Author: Mykyta Tyshchenko (Page 2 of 2)
Language Resident Name: Mykyta Tyshchenko
Day and Date: Monday, 11.13.2017
Language and Level: Russian, Intermediate
Class theme/topics discussed: talking about campus life
Goal of the class: to learn how to describe student’s everyday life and campus activities, practice storytelling in writing
How did you structure the class?
- Greetings, announcements, general questions. – 5 min
- Brainstorming: what do people do on campus? The LR starts the game by throwing a ball to a student and naming an activity. The student that gets the ball has to pass the ball to the other student + add another activity. – 20 min
- Writing a diary entry: Students have to write a 7-sentence entrance to a diary about students’ life. Every student represents different year at college. – 15 min
- Talking about campus: Survey. (handout 1) – 15 min
- Wrap-up: Presentation of CCP project. – 5 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts
What worked well in this class? What did not work?
The idea of talking about relevant topics motivated students to be attentive and talkative. They discussed the ideas, the activities and possibilities on campus. The diary game was interesting to watch, because this is a very creative class, so they enjoyed writing and discussing the entries. And the entries also triggered discussion, because the students have different points of view on students’ life.
How could this class be improved/ modified?
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Handout 1.
| В каком колледже ты учишься? |
| Какое место на кампусе тебе нравится больше всего? Почему? |
| Какое место на кампусе тебе не нравится? Почему? |
| Где ты проводишь больше всего времени? |
| Где тебе больше всего нравится работать? |
| Какая столовая тебе нравится больше всего? Почему? |
Language Resident Name: Mykyta Tyshchenko
Day and Date: Monday, 10.02.2017
Language and Level: Russian, Intermediate
Class theme/topics discussed: Talking about appearance
Goal of the class: learn how to describe; practice describing.
How did you structure the class?
- Greetings, general questions, announcement of the topic. – 5 min
- Brainstorming session: How to describe a person? Students get a handout for brainstorming to fill out together. Students work together in one big group. (handout 1). – 5 min
- “Describing People” Game: students and the LR think about a famous Russian/Eastern European person and its appearance. They write/think about of a short passage and then read it to the class. The class has to guess the personality. – 20 min
- “Photo-Robot” game: Students are divided in pairs, one is a detective, the other one is a witness. The detective gets a form with clues for questions, the witness – a photograph of the «criminal». Detectives ask questions and draw a photo-robot of the criminal. – 15
- Wrap-up: demonstration of the drawings. – 5 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, whiteboard
What worked well in this class? What did not work?
The brainstorming worked well, even though the students had to use their phones to search for new vocabulary. This element of independence had shown great results: they memorized the vocab they found themselves better that the vocab presented by me. The photo-robot game was a sensation. The students talked a lot, they laughed and seemed to have a great time.
How could this class be improved/ modified?
Sometimes the students struggled to recollect a famous person, so I would suggest creating a list of people and distribute the personalities randomly.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Handout 1.
Language Resident Name: Mykyta Tyshchenko
Day and Date: 10.31.2017
Language and Level: Russian, Advanced
Class theme/topics discussed: art and art appreciation
Goal of the class: work on argumentation and description using painting
How did you structure the class?
- Greetings, general questions and discussions. – 5 min.
- Survey: students ask each other the questions from the survey. (handout 1) – 10 min.
- Warm-up: Name the picture – students have to name the titles of the famous Russian pictures. The goal is to guess or give the funniest name. – 10 min.
- Description: each student has to pick a picture from a tile and describe it to the audience. The other students should ask at least one question and then to guess the name of the picture. – 10 min.
- Role-play: Every student now picks a picture that he/she likes and pretends that he is the creator of the painting. The other students perform as critics as questions or criticize the works of art (the LR tells the critics whether they like or do not like the picture). – 10 min.
- Wrap-up: The slang test: the students and the LR go through the test about Russian slang together. https://meduza.io/quiz/haypanut-ili-dropnut-ponimaete-li-vy-podrostkov – 15 min.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, laptop, tv, MEMO game
What worked well in this class? What did not work?
The class went well, students seemed to enjoy the roles they were given in the class. The activities motivated them to speak, ask questions and interact with each other and the LR. The slang test was a success too, because it is one of the biggest areas of interest of the students.
How could this class be improved/ modified?
I would dedicate less time to the slang test and make the students work as a group in this activity.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Handout 1.
| 1.Тебе нравится искусство? Какой твой любимый вид? (архитектура, живопись, литература) | |||||
| 2. Тебе нравится ходить в музеи/галереи? Какой твой любимый музей/галерея? | |||||
| 3.У тебя есть любимый художник/
художница? Кто он/она? |
|||||
| 4.Как ты считаешь, искусство нужно людям или нет? | |||||
| 5.Какой твой любимый жанр изобразительного искусства (fine art)? Какой жанр тебе не нравится? |
Language Resident Name: Mykyta Tyshchenko
Day and Date: 09.21.2017, Tuesday
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: New Robinson Crusoe
Goal of the class: learning the vocabulary connected with travel and surviving in extreme conditions, practice argumentation and conviction
How did you structure the class?
- Greetings and general questions. – 5 min
- Introduction of the topic and new vocabulary. (handout 1) – 15 min
- “The Survivors” game: during the voyage, the boat with the people got into storm and eventually sank. There are only 4 people who survived. Every one of them has a certain number of items that can help the people to survive at the island. Moreover, the students have their new identities. The goal is to choose only 1 person who is worth living on the island and chose the destinies of the rest. The students have to provide the reasons why they worth surviving. (handout 2) – 35 min
- Wrap-up: post activity discussion. – 5 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts
hat worked well in this class? What did not work?
The class generally went well. Students incorporated a lot of imagination and creativity in their discussion and enjoyed the activity. During the feedback sessions, all the students from this class mentioned this class as one of the best classes they’ve had.
How could this class be improved/ modified?
Sometimes, extra questions from the LR were required to help students orient in the conversation, so next time I would suggest create another personality for the LR so he interacts with the students as one of the “survivors”.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Handout 1.
Верёвка
Нож
Зёрна пшеницы
Бутылка рома
Антибиотик
Спички
Кастрюля
Брезент
Пистолет
Книга «Как выжить на необитаемом острове»
Телефон, заряженный на 50%
2 кг сухарей
Handout 2.
- Капитан корабля: уже один раз выжил на необитаемом острове. Стал капитаном только для того, чтобы избежать ответственности за убийства на родине. Умеет хорошо стрелять, но не знает медицины.
Предметы: Пистолет, веревка, кастрюля.
- Журналист: проводил расследование на корабле и пытался узнать правду о убийствах капитана. В прошлом – медик. Не умеет плавать и панически боится темноты.
Предметы: мобильный телефон, антибиотик, нож.
- Студент-инженер: Смертельно болен, ему осталось жить 3 месяца. Умеет строить лодки и корабли отлично знает физику.
Предметы: Бутылка рома, книга, спички.
- Циркач: Плыл на представление со своими животными (тигры, крокодилы и львы), только он знает, как обращаться с дикими животными. Умеет выращивать хлеб, но не умеет плавать и читать.
Предметы: Брезент, зёрна, сухари.
Так же на берег выбросило водой: нож, две веревки, зажигалку и компас.