Unit 9 Activities

Pair
“Mystery Directions Scavenger Hunt”
Estimated time:
20 to 30 minutes

Materials:
Pictures of vocabulary from Unit 9 (see directions below)
Vocabulary cards in the target language
Mystery Directions Paragraph in the target language
Items for teacher/parent to look like a police officer (pretend badge, hat, or simply a sign or name tag)
“Clues” to take to the “police officer” (pieces of paper with target language words written on them – one per pair of students)
Prizes or Certificates (optional)

Objective(s):
The students will find target language words written on cards around the room (classroom or other space).
The students will read a paragraph in the target language and insert the missing words in the blanks.
The students will follow the directions in the target language to find a hidden item in the room.

Procedure:
Beforehand, the teacher/parent prepares for the activity by printing the “mystery directions” and vocabulary cards in the target language. There should be enough sets of directions and vocabulary cards for each pair of students in the group. The teacher/parent also prepares pictures (cut-out from a magazine or computer-generated clip-art) of the following: a park, a bank, a school, train station, and a movie theater. Only one set of pictures is needed. The teacher/parent lays the pictures out around the room by following the “mystery directions”. To begin setting up the pictures, place the train station picture in a corner, and then place the other pictures around the room so that they correspond to the directions (this will vary by the size and shape of the room).

The teacher/parent shows the room set-up to the students, and reminds them of the vocabulary for the items. S/he tells the students that they will get to move around they room to solve a mystery today!

The students are grouped into pairs, and each pair receives a set of “mystery directions” and vocabulary cards in the target language. The pairs fill in the blanks on the directions, using the words on the vocabulary cards. Once the “mystery directions” are complete, the pairs follow the directions.

Meanwhile, the teacher/parent dresses as police officer (with props such as a pretend badge, hat, or simple sign). The “mystery directions” eventually lead to the bank, where the students receive the “clues.” The students bring the “clues” to the police officer (teacher/parent) who can then give them a reward (prizes or a certificate) in exchange for the “clues.”

Assessment/Monitoring Progress:
This activity requires a good amount of preparation by the teacher/parent, and will only be successful if it is properly set up. Be sure to allow a lot of time in advance for both the physical set-up and preparing the students to perform the activity.

Even students with limited target language abilities should be able to fill-in the blanks on the directions using the words on the vocabulary cards. Some students may need the teacher/parent to draw their attention to the words in the directions that can help them (such as the word “trees,” which is a hint for the word “park”).

Most students will find this type of activity very enjoyable, and it can be adapted in many ways. The teacher/parent should facilitate, making sure that students continue to speak the target language during the activity, and that students stay on course. It may be necessary to stop at times to get students back on track.

If students run into difficulty, try limiting the directions by eliminating some steps. It may help to group pairs so that students with strong target language skills can help their peers.

For fun, the “clues” found at the end of the activity can lead to another puzzle or mystery for the students to solve. Be creative!

If desired, students can compete to see which pair completes the task first, perhaps with different prizes or certificates going to the winners.

Group
“Giving Directions Information Gap Activity”
Estimated time:
15 to 30 minutes (dependent on group size)

Materials:
Objective(s):
The students will create a set of directions in the target language.
The students will give and respond to directions (left, right, forward, etc.)

Procedure:
The teacher/parent asks the students if they are good at following directions. S/he asks them to show her by following some commands. For example, the teacher/parent asks the students in the target language to stand up, and then asks them to point to the left, move to the right, move forward, move backward, etc. The teacher/parent tells the students that they will have a chance to both give and follow directions in a game they will play today. The teacher/parent models the following game/activity with a student, and then pairs of students take turns giving and following directions.

One student is asked to leave the room. The remaining students choose a spot where the student will have find (mystery spot). When the student returns, s/he is given directions by the group until s/he lands on the mystery spot. Depending on the age and target language abilities of the students, directions can be given by individuals, or chanted as a group. Once the student land on the mystery spot, s/he chooses the next student who will take a turn. That student leaves the room, and the game continues until all students have had a turn.

Assessment/Monitoring Progress:
This activity can vary depending on the age and target language abilities of the students. As stated above, students can give directions individually, or chant them as a group. Younger students will probably prefer chanting as a group, with some students taking the lead. If students are giving directions individually, allow other students to help their peers when they encounter difficulty.

This game will be enjoyed most by younger students, but is effective and can be adapted for all ages. For an added challenge, try asking the student to maneuver around the room blindfolded or with his or her eyes closed, while the other students give directions.