In this lesson, students make a choice about what they want to eat for dinner, but then they are asked to trade with a partner and discuss whether they like their new dinner better. Based on this discussion, they learn about preferences and how they help us make choices. Students then hear a story about a little bear who looks at many hats to see if he can find a new one he likes. Students will relate key concepts from the lesson to the story and create a hat to discuss their own choices and preferences with the class.
Do you think that a majority vote is always the fairest way to reach a consensus? Think again! In this video, Professor Diana Thomas of Creighton University explains that it is very easy for a savvy politician to dictate the winner of a vote using Condorcet’s Paradox.
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. Students will use technology to communicate with peers about their preferences on a variety of topics.
In this activity students will play a Kahoot! review game to review the content, grammatical concepts, high frequency vocabulary and common phrases in Mandarin Chinese that were learned during the semester.
In this activity students will practice discussing their work and giving relevant advice in the context of the workplace.
In this activity students will practice discussing their ideal work environment, including preferred types of colleagues and work preferences. They will also practice explaining past and future work experiences.
In this activity students will practice their listening comprehension skills by listening to popular French music. They will also practice sharing their opinions regarding music and describing the general message of a song.
In this activity students will practice how to share their interpretations on artwork. They will also discuss different forms of art and practice describing various pieces of art.
In this activity students will practice how to share their interpretations on artwork. They will also discuss different forms of art and practice describing various works of art.
Interpersonal speaking - Novice Mid(Boise State University French 102 - Lab 2)Relevant NCSSFL-ACTFL Can-Do statementsI can talk about my interests and hobbiesI can talk about my favorite music, movies, and sportsI can talk about activities or things I did in the recent past
In this activity, students will answer questions about themselves. In addition, they will have the opportunity to share information about their hometown with the rest of the group.
Students will introduce themselves and get to know one another by asking and answering questions about personal preferences.
Students will have a chance to get acquainted with the other students in their lab group. Additionally, they will review vocabulary they learned in previous semesters. Students will discuss their likes and dislikes, explaining their preferences. This is a great lab to start the year off.
This book is an accompaniment to the OER text How to Learn Like a Pro by Phyllis Nissila. I used this text in an English for Academic Purposes course at South Central College in Faribault, Minnesota. During this process, I developed a number of supplemental activities and have published those activities in this book. This book is intended to be used in coordination with How to Learn Like a Pro.
In this activity, students will share their preferences based on likes and dislikes. Students will discuss their preferences on multiple different topics to include activities, food, clothing, items, etc, using complete sentences.
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.
To get started with the semester, students are going to introduce themselves. After a short introduction students are going to spend the rest of the lab getting to know each other
Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. NCSSFL-ACTFL Can-Do Statements:I can state multi-step instructions for completing a process, such as preparing a recipe.I can work with a partner to determine what to order at a restaurant.I can interact with others to ask for restaurant recommendations.