Difference between revisions of "ALT Scavenger Hunt"

From Kumamoto Lesson Wiki
Jump to: navigation, search
Line 23: Line 23:
  
 
'''How the Lesson Incorporates the Four Skills'''
 
'''How the Lesson Incorporates the Four Skills'''
 
+
*Reading: Students have to read each card to find the correct answer to the scavenger hunt questions.
'''*Reading:''' ''Students have to read each card they discover in order to find the correct answer for their scavenger hunt questions.''
+
*Writing: Students have to write their answers down in English in order to get the stamp.
'''*Writing:''' ''Students have to write down the answer in English in order to get the stamp.''
+
*Speaking: Students tend to ask for additional clues from the ALT, so expect them to come up to you and ask for help in English. Students also have a tendency to read the cards aloud to each other to find the answers.
'''*Speaking:''' ''Students tend to ask for additional clues from the ALT, so expect them to come up to you and ask for help in English. Students also have a tendency to read the cards aloud to each other to find the answers.''
+
*Listening: Students have to listen to the instructions, listen to JTE and ALT feedback on their answers, and any additional clues from the ALT.
'''*Listening:''' ''Students have to listen to the instructions, answer confirmations, and and additional hints from the ALT and JTE in English.
+
''
+
  
 
'''PART ONE: SCAVENGER HUNT'''
 
'''PART ONE: SCAVENGER HUNT'''

Revision as of 06:02, 22 March 2018

Name of Teacher: Kristina Elyse Butke

Class/Grade/Language Level: High School, all levels

Textbook and specific lesson: Not applicable

Goals:

  • Interactivity: students will interact with each other, the ALT, and JTE directly; the activity also promotes physical activity as students are required to move around the classroom searching for clues.
  • Language: Students will enhance their reading comprehension and develop new vocabulary as they read clues for the correct answers about the ALT.
  • Cultural awareness: students will learn about the ALT's home culture and personality.

Preparation:

  • You need to create a handout with questions about yourself--one version with questions only, and then another version with the answers for your JTE to assist with stamping student papers. Create the handout with this Word file (use the 8x2 Word Group Flashcard Template). Questions can be about your home country ("What country am I from?" or "What is my country's famous food?"), your family and friends ("How many brothers and sisters do I have?"), your hobbies ("What do I like to do?"), and your favorite things ("What is my favorite color?" "What is my favorite food?"). Note: Depending on how well your students take to the activity, they might finish quickly, so I recommend preparing a second page with different questions just in case.
  • You will print pictures of your answers as well as several decoy answers. For example, if your favorite food is strawberries, one of the cards will be a picture cutout of strawberries, but you should also print out other foods (3 or 4). Laminate your pictures. On the back of each picture, write a sentence in English about the image. On the correct image, write the specific phrase that students should use to answer the question.
  • You need to place these all over the classroom, but do not deliberately hide these pictures from the students.
  • You will need rubber stamps and ink (or stickers) For when students come to you with their answers. Correct answers get a stamp.

Class time:

  • Requires full class time: 45-50 minutes
  • 5 minutes for explanation and JTE/ALT demo of what to do
  • 30-35 minutes for the scavenger hunt (divvy this up however you see fit)
  • 5-10 minutes to check answers and award prizes

How the Lesson Incorporates the Four Skills

  • Reading: Students have to read each card to find the correct answer to the scavenger hunt questions.
  • Writing: Students have to write their answers down in English in order to get the stamp.
  • Speaking: Students tend to ask for additional clues from the ALT, so expect them to come up to you and ask for help in English. Students also have a tendency to read the cards aloud to each other to find the answers.
  • Listening: Students have to listen to the instructions, listen to JTE and ALT feedback on their answers, and any additional clues from the ALT.

PART ONE: SCAVENGER HUNT

  • Assign students pairs or groups. If students work in pairs, they will get one handout and they can work together the entire time. If students work in groups, the entire group gets one handout, and two people tackle one question at a time. Once they confirm an answer is right, they give the paper to the next two people in the group (like a relay).
  • Students must look at the images all over the room, read the message on the back of the picture, and write the correct answer on their handout.
  • It is very important to let the students know they CANNOT REMOVE THE IMAGES FROM THEIR ORIGINAL PLACES. Students take their papers with them as they search and write their answers on the spot.
  • As soon as they write an answer, they must immediately go to the ALT or JTE to check it. If they are correct, they get a stamp. If they are wrong, they are told to try again. Note: Depending on the students' English level, you may have to tell students additional clues if they get the answers wrong more than once, or if they ask for help.

PART TWO: STAMP TALLYING AND PRIZES

  • The first students who fill out their entire paper with stamps get a bigger prize (like candy).
  • Any students thereafter who fill out their entire paper with stamps get a smaller prize (like stickers).
  • If students are unable to fill out an entire paper, use the end of class and award prizes (1st, 2nd, and 3rd) to groups with the most correct answers.
  • If your students work quickly and finish early, you can do a part two where you give students a new paper with new questions for a second scavenger hunt. As with part one, you will award prizes the same way, and students have a second chance to win.