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Unit 12 Activities
Pair
“Past, present and future code breakers”
Estimated time:
15 to 20 minutes
Materials:
Code breakers sentences, cut into pieces
(see below – make enough so that each pair of students has one envelope
full of sentences)
Envelopes or other containers (enough for each pair of students to have
one envelope)
Markers
Objective(s):
The students will arrange target language sentences chronologically.
The students will read target language sentences.
Procedure:
Beforehand, the teacher/parent prepares an envelope for each pair of students.
Each pair of students will receive one envelope containing 9 small pieces
of paper with target language sentences on them. The teacher/parent should
cut up sentences. Writing one or two letters
on the back of each piece of paper (sentence), the teacher/parent writes
“code” (a TL word or phrase). The “code” can be
anything - perhaps something funny or a secret joke among the group. The
code could also be a word for a treat that everyone will receive once
they break the code. Be creative! Once students have put the three groups
of sentences into the correct order, the will be able to arrange the letters
on the backs of the pieces of paper to “break the code.”
The teacher/parent models the task and gives examples of what students
should look for when trying to break the code. For example, if one sentence
is about a dog, the next sentence should not be about a person. Students
should understand that there are three groups of three sentences, and
that each group has one sentence for the past, present, and future. The
teacher/parent should review vocabulary and examples from Unit 12 to remind
students of target language structures.
Assessment/Monitoring Progress:
While most students should be able to perform this activity, it may be
a bit advanced for younger students or students with lower target language
ability. If students have difficulty, try assigning only one set of three
sentences to each pair of students (e.g., one pair receives the sentences
about the dog, and another pair receives the sentences about the criminals).
This activity will be most appealing to students who enjoy puzzles or
word games, and who prefer logical activities over role-plays or other
dramatic activities. This activity provides an opportunity for quieter,
more logically-inclined students to take the lead in the group.
For an added challenge, have students create their own codes and sentences,
which can be solved by their peers or by the teacher/parent along with
the group.
Group
“Environment Mobiles and Collages” (Present to Group)
Estimated time:
Variable – Probably one or two 40 minute sessions dependent on class
size, materials, and student interests
Materials:
Recycled materials to be used in art projects (hangers, string, paper
products, magazines, containers, decorations, etc.)
Markers
Art supplies (glue, decorations, etc.)
Objective(s):
The students will create, write, and read slogans in the target language.
The students will create a mobile or collage about the environment.
The students will present their mobiles or collages to the group using
the target language.
Procedure:
The teacher/parent engages the students in a discussion about recycling
and the environment. S/he asks the students if they recycle, and how they
do it. S/he asks them if they have environmental concerns. The teacher/parent
tells the students that they are going to be making some art projects
using recycled materials. S/he asks them to bring in materials over the
course of a few days, and s/he shows them finished examples of collages
and mobiles so the students know what sort of materials to bring in. Be
creative!
The students have a choice of what to make from recycled materials (a
mobile or a collage), but the message must be about the environment. The
teacher/parent brainstorms ideas with the group for environmental themes,
and asks the group to come up with some examples of environmental slogans
in the target language. Students work individually on their projects,
each of which should contain an environmental focus and slogan written
in the target language. For example, students might create a collage using
magazine pictures and letters. The pictures might be of water, and the
letters might be cut out and glued to form target-language phrases about
water pollution or the importance of clean water. The student might have
a unifying slogan, such as, “Fish and people both need clean water
to live!” The pictures in the collage might be labeled in the target
language.
Students should be allowed to create their artwork in various ways. Collages
are easy to make by simply gluing pieces of paper and other items onto
a large piece of paper. One easy way to make a mobile is by tying decorated
recycled items with string to a recycled hanger.
The students should present their artwork to the group, and it should
be displayed prominently if space allows.
Assessment/Monitoring Progress:
This open-ended activity allows for creativity and expression. Artistic
students will particularly enjoy making the projects, and it is a good
opportunity to engage these students in the target language and culture.
The teacher/parent should allow for a large variety of artwork. Some students
will need more time than others, and will be more involved in their projects
than others. Encourage students to work together, so that all projects
have a meaningful connection to the target language, target culture, and
environmental issues. Slogans that unify projects are important.
This activity provides a good opportunity to use products and themes
from target culture. For example, recycling and environmental concerns
are a big priority in Europe, especially in Germany. This information
can easily be integrated into the activity and resulting student projects.
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