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an archive of lesson plans

Tag: Grammar (Page 2 of 3)

RU S15 INT February Food Cognates

May 8, 2015 /

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11

Date: February 2, 2014 

Class theme/topics discussed:

February, food, days of the week, cognates

Goal of the class:

We talk about February, revise vocab from previous classes, revise food and days of the week and revise cognates 

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

Activity 1 Warm-up – “February” song – HANDOUT 1 – 15 minutes

https://www.youtube.com/watch?v=SDsxUk5wdkE

Fill in the gaps, discuss

Activity 2 – Vocab and grammar revision – HANDOUT 2 – 20 minutes

Translate and complete the sentences using “and”, “but”,
“so”, “because”…

Activity 3 – Katy Perry’s diet – FOOD – HANDOUT 3 – 15 minutes

What did Katy eat? Find out from your partner

Activity 4 – Cognates game – HANDOUT 4 – 10 minutes

Say as many nouns for these adjectives (all cognates) as you can in every gender, take turns.

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

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

Maybe a little too much time on the song, so I’ll skip that part next time. Repeating things in Activity 3 in very, very good for these two students, same with pronouncing long adjectives in Activity 4 – even though they’re cognates, they’re sometimes hard to pronounce for the first time. VERY good to practice conjunctions in Activity 2, because American students often tend to translate “and so” as “и так” (literal translation instead of “поэтому”).

How could this class be improved/ modified?

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

CC_RUSS11_February Food Cognates_Feb2

DE S15 INT Sentence Structure

May 8, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Wednesday , 4/15/15

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

Class theme/topics discussed: Sentence structure

Goal of the class: repeat sentence structure

How did you structure the class?

Ice Breaker: talk about the rest of the week and their plans for the weekend

Activity One: review sentence structure with an example sentence 

Activity Two: I had prepared cards with different words and sentence parts on them and they had put them in as many different combinations as possible

Activity Three: I gave them postcards, some of them my own from around the US, some of them leftover from the Open House with German cities and asked them to write a fake postcard, starting every sentence with a different part of a sentence

 

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

Printed cards, postcards, whiteboard 

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

It was a great class! They really enjoyed the game and the postcards and I feel that after the rather dry grammar part of our last class, this was the perfect end to this grammar unit

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.

Wort-Puzzle

ES S15 INT ADV Backpacking Trip

May 8, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 2nd // Monday, April 6th

 

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

 

Class theme/topics discussed: Viaje Mochilero

 

Goal of the class: To formulate hypothesis and act out real life situations (negotiation with your parents)

 

How did you structure the class?

 

  • Reminding students of the next cultural activities.

 

  • Warm-up: Hypothetic situations and reactions. Each student thinks of a hypothetic situation and writes it down in a piece of paper using the appropriate grammatical structures. I collect all the sentences and hand them out again. Each student needs to act out the reaction and the other students (split in 2 groups) guess the situation.

 

  • Show students a picture and discuss over its topic: would you take a gap year and go backpacking around the globe? Why/why not? Where and when would you go? Do you think it is a necessary “life” experience? Why/why not?

 

  • I divide the students into different groups of 3 and assign different roles (parents and son/daughter). They have to come up with reasons for parents not to allow their children to go to a backpacking trip in Asia/Africa. The “children” have to come up with reasons to do the trip and convince their parents.

 

  • After all groups came up with a list of 5 justifications, they have to give the lists to the group to their left, which has to do a role play based on the lists handed in by their fellow classmates.

 

 

 

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

 

My laptop, TV Set, pieces of paper, markers.

 

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

The students loved this class! The warm up worked well and helped them review grammatical structures. The “backpacking” activity led to great discussion and the learners had great fun during the role play activity.

 

How could this class be improved/ modified?

 

I am going to modify this lesson for my Intermediate class, with a review of grammatical structures of “possibility”.

 

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.

 Screen Shot 2015-05-08 at 10.33.42 AM

 

ES S15 ADV Extreme Adventures

May 8, 2015 /

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 02/03/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: Planning Extreme vacations- Kill your boss

 Goal of the class: To correctly use constructions Tener que/Haber que/Deber/Necesitar

 How did you structure the class?

Head-ups: Upcoming cultural activities.

1st Activity: Extreme vacations.

I first introduce Jesus Calleja, a well-known adventurer who has a TV show in the Spanish TV. We checked his blog and I briefly describe him. He goes on extreme adventurers all over the world and sometimes he has celebrity guests and likes to challenge them.

BLOG: http://www.jesuscalleja.es/jesus-calleja.html

One of his adventures was “Swimming with sharks in the Bahamas.” We brainstorm and try to plan the adventure and suggest Safety Instructions for the crew. We come up with ideas following certain grammatical structures as:

Nadando con tiburones en las Bahamas

Plan:

  • Vamos a alquilar un barco.
  • Vamos a estar unos 10 días en el mar buscando a los tiburones.
  • Vamos a intentar encontrar al tiburón tigre, el más peligroso que existe.
  • Vamos a nadir a 30 metros de profundidad.
  • Vamos a entrar en el mar por el día y también por la noche.

Instrucciones de seguridad:

  • Tenemos que estar relajados.
  • El equipo tiene que estar siempre unido.
  • No hay que iluminar directamente al tiburón con la cámara.
  • No hay que moverse muy rápido porque el tiburón nos puede morder

Then I play the clip and checked how it was:

http://www.cuatro.com/desafio-extremo/Jesus_Calleja-Desafio_Extremo-tiburones-tiburon_tigre-Jesus_Calleja_con_tiburones-nada_con_tiburones-aliementar_tiburones_2_1314630046.html

We check another clip that introduces Calleja’s adventure in the Artic Pole.

http://www.cuatro.com/desafio-extremo/desafios-en-hielo/nuevos-desafios-Jesus-Calleja_2_1369230095.html

In groups, students need to come up with ideas for extreme adventures in future shows, following the same structure.

2nd Activity: KILL YOUR BOSS.

First we brainstorm about the qualities that a good boss should have. We write many words on the board. Then we watch the trailer of the film Horrible Boss:

https://www.youtube.com/watch?v=YnzIA-yu268

Then in groups, students need to come up with a plan to kill their boss, step by step, what they would need and how they would do it.

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

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

The build up was good, students liked the cultural component of the first activity and planned really cool adventures.

 How could this class be improved/ modified?

Even though we finished the second activity, I would have liked to have more time to fully develop it. Students were very engaged and enjoyed the fictional setting.This class can be adadpted for an intermediate 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.

RU F14 INT Verbs of motion

December 12, 2014 /

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: November 19, 2014

Class theme/topics discussed:

Verbs of motion (ходить-идти)

Goal of the class:

Revise verbs of motion (ходить-идти), talk about public transportation

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

Activity 1 Warm-up – Funny video Cheburashka & Crocodile Gena – https://www.youtube.com/watch?v=wEjByRLInMo parody – 3 minutes

Activity 2 – Russian anecdotes i.e. jokes – 2 minutes

I read a few jokes with verbs of motion from “Russian grammar in anecdotes”, making sure they understand what the jokes mean.

Activity 3 Verbs of motion (ходить-идти) Revision – 5 minutes

I explain the difference between the unidirectional “идти” – “be going somewhere” and the multidirectional “ходить” – “go somewhere regularly and come back”. The main difference is process “идти” / result “ходить”.

Activity 4 – Where are they going? (идти) – 5 minutes

First, we write down places people can be going to on the white board. Then, I show them street style/paparazzi pictures of Hollywood celebrities on the screen and they work in pairs asking each other “Where are you going? Where are they going” and answering.

Activity 5 – Where do you go? (ходить) – 5 minutes

Again, we start with writing down ideas on the white board – what can you ask your partner using the verb “ходить”: Do you go to the movies often? Where do you and your friend usually go on Saturday? Where did you go last Friday? They then discuss in pairs.

Activity 6 – Revision exercise (ходить-идти) – HANDOUT 1 – 10 minutes

They do the exercise in pairs, then we revise together. 

Activity 7 – Draw the map – HANDOUT 2 – 10 minutes

I read a story with a lot of verbs of motion with prepositions, one student draws the map on the white board, the rest on their handouts, then we revise.

Activity 8 – How to get there? – HANDOUT 3 – 15 minutes

Working on passive understanding of a variety of motion verbs. I give them a handout with directions on how to get from LAX to Claremont using public transportation. The email is broken into 9 parts and rescrambled, and their job is to restore the original order in pairs. Then put in together and then we read it aloud together

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, now they seem very comfortable using verbs of motion we practiced. They also loved the funny video and the jokes, it always sets a good mood. I decided against using handouts in Activities 4 and 5, but I think in the end they would have benefited from a traditional conversation ideas handout I always give (with questions, ideas). Intermediate is tricky in that they know things passively, but cannot always recall structures and vocabulary in a “stressful” situation of real-time oral communication (as opposed to writing). To really be talking and using the language, they still need to rely on something solid (e.g., a written handout), so I’ll keep that in mind in the future. Activity 7 went very well – great occasion to remind them how fabulous it is that after 2,5 semesters of Russian they are able to make perfect sense of a totally real, 100% authentic Russian email!

How could this class be improved/ modified? 

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

FA2014 RUSS 11 HANDOUT VERBS OF MOTION

ES F14 INT In Grammar Subjuntive Mood 2

December 12, 2014 /

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/19/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood 2

Goal of the class: To integrate the use of subjunctive when talking about desires, advices and indirect speech.

How did you structure the class?

  1. Heads-up: Upcoming study break.
  2. Warm-up: The Chairs Game using the Subjuntive. One student say a sentence like “the students who have gone to Paris stand up and switch seats.” Then the next one in the middle make up another sentence and the rest obey, so different students stand up in the middle. E.i: Los estudiantes que hayan ido a París, que se levanten y se cambien de sitio.
  1. The milkmaid and her pail. Introducing the classic tale, I start the round by saying something like “when I’d have money, I will travel to Brazil.” The next one will continue the story saying something like “when I’d be in Brazil I will eat tapiocas” and so on. We do several rounds. We practice the subjunctive form and the simple future. E.i: Cuando tenga dinero, viajaré a Brasil.
  1. A bad day for the fortuneteller. Students work in pairs. One of them is the fortuneteller and the other one is the skeptical client. The fortuneteller will tell predictions using the future and the client will contradict them using the subjunctive form. E.i: Tendrás muchos hijos. (Future tense) – No creo que tenga muchos hijos porque no me gustan los niños. (Subjunctive form)
  1. Men vs. Women. I Split the class in men are women. They discuss about things they find annoying, irritating of the opposite sex using the subjunctive form. E.i: Me molesta que los chicos no usen desodorante. Me irrita que las chicas se echen demasiado perfume.

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

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

It was maybe quite repetitive but students revised the conjugation of verbs in the subjunctive form and fixed some structures. I had to participate in a couple of activities to lead the story/discussion and make it more dynamic.

How could this class be improved/ modified?

I had to work with half of the students. I guess the activities could have been more dynamic and engaging if all the students would have attended.

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 F14 INT/ADV Grammar Subjuntive Mood 1

December 12, 2014 /

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/17/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood

Goal of the class: To integrate the use of subjunctive when talking about desires, advices, and indirect speech.

How did you structure the class?

  • True detectives: I read a story and students need to make hypotheses on what it might have happened.
  • Advices: I place a post-it in the back of each student. There are written situations like I crushed my father’s car, I failed a mid-term exam. Students walk around the class and give one advice to each person using the subjective form: Te recomiendo que hables con tu padre. Taking into account the advices, students need to guess their issue.
  • Heads-up: Upcoming cultural events
  • Warm-up: I split the class in 2 groups. Half of the class brainstorm on their ideal house and the other half on their dream-job. They write down key words on the board. Then, in turns, they express how they would like their dream-house to be using the subjunctive form. E.i. Quiero que mi casa sea…
  • The wedding: Two of the students are getting married. Each student in the class has a rol: the godmother, the ex-boyfriend, the best friend, the priest, and so on. Each student need to congratulate the couple and wish them luck (or bad luck) using the subjunctive form: Te deseo que seas Espero que ciudes de mi hija.
  • Orders: The deaf professor (indirect speech) Students need to give me orders but as I am deaf, other students need to report what they have just said. For instance, Ella quiere que saltes a la pata coja.

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

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

They liked the activities where they had to give advices and the wedding. It was also a very interactive and dynamic class.

How could this class be improved/ modified?

These activities where very directed and the next class I want to continue working with the subjunctive with more open/independent activities.

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.

True detectives.

Procedimientos:

El profesor explica que los estudiantes tienen que resolver un enigma que le ha hecho llegar la policía para reclutar buenos detectives. Los estudiantes tienen que hacerle preguntas al profesor para conseguir información y descubrir el enigma. Un ejemplo de enigma puede ser: “Esta mañana la policía ha encontrado dos cadáveres en una habitación de un piso: Romeo y Julieta. Los dos han aparecido muertos en el suelo, rodeados de agua y de trozos de cristal, y una de las ventanas de la habitación estaba abierta de par en par. ¿Qué ha pasado?”

Solución:

Romeo y Julieta sólo son dos pobres peces que han muerto por una ráfaga de viento que ha tirado al suelo su pecera y se ha hecho trizas. Los estudiantes, durante laactividad, deberán utilizar expresiones de duda, con Indicativo o Subjuntivo según corresponda.Así saldrán frases como: “Es probable que alguien los haya matado con una botella de cristal llena de agua” o “Puede que los asesinos hayan escapado por la ventana”, etc. Dependiendo del tiempo en que se plantee el enigma, aparecerán unos tiempos u otros del Subjuntivo.

DE F14 INT Christmas and comparative

December 12, 2014 /

Language Resident Name: Mirja Schoderer

 Day and Date: Wednesday, 12/03/2014

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

 Class theme/topics discussed: Christmas, comparative and superlative

 Goal of the class: revision of Christmas vocabulary and grammar discussed on Monday, expand on the grammar, short wrap up

How did you structure the class?

Ice Breaker: Christmas cartoon,announcements. How was the week so far, how crazy will next week be (finals)?

Intro: What did we do last time (one of my two students wasn’t there, so the other one gets to broadly summarize)

Activity One: Write all the words you associate with Christmas and winter on the board. Read them out loud and explain the ones the other person doesn’t know

Activity Two: do a word puzzle in which some of those words appear

Activity Three: grammar review – the student who was there on Monday explains the rules of comparative and superlative to the other student. Try to remember the irregular cases. Add one or two extra rules we didn’t talk about last time. Do one or two examples together

Activity Four: “Quartett” à A deck of cards is split among the students – every card has one German dish that is rated in four different categories (adjectives, so they can use the comparative). They put their cards so they can only ever see the top one. The goal is to get your partners cards. The way you do that: You pick a category you think your card has a good rating in and say the category and the rating – the person opposite checks the rating of their card, if it’s lower, he/she has to hand it over, if it’s higher he/she gets their partners card instead.

Activity Five: the students put their three favorite words they learned this semester on the board. Then they write a very short story with those words.

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

Cartoon, whiteboard, quartett game

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

 Activity one was a little slow. They loved the games in the end and went all out on their comparatives.

 How could this class be improved/ modified?

 Have a back up for activity one, make them explain the words they have put on the board

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 F14 INT/ADV “Por”, “para” and “yeismo”

December 5, 2014 /

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, October 8th

Thursday, October 10th

 

Language and Level: Spanish Intermediate/Advanced

 

Class theme/topics discussed: La gente anda diciendo/Usos de “Por y para”/ Yeísmo

 

Goal of the class: For students to work on the uses “Por y para” and “Yeísmo”. Discussion on “La gente anda diciendo”

 

How did you structure the class:

 

Ice-breaker: Short game “Por y para” (see attached file)

 

Warm-up: The teacher asks the students the following questions:

 

-How you ever listen to other people talking without intention?

-What conversations do you remember?

-Would you like to read these conversations on Facebook?

 

 

After that, there’s a small discussion on “La gente anda diciendo” (a Facebook page in Argentina that collects quotes mentioned by ordinary people walking around town, in class, at the store, etc.) Then, the students look on their phones for quotes said by famous people. They write them down on their phones (without mentioning the author). They give them to their teacher, who then, mixes them up and hands them in back to students. Students read them out loud and try to guess who is the famous person that said a certain quote.

 

The teacher writes “yo” and “lluvia” on the board. Then, asks the students how do they think people in Argentina pronounce these words. As different versions come up, the teacher selects the correct version and explains briefly the linguistic phenomenon of ““Yeísmo”. After that, the teacher hands the students a copy of a song. The students have to fill in the gaps in the song and identify cases of “Yeísmo” while listening. (See Handouts)

 

Wrap up: “Whiteboard game”: the students draw lots of words on the board related to the songs. Then, two students (not facing the board) listen to one of the classmates saying one of the words on the board. The winner is the student who first shouts and erases with his/her hand the word said by their classmate.

 

 

What technology, media or props did you use?: My laptop, TV set and handouts, and flashcards.

 

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

I think the main content of this lesson (La gente anda diciendo) was a bit too advanced for my intermediate students. As well as the song “Vuelos” was too complex and abstract for their level. They did it well with the board game as well as the song though, and they loved playing with grammar items!

 

How could this class be improved/modified?

I believe that “La gente anda diciendo” and “Vuelos” may be too advanced for Intermediate learners. If working with these topics, take special attention to the quotes to be selected.

 

 

 

Vuelos – Bersuit Bergarabat La gente anda diciendo

RU S14 INT Case Review & Story-telling

May 9, 2014 /

Language and Section: Russian Intermediate 11

Date: February 20 and 25, March 11 2014

Class theme/topics discussed:

Case system review

Goal of the class:

Revise Home/furniture vocabulary and review cases, Grammar revision – cases, verbs, short adjectives – important to describe a person

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

PART 1

Activity 1  Review cases

Go through examples in Handout 1 (Case review), make sure the students understand what they sentences mean, explain why the case is used, do transformations, e.g. ask to give the nominative case of the words – 35 minutes

Vocabulary is from Chapter 5 of V puti – Russian grammar in context, photocopies are provided (pp. 112-135)

Activity 2 Translate and revise thematic vocabulary

Translate sentences in Handout 2 – 25 minutes

PART 2

Activity 1 Discuss OLC on Ukraine – 15 minutes

Activity 2 Discuss funny excerpts from Russian for foreigners- textbooks and phrase books “Why foreigners don’t understand Russians” http://www.adme.ru/vdohnovenie-919705/pochemu-inostrancy-ne-ponimayut-russkih-639205/?fb_action_ids=10203143073563535&fb_action_types=og.likes&fb_source=aggregation&fb_aggregation_id=288381481237582 and listen to funny listening comprehension tasks “Princeton Russian” http://vk.com/timerain?w=wall175830784_1382 – 15 minutes

Activity 4 Describe your apartment/room using as many words from Handouts 1 and 2 as possible – 10 minutes

PART 3

 Activity 1 – Warm-up – Handout 3 –10 minutes

Rescramble vocabulary from Handout 1 into three categories – verbs, nouns, and adjectives

Activity 2 – Vocabulary + grammar revision (cases, verbs, short adjectives) – Handout 4 – 25 minutes

Do exercises from Handout 4, discuss more in detail when the information is pertinent to the student and his/her family situation

Activity 3 – Compose stories 15 minutes –Handout 3 and 5

Using phrases from Handout 5, start telling a story about a person: choose 1 phrase from Handout 5 and then choose grammatically suitable category from verbs/nouns/adjectives and use them accordingly, picking words at random. This is a lot of fun because it may well turned out that She looked like… (Handout 5) a big sofa (Handout 3).

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

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

Every now and again with this particular student, grammar revision exercises like these are a wonderful tool to offer an low-stress way of revision and boost confidence. Spontaneous humor is a great thing at this point in the semester, too

How could this class be improved/ modified?

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

Conversation Class_RUSS11_CASES_HOME_UPD_2_20_2014

DE S14 ADV/INT Use grammar and guess your classmate

May 9, 2014 /

Date: 02/20/2014

Class theme/topics discussed: adjectives + qualities 

Goal of the class: guess your classmate, use grammatical constructions to give reason 

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

–        Activity 1: students got a piece of paper and had to write down three things about themselves, using adjectives

–        The paper was collected and read out

–        Students had to guess who they were and say why

–        Activity 2: Definitions

–        One student left the room while the rest looked up a random word in a German dictionary. Each class member had to come up with a random definition of the term, one student had the right one.

–        The one student was called back, saw the word written on the white board, and had to guess which definition was the right one and say why.

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

White board,  

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

It was a lot of fun, students really enjoyed it.

How could this class be improved/ modified?

—–

DE S13 INT My Room & Dream House

May 10, 2013 /

Language and Section: German Intermediate Conversation

Date: 01-29-2013

Class theme/topics discussed:

–       My room

–       Our dream house

Goal of the class:

–       Being familiarized with all possible vocabulary related to houses, rooms, furniture, living, etc.

–       Dative prepositions

–       Using these words creatively

Structure of the class:

–       We first did brainstorming: anything related to a house, room, apartment, flat, etc.

–       I had drawn a blueprint of my room on the whiteboard

–       I explained my room and what you find in it to the students, pointing at the drawing, using prepositions and the appropriate cases.

–       Students were asked to draw their own room

–       After that, each student showed the picture to the class and explained what is in their room and where is what

–       Students had before received a list of vocabulary related to “My Room”

–       We now took the same sheet and concentrated on the vocabulary lists on “My House” and “My Garden”

–       We went through the words and made sure everyone understood

–       Students were asked to get together in pairs and design their dream house

–       The task also included the drawing of at least one room

–       The house was supposed to also include a garden

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

Paper, whiteboard

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

All worked fine.

How could this class be improved/ modified?

It all took much longer than I thought. We could not finish the last task.

FR F12 ADV: Back to the future (and to the past)

December 14, 2012 /

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 11.8.12

Class theme/topics discussed: Back to the future (and to the past)

Goal of the class: Make the students talk using past, conditional and future tenses + supposition

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

WARM-UP (5 minutes)
We quickly reviewed the vocabulary the students learned the class before about elections and discussed the results of American Presidential Elections.

ACTIVITY 1 (15 minutes) – BACK TO THE FUTURE
Students worked in pairs. They were given a list of some items (see handout below) and they had to choose 3 of them that they would take for they trip in 2112. They also had to add 3 extra items that they think necessary.
Then they presented their list of 6 items to the class and the other students had to guess how they would imagine life in 100 years.

ACTIVITY 2 (10 minutes) – BACK TO THE PAST
Students worked in different pairs. They had to make a list of three items they would give to a person of 1812 to improve his everyday life.

ACTIVITY 3 (10 minutes) – BACK TO THE PAST 2
Then they worked alone and they went in 1950 and gave a message to the people in order to change History.

ACTIVITY 4 (15 minutes) – IPHONE 105
Students work in different pairs and had to imagine and to advertise the iPhone 105.

FUNNY VIDEO (5 minutes)
We watched and commented a funny French video about Apple products (Norman fait des videos).

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

Whiteboard, computer + TV Screen

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

They were really talkative and creative.

Warm-up: I had to be careful because on one hand most of the students really supported Obama and really wanted to talk about that but one the other hand I was afraid that one student voted for Romney and felt really uncomfortable. So I quickly ended the conversation.

Activity 2: this activity worked great but some students assume that the people they would help would have electricity and some other worked on finding a way to give them electricity, which was not really the goal of the activity.

How could this class be improved/ modified?

Concerning the second activity, I should have made the rules clearer and tell either that we assume that the people that they would help would have electricity either that they have to chose items that do not imply electricity.

*** HANDOUT – LIST OF ITEMS FOR ACTIVITY 1

Choose among this list three items that you are going to bring in 2112:

A camera
A car
Cash
Warm clothes
A laptop
A passport Food
A cell phone
Aspirin
A sleeping bag
Water
A credit card

Then add three items that are not in the list but that seem necessary to you:
–
–
–

JP S11 INT/ADV Good-Bye Present

May 3, 2011 /

Class theme/topics discussed:

1. Make a good-bye present :message card (write a message on a square piece of high-quality paperboard：色紙に寄せ書きをする)

I bought Japanese style message paperboards for each students and I. After I explained about the paperboard (for intermediate students), Students wrote down a nice message to all classmates and I.

2. Watch Advanced and Intermediate conversation class projects
Movie trailer of Sailor Moon (Advanced)
Short movie of My Friend Is Foreigner (Intermediate)

※Refreshment (Japanese snacks and tea) was served.

How did you pick this theme or topic?
Today was the final conversation class this year. I wanted to do something special and memorable with my students. So I decided to do make a message card, which is one of common good-bye presents when Japanese people make a farewell.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I explained when and how Japanese people use the message card, and then students decided a layout of the card and started to write down messages.

How did students react?
They need to take a little bit long time to complete a message card though, they seemed to be glad to get a messages from all classmates and me.

Did they engage with each other and you?
Yes! They focused on writing a message seriously. I think this time was my first time to see very quiet advanced conversation class.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, of course!!

Why or why not?
This lesson plan was fun and good for students to practice both writing and reading. Also, they could learn Japanese farewell custom through making a card. I asked my family in Japan to send cards to the U.S though, LRs can get a paperboard in Marukai, Japanese super market, in L.A.

JP S11 INT/ADV Role Play: If I were

April 19, 2011 /

Class theme/topics discussed: The expression of “If I were~, I would do~.”

1. Warm up activity: “Saikoro Talk” (deciding a topic what they talk using a dice)
At first, students decide six topics using subjunctive expressions and number cards. One student shoots a dice and talks about the topic on the card which is the same number of the dice.
2. Role Play: “If I were a manager of hotel, I would do~”
Half of students become a manger of hotel and the others are customers. Customers have to complain everything about hotel. The hotel staffs need to deal with a lot of problems. All managers have a meeting and make a decision what and how they improve the hotel’s situation.

How did you pick this theme or topic?
Sometimes I felt students did not correctly use the subjunctive expressions in conversation. So I decided to do the above activities.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, group discussion and group work

How did students react?
They loved to decide a topic by a dice! Some students asked me to do a dice talk again. As for the role play, they did not like it so much. They don’t want to pretend someone, but be themselves.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?

I will recommend an only dice talk.

Why or why not?

As for a dice talk, it would be great tool for leading conversation. On the other hand, role play was a little bit boring for students because students really need the real life situation. If they wanted to become a hotel staff in the future, the activity would be good for them. Role play might be good for the class in Mason, but not for conversation class.

FR F10 INT – cooking + impératif

December 12, 2010 /

Cooking + use of the tense “imperatif”

How did you pick this theme or topic?

I wanted to do something fun with them, and since I had a Study Break on the same evening, cooking crepes with students sounded perfect.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

2 groups had to cook the same thing

How did students react?

Very well

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

My kitchen, a crepe recipe

Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?

They liked cooking and eating the crepes! Also, it’s part of French culture

ES F10 INT/ADV Song+Past simple

October 5, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/05/2010

Class theme/topics discussed:
Past (Singing)

How did you pick this theme or topic?
Many of my students have problems using the past and differentiating it from the other forms of the past, so we decided to do a class to work on the past and I found the perfect song for it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We talked about stories in the past as an ice-breaker and then moved on to the song.

How did students react?
They liked the song very much and learned the irregular forms of the past. They worked very well in pairs.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Song with empty spaces.

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes.

Why or why not?
They learned a lot.

Int15-Ya No sé qué hacer conmigo Letra
Int15-Ya no sé qué hacer conmigo

RU F10 INT Discussing Preferences (comparatives revision)

September 30, 2010 /

Class theme/topics discussed:
Preferences. Comparative forms of adjectives and adverbs.

How did you pick this theme or topic?
N/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, grammar review.

How did students react?
She is a very motivated student, so she participates actively.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts.
Please attach a copy.
Lesson 10_Sept 30_Comp Grammar
Lesson 10_Sept 30_Comp Grammar

Would you recommend this activity for a future class?
Yes.
Why or why not?
It links grammar with its practical use in speech.

Intermediate Russian
Lesson 10
September 30, 2010

1. News of the day (5 min.)

2. Grammar Review: Comparatives
explanations + handout Lesson 10_Sept 30_Comp Grammar (10 min.)

3. Practice: ex. 1, 2 in the handout Lesson 10_Sept 30_Comp Practice. (30 min.)

ES F10 ADV Poetry

September 28, 2010 /

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/28/2010

Class theme/topics discussed:
Poetry

How did you pick this theme or topic?
We are going to have poetry during the special dinner, so they can work on it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we started with an exercise to put verbs in the subjunctive form (it was a poem) and then we read poetry.
I split them in groups and each group had to discuss what their poem was about. Then I put 1 menber of each group together and have them explaining to the other what their poem was about. Finally we read them out loud trying to pronounce it perfectly.

How did students react?
Some loved it, others not so much… but in general they liked it.

Did they engage with each other and you?
Yes, they engaged pretty well.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Poems.

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes. It’s nice to challenge them every now and then.

Why or why not?
They like poetry (not all of them) and it’s something different.

Adv10-No te salves
Adv10-Hagamos un trato

ES F10 INT Ser/Estar

September 28, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/28/2010

Class theme/topics discussed:
Stories + Ser-Estar

How did you pick this theme or topic?
They struggle a lot with Ser-Estar so I thought it would be a good idea to have a class on the differences between these two verbs and also the different meanings.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We brainstormed the differences between the verbs and then we played the ppt. After that they had to create a story using as many ser-estar verb forms as possible.

How did students react?
They are not very eager to learn grammar, but they appreciated being reminded of the differences and having some more practice. In the end the stories were fun!

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Ppt.

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes.

Why or why not?
They learned a lot.

Int9-Ser vs. Estar

FR S10 INT – conditional and future tenses (song “Mourir demain”)

April 27, 2010 /

Use of the conditional, and futur

How did you pick this theme or topic?

I wanted them to know more about the use of some tenses and structures

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Grammar explanation
Game
Song

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

White board to explain the use of conditional
Handouts for them to keep
Handouts with blanks for the song

Please attach a copy.

Here is the documents I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to review some tenses and learn more about grammar structures.

Intermediate 4/27

1. Grammaire 20 min
Conditionnel et futur

2. Portrait Chinois – 10 min

Have them create sentences with the right tenses:

Si j’étais un animal, je serais…

Pays
Couleur
Fleur
Film
Livre
Héros
Planète
Elément

3. Song – 15 min

Mourir demain
lyrics

4. Que feriez-vous si vous deviez mourir demain? – 10 min

⇒ work on the structure “Si + imparfait…conditionnel present.”

FR S10 INT – directions, French regions and dishes

April 22, 2010 /

Vocabulary related to directions
Regions in France + regional dishes

How did you pick this theme or topic?

I wanted them to know more about the French regions and geography, and to be able to locate things with the right prepositions.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Games
discussion

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handout with the map of the regions
Powerpoint presentation of the dishes

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to know more about French regions and food.

Intermediate 04/22

1. Vocabulary – 5 min

– à côté de
– au-dessus de
– en dessous de
– entre = between
– devant
– derrière
– sous
– sur
– à droite de
– à gauche de

→ locate 3 things in the room and make them guess (they have to ask questions using the prepositions)

Related to villes/regions
– à l’est/ouest/nord/sud de

2. Regions

– memorize the map
⇒ read the names of the regions
⇒ locate some famous cities (Paris, Lyon, Marseille, Montpellier, Bordeaux, Nice…)

– have them think about a region and the other has to ask questions to guess

– interactive map: have them guess the regions one after the other OR have to make the other move the mouse to the right region using the prepositions (en haut, a droite…)
http://www.xtec.cat/~ealonso/flash/francereg1f.html

3. Review food vocab

– PowerPoint presentation
– Have to name the ingredients
– And locate the regions

ES S10 INT/ADV Bullfighting

March 30, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/30/2010

Class theme/topics discussed:
Bullfighting

How did you pick this theme or topic?
It is a very controversial topic in Spain and Latin America and the students wanted to talk about it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We did a small grammar exercise, then we watched some videos about it and finally debated for and against it.

How did students react?
They liked it and they thought it was very interesting to know much more about it.

Did they engage with each other and you?
They engage very well with each other, and with me.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Videos and articles.

Please attach a copy.

Would you recommend this activity for a future class?
Yes.

Why or why not?
Yes, it’s important for them to know about this and, even though it was a bit controversial, they enjoyed debating about it.

21st Class INT
21st Class INT Ejercicio de gramática
21st Class INT Toro
21st Class INT Pros y cons

FR S10 INT – grammar: use of “y” and “en”

March 11, 2010 /

Grammar “y” and “en”
Project

How did you pick this theme or topic?

On Tuesday, one of the students asked me about the use of ‘y’ and ‘en’ in French, and I couldn’t explain correctly so I thought it would be better to have a lesson about it.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Lesson on the white board
Exercises found on the internet

How did students react?

They reacted well, they understood and scored very well in the exercises.

Did they engage with each other and you?

It was mostly a grammar class so they didn’t really speak to each other, but asked me questions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Lessons found on the internet and in the French workbook
Exercises on the internet

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, but I would try to find an exercise where they would need to use ‘y’ and ‘en’ and talk to each other.

Intermediate 03/11

1. Grammar ‘y/en’ – 30 min
⇒ Lesson
⇒ exercises

2. Project – 20 min
⇒ Start thinking about the plot, the history
⇒ Can do it in English
⇒ Then they have to make a summary in French

JP S10 INT Create a Sentence

February 25, 2010 /

Class theme/topics discussed:
Personal lists
Ask learner to brain storm a list of then words and write then on the paper.
You can use any word at all つくえ・箱・時計・昼ごはん・いぬ・ねこ・うれしい・疲れた・宿題・音楽. Then, create sentence with using these vocabs.
例）つくえの上に箱があったので、その中に時計を入れた。ちょうどその時、時計を見ると、昼ごはんの時間だったので昼ごはんを食べた。それから犬と猫にえさをあげたら、とってもうれしそうだった。そのあとで、音楽を聞きながら宿題をしたけど、疲れた。
（無理やり文章を作る）
もし分からない単語があれば、学生同士説明しあう。Of course I helped them to explain the vocabs.

How did you pick this theme or topic?
Just came up this idea

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
n/a

How did students react?
First time I explained how to play Personal lists, they seemed like confused. But eventually, they talked a lot and enjoyed to make sentences. Most of them, their stories are so funny!

Did they engage with each other and you?

YES!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Would you recommend this activity for a future class?
Yes, I would like to use this activity.

Why or why not?
First time, I explained Personal list game to students, they seemed so confused. (Probably my way of explanation was not so good), but gradually they were having fun to create own sentences. I think this is good exercise to pull out their vocabs that they already knew, and also good for them to learn new word from other students.

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