GREETINGS
animalia, cibus, corpus, et alia
CREATIVE WAYS TO TEACH “FUN” VOCABULARY WORDS
American Classical League Institute
Minneapolis, Minnesota | June 2011
Matthew D. Webb
Moultonborough School District
Moultonborough, New Hampshire 03254
magister@
acl/animalia
|Topic |Title of Activity |
|greetings |1. Introduction to Latin Greetings |
| |2. Practice with Latin Greetings |
| |3. Sock Puppets |
| |4. A Conversation Between Maximus and Valeria |
|family |5. Family Trees |
|foods |6. Introduction to Foods: Plastic Foods |
| |7. Buying and Selling |
| |8. Worksheet and Menu |
|body parts |9. Introduction to Body Parts: Labeling a Giant Monkey |
| |10. Body Parts Tracing |
| |11. Simō Dīcit and Guided Composition |
|color |12. Introduction to Colors: Flashcards |
| |13. Guess Who |
|animals |14. Introduction to Animals: Worksheet and PowerPoint |
| |15. Stuffed Animals and Go-Fish |
|emotions |16. Introduction to Emotions: Pictures |
| |17. Acting Game |
| |18. Spinner Game |
Greetings
1. Introduction to Latin Greetings
- greet students in Latin (use Greetings List) and encourage student response
- students complete Greetings Speech Bubble Worksheet
Materials: Greetings List, Greetings Speech Bubble Worksheet, scissors, glue/tape
2. Practice with Latin Greetings (worksheet adapted from K. Kitchell)
- Language Lab Activities: Pronunciation & Situational Practice
- One of These Things Greetings Worksheet
Materials: One of These Things Greetings Worksheet
3. Sock Puppets (adapted from L. Batten)
- Greet students in Latin, using Sockus the sock puppet and encourage student response
- Students decorate own sock puppet, converse with each other via sock puppets (show Greetings List
on overhead as a reference)
- Students present sock puppet conversations to class
Materials: Sockus, Tube socks for class, Sock decorating materials (markers, yarn, pipe cleaners, googly eyes, etc), Glue guns and glue, Greeting List overhead
4. Guided Composition: A Conversation Between Maximus and Valeria
- students construct a conversation by placing cut-ups on dialogue sheet (show Greetings List on overhead as a reference)
- hold completed conversation using sock puppets
Materials: Conversation Between Maximus and Valeria, Conversation Between Maximus and Valeria Cut-ups, Greetings List overhead
Family
5. Family Trees
- teach your students the various family terms introduced by your textbook
- show the students the Sample Stirps Rōmāna Sheet and ask them if they can figure out what any new family words mean
- students create family tree mobiles of their own families using wire coat hangers
- each student will need small, medium, and long lengths of yarn (cut with scissors) as well as index cards with holes punched in them
- students should write the name of the family member (i.e. Bob) plus the Latin term for that family member (i.e. pater) on each index card
- then the student should draw a picture of that family member on the index card
- then string the index cards up on the coat hanger, along with a title card
Materials: Sample Stirps Rōmāna Sheet, wire coat hangers, yarn, scissors, index cards, hole punch, markers
Foods
6. Introduction to Foods: Plastic Foods
- hold up each plastic food and describe in Latin what it is
- ask students questions about the item in Latin, and have them respond in Latin
- teach a few at a time and periodically review old foods
- dialogue sample: caseus est. quid est? caseus est. estne caseus? estne bubula?
Materials: plastic foods
7. Buying and Selling
- divide class into teams of four; further divide each team of four into pairs
- one pair is the mercātōrēs, other pair is the cīvēs who want to buy foods
- each pair has a stack of all the Foods Cards – the cīvēs stack is one color, the mercātōrēs stack is another color
- buy and sell five foods, one at a time, using this dialogue:
- Cīvēs: (randomly draws a card from their stack) – volumus emere _____.
- Mercātōrēs: (select correct card from stack and gives it to cīvēs) – vēndimus _____.
- pairs must correctly state the food (in its object form)
- pairs switch roles; then buy and sell five more foods, using above procedures
Materials: Foods Cards
8. Worksheet and Menu
- complete foods worksheet
- menu
- imagine that you own a restaurant back in ancient Roman times
- design a colorful menu that advertises either the different foods that you offer or the special meal of the day
- no English words allows; must have at least 5 Latin food words
Materials: Foods Worksheet
Body Parts
9. Introduction to Body Parts: Labeling a Giant Monkey
- label the giant monkey with the Body Parts Cards (anything very large with body parts will do: other
giant animals, cardboard people, giant Halloween skeletons, an actual student, etc)
- hold up a label and ask students where they think it might go on the giant monkey
- if a student is correct, have him/her come up and tape the card to the appropriate location on the giant monkey (another option is to use velcro instead of tape if you plan to re-use the giant monkey and Cards from year to year)
- discuss any pertinent English derivatives
- repeat until all Body Parts Cards have been taught
- complete the Body Parts of Augustus Worksheet as each body part is labeled
Materials: giant monkey, Body Parts Cards, tape, Body Parts of Augustus Worksheet
10. Body Parts Tracing
- divide the class into teams of two
- give each team a length of bulletin board paper that is approximately 5 feet long, as well as some tape to stick the paper to the floor
- one student will be the tracer, and one will be the tracee
- have the tracee lie down on the ground upon the bulletin board paper, and have the tracer trace around that student’s body with a marker
- then, as a team, the students should polish up the drawing and label all of the body parts in Latin
Materials: bulletin board paper, tape, markers
11. Simō Dīcit and Guided Composition
- play Simō Dīcit, using the usual rules, to practice body parts terms
- using the Body Parts Guided Composition, students create and illustrate short story with verbs and body parts on a storyboard
Materials: Body Parts Guided Composition, Storyboard
Colors
12. Introduction to Colors: Flashcards
- hand out the Colors Flashcards, one set to each student
- show Colors PowerPoint; with each color, describe in Latin what it is
- ask students questions about the color in Latin, and have them respond in Latin
- as each color term is learned, have students write it in Latin on the reverse of the matching flashcard
- teach a few at a time and periodically review old colors
- dialogue sample: prasinus est. quid est? prainus est. estne prasinus aut ruber? prasinus est.
Materials: Colors Flashcards, Colors PowerPoint
13. Guess Who (adapted from T. McCarthy)
- create groups of four; split each group into two teams of two
- each team of two has a Guess Who Board (inserted into a sheet protector) and the Guess Who Dialogue Sheet
- each group of four also has cut-up face cards, shuffled, placed face down
- each team of two secretly draws a face card, not showing it to the other team
- teams of two take turns asking questions from the Guess Who Dialogue Sheet to try and determine which face the other team has; eliminate faces by crossing them off on the Guess Who Board with a dry-erase marker
- first team of two to correctly guess which face card the other team has gets a point
- erase dry-erase markings with a small piece of felt, put the face cards back in the deck, shuffle, and repeat the game
Materials: Guess Who Boards, Guess Who Dialogue Sheets, Guess Who Faces to Cut Up, sheet protectors, dry-erase markers, small pieces of felt
Animals
14. Introduction to Animals: Worksheet and PowerPoint
- hand out Animals Worksheet
- show Animals PowerPoint (choose either Authentic images or ClipArt images version), with each animal, describe in Latin what it is
- ask students questions about the animal in Latin, and have them respond in Latin
- as each animal term is learned, students should write it down in Latin on the Animals Worksheet
- teach a few at a time and periodically review old animals
- dialogue sample: est simia. quod animal est? simia est. estne simia aut porcus? simia est.
Materials: Animals Worksheet, Animals PowerPoint
15. Stuffed Animals and Go-Fish (game adapted from S. Davis-Foxworth)
- hand out stuffed animal to each student
- ask students, “quis _____ habet?”
- students respond, “nōmen _____ habet.”
- ask students, “estne rana vīridis aut purpurea?” etc to practice colors, get repetitions of animal
- Animals Go Fish
- teams of 2, each team gets 2 copies of the card set (sets are on two different colors of paper)
- deal out 7 cards to each player in the team
- players put down pairs
- players take turns asking “habēsne _____” in accusative form
- if get what want, ask again
- if not, opponent says “piscāre”
- if get what want, ask again
Materials: stuffed animals, Go Fish Cards (sets are on two different colors of paper)
Emotions
16. Introduction to Emotions: Pictures
- hand out Emotions Worksheet
- hold up each Emotions Picture and describe in Latin what it is
- ask students questions about the emotion in Latin, and have them respond in Latin
- as each emotion term is learned, students should write it down in Latin on the Emotions Worksheet
- teach a few at a time and periodically review old emotions
- dialogue sample: puer est territus. quomodō puer est? territus est.
Materials: Emotions Pictures, Emotions Worksheet
17. Acting Game (from A. Banks)
- tape Emotions Cards (in Latin) to students’ backs
- students walk around room, acting out emotions on each others’ backs; no talking at all
- each student tries to determine what emotion is on his/her back, based on the actions that his/her classmates do; students sit down when they are positive what emotion is on their back
- go around the room, checking to see if emotion is correct
- repeat with different emotions!
Materials: Emotions Cards, tape
18. Spinner Game (adapted from T. McCarthy)
- divide class into groups
- decide the order in which groups will go
- the first group sends a representative to the front
- the student spins the spinner on the Emotions Spinner Game Board to select a feeling (secretly) and picks an Emotions Sentence
- student reads the sentence with the appropriate feeling (twice)
- the student’s group discusses with each other and attempts to guess the feeling: one guess only is allowed
- if the group fails, the next group may attempt to steal, etc.
- one point is awarded to the group that guesses correctly
- the next group sends a representative to the front; repeat
Materials: Emotions Spinner Game Board (construct using the Game Board, a brad, and a paper clip as the actual spinner), Emotions Sentences
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