Objectives:
Getting to know you activities
Speaking and cultural awareness - Comparing money from Mexico and Australia, inferring things of national importance
As I have just returned from Australia, the first class was a little difficult. I was very tired; and the group had already had two classes with a substitute teacher, and so were a little wary of who I was. But I introduced myself a little and let them know I'd just gotten back from Australia.
Then I gave them some administrative information, including that I want them to read at least one novel throughout the semester, and to do journal writing at the beginning of each class. The students seemed happy with this although they weren't particularly communicative.
For a "get to know you game" I got them to do "Sit next to" ... It's a game that involves you getting out of your seat and finding out something small about other people in the class. In the end people were sitting next to other people, but as I didn't print out a copy for myself of the commands, I had to ask them questions from the ones I could remember - which weren't so many, as I was so tired! So I felt that this game was not as effective as it could have been.
Then as an introductory exercise, I brought along some coins from Australia and we talked about money. I got the sts to take out any notes or coins that they had on them and we discussed who was on them, what they represented, and what, as a result, is important to Mexicans. Then I got them into groups and they answered the following questions:
As I have just returned from Australia, the first class was a little difficult. I was very tired; and the group had already had two classes with a substitute teacher, and so were a little wary of who I was. But I introduced myself a little and let them know I'd just gotten back from Australia.
Then I gave them some administrative information, including that I want them to read at least one novel throughout the semester, and to do journal writing at the beginning of each class. The students seemed happy with this although they weren't particularly communicative.
For a "get to know you game" I got them to do "Sit next to" ... It's a game that involves you getting out of your seat and finding out something small about other people in the class. In the end people were sitting next to other people, but as I didn't print out a copy for myself of the commands, I had to ask them questions from the ones I could remember - which weren't so many, as I was so tired! So I felt that this game was not as effective as it could have been.
Then as an introductory exercise, I brought along some coins from Australia and we talked about money. I got the sts to take out any notes or coins that they had on them and we discussed who was on them, what they represented, and what, as a result, is important to Mexicans. Then I got them into groups and they answered the following questions:
- Whose picture is on the coins? Why is it there?
- What's on the other side? Why do you think it is there?
- What types of things do you think Australia considers to be important?
Later they also discussed the different "ages and stages" of Queen Elizabeth II.
I think they enjoyed looking at the coins and working out the different animals on them. Some groups had very similar coins, however. It would be better to work out beforehand that each group has a good selection of coins or notes.
They looked at vocabulary like platypus, echidna, Commonwealth, kangaroo, emu, lyrebird, note (as compared to "bill" - they pointed this out to me), Aborigine, and Southern Cross.
Looking back, I'm not sure if this activity was the best for the first day. It would probably have worked better if I had done it when there was more interaction among the sts. I imagine they were a little overwhelmed by my Australian-ness!
The classroom was quite warm even though it was evening. We finished a little early - around 8:35. This also helped to work through some administration issues with some students.
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