an archive of lesson plans

Tag: Grammar (Page 1 of 3)

FR INT/ADV S23 Introduction to French Literature

Objectives:

– To introduce students to French literature and its cultural significance

– To improve students’ reading comprehension in French

– To expand students’ vocabulary and improve their language skills through games and activities related to French literature

Materials:

– Copies of short stories or extracts from French literature (in French)

– Vocabulary lists for each story/extract

– Whiteboard and markers

– French literature-themed games such as Scrabble, and French literature trivia

Introduction:

– Begin the class by asking students what they know about French literature, what books from French authors they know and/or like/have read before.

– Discuss the significance of French literature in French and global culture and education.

Activity 1: Reading Comprehension

– Hand out copies of short stories or extracts from French literature.

– Divide the class into pairs or small groups of 3 and ask them to read the stories/extracts and answer questions.

– Each group presents their answers to the class

The following activities are examples of games you can use in this class:

Activity 2: Vocabulary Building

– Provide the students with a vocabulary list related to the short stories/extracts they read in the first activity.

– Have them work individually or in pairs to create flashcards or a quizlet deck with the new vocabulary.

– Once the vocabulary list is complete, conduct a quiz or game to test the students’ understanding of the new words.

OR

Activity 3: French Literature Trivia

– Divide the class into teams and conduct a French literature trivia game.

– Questions can include famous French writers, their works, and their impact on French culture.

Activity 4: French Literature-Themed Games

– Play Scrabble with French literature-themed words.

– This activity can help students expand their vocabulary, practice spelling, and improve their understanding of French literature.

Conclusion:

– Recap the class by discussing the importance of French literature and its contribution to French culture.

DE S22 INT/ADV: Subjunctive & Artistic Freedom (Part 1) [Zoom-class]

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 1) [Zoom-class]

Goal of the class:
Learn about “Konjunktiv II” (When and how to use it)
Discuss “Kunstfreiheit” (artistic freedom)
Put pictures in relation to “Kunstfreiheit” and discuss their historical context
Compare artistic freedom in Germany and the US
Discuss the content of a music video based on isolated pictures

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel and getting all the technology starting)

4.20 – 4.33:        “Was würdest du machen, wenn…” (Practicing the Konjunktiv II with the “würde”-form, e.g. “What you would do if you were to win a million dollars?” “I would buy an island if…”. Students join breakout rooms and ask each other one of the two questions in groups of 2-3 people. Three rounds with 2 questions each + always different groups)

4.33 – 4.37:        Review Konjunktiv II (short review of when to use and how to use the Konjunktiv II with its two forms. One of them the “würde”-Form, which we practiced in the task before)

4.37 – 4.45:        “Kunstfreiheit” + pictures (The term “Kunstfreiheit“ (artistic freedom) is introduced and students are then asked to look at 4 pictures, describe them, tell the group what is depicted in the pictures (and the context) and then put that in relation to “Kunstfreiheit”. If the students do not know about some of the pictures, the teacher can help them and explain their context. After that we take a quick look at how artistic freedom is embedded in the basic law for Germany)

4.45 – 4.55:        “Kunstfreiheit” experiences (students join breakout rooms first, and then come back to share with the group. They are asked to share their experiences with artistic freedom. Either because something that they themselves were involved, or something they have heard of and that has a relation to artistic freedom

4.55 – 5.00:        “Danger Dan” impression (“Danger Dan” is the name of the musician we are going to hear a song from. The students are asked to share their impressions when hearing the name)

5.00 – 5.05:        Pictures from the song (students see 4 pictures from the music video to the song “Das ist alles von der Kunstfreiheit gedeckt”. They are rather provocative and can be interpreted in different ways and the students are supposed to share their impressions of those pictures, and also what they think the video could be about and what it is supposed to express. Students discuss that in breakout rooms)

5.05 – 5.10:        Watch music video

5.10 – 5.15:        Music video impressions (students share their impressions from the music video and compare it with what they had shared before, when they just saw 4 isolated pictures from the music video)

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

Power Point Presentation
Zoom (+ Breakout rooms)
Pictures & videos (see Power Point Presentation)

What worked well in this class? What did not work (and how could it be improved)?

The introduction worked really well because the students seemed to be really engaged with the questions, as they had a lot of fun thinking about those scenarios and “what they could do, if…”. Also, it was a really good introduction and transition to explaining the Konjunktiv II, which is used a lot by Danger Dan in his song and therefore offers a great grammatical foundation for working with the song later on.

When we looked at the pictures, the students were able to identify most of them and put them in connection to artistic freedom. I chose the pictures because two of them are important pieces in the history of Germany, the Charlie Hebdo-picture is important in the context of contemporary European affairs, and the last one was a fun, little story that is connected to artistic freedom. We took a look at the basic law, and the exchange of their “Kunstfreiheit” experiences was really interesting. Same can be said for talking about the name “Danger Dan” and the pictures from the music video. Finally, we watched the music video and the students shared their impressions. Generally, it was a good mix of learning about current affairs in Germany, pop-culture and Konjunktiv II on the one hand, and sharing their impressions, thoughts and experiences on the other hand.

DE S22 INT/ADV: Subjunctive & Artistic Freedom (Part 2) [Zoom-class]

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 2) [Zoom-class]

Goal of the class:
Analyze the lyrics of a song (describe in own words/research context/interpret what artist wants to express)
Compare different parts of a song with each other
Discuss differences and possible interpretations
Discuss whether the song “Das ist alles von der Kunstfreiheit gedeckt“ is an example for Kunstfreiheit or Beleidigung (insult)
Discuss whether Böhmermanns „Schmähgedicht“ is an example for Kunstfreiheit or Beleidigung

How did you structure the class?

4.15 – 4.23:        Recap (Recap last class and thereby make a transition to this class’ topic)

4.23 – 4.35:        Group work (students have to get together in 3 groups and analyze the lyrics of one verse based on 3 questions that ask them to describe the lyrics in their own words, research the context of the song and interpret what the artist wants to say and how he writes his song in order to achieve that message. Each group meets in one breakout room, while they have access to the questions and a vocabulary list on our GoogleDoc)

4.35 – 4.55:        Presentation group work (Each group presents their findings according to the 3 questions that were given to them – there is a particular emphasis on finding the Konjunktiv-forms, as they are an important instrument for Danger Dan in his song and also connect to the last class and the grammatical topic)

4.55 – 5.00:        Bridge (We look at the bridge of the song and try to analyze in which ways it is different from the rest of the song and why that is the case)

5.00 – 5.07:        Positionsline + discussion (students have to locate themselves along a position line ranging from Kunstfreiheit to Beleidigung. Based on that they have to discuss their own position)

5.07 – 5.13:        Böhmermann-Affäre introduction + video (Most students probably see the song as an obvious example for Kunstfreiheit, thus I present them a case that could be more critical to evaluate. The so-called “Böhmermann-Affäre” is introduced in a few minutes, and then we watch the video of it)

5.13 – 5.20:        Positionsline + discussion (students are again asked to locate themselves along the same position line and then discuss what led them to their judgements)

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

Power Point Presentation
Google Doc (Questions + vocabulary list)
Zoom (+ Breakout rooms & annotate functions)
Pictures & videos (see Power Point Presentation)
(Jan Boehmermann Erdogan poem) https://vimeo.com/163537121

What worked well in this class? What did not work (and how could it be improved)?

This class worked really well! It was a good conclusion to this 2-class-topic, which connected a song as a cultural element, with an important contemporary topic and a grammatical input. The class had different elements (discussions, group work, interpretations, media consumption etc.), a coherent structure and a few take-home messages.

The addition of a vocabulary list to the group work was very important and ensured efficiency, which allowed for a greater focus on the presentations and the discussions later. In those discussions, the students were really engaged and seemed interested in both the topic as well as the others’ opinions.  The position line worked really well and also as I expected (everybody saying it is Kunstfreiheit), which allowed me to introduce the “Böhmermann-Affäre” as a less clear-cut example for that topic. It is worth mentioning that the class ended about 5 minutes later – which is acceptable considering the complexity of the topic and the importance of the last discussion.

ES F20 INT Health and Verbs

Conversation Class Lesson Summary

Language Resident Name: Tamara Olivos

Day and Date: November 11, 2020

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

 Class theme/topics discussed: Health and Verbs

Goal of the class: To practice vocabulary related to health and verb conjugations

How did you structure the class?

Board game: I shared on my screen the verb tenses board. I assigned each tense a number, so when they roll the die they are rolling a verb tense. (I used the virtual Google dice, just search “roll dice”)

1: presente

2: futuro

3: pret perfecto

4: pret imperfecto

5: subjunctivo

6: preterito

Bingo: We review the vocabulary to make sure everyone understands everything. Then, I read only the definitions and students must know the word in order to cross it out of their bingo cards. I put several bingo cards in Sakai (a different set for each student)

http://marcoele.com/descargas/4/mielgo-bingosalud.pdf

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

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

The verb practice was much appreciated and we spent some time explaining some difficult verb tenses.

How could this class be improved/ modified?

I didn’t have time to create an interactive board. I would do this for next time, on Genialy.

DE F20 INT/ADV – Christmas Escape Room

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/24/2020

Language and Level (intermediate or advanced class): Intermediante/Advanced

Class theme/topics discussed: Christmas & the holidays

Goal of the class: Learning about German customs and escaping Krampus’ mine

How did you structure the class?

A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)

B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.

It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.

C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.

D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie https://vimeo.com/381605666 (this is my own production, but available publicly). Find traditions and words we talked about in the movie.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference

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

The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!

How could this class be improved/ modified?

I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.

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.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/11/24/13-1-class-25-11-23-2020/ (Password: GERMAN)

Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.

DE F20 INT/ADV – Octoberfest

Language Resident/Assistant Name: Eva Saunders

Day and Date: 10/1/2020

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Oktoberfest

Goal of the class: Know how to order foods and drinks & how to give compliments/small talk

How did you structure the class?

A) Warm-Up:  Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)

*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)

Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)

B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.

Fun Examples: – Watch “Bavarian Line Dance” https://youtu.be/BcU38jrw5ew

C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on https://www.youtube.com/watch?v=N5oEn5y0H10

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference

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

The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.

How could this class be improved/ modified?

Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.

For the wordsearch, you can make your own here: https://www.bookwidgets.com/blog/2017/01/make-word-search-puzzles-for-your-classroom

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.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/10/02/13-1-class-12-10-1-2020 (Password: GERMAN)

Oktoberfest-conversations

Oktoberfest-Vocabulary

Wordsearch-Oktoberfest-10_2-food_word_search

JP S20 INT Causative-Passive

Language Resident Name: Miki Saigo

Day and Date: May 4, 2020

Language and Level: Intermediate Japanese

Class theme/topics discussed:

  • Causative and causative-passive verbs

Goal of the class:

  • Review the grammar rules of causative and causative-passive verbs
  • Use causative-passive verbs in conversation

How did you structure the class?

  • Warm-up: Greetings
    – I ask students to participate in the course evaluation (distributed via email) after class.
  • Activity I: Quarantine Bingo
    Using the bingo sheet made by the advanced class last week, we play a bingo game in teams (two students per team); if the statement in a cell applies to either of the team member, they the cell. At the end, the team with most bingos wins.
    (To do this in the online environment, I made copies of the bingo sheet on a document on Google Doc and had students mark in the synced document.)
  • Activity II: Causative
    First, we review the usage and conjugation rules of causative verbs (-せる/させる; make someone do-). Then, to drill the conjugation, I show some pictures and have students describe them with causative verbs (e.g. “I made my child study,” “I made him eat vegetables,” “I made him go to school”). I write down the sentences on the slides as students answer. Next, we play a game that uses causative verbs; it is a rock-scissors-paper game, except students have to follow the commands, “You win/lose” or “Make the opponent win/lose”.
  • Activity III: Causative-passive
    I introduce causative-passive verbs (させられる; be made to do-) by rewriting some of the sentences from the previous activity. We review when and how to use causative-passive verbs. Then, I ask students to describe the pictures from the previous activity with causative-passive verbs (e.g. “I was made to study,” “I was made to eat vegetables,” “I was made to go to school”).
    Next, we discuss the following questions, using causative-passive verbs:
    1. Were you forced to do anything as a child? (e.g. music lessons, sports, fashion etc.) As an example, I show a picture of myself wearing a kendo uniform as a child and talk about my memories back then (e.g. “I was made to learn kendo,” “I was made to wear the uncomfortable uniform”).
    2. Have you ever been forced to buy anything by your family, friends or salesclerks?
  • Closing: briefly explain what we will be doing in the next class (Final class!)

What technology, media or props did you use?

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

  • I chose this grammar rule as the topic because it is one of the hardest in the intermediate/advanced grammar. I designed this class by setting the target grammar first, and then the activities. This way, I was able to structure the class logically and with a clear goal. (I know this was the ideal way to design a class but I often failed to follow this process this semester.)
  • Because my original lesson plan turned out too short in the advanced class, I added more drilling of the conjugations in Activity II and III. This became a good guided practice, especially to intermediate students; they find the task helpful to practice the complicated conjugations.
  • They liked seeing my childhood pictures. It is nice to use personalized materials sometimes in order to catch students’ attention.

How could this class be improved/ modified?

  • It would be better with a couple more open-ended tasks. I would add some discussion questions that make students use causative verbs after Activity II.

Materials:

ES F19 ADV: Migration

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: Migration.

Goal of the class:

  • Talk about current immigration affairs (both on a personal and general level)
  • Practice the use of past tenses (preterite & preterite imperfect) 
  • Practice storytelling (1st & 3rd person)

Class’ structure

  • Attendance (2 min)
  • Warm-up: Students and I go over the talk we went to on the previous class (“Commonsense Racism and Latin American Mobility in the Time of Trump”)  and comment a bit on what the speaker said.  In small groups, they start discussing: What where some common phrases used by Trump? What group/s of people is he usually referring to when talking about migrants? Why do you think people leave their countries? Which ones are the largest groups of migrants in the US? Do you have any idea about immigration in other places, like Chile?  (5-7 min)
  • Input: 1) Students look up on their phone where do people who migrate to Chile come from. After discussing their findings, I showed them a video about a Foundation in Santiago. During the video they had to answer: When was the foundation created and by whom?Around  how many students and volunteers where participating there? What was the role of the more advanced students?

2) I also talk about how my experience working in that foundation was. (5-7 min)

  • Activity 1:  In groups, students tell each other wether or not they have had any experience related to migration, and, if so, they share it to one another. Afterwards each group share their stories with the whole class, but each student has to tell one of their classmate’s story. (10-15 min)
  • Activity 2: Aporofobia (fear and rejection towards poverty and poor people): Students look up the meaning of that word and comment on it. They have to answer: Have you seen an example of that in the U.S? Where? When? Does that sound similar to what I’ve told you about Chile? (5-7 min)
  • Acrivity 3: “Linguistic barrier”: I read a paragraph from a news article about Haitians in Chile and how language is a barrier for them as well. Students comment on that as well, comparing and contrasting U.S. situation with Chile’s one (5-7 min)
  • Activity 4: Migration explained with kitties: I play a video that explains Central American migrants situation with kitties. In groups, students answer some questions related to the video:  Why are they using cats to explain the migratory situation? Why do Central American migrants travel in caravans? What are some of the issues they face along the way? Mention 3 reasons why they leave their countries. (10-15 min)

Resources used

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

  • .The class worked really well in spite of how sensitive the topic can be. If you emphasize that they should not feel pushed to share anything they don’t want to, as long as you pay attention to how students are feeling, the class should work just fine.

DE S18 INT Adjectives, I spy with my little eye

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister 

Day and Date: Wed, Jan 31, 2018

 

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

 

Class theme/topics discussed: Adjectives

 

Goal of the class:

Adjectives students already know should be elicited and students should learn more adjectives.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): walk to coop fountain together and talk about what they can see on the way.

 

4.25 – 4.55 (30mins): Game: German version of “I spy with my little eye” (Ich sehe was, was du nicht siehst). 1st round: color only; 2nd round: try to think of as many adjectives as you can and then give us only one; if we can’t guess it, give us another adjective…

 

4.55-5.15 (20mins): Team game: in pairs, think of a place on campus and think of adjectives to describe that place. The others guess.

 

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

Small Whiteboard for writing down new words, surroundings outside of classroom

 

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

It was fine and they liked it. I have troubles deciding when I need to be more strict about a plan – such as the rules in a game – and when it is better to let them do it their way in order to encourage talking.

 

How could this class be improved/ modified?

writing vocabulary cards throughout the lesson could be helpful

 

 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 S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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 activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

FR S18 INT Slangs (verlan) & Idioms

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 19 

Language and Level (intermediate or advanced class): Intermediate 

Class theme/topics discussed: French Slangs

Goal of the class: Discover about French slangs and idiomatic expressions. This is supposed to be a light class about how to sound more French with vocabulary they can only use in an informal context.

How did you structure the class?

  1. Warm-up: we watch a video about the “verlan” in French
  2. Slangs, and more specifically “verlan”: by pair, students have to match the slang with their definition (see below).
  3. French idiomatic expressions: We watch a video: students have to catch up the idiomatic expressions. I give a handout as a summary of a video: students have to match the idiomatic expression with the meaning (see below)
  4. Students by pair have to improvise dialogues using slangs and idiomatic expressions.

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

https://www.youtube.com/watch?v=VVXbYFoIg5E

https://www.youtube.com/watch?v=TjsG8sH_9Xs 

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

This is an advanced class I decided to try with my Intermediate class. Actually, it works great and it only needs more time with the third activity.

How could this class be improved/ modified?

For the fourth activity, I asked every student to write on pieces of paper one character or celebrity, one place and one action. Then by pairs, students draw two characters, one action and one place. They had to improvise a dialogue and each of them had use at least two “verlan” and two idiomatic expressions. The students who were listening needed to count them (so they would be involved in the exercise as well).

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

2018-04-19 INT Slangs & Idioms

FR S18 INT Body parts & Expressions

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, March 29

Language and Level (intermediate or advanced class): French // Intermediate

Class theme/topics discussed: Human body

Goal of the class: Learn/review the vocabulary and expressions of human body.

How did you structure the class?

  1. We watch a video about expressions used with testicles and the students have to find them in the right order and match their definition (see handout).
  2. Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
  3. Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
  4. Role-play (pairwork) with doctor and patient.

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

https://www.youtube.com/watch?v=yJbd0GbLiKE

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

Everything worked fine: idiomatic expressions were a little bit difficult but it enhances the group work and the discussion between people so I wouldn’t change anything. It was good to give the students some autonomy and see how they solve the exercise.

How could this class be improved/ modified?

For the role-play, ask the students to add some idiomatic expressions they learnt too so the activity becomes even more efficient and coherent within the class.

 

 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.

2018-03-29 INT Corps humain (dominos)

2018-03-29 INT Expressions sur le corps

 

CN S18 INT/ADV Telephone

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

03/21/2018

 

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

 

Class theme/topics discussed:

Telephone

 

Goal of the class:

Improve student’s spoken Chinese ability

 

 

How did you structure the class?

  1. Prepare some interesting English blogs, connect with “weirdest roommates that are impossible not to laugh at…or live with”. Because living with roommates has become the norm for many people, as house prices rise and living alone just doesn’t make financial sense anymore. Depending on your personality it can either be a joy of shared fun, food and life experiences; or a nightmare of unwashed dishes, bad smells and empty toilet paper rolls. 
  2. Give some student several fun printed blogs. Ask them work in pairs, let the student who got the printed blog tell their partner the stories they saw. This partner tells the same story to the third person and the third tells the fourth person. The fourth student tell the story to the class and then the first student tell everyone the story he/she told is changed or not.

 

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

 

PowerPoint, useful Chinese website:

 PowerPoint, background music.

 

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

      Students really enjoyed this class, improved their spoken Chinese ability and everyone was involved and had fun.

 

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.

 

RU S18 ADV Directions and Verbs of Movement

 Language Resident Name: Mykyta Tyshchenko

 Day and Date: Thursday, 03.22.2018

 Language and Level: Russian, Advanced

 Class theme/topics discussed: Verbs of movement, directions

 Goal of the class: revise the usage of the verbs of movement (ходить и идти) and directions

 How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Short revision of verbs of movement: LR gives a short revision on the usage of ходить and идти. – 5 min
  3. Grammar practice: the students work on exercises, then shortly discuss the answers. (handout 1) – 15 min
  4. Surveys: students ask each other the questions from the survey. (handout 2) – 10 min
  5. Making the map: Working in groups of two, students create a map of a walk a person took. One student reads the diary entry (handout 3), the other person has to draw the map. – 10 min
  6. Directions: after a short presentation of the adverbs of directions (вперед, назад, налево, направо + чуть-чуть, немного, меньше, аккуратно!) students help each other and the LR (all blindfolded) to orient on the lounge and get to a specific object. For every person there is a specific object. – 15 min

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

Handouts, a scarf, random objects in the lounge (it’s a good way to revise the vocab)

Handout 1.

Write the present tense of ходить or идти to complete each sentence properly.

  1. В нашем городе автобусы _________по расписанию.
  2. Почему ты всегда __________ без шапки?
  3. Через полчаса мой друг _________ на почту отправлять посылку.
  4. Этот поезд _________ во Владивосток.
  5. Мы часто ________ со студентами в театр.
  6. Я _________ в столовую три раза в день.
  7. Раннее утро, птички поют, Иван Петрович __________ во двор делать гимнастику.
  8. Автобусы и троллейбусы утром и вечером _________ реже, чем нужно.
  9. К какому художнику вы __________ на занятия?
  10. Сегодня ты ___________ на работу пешком?
  11. Когда отец обдумывает какой-нибудь вопрос, он всегда __________ по комнате взад и вперёд.
  12. Как часто ты ___________ на такие занятия?

Handout 2.

 

  1. Куда ты идешь после урока?
  2. Как часто ты ходишь в парикмахерскую?
  3. Откуда ты пришел/пришла на этот урок?
  4. В детстве ты ходил/ходила в музыкальную школу?
  5. Ты любишь ходить в кино? А в театр? А в оперу?
  6. Куда ты обычно ходишь со своими друзьями на ужин?
  7. В твоем родном городе часто идет снег?
  8. Как часто в Калифорнии идёт дождь?

 

Handout 3.

FR F17 ADV Subjunctive

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 21

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Conjugation

Goal of the class: Review of the subjunctive,  argumentation on different topics

How did you structure the class?

  1. Warm-up: We watch a video and we stop it at 4’55’’ and work on the subjunctive. Students have the beginning of some sentences and have to imagine what the father says to his son and what the son says to his father. We will also review the video and imagine what could be the end.
  2. How do you use the subjunctive (review of the conjugation): l’envie, le souhait, le désir, l’émotion, l’obligation, le doute ou l’incertitude.
  3. Board game with the subjunctive and debate cards (see below)
  4. Subjunctive game: The students worked in the administration council of a company and they need to review every employee to improve their efficiency or fire them. They will have to give opinion using the subjunctive (they’ll have a handout with beginning of sentences that require the use of it).

 

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

Alike (video) : https://www.youtube.com/watch?v=kQjtK32mGJQ  with a handout (see pdf)

A board game for the subjunctive and debate cards.

A list of topics to draw for the role-play game.

(see .pdf  and .docx attached !)

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

We didn’t have to go through the conjugation because the students were already familiar enough with it. We were able to focus more on argumentation and there’s a good dynamic in this group because they can talk for a long time with common topic such as “pizza or hamburger”.

How could this class be improved/ modified?

I stopped the board game before the end so the students could do the last activity. Even if it can be frustrating to stop in the middle, I think it made the class more dynamic and diverse.

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

2017-09-21 ADV Subjunctive

2017-09-21 ADV Subjunctive 1

2017-09-21 ADV Subjunctive 2

ES S17 INT/ADV Conditional Sentences and Video Description

Language Resident Name: Joaquin Garcia 

Day and Date: 02/06/2017

Language and Level (intermediate or advanced class): Intermediate/Advance

Class theme/topics discussed: Conditional sentences, description.

Goal of the class: Students overview conditional sentences and practice them.

How did you structure the class?  

Heads-up: upcoming cultural activities

Warm-up: I quickly remind students how to conjugate conditional verbs and I write a couple of sentences as example.

Activity 1: After a couple of comments about what they are about to see, I play a clip muted on youtube of a famous songwriter from Spain. Students are in pairs, one facing the screen, the other one facing backwards. The student who can see the screen must describe what is happening while the video is playing. Then everyone watches the clip with music and test how much they were able to describe/understand. After, pairs switch places and I play a second clip.

  1. https://www.youtube.com/watch?v=9HpIgZUqfn8
  2. https://www.youtube.com/watch?v=u-u-xjSREkM

 

Activity 2: I play again the last song. I handle out the lyrics with blanks on it, students must listen and fill the blanks. After, we discuss the lyrics and I make them realize that most of the sentences are written using a conditional structure.

Activity 3: In groups of 3, students must answer to some questions I write on the board that start by “What would you do if…?”

-You won the lottery

-You had a time-travel machine

-There was an earthquake

-You could have the job of your dreams

 

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

Youtube

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

It was a bit challenging for some of the students but very fruitful for others, hopefully all your students will have gone through conditional sentences at least once. The description activity is also intense, but despite the difficulty, you definitely can tell that they had a lot of fun.

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.

 

 

ES F16 INT Storytelling and Past Sentences

Language Resident Name:

Joaquin Garcia 

Day and Date:

10/05/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advanced Class

Class theme/topics discussed:

Past Sentences

Goal of the class:

 Students practice how to use the different past conjugations times

How did you structure the class?

Heads-out: Upcoming Cultural Activities. I explain feedback sessions.

Activity 1: I divide the class into four groups. Each of them has to write in a piece of paper the beginning of a story (terror, fantasy, drama, love and so on respectively). After a while, they switch papers and write the body of the story. Then, they switch again and write the end of the story. Finally, the switch papers for the last time and they read them in front of the class.

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

Students really liked this class and it very simple!

 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 F16 INT Imperatives

Language Resident Name: Tamara Olivos

Day and Date: September 12, 2016

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

Class theme/topics discussed:

Goal of the class: To practice the different uses of the imperative form

How did you structure the class?

Brief introduction on the three uses of the imperative: to give orders, to give instructions and to persuade. Maybe brainstorm different scenarios where you would use each.

Each of the following activities will practice one type of imperative.

Activity 1: I give the students a dialog between a mom and a son. It’s written with suggestions and the students must rewrite it using the imperative.

Activity 2: Giving instructions. In pairs they will get a map. They must give directions on how to get to a specific location.

Further practice: ask the students to give the instructions on how to cook their favorite food.

Activity 3: “Street vendor”. In groups of 2-3 one student must convince the others to buy his products. They must be able to describe the specific product and give reasons why the others should buy it. If there is enough time this activity can be repeated so everyone can change roles.

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.

imperative

ES F16 ADV Relative Pronouns Race

Language Resident Name:

Joaquin Garcia 

Language and Level (intermediate or advanced class):

 Advanced/Intermediate

Class theme/topics discussed: Relative pronouns

Goal of the class: to be more familiar with the relative pronoun in Spanish and their use

How did you structure the class?

Heads-up: upcoming cultural events 

Activity 1: I display in the screen the list with all the relative pronoun in Spanish. One by one, students have to create a sentence with that preposition in less that 10 seconds.

Activity 2: Definition race: I divide the class into two groups and give them a flash-card with a word. Students must invent a definition for the word using a relative pronoun and write it down on the whiteboard. The first one who finishes is the one I correct, if it’s good their team gets one point and I don’t correct the sentence of the second team. At the end of the game we count and decide who is the winner.

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

Hands-out, TV

What worked well in this class? What did not work? How could this class be improved/ modified?

They loved the race! For the intermediate class, it was a little bit challenging but they still loved it. It depends of your students’ level.

 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.

http://www.rutaele.es/wp-content/uploads/2013/09/R6_COMECOCOS_O.-Relativas_Carrera-de-definiciones_ARR_B1.pdf

 

JP S16 INT Making Descriptions

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

Students will practice aru and iru (Japanese verbs that equal “there is” for living and nonliving things).

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T takes attendance and will have a short conversation with students about what is going on in today’s Japan. T also talks about the cultural activity occurring this week.
5(10) Introduction T puts a blindfold on himself and asks Ss to describe the classroom they are in. After the description T gives feedback to those descriptions and introduces today’s topics.

この教室がどんな風か教えてください。

誰がいますか?何がありますか?

10(20) Pre-Activity T asks questions about the rules of using aru and iru. After students remembered the general rules, teacher asks about the exceptional cases (e.g. robots, taxi, lovers, family, zombie, corpus of insects, grandfather’s bones). Through the discussion S tries to refine the rules they already know and make it into more specific one.

ある、といるは何が違いますか?

ある、はどういうとき使いますか?

いる、はどういうとき使いますか?

5(20) Presentation T presents the rules using the slides, summarizing Ss’ disucussions.

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

また、ある、はconceptとしていうときにも使います。でも、これは伝統的な日本語なので今の時代はあまり使わないかもしれません。

15(35) Practice aru iru practice

Ss practice the use of iru and aru with power point slides.   First, each S says aru or iru based on the picture shown in the screen. After that, S makes a sentence that describes the picture with a proper word use. Finally, Ss practice by saying an inappropriate one that does not match to the picture.

 

Where practice

T also introduces several vocabs that will be helpful in the following activity such as “奥(back)” ,”手前(in front)”.

20(55) Production Blind Pictionary

T draws the frames of the different parts of the picture on the board and asks one S to come up to the board. The S will be in charge of drawing picture while the other classmates describe the picture to the S. They should be as precise as possible in a given amount of time. The S at the board is encouraged not to look back and rely on what he/she hears as much as possible.

When one part is finished, the S changes the role with another student.

When all the parts of the picture have been drawn on the board, the entire picture is revealed to the Ss who can admire their blind reproduction and compare it to the original.

During the activity, T gives corrective feedbacks and hints to help the Ss.

5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their evaluation on and comments to the today’s class.

 

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

Power point presentation

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

   What worked: Pre-activity discussion was quite good because it deals with a topic that is slightly more detailed and complex than the student’s present knowledge, resulting in giving a better understanding of the Japanese grammar.

   What did not work: The discussion took longer time than expected.

How could this class be improved/ modified?

The class was good and appropriate for the students. In order to make it applicable for intermediate class students, I think I need to use easier vocabularies, set a different focus (e.g. more focus on practice), and different pictures for the Production part.

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.

 

DE SP16 INT Furniture

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Monday, 25 January ‘16

  

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

  

Class theme/topics discussed: Furniture and prepositions

 

Goal of the class: To use prepositions and their correct case and build sentences with words of furniture.

 

How did you structure the class?

 

  • Students had to match vocabulary to pictures of different pieces of furniture, say the right article for each word. (10 min)
  • We repeated the particular verbs that are used for speaking about putting things up, down, carrying stuff, picking things up and the particular cases that the verbs require. (10 min)
  • Students took turns rolling a dice with prepositions written on each side. Then they formed sentences, for example, “I put the book on the table”, or “I hang up the curtains at the ceiling”. (30 min)
  • At the end, I gave two of the students a picture of an apartment with furniture in it. They described the picture to the third student, who drew a picture following the description. (10 min)

 

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

 

A dice with prepositions on it (can be printed out from the Hueber Verlag online). They are also in the German lounge.

 

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

 

The activity worked really well, and it was very important to revise the specific verbs first. It lasted for half an hour, and students started to make up pretty funny sentences.

 

How could this class be improved/ modified?

 Lesson Plan: Lesson Plan Intermediate 25 january

 

RU F14 INT/ADV Russian habits and Intsrumental case

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band https://www.youtube.com/watch?v=r9dhtXsEalg

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”. http://www.buzzfeed.com/azazello/16-things-russians-do-that-americans-would-find-we-cqjf?fb_ref=Default&fb_source=message

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications. http://www.adme.ru/zhizn-semya/13-privychek-kotorye-est-tolko-u-russkogo-cheloveka-802560/

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution. https://www.youtube.com/watch?v=Qc5hySGdBXg

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

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

The class went exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

PDF ALL CASES REVIEW SHEET Cases Review Sheet

PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises

LESSON PLAN WITH HANDOUTS CC_RUSS11_Russian_habits_Nov17

HANDOUT 1   РУССКИЕ ПРИВЫЧКИ – RUSSIAN HABITS RUSS11 November 17

 

  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.

 

  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

присядем на дорожку”.

 

  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.

 

  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).

 

  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.

 

  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).

 

  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!

 

  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).

 

  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.

 

  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!

 

  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.

 

  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!

 

  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).

 

 

HANDOUT 2

 

(1)

Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?

 

C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?

 

За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)

 

(2)

Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?

 

Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?

 

С чем ты любишь пить чай/кофе? С молоком?

 

RU F14 INT Russian cities

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11 

Date: November 24, 2014

Class theme/topics discussed:

Big cities and famous places in Russia, traveling

Goal of the class:

Talk about plans for Thanksgiving, revise verbs of motion, learn about four interesting cities in Russia and other famous places (ходить/идти/ехать/ездить/лететь/летать, доехать/прилететь) 

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Thanksgiving plans – 15 minutes

General discussion – who is going where for Thanksgiving? We revise verbs of motion quickly.

Activity 2 Video “Iz okna” – 10 minutes – HANDOUT 1

https://www.youtube.com/watch?v=uW4UqmQQbRQ

NB! A funny video about a band touring Russian cities. First, we revise slang/curse words without looking at the lyrics, then listen to the song and try to pick out 8 names of Russian citite – do you know which part of Russia they’re in? We then we look at the lyrics and I explain a few constructions.

Activity 3 10 miracles of Russia – 10 minutes

http://10russia.ru

We look at the website of the national contest/project “10 miracles of Russia” and talk about where these places are, has anyone been? Does it sound interesting etc. 

Activity 4 Four cities – 25 minutes

Using Handout 2, students research one of the four cities in pairs – Ekaterinburg, Vladivostok, Kazan, and Kostroma (geographically very wide in scope). They spent about 15 minutes doing research (location, population, sightseeing, claim to fame, how to get there) and discussing their destinations, then each group gets 2 minutes to “advertise” their city and we all decide whether we want to go.

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

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

The class went well and the students definitely enjoyed working together and learning about new cities in Russia. I think it would be a good idea to develop on this topic – Russia is so huge but even major cities are not really well-known to Americans. I am also really pleased with how they use verbs of motion – they all seem to be getting really comfortable!

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any. 

CC_RUSS11_Russian_Cities_Nov24

HANDOUT 1

NOIZE MC – ИЗ ОКНА

В рот я ебал ваш первый канал

И второй канал тоже в рот ебал,

Третий канал тоже тот ешё кал

Да и четвёртый если честно

Смотреть бы не стал.

По мне так что пятый канал

что шестой, такой же отстой,

Как седьмой и восьмой,

Девятый десятый бля пятидесятый.

Куда не включи кругом одни дегенираты.

Сколько кнопками не щёлкой на пульте

Нормально не чего не показывают ни где

Я так устал от всего это говна

И вот именно поэтому

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

Привет Самара! Ой, то есть Саратов! То есть Волгоград!

Я крайне рад сегодня в вашем классном городе играть

Я где только не был, но самые красивые девушки в мире,

Честное слово, зуб даю, у вас в Сибири!

 

У вас тут так красиво – море, мосты разводные

В общем, Тверь теперь мой самый любимый город России!

То есть Казань! То есть, конечно, Пенза, я хотел сказать!

Калуга! Где ваши руки? Не слышу ваши голоса!

 

Вы бы знали, что сейчас творится за кулисами –

Там к нам приехали дяди какие-то лысые

Говорят – не по понятиям вниз кидать телевизоры

Если правильный пацан тачку припарковал поблизости.

 

Как широка и необъятна наша страна,

До чего плотно и густо населена она

Занудами типа братвы этого быдло на

Нет, ну, подумаешь… Да, ну и что, что…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

А завтра снова в новый город нас поезд утащит

Продюсер нам сказал, что скоро отпуск, но он обманщик

Так что DJ, басист, клавишник и барабанщик

Ещё не раз посмотрят вниз на летящий ящик

 

Опа! На асфальте мелкие осколки кинескопа

Хозяин тачки смотрит наверх со злобой

Смотрите, вот он – уже на ресепшен потопал

Давайте выпьем за меткость, куда же делся штопор?

 

Как широка и необъятна наша страна

Каждый день – новые лица, новые имена

Безумный гастрольный график сводит меня с ума

И вот именно поэтому…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

HANDOUT 2 

ИНТЕРЕСНЫЕ МЕСТА РОССИИ

  1. ______________________ находится на юге/ юго-западе/ западе/ северо-западе/ севере/северо-востоке/востоке/юго-востоке России.
  1. Это большой/небольшой/маленький город. Численность населения – __________­­­­­_________________________________________­­­­­__ тысяч/миллионов человек.
  2. Город был основан в ________________________________________________ году.
  1. _______________________ знаменит(а) своим/своей/своими

(+Instr. e.g. музеями/парками/природой/музыкальной традицией/красивыми девушками/атмосферой/вкусной едой/ промышленностью – industry) ______________________________________________________________

______________________________________________________________

  1. Три самых интересных места в (+Prep) _______________________ – это __________________________________________________________________________________________________________________________________________________
  1. Город красивый/интересный/необычный/ со своей атмосферой______________________________________________________________.

 

  1. Нужно обязательно съездить в (+Acc.)___________________, потому что там можно___________________________________________________________________

 

  1. Из Москвы в ________________________ можно долететь на самолете/доехать на машине/автобусе/поезде/собаках…..

Билет стоит около _____________________ рублей.

 

КАК ВЫ СЪЕЗДИЛИ?

Летом мы с друзьями ездили в __________________________________.

Мы прилетели на самолете/приехали на ___________________________________. Мы ходили в _________________________________________________________________________

 

Больше всего нам понравилось/ не понравилось

________________________________________________________________________

 

 

RU F14 INT Need, necessity, obligation

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11 

Date: September 15, 2014

Class theme/topics discussed:

Need/necessity

Goal of the class:

Revise vocabulary from previous classes and expression of need/necessity/obligation

Structure of the class (unless you attach your lesson plan below):

Activity 1 – General discussion + Warm-up – 15 minutes

How are you faring in this heat?

Correct mistakes (there are a few!) in this crash course on the Russian alphabet

http://ryanestradadotcom.tumblr.com

Revise transliteration/transcription of English words in Russian

Activity 2 – Vocabulary revision – HANDOUT 1 – 15 minutes

The group is split into two groups, each gets a list of Russian words. They have to come up with a sentence in English using all of the words plus two need/necessity/obligation structures and the other group has to translate them into Russian. They first read out the whole sentence, then in parts and the others translate, then we recap.

Activity 3 – “I NEED…” – REVISION – HANDOUT 2 – 30 minutes

“A first-year student at Pomona needs….” (Мне нужен/нужна/нужно/нужны + Noun )

“I pack…”-type of exercise, where a students picks a word from the pile, says the “A first-year student at Pomona needs….” Phrase, then the next students repeats it and says another phrase with their words.

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

 Video, Internet

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

I do not plan on using translation too often as an exercise, but for this group and their level (intermediate) it has proved to be very effective, so I might incorporate it here and there. They had a lot of fun composing completely crazy sentences and translating them into Russian. The fact that they had to translate something that wasn’t written was also very good.

The last activity (“A first-year student at Pomona needs….”) is a very useful drill because of the grammatical agreement (gender and singular/plural form).

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any.

HANDOUT 1

(1) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

целоваться

перефразировать

кошмар

у него займет часа три

невоспитанный

ездить верхом

рифма

В чём смысл?

(2) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

парикмахерская

служба безопасности

видеоклип

медведь

диван

к + Dat (к Нине, к Пете) в гости

кондиционер

свистеть

HANDOUT 1 

Кондиционер

 

Собака

 

Тетрадь

 

Роман «Улисс»

 

Велосипед

 

Лимузин

 

Апельсины

 

Бутылка воды

 

Айфон

 

Ноутбук

 

Кофе

 

Шуба (fur coat)

 

Очки

 

Линзы

 

Маркер

 

Сумка

 

Радио

 

Меню

 

Медицинская страховка (medical insurance)

 

Парикмахер

 

Скейтборд

 

Молоко

 

Свидание

 

Молодой человек (бойфренд)

 

Центральное отопление (central heating)

 

Своя кухня

 

Туфли от Кристиана Лубутена

 

Паспорт

 

Банковская карточка

 

RU F14 INT Going crazy + Expressions of necessity/need

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: September 17, 2014

Class theme/topics discussed:

Going crazy and expressing the need (in that order)

Goal of the class:

Watch a couple of fun videos to remember the expression “to go crazy”, revise expressions of need, necessity, obligation

Structure of the class (unless you attach your lesson plan below):

 Activity 1 – General discussion + Warm-up Video 1 – 5 minutes

More vocabulary in HANDOUT 3

Activity 2 – Video 2 t.A.T.u. Ya soshla s uma (I have lost my mind) – 5 minutes

https://www.youtube.com/watch?v=-F-JfWqMG6g

Lyrics in HANDOUT 1

Activity 3Video 3 Non cadenza Ne soiti s uma (Not to lose my mind) – 15 minutes

Lyrics in HANDOUT 2

Discussion: What is going on in the video? Where are they? What are they doing? Why does it end the way it does? Is this a happy ending?

Activity 3 – “I NEED…” – REVISION – 20 minutes

I need something (Мне нужен/нужна/нужно/нужны + Noun ) vs. I need to do something (Мне нужно/надо + Verb)

Short adjectives revision (structure)

Он уверенный (всегда) – он уверен, что (сейчас)

Examples, vocabulary work

Activity 4 – I NEED – exercise – HANDOUT 4 – 15 minutes

Two types of pair work:

  • Read your sentence in English out load and your partner translates it into Russian
  • Read your sentence in English (not say it out loud), translate into Russian, the partner translates back into English, you verify

LESSON PLAN WITH HANDOUTS

CC_RUSS11_Going_crazy_9172014

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