an archive of lesson plans

Category: Russian (Page 2 of 13)

Russian Conversation class

RUS S20 Adv/Int: Hometown (online)

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 04/09/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Hometown

Goal of the class:

To talk about students’ hometowns, so they could make a virtual tour for everyone.

How did you structure the class?

  1. Greetings, announcements, general questions.

2.   Activity 1: [all together] Are you in your hometown now? How does it feel going back home? Did you notice any changes in the city you grew up in, or is it you who has changed?

3.   Activity 2: [in groups of 3 in Break-Out Rooms] Write down a list of locations that people usually associate with their hometowns (for example, this is my school, this is my grandparents’ house, where I eat my favorite ice-cream, etc.). Does this list seem to be similar to everyone?

4.   Activity 3: [all together]: sharing the results + the discussion. After that: the LR opens Google Maps and shows the students her hometown. Navigating in the city, the LR gives the students a tour using as much vocabulary as possible related to location, movement, description, etc.

5.   Activity 4: [in pairs in Break-Out Rooms]: The students should do the same: to show their classmates around their hometown with a guide-like narration. 

6.   Activity 5: [all together] Some of the students present their hometowns to everyone.

7.   Conclusion and a follow-up discussion.

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

Zoom, Google Maps

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

The class worked out great! I was very happy with the results and the atmosphere of it.  

How could this class be improved/ modified?

I would leave it as it is.

RUS S20 Adv/Int: Traveling (online)

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Tuesday, 04/07/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Where would you go after Corona?

Goal of the class:

To talk about travel plans and about different ways of traveling (moneywise, company, etc. )

How did you structure the class?

  1. Greetings, announcements, general questions.
  2. Activity 1: [all together] What is the most exotic place you have been to? Did you go there by yourself, or with other people? Why?
  3. Activity 2: [in groups of 3 in Break-Out Rooms] Discuss the advantages and disadvantages of traveling solo. Write down as many pros and cons as you can come up with.
  4. Activity 3: [all together]: sharing the results + the discussion. After that: there is a famous Ukrainian (and Russian) TV show about traveling called ‘Орёл и Решка’. It is about traveling, and there are two people in it. Why do you think the show is called that? Make predictions.
  5. Activity 4: [in pairs in Break-Out Rooms]: Watch the first 5 minutes of the TV show (Miami episode). Were you right about the main idea? Discuss the structure and key features.
  • Activity 5: [in pairs in Break-Out Rooms] After we discussed the idea of the show together, students work in pairs. They should go to https://34travel.me/post/destinations2018 and get a random country. They flip the coin, and one student has to plan the trip to this country with $100, while the second has an unlimited amount of money.
  • Activity 5: [all together] Student present their travel plans to everyone.
  • Conclusion and a follow-up discussion.

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

Zoom, YouTube

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

The class worked out well!

How could this class be improved/ modified?

I would leave it as it is.

RU F19 ADV: Poetry and Translation

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Tuesday, 10/08/2019

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Poetry and translation

Goal of the class:

To work on translation skills and to perform poetry.

How did you structure the class?

0. Greetings, announcements, general questions.

Activity 1: Discussion. What is more important in the translation of poetry: to keep the form (rhythm, the literal meaning of every word, etc.) or the ideas and images beneath the text?

Activity 2: Students receive a poem by Wallace Stevens “Thirteen Ways of Looking at a Blackbird” in English. They should read it first and then we talk about ideas, technics, images, etc. that are present in the text. Then students work in pairs: their task is to translate 2-3 stanzas from English into the Russian language, keeping in mind the style of each stanza. Once everyone is ready, they should read what they have come up with, one by one. We edit the translation together and then read out loud one more time.

https://www.poetryfoundation.org/poems/45236/thirteen-ways-of-looking-at-a-blackbird

Activity 3: Students have to write their own stanza for a collective poem “Thirteen Ways of Looking at a [Human]”.

Conclusion and a follow-up discussion.

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

A whiteboard, handouts

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

The class worked out great! Students were very creative and poetic J

How could this class be improved/ modified? I would leave it as it is.

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. 

RU SP19 INT Writing Cards

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 04.17.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Greetings and congratulations

Goal of the class: Teach the grammar and the vocabulary for making greetings and writing wishes in Russian

How did you structure the class?

1. Greetings, general questions, announcements. – 5 min

2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min

3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min

4. Writing cards. – 30 min

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

handouts with card templates and examples

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

Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.

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.

RU SP19 INT Pronunciation Workshop

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 01.30.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Pronunciation workshop

Goal of the class: Master pronunciation of Russian sounds, use proper pronunciation on various situations

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min.

2. Pronunciation practice. LR goes over the hardest words to pronounce in Russian, explains the hacks on how to nail the pronunciation. Students share the words that are the hardest for the to say. – 20 min

3. Liguria: Students are given the parts of the hardest Russian tong twister. They read them our loud. then watch a video of a Russian person doing the same reading, and read their parts again. (handout 1) – 10 min

4. Using good pronunciation in everyday life. Students are given different situations where good pronunciation is crucial. (handout 2) Their task is to write short passages in Russian and then read them out loud for the class. The classmates comment on pronunciation and give each other suggestions on how to improve it. – 25 min

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

https://www.youtube.com/watch?v=ChX8wqSRcM8 (video with tongue twister)

handouts

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

It is not the most communicative class, but it was definitely worth it. I recommend to do it in the beginning of the semester for several reasons: a) it is not too intimidating for the students who just took the class and are not confident with their language skills; b) there are many fun activities you can add to it; c) you can personalize it for the students and ask them what were their struggles when they started learning the language. Overall, I think it was one of the most successful classes for me because it was different, it was entertaining, and it had good results.

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 2.

Диктор читает новости в прямом эфире (live)

Кандидат в президенты участвует в дебатах

Профессор читает лекцию

Родитель читает сказку своим детям

Влоггер рассказывает о своих путешествиях

Актер/актриса читает свой монолог

Актер/актриса читает свой монолог

Ведущий открывает церемонию Оскар

RU SP19 ADV Music 2

Language Resident Name: Mykyta Tyshchenko

Day and Date:  Tuesday, 02.12.2019

Language and Level: Russian, Advanced

Class theme/topics discussed: Music

Goal of the class: Practice listening in Russian, learn about a contemporary Russian artist

How did you structure the class?

1. Greetings, announcements, general questions. – 10 min

3. Interview: Students watch an interview with a popular Russian singer and songwriter Zemfira. They are given a list of questions asked to the performer, the task of the students is to write down what she answers. (handout 1) – 20 min

4. Working with the song title. The students are given a name of a song (it is an abbreviation). Their task is to guess what the abbreviations stands for. The class is divided into groups of two, the students write their theories in the whiteboard. – 15 min

5. Listening activities: Listening and filling in the blanks. After – playing the hangman word game with the words form the lyrics/words about music. (handout 2) – 15 min

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

handouts, laptop, TV

https://www.youtube.com/watch?v=IRwz9GaEBc4 (interview)

https://www.youtube.com/watch?v=6iGpdkgr57g (video clip)

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

Students definitely struggled with the interview activity but demonstrated good results at the end + it was good to push them out of their comfort zone at last and make them listen to other speaker of Russian language

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.

Вопросы к Земфире.

1. Про жизнь рок-н-рольщика. Как певица характеризует жизнь музыкантов?

2. Какие артисты нравятся Zемфире? Какие категории артистов она называет?

3. Какие отношения (relationship) в её группе? Что она говорит про коллектив?

Handout 2.

Zемфира – П.М.М.Л.

Море обнимет, закопает в пески,
Закинут ____________ лески,
Поймают в сети наши души,
Прости меня, моя ___________.

Поздно. О чем-то думать слишком поздно,
Тебе, я чую, нужен ______________,
Лежим в такой огромной луже,
Прости меня, моя любовь.

Джинсы воды набрали и прилипли,
Мне ______________, мы крепко влипли,
Мне кажется, потухло ______________,
Прости меня, моя любовь.

Тихо. Не слышно ни часов, ни чаек,
Послушно _______________ выключаем,
И ты в песке, как будто в _______________,
Прости меня, моя любовь.

Прости меня, моя любовь

Прости меня, моя любовь

RU SP19 ADV Music

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 02.05.2019

Language and Level: Russian, Advanced

Goal of the class: Revise basic music vocabulary; introduce students to popular Russian songs

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min

2. Presentation: LR gives a short presentation on the names of genres in Russian. Students make the list of the genres and each add at least 2 more. – 5 min

3. Interviews: Students interview each other. (handout 1) – 15 min

4. What is this song about? The LR shows the students a music video but turns the sound off. Given the name and the video, students have to discuss and guess what the song will be about. – 10 min

5. Continue working with the song: After the discussion, students are given the lyrics of the song, but all in incorrect order. Their task is to try put the lyrics in correct order. After the students present their sequences, we listen to the song. (handout 2) – 10 min

6. Is that video accurate? Watching the same video, the students have to write lyrics of the song according to what is going on the screen. Students have 10 minutes for writing and then 5 minutes to present. – 15 min

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

https://www.youtube.com/channel/UCj2K424HxCZTLWuw-PLBGNA

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

Listening activity turned out to be a lot more fun than I expected. I recommend this class for the beginning of the semester because it is easy vocabulary but still enough speaking.

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.

Словарь:

Альбом –

Живая музыка –

Певец/певица –

Звезда (pl. звёзды) –

Песня –

Исполнитель –

Группа –

Выступление –

Выступать –

Концерт/фестиваль –

         
Тебе нравится слушать музыку? Какую роль в твоей жизни играет музыка?        
Какие жанры тебе нравятся? Какие не нравятся?        
Ты смотришь музыкальные клипы? Как ты думаешь, музыкальные клипы важны для исполнителей?        
Тебе нравится слушать живую музыку? Ты ходишь на концерты или фестивали? Расскажи.        
Если бы твоя жизнь была фильмом, какая музыка была бы саундтреком?        

Handout 2.

IOWA – Заболела тобой

Лето было пепельно-золотым,
Чувства были сильно помяты.
Нет, не боялась я темноты,
Я была сама виновата…

Что не умела вязать узлы;
В том, что промолчала когда-то.
Только, как лечить эту пустоту?
Знаю, я сама виновата:

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

В моих руках жёлтые цветы,
Глаза слезятся от ветра.
Мы не заварим чая в ледяной воде –
Мы две стороны одной монеты.

Айсбергом ты на моём пути.
Остаться, уйти? – Не понятно.
Но как же лечить эту пустоту:
Знаю, я сама виновата…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

Лето было пепельно-золотым
И уже катилось к закату.
Отцвели давно наши сады,
Осень во всём виновата

Я не успела, я не успела понять,
Как заболела тобой
Я не успела, в этом всё дело,
Я заболела тобой…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

RU F18 INT Fairytales

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 10.29.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Fairytale

Goal of the class: practice storytelling, reading more of classic Russian fairytales

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Tell us about what you read/listened to when you were a child. – 5 min
  3. Reading a fairytale, discussing the main characteristics of this type of narration. (handout 1) – 5 min
  4. Adapting a story: each student gets a movie genre they have to adapt a story to. While reading the adapted stories out loud, other students guess the genre. (handout 2) – 15
  5. Storytime: using story cubes, students have to write their own completely new fairytale. As a wrap up, hey read the stories at the end. – 30 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?

Everything worked very well. Implementing cultural element was an easy task based on materials used.

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.

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Handout 2.

Фильм ужасов

Романтичная комедия

Триллер

Приключения

Детектив

Документальный фильм

Военная драма

Фентези

RU F18 INT Repka

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 10.24.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Repka (Репка)

Goal of the class: Practice storytelling, read a classic Russian fairytale

How did you structure the class?

  1. Greetings, news, general questions. – 5 min
  2. Open mic: How did we spend our break? Students and LR share their stories/show pictures from October recess. – 15 min
  3. Репка. Reading the story, translating unknown vocabulary. (handout 1) – 5 min
  4. Rewriting the classic: Students work in groups of 2. Their task is to rewrite the classic story transforming it into different genre/placing them on different planets etc. – 20 min
  5. Presentation. Students act out their stories. The authors get to assign the roles to people from other groups, read their stories and other students act them out. – 10 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?

Rewriting worked very good, but took more time

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.

Репка

Посадил дед репку — выросла репка большая, пребольшая.

Стал дед репку из земли тянуть: тянет-потянет, вытянуть не может.

Позвал дед на помощь бабку.

Бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Позвала бабка внучку. Внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула внучка Жучку. Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула Жучка кошку. Кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула кошка мышку.

Мышка за кошку, кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку тянут-потянут — вытянули репку!

RU F18 ADV Job Interviews in Russia

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 11.08.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Job/internship interview in Russia

Goal of the class: Learn related vocabulary and grammar. Practice interviewing each other

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. What is a job interview? Open discussion. – 5 min
  3. How to prepare for an interview? First, students and LR discuss the common rules of going through interviews successfully. Second, students read the handout 1 and discuss every point. – 15 min
  4. Practicing: students work in groups of 2. They are given situations when they are to do interviews for different companies. They change a partner every 5 minutes. (handout 2) – 20
  5. Wrap-up: with the last person, students demonstrate their interviews. Other students give comments at the end (what was good, what was bad etc.) – 15 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?

Good class, I would dedicate more time to demonstrational interviews

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.

Интервью на русском

Интервью – это всегда сложный опыт, который вызывает много нервов и стресса. Интервью на иностранном языке – еще сложнее. Предлагаю вам несколько советов, которые помогут успешно пройти интервью на русском языке.

  1. Оденьтесь красиво. В России судят по одёжке. Хорошая прическа, макияж, уместная одежда и немного парфюма создадут правильное и хорошее впечатление о вас.
  2. Не забудьте резюме. Хорошо знайте информацию, которая там есть.
  3. Будьте готовы ответить на такие базовые вопросы:

– Расскажите о себе.

– Что Вы знаете о компании?

– Какие Ваши сильные и слабые стороны?

– Почему вы уволились с Вашей предыдущей работы?

– Чем вы занимаетесь на Вашей работе сейчас? Расскажите о деталях. Какая атмосфера у Вас в офисе?

– Почему Вы хотите работать на нас?

– Кем Вы видите себя через 5 лет?

– Какой вы человек? Расскажите о своем характере.

  • Знайте такие фразы, как «взаимно» или «будьте здоровы». Будьте вежливыми.
  • Задавайте вопросы во время интервью.
  • Не нервничайте.
  • Попрактикуйте интервью на иностранном языке с другом/подругой/репетитором/в онлайн-сервисе.

Handout 2.

  1. Интервью в компании Майкрософт на должность главного инженера.
  • Интервью в новой кофейне на должность баристы.
  • Интервью в МакДональдсе в Апленде на должность ночного кассира.
  • Интервью на должность нового Русского Резидента (even though I am irreplaceable 😉 ) в Олнедборге.
  • Интервью на должность нового Ректора Колледжа Питцер.
  • Интервью на должность системного администратора в Пентагоне.
  • Интервью на должность титистера в компанию Липтон.
  • Интервью на должность главного СММ менеджера в Л’Ореаль.
  • Интервью на должность Инстаграм-менеджера Рианны.
  • Интервью на должность нового ведущего кулинарной программы.
  • Интервью на должность шпиона в Эстонии.
  • Интервью на должность повара в новом отеле Трампа.

RU F18 ADV Halloween

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 10.30.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Halloween

Goal of the class:  practice talking about American traditions in Russian, practice storytelling

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. How did Halloween appear? Students tell the LR about the origin of the holiday. (It is OK to google together) – 5 min
  3. Survey: Students work with the survey (handout 1). – 20 min
  4. Russian horror stories for children: Reading and discussing. (handout 2) – 10 min
  5. Telling a страшилка (horror story) to each other: One by one, students and the LR tell a collective horror story. – 20 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?

Had to change the last activity to just telling personal stories because there were not many students in the class that day. + I brought candy, students were very happy.

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.

Словарь

Праздник – holiday

Праздновать/отмечать – to celebrate

Наряжаться (+Кем? Чем?) – to dress as

Наряд – gown/costume + костюм

Украшать – to decorate +  декорировать

Кошелек или жизнь!

Конфеты

Сладости

Вкусняшки, вкусняхи

Ништячки (Ништяк!)

           
Ты празднуешь Хэллоуин? Как?          
Кем или чем ты наряжался/ Наряжалась в прошлом?          
Будет ли у тебя костюм в этом году? Какой?          
Ты ходил/ходила в детстве за конфетами? Какой был самый удачный год? Что ты получил/ получила?          
Ты смотришь фильмы ужасов? Какие тебе нравятся?          

Handout 2.

Красная роза

Одна тетка пошла в магазин. Дочка ее увидела там красную розу и стала просить купить ее. Но мать сначала не хотела покупать. Девочка заплакала, и мать решила купить ее.

Когда они купили розу, они пошли домой и поставили на пианино. Вечером они легли спать. Но девочка не спала и любовалась розой. И вдруг она увидела, что роза стала расти и становилась все больше и больше. Вдруг роза стала совсем большой, и из нее вышел красный человек. Он пошел по коридору, шел долго, а потом зашел в какую-то дверь и исчез.

Наутро девочка рассказала об этом отцу с матерью. Мать пошла в милицию и позвала милиционеров на ночь. И они спрятались, стали наблюдать за этой розой.

Роза опять стала большой и оттуда вылез красный человек. Милиционеры стали стрелять в него, но все было без толку. Он все шел и шел. Наконец, он зашел в ту комнату и через некоторое время зашли туда и милиционеры.

Там они увидели этого человека. Он купался в бассейне, а там была кровь. Потом он вылез и умер.

Стеклянная кукла

Однажды одна семья — мама, папа и дочка — пошли в универмаг. Девочка увидела на витрине очень красивую стеклянную куклу. Она была волшебная. Дочка попросила купить эту куклу. Но отец сказал дочери, что эта кукла волшебная и она приносит несчастье. Девочка тогда стала просить у матери. Мать сжалилась и купила куклу.

Отец на следующий день уехал в командировку и оставил девочке записку:

«Дочь, не одевай на новую куклу голубое платье.»

Не послушалась девочка и одела. Ночью она услышала стук. Кукла подошла к постели девочки и спряталась под подушку. Она стала шептать девочке:

— Ляг, я тебя задушу.

Девочка подумала, что это ей кажется, и легла. Кукла её задушила. То же повторилось с мамой девочки.

Папа вернулся домой и увидел, что все мертвы, а кукла сидит на телевизоре и смеётся. Он подбежал к ней и разбил её об пол. Мама и дочка сразу ожили.

RU S18 INT My House

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 02.052018

Language and Level: Russian, Intermediate

Class theme/topics discussed: My house

Goal of the class: learn the vocabulary connected with the topic, draw the map of the student’s house and tell about it

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Warm up: word pages. The students are divided in groups of two and are given worksheets. Their task is to name as many items on the page as possible. After the students finish naming the objects, the LR uses presentation to correct the mistakes and add extra vocabulary. (handout 1) – 25 min
  3. What rooms are there in my house?: The students are given new handouts with the rooms that are usually presented in any house. After reading the names of the rooms/parts of the house, the students name the items presented in every room. – 15 min
  4. Creating word clouds: what do you do in different rooms? Every group of students gets a room, their task is to tell other students in the class what people usually do in those rooms. For example:
  • В гардеробе мы храним одежду / В гардеробе хранится одежда etc. – 10 min 

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

Handouts

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