Unit 8 Activities Pair Materials: Objective(s): Procedure: The teacher/parent engages the students in a quick conversation about their class schedules or any type of schedule they may have. As a warm-up, the students can work in pairs, asking and answering questions about each others’ daily and/or class schedules in the target language. The teacher/parent then tells the students that they will be working in pairs to solve a puzzle. Each partner in the pair has some information that the other partner does not have. It is their job to ask each other for the missing information, and to write it on their handouts. The teacher models the following activity with a student before pairs of students work on the activity. The teacher/parent passes out the daily schedule handouts to each pair. One member of the pair receives Handout A and the other receives Handout B. The students take turns asking and answering questions in order to fill in the blanks on their handouts. For example, Student A (with Handout A) might ask Student B (with Handout B), “When do I brush my teeth?” or “What do I do at 9:00 a.m.?” Once the handouts are complete, the students compare handouts with their partners. The handouts should match. Assessment/Monitoring Progress: For an added challenge, have students create their own activity based on the idea of exchanging information. For example, students could create a shopping list with missing items, or a set of directions. This type of activity can be used again and again with different target language structure and vocabulary. Students will have a good opportunity to use the target language to get information from their peers. Group Materials: Objective(s): Procedure: The teacher/parent asks the students to create two sentences – one about what they love and one about what they hate. Each student writes a line as follows, “(Name) loves _________, but s/he hates _____________.” The poem can be set to rhythm and said as a chant or song. If time allows, the poem can be elaborated on by including more lines or making the sentences more complicated. Students may choose to be creative and add a refrain after each pair of lines in poem, or may want to choose movements that go along with the poem as they read. Some students may wish to accompany the song using instruments, perhaps from the target culture (such as maracas). Assessment/Monitoring Progress: For an added challenge, try making the sentence format more complicated,
or allow students to write target language sentences completely in their
own words. Some students may even wish to write and recite an entire target
language poem of their own.
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