Unit 7 Activities Pair Materials: Objective(s): Procedure: Once materials are finished in advance, the teacher/parent
tells the students that they will get to do two fun things today. First,
they will play a guessing game, and then they will use money to buy and
sell things with a partner. Students play a pair game in which one person has a card with a picture of a store, and the other person must figure out what it is. The student with the card says one thing describing the store, and the other person can either guess what it is, or ask a question. The game continues, with the partners taking turns asking and answering questions until the name of the store is correctly guessed. For example, student #1 might have a card with a picture of a book store on it. Student #1 then tells student #2 that the store does not have clothing in it. Student #2 then asks if it is a grocery store. Student #1 says “no,” and provides another hint, such as, “you can’t buy meat here.” Once student #2 guesses correctly, the partners switch roles. Once the game is finished and all of the cards have been correctly guessed, the cards are laid out on a desk/table. The students then take turns role-playing a customer and a salesperson. The “customer” chooses a card for the store in which s/he wants to buy something. The students role-play a simple customer/salesperson interaction in the store. For example, student #1 might choose the butcher shop card and pretend to be a customer at the butcher shop. S/he might ask how much the chicken costs, and student #2 must respond as the salesperson (in this case, the butcher). Students should engage in short exchanges using play money representing money from the target culture. Assessment/Monitoring Progress: Because the role-plays are more open-ended, it may be helpful to provide a clear example ahead of time, or even to provide the students with a basic template of what a dialogue should sound like. If time allows or on an additional day, the shopping role-plays can be performed in front of the class. Props can be utilized, and the role-plays can be embellished upon.
Materials: Objective(s): Procedure: The teacher/parent also prepares the 16 note-cards, each with a piece of the directions written in the target language as follows: In block A1, draw a square. The teacher/parent reminds the students of the sleuthing theme and the activities they have done so far. S/he asks them if they like solving mysteries, and if they would help her solve a mystery about a map. The teacher/parent tells the students that they have received information about the town where some criminals are hiding. The students must work step-by-step to solve mystery by listening to directions and clues. When they are finished, they will have created a large map of the town, and will know where the criminals are hiding. The students take turns listening to the directions in the target language on cards read by the teacher/parent. Each student must follow the directions on the card, and draw the appropriate shape or label the map using the appropriate vocabulary. If group size is large, students can work in pairs to follow the directions, because of the limited number of steps. If group size is small, some students will have more than one turn. Assessment/Monitoring Progress: If time allows, students can embellish the map with drawings
of street lights, road signs, scenery, and more target-language labels.
They can then take turns describing what is on the map, or engaging in
role-plays or other activities involving giving and following directions
that they create themselves. Be creative! Advanced students may want to
make up a new set of directions leading to where the criminals are hiding.
Students can then follow their peers’ directions. |