Lesson Plan and Activity Ideas :)

Lesson Plan and Activity Ideas
Last Updated: 12-19-03

Semana 8: Evaluación

Activities

Question Words: This activity is called, “Who are you?” This is a sort of getting-to-know-you activity. See the chart:

First Name:________________________________	Last Name:_________________________________
Address:___________________________________	Birthdate:_________________________________
City:______________________________________	Telephone Number:__________________________
Family Origin:_____________________________	Favorite Food:_____________________________
Favorite Actor:____________________________	Why:_______________________________________
Numbers of Sport You Play:_________________	Favorite Passtime:_________________________
What is/are your favorite type of movie(s)?	Drama_ Horror_ Comedy_ Romance_ Thriller_

You could either print out the chart or copy it onto the chalk board for the whole class to see. The class would pair up and ask each other the questions like they were going to fill out the chart, which they could do if you would like them to practice their writing, but that’s not necessary. They change the category into a question by asking questions like, “What is your favorite movie?” “When were you born?”

Driving Speed: A quick activity for reviewing the driving speeds would be to relate the speeds to each other by also having the class learn where these speeds are usually the rule. Here’s an new chart:

km/hr	m/hr	Location
24	15	parks, a lot of children around
40	25	residential areas, like in subdivisions
72	45	just outside the city, but on a highway
88	55	2 lane highways, rural highways, like 68
104	65	4 lane highways, like 71

I created this chart, because around Wilmington, a smaller town south of Columbus, has all of these areas to drive in. In Columbus itself I’m not sure if they exist exactly the same but I would venture to say it’s the rule in and around most other smaller towns in Ohio. The way the activity would work is more descriptive than active, but the students would understand how to relate, for example, 65 mi/hr to 104 km/hr more easily by getting an account of where they would be driving at such a speed. So the motive of this activity is to describe where they would drive 15 mi/hr and why. Usually the slower you drive, the higher the chance of children being around. Rural highways are generally a tad slower than 4 lane highways because they are narrower roads with traffic coming at you in the other lane. 45 mi/hr stretches of highway are usually still within the corporate limits of the city, so they slower, probably because of the chance for more cars to be on the road in that area.

Cleaning Supplies: The activity for reviewing all of the vocabulary for cleaning is by using a little house we have made up out of a box. Since the vocabulary tends to adhere to cleaning household items, while using the elements of the house as well, this is probably the easiest way to use them all together. There’s little paper vacuum, dishes, bleach, bucket, etc. The elements of the house are a part of the “house” itself. The way the activity would work is by giving the students a task like, “Clean the windows with the cleaning solution.” And the student would find the cleaning solution, and pretend the clean the window. This activity works by letting the student identify the vocabulary of the house in a “miniature setting.”
Furniture: For this activity we have flashcards with pictures on them. There are two different "games" for this. The first is a "What's missing?" ("¿Qué falta?") game. The second is a "Where does this belong?" game.
Common Clothing: For this activity we've made a super-fun ELOTE Go Fish! game with all the vocab. (I hope it's Go Fish... Does anyone remember how to actually play the game?)
General Review: Now you just need to go over the common phrases. We don’t have any activity ideas for these, but if you come up with a good one, send it to us and we’ll add it to the site.

Homework: As a follow-up, just ask for some verbal feedback on how people thought the field-trip day was, and how everyone feels about the computer and the Internet. Why or why not they think it’s pertinent to their lives. Try to get a short discussion going with pros and cons.
Pronunciation Activity: “b” : Go over in class. See week 2.
Pronunciation Activity: “v”
Cómo usar tu Diccionario: Hopefully by now everyone has a dictionary in their house. This sheet will explain how to use the dictionary. If the students decide to take the next 8 week course (which will be created within the next year), the class will start by going over this homework assignment.
Adios!: This is the last day of classes. Be sure to tell the students how much you enjoyed teaching them and let them know about the Intermediate class (when it will be taught the next quarter) and remind them about our Conversation Partners program and our other Outreach services. If you want to, you can bring some kind of treats for the class this day.
Clase de Inglés: Evaluación de la Clase: Explain how to fill out the form, and let them know that it's optional. You might want to write your names at the top before you hand them out. You can wait outside the room while the students are filling them out, and ask them to put it upside-down in a pile when they leave, so that they don’t feel intimidated writing their honest answers.
Certificate of Completion: For everyone who requested one, hand out their signed Certificates of Completion with their names on them.
Great job!!!: Thank you for teaching these classes. I hope the experience was good for you. Please send an e-mail to Jessica ([email protected]) or Reem ([email protected]) for ideas on how to change the way the classes are set up. Or contact Cat ([email protected]) for ideas on how to change the actual handouts or activity ideas.

Back to Main Page

Hosted by www.Geocities.ws