introduction to the topic: ask them if they have noticed any special sounds that you make and that are different from the American usual ways. Like – what’s he Russian way to say – Auch! OR Euw! Etc.

Что вы воскликнете/ скажете, если вы:
Испугались
Удивились
Обрадовались?

3. Show a presentation – step by step: http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/
first a picture + ask what happened, what they would say in this situation.
Then show the caption and try to elicit more options/ or make them correct the ones they suggested (to make them more appropriate, for example).
• For an advanced level, you can create a scale of reactions: from interjections to less neutral exclamation to slang ones, etc.

In the course of class session, make sure they know/ memorize the following:
Воскликнуть
Вскрикнуть
Испугаться
Удивиться
Обрадоваться
…

4. Situational play:
Give a strip of paper to each student and ask them to write a prompt for their classmates to elicit an interjection/ exclamation discussed in class.
Students exchange their prompts and play out the situations.

JP F10 INT/ADV Trip

November 23, 2010 /

Class theme/topics discussed:
-Checking Attendance (Language table, cultural activities, conversation attendance)
-Role Play: Trip Planning
(One student became a customer and the other student became a staff at tourist agency. Customers had to request many things and staff had to get a contract through negotiation with customer. This activity needs participation!)

How did you pick this theme or topic?
I wanted to do a “role play” in the conversation class because it generates a lot of interactions among students. This activity is a good topic for students to learn not only Japanese, but also culture. (I could explain about a hot spring.) Also, they could learn polite expressions.

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

How did students react?

Since some students could not create long sentence/paragraph. The others did really enjoy and some of them are very talented and create many situations.

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

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

Why or why not?
This topic is necessary for daily life. It motivates students to learn Japanese and also generates lots of chances to talking in the classroom

JP F10 ADV Feeling ill

November 18, 2010 /

Symptoms and diagnosis
-Charades (Gestures are related to the expression of symptoms)
-Model Dialogue (listening and filling in the blank)
-Role Play
-Open Discussion
-Making a origami crane (as a get-well present)

How did you pick this theme or topic?
Our class was done the project. I wanted to meet students’ need that they want to learn daily Japanese conversation.

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

How did students react?
Some students already forgot some words and phrases, but they remembered soon through the activities, especially the charades. Also, they enjoyed making a origami crane.

Did they engage with each other and you?
Yes, all of them engaged in conversation so much!

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

Please attach a copy.
N/A

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

Why or why not?
This topic is necessary for daily life. It motivates students to learn Japanese and also generates lots of chances to talking in the classroom.

JP F10 INT Complain

November 18, 2010 /

Class theme/topics discussed:
Complain
-Game: Making sentences of complains
-Model Dialogue: listening to the model dialogue and filling in the blank
-Role Play: Customer and Server in the restaurant
-Discussion: Student’s experience in the restaurant

How did you pick this theme or topic?
I wanted to meet students’ need that they want to learn daily Japanese conversation. Since this topic generates a chance to talk with negative expressions, students could review many kinds of polite negative and excuse expressions.

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

How did students react?
Some students already forgot some words and phrases about negative expressions, but they remembered soon through the warm up activities. They seemed to enjoy complaining.

Did they engage with each other and you?
Yes, all of them engaged in conversation so much!

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

Please attach a copy.
N/A

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

Why or why not?
It motivates students to learn Japanese and also generates lots of chances to learn negative expressions in the classroom.

JP F10 INT Feeling ill

November 11, 2010 /

Class theme/topics discussed:

Expression of feeling ill
-Charades (vocabulary for the expression of feeling ill)
-Watching a video for learning Japanese(the expression of feeling ill)
-Role Play (One students should be a doctor. The other students should be a patient.)
-Making an Origami crane. (Get-well present)

How did you pick this theme or topic?
Since this class has already done the project, I want students to improve daily conversation. This topic is the best as a introduction of daily conversation.

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

How did students react?
They seemed to enjoy the class. They tried to make a beautiful Origami crane hard. So, at the last part of the class, the class was very quiet because they really concentrated on making it. That might be not good for conversation class.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-TV (To watch the video)

Please attach a copy.
N/A

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

Why or why not?

Most students really want to study in Japan. From my experience, it is important for international students to know daily life conversation in foreign countries. In addition, this topic (describing of feeling ill) is easily consisted by many kinds of activities.

RU F10 INT Clothing. Fashion – cont’d

October 28, 2010 /

Class theme/topics discussed:
Clothing
Fashion: what’s in and what is not (CONT’D)

How did you pick this theme or topic?
Former LR’s lesson plans

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Follow-up handout on the vocabulary from the previous class
Video, general discussion, students’ presentation

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.)
Video, laptop, Internet
Please attach a copy.

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

Why or why not?
The activities provide students with basic vocabulary in the topic and encourage speaking in the target language.

Intermediate Russian
Lesson 18
October 28, 2010

Clothing. Fashion: what’s in and what is not? (CONT’D)

Warm-up: follow-up exercise to revise vocabulary from the previous class.

Practice: 1. Watching fashion show videos

http://video.mail.ru/bk/danki84clab/2313/2704.html

– Discuss the shows. What was especially good about them and what would you change?

2. Commenting on a fashion show. Look at the pictures from the presentation and comment on the models following the plan:

1. Имя коллекции и конкретной модели.
2. Опишите модель/цвета.
3. Скажите:
• насколько универсальна и удобна такая одежда.
• куда можно её надевать
• сколько такая одежда будет стоить в магазине
• что делает эту модель уникальной

http://www.cosmo.ru/fashion/spec_section_rfw/839805

[OR: Make a short fashion defile and a presentation. You can use music/video, Internet for your preparation. ]

FR F10 ADV – health system and game “Doctor’s visit”

September 21, 2010 /

Health system + game “Doctor’s visit”

How did you pick this theme or topic?

I wanted them to talk about the differences between the French and American Health System, and also to do a role play and learn some more vocabulary about medicine-related things.

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

General discussion
Role play

How did students react?

They reacted well.

Did they engage with each other and you?

Yes!

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

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

Advanced 9/21

1. Warm-up : weekend ?

2. Health system in France and the US: general questions

3. Role playing

– Vocabulaire
– feuille patient
– cartes maladies possibles
– feuille docteur
– cartes traitements

FR S10 ADV – roommates

April 22, 2010 /

Roommates

How did you pick this theme or topic?

I thought it was a good topic to make them talk and interact

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

Interviews in pairs
General discussion
Role play

How did students react?

Very well, they had a lot to say.

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.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes!!

Advanced 4/22

1. Entretien about colocataires – 10 min

2. General discussion – 10 min

3. Game – 40 min

Description :

1. Leur expliquer qu’ils vont accueillir un colocataire, pendant un an, à choisir parmi leurs camarades de classe.
2. Leur faire preparer un questionnaire type (10 questions maximum pour les élémentaires) qu’ils utiliseront pour chaque participant.
3. Expliquer les règles du jeu : les élèves s’assoient deux par deux et face à face à des tables espacées si possible. Chaque « couple » ainsi formé dispose de 5 minutes (en fonction du niveau et du nombre de questions) pour s’interroger mutuellement et prendre des notes.
4. Toutes les cinq minutes, chaque élève change de partenaire jusqu’à ce qu’il ait interrogé tous les autres participants.
5. Laisser quelques minutes de réflexion puis demander à chacun de révéler son choix en lui demandant de se justifier (expression simple de la cause et de la conséquence pour les niveaux les plus faibles).

ES S10 INT/ADV Living on Campus in Spain

March 18, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/18/2010

Class theme/topics discussed:
Living in Spain

How did you pick this theme or topic?
We talked about roommates before, so I decided to continue talking about housing in Spain and problems with the roommates.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started talking about finding an apartment in Spain, and then did a role play of possible problems that may arise from living with other people.

How did students react?
They liked it very much and they came up with great stories!

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

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

Please attach a copy.

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

Why or why not?
Yes, they liked it very much and they learned lots of new vocabulary.
18th Class INT

JP S10 INT/ADV Immigration

March 11, 2010 /

Class theme/topics discussed:
At the airport-単語の導入『パスポート』『税関』『滞在の目的』『入国審査』『観光者』
Creat passport
Write Post Card

How did you pick this theme or topic?
I chose this topic because today is right before spring break. I thought it must be fun to role play to be a tourist and custom officer at the airport

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
１）Picture cardを配布－どこの国か当てる。それから一枚好きな国の絵を選ぶ
２）I gave them world famous people’s picture （名前やプロフィールが記載されてある）
３）Create own passport
４）Role Play/ Ask your partner’s propose of visit, or made up any kind of questions and ask! If a custom officer think it is ok to let them enter the country, a custom officer should sign their autograph to visitor’s passport.

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

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

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

有名人－http://genkienglish.net/birthdaycards.pdf
パスポート-http://genkienglish.net/passportj.htm
Picture of country-フランス・ドイツ・イギリス・エジプト・韓国・中国・スイス・・・

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

Why or why not?
Intermと同じことをしたが、This activity also worked for Advanced students,少し幼いようなゲームだったが、パスポートを作ったり、日本の昔の有名人について話したり、なかなか盛り上がった。They enjoyed a lot and created unique questions. I am glad they kept on talking a lot.

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.

ES S10 INT/ADV Roommates

March 9, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/09/2010

Class theme/topics discussed:
Roommates

How did you pick this theme or topic?
I continued talking about youth, so this topic was next.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started playing a little bit of Mafia as a warm up before moving to the role play.
I asked them to tell me who was their best or worst roommate and they loved it! They were all eager to talk, all of them had funny stories and in the end we couldn’t do the last activity because of lack of time.

How did students react?
They loved talking about their roommates, and also liked to hear how it works in Spanish speaking countries, since many of them would like to study abroad.

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

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?
Yes!

Why or why not?
They like talking about something that concerns them and had a great time.

15th Class INT

JP S10 ADV Game, Blind Date

February 25, 2010 /

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game－１）Make your personal profile 2)Find your partner!　

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける（男か女か書かれたカードをひく）
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌（プロフィール写真のため）

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

DE S10 ADV Restaurant

February 16, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 16, 2010

 

Class theme/topics discussed: In a restaurant

How did you pick this theme or topic? My students had told me that they would like to bake or cook something together, which I plan to do the following lesson. As an introduction I thought it might be interesting to talk about food in general and do this with the help of a role-play.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First, I asked my students what they generally liked to eat and drink and what not so much. We had a lively discussion about American food and my students’ favorite dishes. We also talked about their favorite restaurants and great places to eat in the area around Claremont. Then, I suggested an exercise: Each student was supposed to impersonate a restaurant owner. They had to come up with a type of restaurant, a name for it, and their own menu with their favorite dishes. Then, we did different kinds of role plays, where the students would play customers, waiters, and chefs in their respective restaurants. The students practiced some restaurant-related small talk, they discussed the menus, they placed orders, and they gave feedback about the food they had ‘ordered’.

How did students react?
The students had a lot of fun were very creative when it came to their own menus. They also loved the role play.

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.)
Draft of menu

 

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 and get creative.

FR S10 INT – Physical appearance, dating agency

February 11, 2010 /

Physical appearance
Dating agency game

How did you pick this theme or topic?

Valentine’s Day was coming so I thought I could do something related to it while using physical appearance and vocabulary they had just learned.

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

Handouts
Dialogue

How did students react?

They reacted well, I think they enjoyed it because it was a bit different from what we had done in the past lessons, and they had to be creative and to imagine a whole character to embody.

Did they engage with each other and you?

Yes. They asked me questions about vocabulary and then they had to ask questions to each other as if they were actually interviewing candidates for a dating agency.

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

Handouts
magazines

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

Would you recommend this activity for a future class?
Yes, totally. This worked well; they produced speech and had fun doing it.

Intermediate 02/11

1. Review the vocabulary with the missing student – 15 min

2. Dating agency
→ explain the game: they are going to fill out a form and then be interviewed for an agency specialized on dating

3. They fill out the form – 30 min

4. Interview – 2 x 5 min
→ then, each one of them is going to ask questions to the other

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.

ES F09 INT Tour of the Campus

October 29, 2009 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/29/2009

Class theme/topics discussed:
Describing buildings, telling stories.

How did you pick this theme or topic?
Since the weather is so nice (seriously, when is fall coming here?), I decided to take the students out for the class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We divided the class in two groups, tourists and guides. I gave some information to the guides and I brainstormed with the tourists some of the possible questions that could arise in one of these visits.

How did students react?
They liked being outside and enjoyed the activity, most of them, at least.

Did they engage with each other and you?
They engage well, but the tourists hardly talked or made any questions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Some info about the college from Wikipedia.

Please attach a copy.
Next page.

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

Why or why not?
Maybe there’s another way of making the tourists a little bit more participative.

17th Class INT
17th Class OUT

JP F09 ADV Picture difference, Mummy game

October 29, 2009 /

Class theme/topics discussed:
Cultural Activity announcement
・Picture difference (Vocabs for Halloween; 魔女・猫・おばけ・かぼちゃ・くも・くもの巣・ふくろう・こうもり・がいこつ)
・Mummy Game

How did you pick this theme or topic?
Because it was right before Halloween!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Picture difference: I prepared the picture differences sheets from Ganki English.com. I divided in to pair, and they were finding the picture difference between 2 pictures. We did “Mummy Game” I prepared 4 rolls of Toilet papers. Make a pair, and one of them was going to be a doctor, and another one was going to be a patient(mummy). Then, doctor had to do じゃんけん with another doctor of team. Winner was a doctor, and Loser was a patient(mummy). Doctor had to ask patient “What’s wrong with you?” “Where do you hurt?” and the patient(loser) had to tell “My head is injured” or “my elbow hurts” and they needed to explain the detail. After that, Winner had to wrap the loser what they said the part of body.

How did students react?
Picture difference: This was good ice break, but first of all students seemed not be excited to do this, because it was too easy. But they talked a lot. So eventually, it was good.
Mummy Game: It was fun! They were so excited to do this, and they talked a lot! But I had to introduce the body parts first…many students didn’t know the body parts…that made me surprised because I thought they already knew the vocabs for body parts. I will make sure the body parts next time class.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
http://www.genkienglish.net/gamemenuj.htm

Would you recommend this activity for a future class?
Yes! I would like to do these activity again! But only before Halloween…

Why or why not?
Students can be relax more than usual class because it was just right before Halloween. Mummy game is also good practice to memorize body parts. Mummy is good for Halloween!

ES F09 INT/ADV Speed Dating

October 27, 2009 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/27/2009

Class theme/topics discussed:
Meeting other people; speed dating.

How did you pick this theme or topic?
I found this funny activity on the Internet and I thought could be interesting to share it with them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We created new identities for all of them dividing them in both men and women. They needed to find a picture for their new identity and fill in the basic data. Afterwards, they would be in 5 minutes dates with each of their classmates and finally they needed to choose who they liked most.

How did students react?
They LOVED the activity and had a lot of fun.

Did they engage with each other and you?
They engaged perfectly with each other and in the end, they could perfectly explain their reasons to the rest of the class.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A chart with some basic questions, newspaper and magazines to cut a picture out of them.

Please attach a copy.
See next page.

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

Why or why not?
They just LOVED it.

16th Class INT
16th Class TAB
16th Class DES

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