PRESENTATION ACTIVITIES FOR THE FIRST DAY OF CLASS

The first day of class is a very special and delicate moment. It is important that as teachers we dedicate our first class to meet them and to know each other (if they are not already known), present the course and our objectives and know their expectations and ways of learning.

On our first day of class it is important to create a serene and trustworthy environment. To do this, in this post we propose a series of activities to carry out the first day of class that surely you will find very useful to start off with your class with a good level or age.

Presentation activities index:

  1. Word clouds
  2. Closed eyes
  3. Walking
  4. Repeat the above
  5. Two wheels
  6. Completing the information
  7. In Indian rank
  8. The star
  9. True or false?
  10. Find someone who
  11. This identifies me
  12. Self esteem
  13. The Macedonia
  14. Shipwreck
  15. The spiderweb
  16. Journalists
  17. Crosslinked names
  18. My Spanish language passport
  19. The boat asked

1. Word clouds

A1 / C2

Word cloud created with Tagul

As I explained in 9 ideas to work with word clouds in the language class , the student thinks words that define him (people, meals, adjectives, places where he has gone, etc.) and puts everything in a word cloud With the way he wants. Then use that cloud to introduce yourself to the rest and decorate your notebook or class with it.

2. Eyes closed

A2 / C2

Pixabay Image – Public Domain

Students are placed in a circle and warned that they have to memorize the physique of their classmates (how they are and what they are wearing). With a ball they present themselves while they pass it ( I am … and I greet … ) if they know each other, and if not ( I am … and what is your name? ). Then they are asked to turn around and not look at each other and greet someone in the group by naming a physical characteristic ( greeting to … what is / carries / has … ).

3. Walking

B1 / C2

Pixabay Image – Public Domain

We enable a place in the classroom where students can walk. We put music (not too loud) and ask them to move around the classroom according to the instructions given by the teacher: showing joy, singing, with a suitcase that weighs a lot, like a model, in slow motion, like a flamenco (the bird), like a person with a lot of self-esteem, etc. When they meet someone they have to greet each other and here we also play with them. First they do it looking into each other’s eyes, then shaking hands, then bowing, in a rapper plan with an informal greeting bumping their hands, imagining that we live in a country where people greet each other by bumping their knees or shoulders, etc. During the activity, you can ask them while moving in a certain way, they are saying a tongue twister or saying our choice. It can be a lot of fun! 😀

4. Repeat the above

A1 / C2

Image rights: (c) Can Stock Photo

For this presentation activity we distribute to the students in a circle and ask them to come in turns. The first student introduces himself ( My name is Matthias ) and the next one repeats the name of the classmate and introduces himself ( He is called Matthias and my name is John ) and so on. If our group is very small , we can repeat the names of all the students, so that in a group of 10, the last one would have to repeat the names of their 9 classmates. However, if our group is very large , we have several alternatives: either repeat only what the previous one has said or do several groups. This is an activity that allows you to adapt very well to the different levels by asking them that in addition to the name say other information , for example: something they like (A2), something they have done this week (B1), continue the phrase “I wish that …” (B2), or this other phrase “if I were a animal, it would be… ”(C1). If you want to make it much more entertaining, I recommend using a foam ball, music to throw the ball and stop the music to decide who is next to intervene.

5. The two wheels

A2 / C2

Pixabay – Public Domain

We place students in two circles with the same number of students , so that they are facing each other. With music each circle begins to walk opposite directions, when the music stops playing, they have to present themselves to the person in front of them and get to know each other. As in the previous proposal, we can ask you to present each time in a way . It is a good way to review body vocabulary.

6. Completing the information

B1 / C2

Pixabay Image – Public Domain

Each student prepares a blank sheet where he writes his name at the top and puts it with blu-tack or zeal on the wall. Next, the teacher explains that while the music is playing they should move around the class and look for a classmate with whom they should talk and get as many information as possible.(age, hobbies, tastes …), and when the music stops playing, they should look for the role of that partner and complete it with all the information we remember. When the music plays again they do the same, but with another different partner and when the music stops they complete their paper with the data that is not already written on it. They can do this for 15 minutes. The teacher controls the music by pausing enough for each student to speak with at least 3 or 4 classmates. In the end, the students keep the sheet of the last classmate with whom they have spoken and present it to the rest of the class, reading the information that contains more than they have obtained, we can also tell them that if there are errors try to correct them. It’s a very good way to break the ice,

7. In Indian rank

A1 / C2

Pixabay Image – Public Domain

This is an activity designed for shy or low levels of language because it does not require great communication. They only have to know how to present themselves, which can be done before the activity. We make a line on the floor with duct tape (preferably) and warn them that they cannot leave the line. Then they are all placed on the line and asked to be sorted in alphabetical order  (or for what we want to be ordered, for example, age or height), but being careful not to stop stepping on the line. You can give yourself some time to give it more emotion. In the end it is verified that Indian line has been well presented each one in order.

8. The star

A2 / C2

Sample star for presentation

Printable tab

We draw a star on the board, write our name inside and in the tip data that identify us. Students have to try to find out what each data means by asking yes or no questions (your favorite color is blue? Do you like chocolate? …). When they discover everything, we distribute some stars to write their name and information about them. Then with their partner they have to do the same dynamic as before with the teacher, but in turns (first ask one and then the other). It can be made more fun by incorporating false information into the star that the other person must guess. We explain it to you in the following activity.

9. Truth or lie?

A2 / C2

Pinocchio scene

In line with the star’s proposal , if they are students who know each other well, they can be tested to see if they really know each other so well. We can do the activity with the same stars as before or by writing it on paper. We ask you to write five facts about them that are true and one that is false . We mix all the presentations of each one and distribute them. We ensure that each student has the identity of another person. We give them some time to prepare their new identity and make them appear in front of the class hiding the name information. At the end, the rest of the class will have to identify who is who actually being able to say what the false information was .

10. Find someone who …

A2 / C2

Pixabay Photography – Public Domain

Printable tab

Without a doubt one of the best known presentation activities. We distribute the activity cards to the students and ask them to search the class for people who meet certain conditions and write their name on the sheet. We remind you that you have to greet and introduce yourself before asking. This is a very complete activity in which a great communicative component is put into practice.

11. This identifies me

A2 / C2

Pixabay – Public Domain

We ask you to look for a photo that identifies you or even an object  (on mobile phones you can use Instagram, Facebook or Google) and tell your partner why they identify with the photo or object they have chosen. To choose the partner we can do the dynamics of the two wheels, to walk through the class with music and stop it, or make small groups. Then, we can ask some students to remember what a classmate has told them. If everyone has Instagram, we can use a hashtag #estomeidentifica and then discuss it with the classroom projector.

12. Self-esteem

A2 / C2

Pixabay – Public Domain

If they already know each other, the teacher writes papers with the names of all the class people and deposits them in a box or a bag, then the people take a paper making sure they are not them and we ask them to write something good on the same paper about that person and when they finish they put the paper back in. Then the teacher takes out the papers, names the person to get up and introduce himself and say what he thinks they could say positive about him / her and finally the teacher reads the paper.

13. The Macedonia

A2 / C2

For this presentation activity it is important that we make a circle with chairs and place a less chair with respect to the number of students. Then he gives each student a piece of paper with the name of a fruit making sure that the same fruit has at least two students. Next, we explain the activity: we are going to tell an invented story, every time the name of a fruit appears in the story, people with that fruit have to get up and change places(and the one who is standing sits in any free place), but if the word “Macedonian” appears in the story, everyone has to get up and change places. The person who stands stands. The story continues until everyone has introduced themselves. If we see that it lengthens a lot we can cut and finish the story by saying that fruits that have not been presented, must be presented.

14. The wreck

B1 / C2

Pixabay – Public Domain

We let students know that the ship they are traveling is going to sink and that they have to be safe in lifeboats. We previously told you the conditions that each boat has to have: a person with something red in their clothes, the same number of men as women … easy things. The ideal would be to enable a space without obstacles and put on the floor circles with duct tape as if they were lifeboats, but if you can not use the imagination, put chairs, a table … the fun of this is that they are a little tight inside the boat. When the signal is given to be safe we ​​put a lively music ( Vangelis music “1492” is great ) and ask them to simulate a rough sea.Once inside we ask you to introduce yourself, to name your boat, say an object that you would save from a shipwreck and what you will do as soon as you get ashore . Time is given and then the boats are presented in plenary.

15. The cobweb

A1 / C2

I Didactic meeting ProfeDeELE

We sit in a circle and a person from the group holds the strand of wool tied on one finger and throws the ball to another person, that person randomly throws it at another person and so on, forming a beautiful spider web. The beauty of this activity is that it is perceived as the whole group is connected to a beautiful network and they notice their own vibrations. When a person has the ball, all kinds of activities can be done. For example, they can say something they like and something they don’t like, something they do very well and something that they don’t like, or just introduce themselves.

16. Journalists

A2 / C2

Pixabay – Public Domain

The teacher forms teams of 3 to 5 people. In each team there must be a spokesperson and a reporter. First a questionnaire is prepared with at least ten questions to ask members of the other teams. The spokesman makes everything go well. When the reporters finish they get up to sit next to the members of another group and ask their questions. Then the reporter returns to the group and shows the answers, at higher levels they are asked to make use of the indirect style (Juan has said he likes to read adventure books)

17. Cross-linked names

A1 / C2

The activity consists of writing on the board all the names linked together. First you can leave the teacher or the teacher, write your name and introduce yourself and with our name on the board, the other students go out one by one, writing their names intertwining and introducing themselves.

18. My Spanish language passport

A1 / C2

We provide our students with a passport so they can work personal information about themselves and present themselves to their classmates. In addition, this passport will be a document to measure progress throughout the course through a badge system . We will be the ones who will reward our students with their attitude and their improvement of the different linguistic skills and we will paste the visa in their passport so that they can wear them with pride.

Printable tab

19. The ask boat

A1 / C2

We put in a boat a whole series of questions to meet our students and their expectations about the course and the subject they will learn of the type: What do you like most about this school? What do you expect to learn in Spanish class? What tricks do you have to learn a language? What hobbies do you have? . We put the boat on the teacher’s table and we call each student one by one. We greet you and ask you to take a question and give it to us, we read it to answer it. There are questions of all kinds. We can adapt them to the level of our students, it is not necessary to do them in Spanish, the important thing here is to meet our students and take note of everything that seems important to us. This activity is very good to combine it with the activity of cross-linked names .

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NOW IT’S YOUR TURN

This compilation has been possible thanks to the collaboration of a large number of teachers . If you also want to put your grain of sand with a new idea of ​​presentation activity, do not hesitate to share it in the comments.

 

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