an archive of lesson plans

Category: People (Page 1 of 7)

About people as individuals: relationships (friends, roommates), family (family life, pets), feelings, appearance, personality

JP S20 ADV Fashion

Language Resident Name: Miki Saigo

Day and Date: January 28, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Fashion

Goal of the class:

  • Discuss preferences and opinions on fashion

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Whose outfit?
    I show students pictures of various outfits. In groups of three, students discuss who/what kind of person would wear them to where and if students themselves would try wearing these outfits. After they discuss in groups, they discuss with the whole class.
  • Activity II: Discussions on fashion
    In groups of three, students discuss the following questions:
    1. What type of outfit do 5C students wear?
    2. What would you wear when you go to:
        – a family gathering for Christmas
        – a friend’s wedding
        – a job interview
    3. Do you take time to pick clothes in the morning? What do you do when you can’t decide?
    4. Do you stick to certain brands? Do you like fast fashion?
    5. Imagine you traveled to a somewhere far away… and you find people there wear completely different from you (e.g. everybody is wearing ルーズソックス!). What would you do?
  • Activity III: Idol group audition
    I mention how idols/groups wear unique fashion and do various types of activities on media (e.g. singing, dancing, cooking, comedy, acting, harvesting…). I divide the students into groups and tell each group to imagine they are going on an audition as an idol group. Using a worksheet, students first ask each other their hobbies, skills and things they want to try in the future. Students list up the keywords and then discuss what they can do as an idol group using their talents. They also decide their group name, goals and theme fashion (draw what they are going to wear on media).
    When they are done, they present their idea to the whole class.

What technology, media or props did you use?

  • PowerPoint slides
  • Pictures from the internet (for the picture cards)
  • Worksheet

What worked well in this class? What did not work?

  • Activity I was visually entertaining. It is open-ended and made students talk, too.
  • Students had fun in Activity III. They were creative and talked spontaneously to share their ideas. It was nice to have them draw their costumes.

How could this class be improved/ modified?

  • I would add a discussion on trend fashion next time. (e.g. What kind of fashion item is popular now/went popular in the past?)

Materials (Download the files for better view):

DE S20 ADV: Youth Slang (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 04/16/2020

Language and Level (intermediate or advanced class): German, Advanced

# of Students: 3

Class theme/topics discussed: German youth slang

Goal of the class: Students learn about German youth slang

How did you structure the class?

  1. Warm-up (Prior knowledge):

I post questions in the Google Doc, that serve as conversation starters. They talk about the questions in Breakout Rooms and if they look up vocabulary, which I encourage them to do, they put them in our shared vocab list. The questions were 1. What is good about winter if you compare it to summer? 2. What are the most essential food items for you? 3. What three things are the most important for you in life right now? 4. Who is your favorite musician?

  • Activity 1 (Input):

In the Main Room: I give the students three lists of youth slang words and short phrases in the Google Doc. I give each one of them a list and they do a short research on Google.de to find out what the words/phrases mean and what language they are from. I demonstrate the process via screenshare quickly, so that they know that they should also enter “meaning youth slang” into the search bar after the word/phrase. We then go through the words together.

  • Activity 2 (Guided Practice):

We read a website together that is about German youth slang, its history and its important elements and characteristics. They can later use the forms on that website for their dialogues.

  • Activity 3 (Task):

I give the students four different little scenarios, to choose from and write a creative dialogue around, using as many youth slang words as possible for them. They write the dialogues in pairs in breakout rooms, and then they present them in the Main Room

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.)

Google Doc, Google.de, Website : https://online-lernen.levrai.de/deutsch-uebungen/jugendsprache/0_jugendsprache_regeln.htm

What worked well in this class? What did not work?

The class went well, we had good conversations and the students had a lot of fun with writing and performing the dialogues. I had to skip the website bit, and we did not have a lot of time left for the dialogues, so they were short.

How could this class be improved/ modified?

I should have reduced the amount of warm-up questions and the amount of words every single student had to research.

RU F19 ADV/INT: Storytelling

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 10/10/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

Storytelling

Goal of the class:

To practice improvisation while speaking

How did you structure the class?

Greetings, announcements, general questions

Activity 1: “Two Truths and One Lie”. Students work in groups of three. Each of them should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch him up on lying. After that they take turns.

Activity 2: “Collective Story”. A teacher writes down on a whiteboard a phrase. It can be something like: “Katya missed her train and her takes an unexpected turn”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

Activity 3: “Story Cubes”.  Students are divided into two teams. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

A whiteboard, Story Cubes

What worked well in this class? What did not work?

The class worked out great! Students had a lot of fun, they talked and laughed a lot.

How could this class be improved/ modified?

I would leave it as it is.

RU F19 Int/Adv: The First Impression

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 09/04/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

The first impression vs. after we get to know each other better

Goal of the class:

Keep getting to know each other

How did you structure the class?

[5 min]: Greetings, announcements, general questions.

[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.

[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).

[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.

[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.

[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?    

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Whiteboard, pen

What worked well in this class? What did not work?

The students loved the class! I think everything went well.

How could this class be improved/ modified?

I would keep it as it is because it reflects on both parts of the proverb (meeting by the clothes + getting to know each other’s minds). I think it is a good option for the first or second meeting. 

ES F19 INT: How do they look like?

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: People’s physical appearance.

Goal of the class: Learn vocabulary to describe someone’s physical appearance.

Class’ structure

  • Attendance (2 min)
  • Warm up: In small groups, students brainstorm words related to physical description. They also answer: What do you think about when talking about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5 min)
  • Input: I show students a picture of my friends and I give a mini description of almost each one of them. Students have to give a mini description of 2 people in the picture, who I haven’t described yet. (5-7 min)
  • Activity 1:  “Una mujer fantástica” trailer: Students watch the trailer of the movie and describe the main character’s appearance (height, hair, age, etc) in small groups. Then, they whole class comment on the description and add more traits to have a more detailed description of the  movie characters’ (5-7 min)  
  • Activity 2: In pairs, students describe each other. One by one, students get a paper with a classmate’s name written on it. They have to give a description of that classmate so that the rest of the class guess who are they taking about (emphasize that the descriptions have to be hard enough for the class to not guess immediately right after) (5-7 min)
  • Activity 3: Detective role play: Each student get a picture of someone who “has gone missing”. One of the student is a detective and the other one has to tell how does the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • The activities worked okay. Activity Nº2 worked fine because the class was small, but it could also be done with smaller groups in a larger class. The topic could have been developed in a bit more depth with a more complex activity to make it a bit more challenging.

DE S19 INT Introduction/First class

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 23/01/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Introduction, get to know each other

Goal of the class:

Get to know each other, set the goals for the semester, create a good atmosphere among the students

How did you structure the class?

Activity 1 (5 min): Mini presentation about the class and myself. I told the students that this was going to be “their” class as they would choose the topics we would discuss in the class (see activity 5).

Activity 2 (15 min): Ice-breaker. I handed four pieces of paper to each student and told them to write their name, hometown, major/minor and one hobby on every piece. Then I collected the pieces and mixed them. Afterwards, I handed them out again and told them to take a guess to whom it belongs. Therefore, the students were walking around the classroom and interviewing each other. When they found the person to whom the piece of paper belonged to, they gave it back to them. Finally, each student introduced himself to the class.

Activity 3 (10 min): Another ice-breaker. We played “bingo”. In this game, the students would have a work sheet with different boxes. In those, they would find an attribute, like “has a tattoo”. The students then had to go around the classroom and find a person that fits this criterium and fill in the box with the name of the person.

Activity 4 (10 min): Another ice-breaker. The students would get together in pairs of two. One of them would be the interviewer and the other one the interviewee. The interviewer would have 5 minutes and, in this time, try to get to know the other person as well as possible. The person would be able to ask any kind of question. The interviewer would write everything down. After 5 minutes they would change roles. After 5 minutes, everyone would present their results to the big group.

Activity 5 (5 min): We brainstormed the goals for the semester and also the topics the students want to discuss in class. We agreed that I would create a semester plan (with the topics) for the next time which we would discuss then.

Activity 6 (10 min): I handed out the conversation agreements. I made sure that the agreement made sense to everyone. Additionally, I added what I expected from the conversation class (rules, set of behavior, etc.). In the end, everyone signed the agreement. You can do this in English if the proficiency is not that good to do it in German.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Whiteboard and marker

Paper

Attendance sheets

Class agreements

Pens

Powerpoint presentation

What worked well in this class? What did not work?

The students were pretty proficient in German so we were able to talk more than the tasks I requested. I felt that we created a good atmosphere for the first class and that the students were genuinely interested. Also, I felt that the students were highly motivated and genuinely wanted to participate in the class.

How could this class be improved/ modified?

I would keep it as it is.

 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.

ES S19 INT Sports

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 20/02/2019

Language and Level (intermediate or advanced class): INTERMEDIATE

Class theme/topics discussed: Sports

Goal of the class: To revise and review vocabulary and cultural aspects about sports

How did you structure the class?

Warm-up: Students get some questions about the Superbowl

Activity 1: Students play a memory game to learn new vocabulary about Sports

Activiy 2: Students sport ID

Activity 3: Students comment on their classmates sport tastes based on their Sport ID

Activity 4: Students get different cards with a different sport. They get prompts to learn how to talk about sports and how to describe them. The rest of the people have to guess which sport they are talking about.

Activity 5: Question formation game

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • Slips of paper with different athletes
  • Powerpoint presentation

What worked well in this class? What did not work?

It worked very well, the students in this class are very into sports so it worked great

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.

  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto?   El último evento deportivo que ha visto es…   Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Sperbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto? ¿Qué es lo que más te gustó? El último evento deportivo que ha visto es… Lo que más le gustó fue… Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Superbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    

JP F18 INT Family Tree

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, September 24th

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Family 

Goal of the class: To be able to use vocabs and expression related to family. 

How did you structure the class?

Activity1 (10 min): Warm-up

Students are divided into 2 groups and each group dice-talk about their weekend. Each dimension of the dices has an adjective that could relate to family or family life. 

Activity2 (5 min): Review 

We review all together Japanese words of family members. Students freely shout it out and I type it, showing on the screen.

Activity3 (10 min): Brainstorming 

Students are divided into 4 groups and each group has to come up with one of the names of Japanese girl, Japanese boys, American girls or American boys. While they’re brainstorming in a few minutes, I divided the white board into 4 sections. Then, after a few minutes, each group come and write what they came up with on the white board in Japanese. This is a competition. The group with the largest number of names they came up with and wrote them on in correct spelling won. 

Acitivty4 (20 min): Family Tree

Students stay in the group and I give each group a piece of paper. They create an imaginary family tree as they want, making it complicated. After they’re done with that, I combine 2 groups into a bigger group so the whole class is now 2 bigger groups. One group presents their family tree, not showing the tree to the other group, and the other group tries to draw a tree as exactly as they can on a paper. Then, they switch over drawing. 

Activity5 (10 min): Class Family Tree 

We pretend that we’re all one family and create a class family tree. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

What worked well in this class? What did not work?

It worked well. I’m glad students liked the activities. 

How could this class be improved/ modified?It could be fun to make them a skit on family, suppose the whole class is a family. This way would let students to practice to whom to use formal and informal forms.

ES F18 INT: Future

ES-INT-F18-Future-and-habits

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/11/2018

Language and Level (intermediate or advanced class): Spanish Intermediate

Class theme/topics discussed:Habits, and future.

Goal of the class: Review vocabulary about daily routines and talk about future events.

How did you structure the class?

Activity 1 (5’):

Students review quickly the grammar forms in the future.

Activity 2 (25):

Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.

Activity 3 (30’)

Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint presentation

16 sheets of paper with visual material

What worked well in this class? What did not work?

The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.

How could this class be improved/ modified?

I had to divide this class in two because it took too much time.

 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.

ES F18 ADV Rosalía (Spanish culture and music)

ES-ADV-F18-Rosalía

Conversation Class Lesson Summary

Language Resident Name: José Gómez

Day and Date:

09/18/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:  

.Goal of the class: To learn and discuss about traditions in Spain.  To discover new music artists in Spain

How did you structure the class?

Activity 1:

Students get a piece of paper with prompts to discuss about their musical taste

They stand up and walk around asking each other

Activity 2:

Students are asked the features that a good artist needs to have. We write those words in the whiteboard

Activity 3:

Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.

Activity 4:

We brainstorm different elements from the Spanish culture. Students are guided with a powerpoint presentation in order to get them to discuss about semana santa, bullfighting, suburbs…

Activity 5:

Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.

Activity 6:

Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.

Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.)

We used prompts to bring up the topic at the beginning of the class.

We also used a powerpoint presentation to bring the imagery of the artist to the classroom and make it more fun to engage in the topic.

What worked well in this class? What did not work?

This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing. 

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.

There is a PowerPoint presentation attached.

ES INT S18 Fake News

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

Language and Level (intermediate or advanced class): Spanish Intermediate

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

Students ask each other about when and why they lie, it will lead to the topic of fake news.

They get a worksheet to prompt conversation which is attached at the end of this sheet.

 

Activity 1 (15′)

Students watch a video about fake news

http://www.elmundotoday.com/2017/11/un-arcoiris-en-barcelona-convierte-en-homosexuales-a-15-000-personas/

 

Then, they share their reaction since it is a very ridiculous article.

 

Activity 2 (30′)

Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.

Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint presentation

Fake news texts

 

 

 

What worked well in this class? What did not work?

The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.

 

 

 

How could this class be improved/ modified?

It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.

 

 

 

 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.

 fake news          INT 01:29 FAKE NEWS READY

 

ES INT S18 SPORTS

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 02/05/2018

Language and Level (intermediate or advanced class): INTERMEDIATE

 

Class theme/topics discussed: Sports

 

 

Goal of the class: To revise and review vocabulary and cultural aspects about sports

 

How did you structure the class?

 

Pre-warm up (10’): Students are asked some questions about the Superbowl match that happened the previous weekend.

 

Warm-up (15’) Interviews: Students get a piece of paper and ask questions to other students about the importance of such a sport event in the country.

 

Brainstorm (5’): Students brainstorm adjectives to describe sports

 

Activity 2 (30’): Each student receives a famous Spanish sport player. Then, they have to look up online what that person does, and the achievements that the person has accomplished in their career.
Each student will first describe the rules of the sport that apply to the person they have; the rest will have to guess what sport they are talking about. Then they will proceed to describe the person and career.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • Slips of paper with sport celebrities
  • Powerpoint presentation

 

What worked well in this class? What did not work?

Very successful class in which students could share all they know about sport and learn a bit about the importance of these sports in Spain. This particular class loves sports and it was easy to engage them with this topic.

 

How could this class be improved/ modified?

 

Time management, if the class takes too long it would be great to split it into two classes.

 

 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.

 

Powerpoint with more directions:    02:05 INT Sports      sports find someone 1

 

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.)

YOUTUBE, HANDOUTS

What worked well in this class? What did not work?

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

CN S18 INT   My favorite…

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

02/14/2018

 

Language and Level (intermediate or advanced class):

Chinese, Intermediate

 

Class theme/topics discussed:

  My favorite…

 

Goal of the class:

Let students use the sentence “my favorite…” and discuss some of their favorite things.

 

How did you structure the class?

Let the students worked in pairs and discussed their favorite animal, book, actor, actress, a person, movie, class, city, country, story with their partner…

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

PowerPoint, useful Chinese website:

 Google documents and Youtube.

 

What worked well in this class? What did not work?

 

How could this class be improved/ modified?

No

 

 

 

 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.

 

ES F17 INT Love on Tinder

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ 

Day and Date: 09/27/2017

Language and Level (intermediate or advanced class): INTERMEDIATE 

Class theme/topics discussed: Love, cultural differences in relationship.

Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.

How did you structure the class?  

Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.

Warm-up (15’): Word-search about physical and personality features.

Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people

 

Activity 2 (20’) Create your own Tinder profile

Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.

Here they are also advised to include a silly pick-up line that the instructor will provide

 

Activity 3 Speed dating (25’)

Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.

Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.

Students ask each other questions about themselves. Requirement, they need to use at least one pick up line

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Pick up lines (below)

13 word-search sheets love word search

Speaking Prompts for speed dating (below)

13 Tinder templates tinder profile

 

 

What worked well in this class? What did not work?

It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary.  Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.

 

How could this class be improved/ modified?

I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.

 

 

 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.

 

 

Pick-up lines

 

 Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada

 

 

Ojalá la mitad de las estrellas brillaran tanto como tus ojos.

 

 

Ojalá fueras bombero para apagar el fuego de mi deseo.

 

 

Quisiera ser joyero para poder apreciar todos los días un diamante como tú.

 

 

 Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar

 

 

Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.

 

 

Si el agua fuese belleza, tú serías el océano entero.

 

 

Si besarte fuera pecado, caminaría feliz por el infierno.

 

 

Perdí mi número. ¿Puedo tener el tuyo?

 

 

¿Crees en amor a primera vista, o debo pasarte otra vez?

 

Phrases to help speed dating

 

¿A qué te dedicas?

 

¿Qué te gusta hacer en tu tiempo libre?

 

¿Has tenido otras relaciones en el pasado?

 

¿Por qué no funcionaron?

 

¿Qué es lo que más te gusta en una persona?

 

¿Dónde te gustaría vivir?

 

¿Quieres tener hijos?

 

¿Eres de playa o de montaña?

 

¿Cuál es tu libro favorito?

JP F17 INT Name

Language Resident Name: Ayaka Matsuo

Day and Date: 9/27/2017

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Name

Goal of the class: To review words / vocabularies related to appearance and create Japanese names based on its appearance.

How did you structure the class?

Activity 1 (10 min): Warm-up

Students talk about English strange names with their neighbors.

Activity 2 (5 min): Changing Seats in Japanese Alphabetical Order

First, I ask students to re-order by their first names according to English alphabetical order. After that, we quickly review Japanese alphabetical order and ask students to re-order by their names according to Japanese alphabetical order.

Activity 3 (20 min): Naming a Character

I show students a mascot on a screen and ask them to name the mascot in Japanese. This is done in a group of 3. Before starting discussing, we briefly brainstorm the characteristics of this mascot all together. We do the same process for several times with different mascots.

Activity 4 (10 min): Giving themselves a Japanese Name

In the same group as Activity 3, I make students create their own Japanese nicknames. Students tell the group their personality or things they like and they come up with a suitable one.

Activity 5 (10 min): Japanese Social Issues on Names

I tell a Japanese social issue on names today by showing a YouTube video. After that, I ask students discussion questions such as what do you think about that? or why do parents want to name their children in that way?

Activity 6 (5 min): Announcement

What worked well in this class? What did not work?

All worked well today. We really enjoyed the warm-up, which we talked about strange English names they’ve ever met. Students like sharing their experience and I also enjoyed learning new things. Also, activity 3 worked well. Some of students were not that creative and they didn’t know how to do it but after I helped with some examples, they came up with their original ones. Generally, they were very creative and had fun sharing with their Japanese unique nicknames.

How could this class be improved/ modified?

Today I did Activity 5 just after Activity 1 (warm-up) and it worked well. Since we talk about strange English names in Activity 1, a recent social issue on names should come just after the warm up. It could be more make sense.

ES S17 ADV Immigration in Spain

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) 

What worked well in this class? What did not work?

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

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.

 

 

CN S17 ADV Family Value & Kinship Terminology

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

01/31/2017

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Family Value

Goal of the class:

By the end of this class, students will be able to discuss the differences between the Chinese and American opinions on Family Value, and learn more about Chinese family relationship.

How did you structure the class?

  1. Group discussion: Do you know some differences between the Chinese and American opinions on family value? What are they? What are the reasons behind this?
  2. Role-play: Teacher collects some common Chinese family conflicts and gives them to different groups. Every group work on thier issues and find out what you will do in this situation.
  3. Kinship terminology: The Chinese Kinship System is very complicated. Distribute pictures of a family tree to every group, and ask them to figure out how to call those people on the family tree in Chinese.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, handout,

What worked well in this class? What did not work?

Class was really good. Students had a lot of fun, especially when they talked about the kinship terminology.  

How could this class be improved/ modified?

No.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  

Common family conflicts:

1、过春节的时候常常有夫妻因为去谁家过年而吵架。如果你遇到这样的事情你会怎么做?

2、你生活在城市,你有三个亲戚从农村来办事,他们觉得住在酒店太过了,想要在你家住半个月。但是你的丈夫/妻子不太愿意,你怎么办?

3、你在城市工作,农村的亲戚想要你帮忙介绍工作,但是这个亲戚没上过大学,工作能力和知识一般。现在不好找工作,你会帮他吗?怎么帮?

4、有亲戚找你借钱。他的经济条件不是很好,你会借给他吗?如果不想借,你怎么拒绝他?如果想借给他,为什么?以后如果他没按时还钱,你会怎么提醒他还钱?

DE S17 ADV Personalities and personal experiences

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, February 2, 2017

 

Language and Level (intermediate or advanced class): German Advanced Conversation

 

Class theme/topics discussed:

 

Personalities and personal experiences.

 

Goal of the class:

Students reveal more things about themselves and talk about personal experiences.

 

How did you structure the class?

 

10-20 minutes: Definitions. One of the students leaves the room. The remaining students choose an unknown word from a German dictionary, write it on the board and make up definitions for it. Only one student memorizes the correct definition. The students that was sent out gets called back in, listens to the definitions and tries to determine the correct one. He is allowed to ask additional questions in order to succeed.

 

10-30 minutes: Personalities. The students are asked to think about their lives and the people they know/have known. Each student should find at least two people who have influenced him/her in his/her life (parents, friends, personalities from history or literature) and take some notes on how these persons influenced them. The students then tell in turns how/why they were influenced, the other students can ask questions.

 

10-15 minutes: Same or different? Students get in pairs. Every pair receives two different handouts with drawings that differ a little or that are exactly the same. Through a lot of description, they try to determine which of these is the case. In the end, the LR presents them with solutions.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 

Same or different sheet, dictionary for the definitions-game.

 

What worked well in this class? What did not work?

 

The definitions game was not that much fun or worked in a different way than expected. The task where students revealed a lot about themselves and persons that influenced them was very interesting for all the students. The “Same or different” game worked well as students talked a lot.

 

How could this class be improved/ modified?

Keep it as it is.

20170202_Same_Different

20170202_Vokabeln

DE S17 ADV Prisoners

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Monday, January 23, 2017

 

Language and Level (intermediate or advanced class): German Intermediate Conversation

 

Class theme/topics discussed:

 

Prisoners: collective decision making.

 

Goal of the class:

 

Students learn useful expressions to communicate their opinion on various topics. They discuss slightly ethical questions, defend their position and persuade others of theirs.

 

How did you structure the class?

 

60 minutes: Prisoners. Students are given a sheet with information regarding several prisoners. The information is about the crimes that those prisoners have committed as well as their personal traits. As it turns out, the local prison is so overcrowded that one of the prisoners has to be released on probation. The students first make up their own minds and then discuss with their partner. After that, the whole group discusses their respective decisions. They have to come to a unanimous decision which is why a certain degree of persuasion is needed. The LR provides additional vocabulary.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) 

Conversation class agreement. Sheet with the information about the prisoners. Sheet with useful phrases to express opinion, agreement and disagreement.

 

What worked well in this class? What did not work?

Students discussed very well which is why it seemed inappropriate to stop them mid-game.

 

How could this class be improved/ modified?

I’d keep it as it is.

 

20170123_Gefangenenspiel

20170123_Useful_Expressions

RU S17 ADV Appearance, relationship

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 01/19/2017

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Appearance, relationship

Goal of the class: to find out the difference between the relationship in Russia and in the USA; use the vocabulary of the related topic.

How did you structure the class?

  1. Warm up. Watch the video about girls in general and say whether the girls you know resemble the described character or not.

https://www.youtube.com/watch?v=YwuJxeocvv0

5 minutes

  1. Introducing vocabulary on appearance.

10 minutes

  1. Describe your ideal partner using the vocabulary in the handouts.

10 minutes

  1. Imagine that you want to invite a girl / boy that you like to a date. How would you do that if you are in Russia / in the USA? Where would you go? What would you do?

10 minutes.

  1. Discussion: How does the ideal relationship look like from your point of view? What are the do’s and don’ts for being in relationship? Pros and cons?

20 minutes

  1. Wrap up video. Things boys do. Watch and discuss whether you know people who act like those described in the video.

https://www.youtube.com/watch?v=vxE-usdMpng

5 minutes

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Internet, laptop, TV, handouts

What worked well in this class? What did not work?

It was a good class, we managed to work on all the 4 language skills. The students were a little bit shy but all in all it was good.

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

Лицо

clean-shaven — гладко выбритое

fleshy — мясистое

freckled — веснушчатое

gaunt — изможденное

long — длинное

oval — овальное

pasty — болезненно-бледное

pimpled — прыщеватое

pock-marked — рябое

puffy — одутловатое

round — круглое

square — квадратное

sunburned / tanned / browned — загорелое

swarthy — смуглое

thin — худое

wrinkled — морщинистое

 

Черты лица

chiseled — точеные

clean-cut — резко очерченные

delicate — тонкие

forceful — сильные

irregular — неправильные

large / massive — крупные

regular — правильные

small — мелкие

stern — суровые

 

Улыбка

broad — широкая

charming — прелестная, очаровательная

cunning — хитрая

engaging — обаятельная

enigmatic — загадочная

faint — едва заметная

happy — счастливая

ironical — ироническая

pleasant — приятная

pleased — довольная

sad — печальная

strained — деланная, искусственная

sweet — ласковая, милая

winning — привлекательная

 

Цвет лица

dark — темный

fair — белый, светлый

sallow — болезненно-желтый

 

Кожа

delicate — нежная

rough — грубая

 

Нос

aquiline — орлиный

flat — приплюснутый

fleshy — мясистый

hooked — крючковатый

snub — курносый

 

Губы

bite one’s lips — кусать губы

compose one’s lips — поджать губы

curl one’s lips — презрительно кривить губы

full — полные

painted — накрашенные

purse one’s lips — сложить губы бантиком

rosy — розовые

thick — полные

thin – тонкие

 

Щеки

chubby / plump — пухлые

dimples in one’s cheeks — ямочки на щеках

hollow / sunken — впалые

pale — бледные

pink — розовые

roughed — нарумяненные

ruddy — румяные

stubby / unshaven — небритые

wrinkled — морщинистые

 

Брови

arched — дугой

beetling — нависшие

bushy — густые

knit / frown one’s eyebrows — хмурить брови

penciled — тонко очерченные

raise one’s eyebrows — поднимать брови

shaggy — косматые

 

Лоб

broad — широкий

domed — выпуклый

high / tall — высокий

large — большой

low — низкий

narrow — узкий

open — открытый

retreating — покатый

 

Волосы

abundant — густые и длинные

ash-blonde — пепельные (обычно употребляется по отношению к волосам женщины)

auburn — рыжевато-каштановые

bald / bald-headed — лысый

black — черные

blond — светлые

blond(e) — блондин, блондинка

bobbed / shingled — коротко остриженные

braids / plaits — косы

brown — каштановые

brunette — брюнетка

crisp — вьющиеся

curled — завитые

curly — кудрявые

dark — темные

disheveled — растрепанные

dyed — крашеные

fair — русые

golden — золотистые

grey — седые

grizzling / grizzled — седеющие / седые

jet-black — черные как смоль

land / straight — прямые

lock / curl / ringlet — локон, завиток

long — длинные

luxuriant — пышные

red — рыжие

reddish — рыжеватые

rumpled — взъерошенные

scanty / thin — редкие

short — короткие

silky — шелковистые

sleek / smooth — приглаженные

thick — густые

waved — завитые волнами

 

Глаза

blue — голубые

blue-eyed — голубоглазый

brown — карие

bulging — навыкате

close-set — близко поставленные

cross-eyed — косоглазый

dark — темные, черные

deep-set / sunken — запавшие

grey — серые

hazel — светло-карие

kind / good — добрые

steel-grey — стальные

warm — от которых веет теплом

 

Ресницы

curving — загнутые

straight — прямые

thick — густые

 

Фигура

fat — тучная

graceful — изящная, грациозная

lanky — долговязая

lean — худощавая (употребляется обычно по отношению к мужчинам)

neat — изящная, стройная (употребляется обычно по отношению к женщинам)

paunchy — с брюшком

plump — полная

slender — тонкая, стройная

slight — хрупкая

slim — тонкая, стройная (употребляется обычно по отношению к женщинам)

stout — тучная

well-fed — упитанная

 

Рост

diminutive — миниатюрный

middle-sized — средний

short — низкий

tall — высокий

ES F16 ADV Getting to know each other

Language Resident Name: Tamara Olivos

Day and Date: November 17, 2016

Language and Level (intermediate or advanced class): Advanced Spanish

Goal of the class: To get to know each other personally. This was a suggestion from the feedback sessions.

How did you structure the class?

 

Lost on a deserted island: I divide the class in two groups. In each group students must pick one item they would bring to a deserted island after a shipwreck. The item has to be something that represents them or something they enjoy doing (it doesn’t have to be realistic). After each student has described and explained their item I divide the class in smaller groups. Now, they must work together to improve their chance of survival by combining all the objects of the group.

 

Unique and shared: I divide the class in two or three groups. For the first round of this activity each group has to write all the qualities they all share (positive or negative, avoiding superficial things like “we all have hair”). They will share this information with the whole class. For the second round, they must write ore or two unique traits and qualities for every person in the group. We will share these later and the rest of the class can guess who it is.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 

What worked well in this class? What did not work?

The first activity didn’t work as well ad I had hoped because I made the mistake of explaining the entire activity at the beginning instead of doing it part by part. Some students just couldn’t relax and let go because they knew the objective of the activity.

CN F16 ADV Name

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/13/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced 

Class theme/topics discussed:

Name

Goal of the class:

In this class, students will explain meanings of their English and Chinese names, and learn some customs about how to give names in China.  

How did you structure the class?

  1. Warm up activity:

Ask students to write their English and Chinese names on the white board and explain meanings to other students.

2. Tendency of names

a. Students introduce some common English names in the U.S.

b. Teacher introduces tendency of Chinese names in China.

3. Strange English names:

a. Ask students: Some foreigners have strange English names. Have you heard some? What are they?

b. Show students some pictures of Chinese celebrities, ask students to give them English names and explain why.

c. Watch a video from a Chinese TV program, and the video is about how people get English names in Taiwan.

4. Activity

Now many American stars are popular in China and their fans even gave them Chinese nicknames. In this game, students will get a handout with some stars’ English names and Chinese nicknames on it. Students work in pairs and find out the right nicknames for all the stars. At the end teacher tells the right answer and meanings of those nicknames.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

PowerPoint, handout and a video: https://www.youtube.com/watch?v=VYZdRgkWgR4&list=WL

What worked well in this class? What did not work?

Class was successful. Though the warm up activity, students learn about meanings of their classmates’ name. They also liked the last game.

How could this class be improved/ modified?

No

  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.

 

美国明星的中文外号:

Scarlett Johansson     寡姐

Tom Hiddleston          抖森

Orlando Bloom           开花

Chris Hemsworth        锤哥

Katy Perry             水果姐

Taylor Swift           霉霉

Ryan Gosling           高司令

Justin Timberlake   贾老板

Bruno Mars             火星哥

Kanye West             坎爷

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