an archive of lesson plans

Tag: Role Playing (Page 1 of 4)

FR INT/ADV S23 French Online Influencers

Objective: To introduce French online influencers and improve French language skills through watching their videos and engaging in related activities.

Level: Intermediate and advanced

Materials:

– Access to the Internet and YouTube

– Activity sheets

Introduction:

1. Introduction of the concept of French online influencers, what they are, who some of the most popular ones are, and what they typically do (vlogs, gaming, comedy, etc.)

2. Present the influencers that will be focused on in this lesson: Squeezie, Mcfly et Carlito, and Le rire jaune, and make a brief overview of their content and why they are popular in France.

3. Ask students if they have heard of any of these influencers before, and if so, what they know about them. Encourage a discussion to get students engaged.

Activity 1: Watch a video by Squeezie

1. Have students watch a video by Squeezie on YouTube, such as his “Je teste des objets insolites” series or QUI EST L’IMPOSTEUR ? (ft Eric & Ramzy) https://www.youtube.com/watch?v=J1Z1A46FknM .

2. While watching, have students take notes on any new vocabulary words or phrases they hear.

3. After watching, have students share some of the new words and phrases they learned. Create a vocabulary list on the board or in a shared Google doc online. What did they like/dislike about the videos?

Activity 2: Complete a listening comprehension activity with Mcfly et Carlito

1. Have students watch a video by Mcfly et Carlito, such as their CONCOURS D’ANECDOTES vs LE PRÉSIDENT DE LA RÉPUBLIQUE video ( this one is very long but you can show them just a part of it https://www.youtube.com/watch?v=neqCdyadqFA&t=156s ).

2. After watching, provide students with a worksheet with questions related to the video

3. Have students work in pairs or small groups to discuss their answers and ensure they understood the video/what was shown.

Optional activity if there is time left, or can be done in the next class:

Activity 3: Create a sketch inspired by Le rire jaune

1. Introduce students to Le rire jaune, a famous French YouTuber who creates comic videos.

2. Have students watch a few of his videos and identify common themes or elements (e.g. humor, sarcasm, pop culture references).

3. Divide students into small groups and have them create a short sketch inspired by Le rire jaune. Encourage them to incorporate some of the elements they identified in his sketches.

4. Have groups perform their sketches for the class, allowing time for feedback and discussion.

Conclusion:

1. Review the new vocabulary words and phrases learned throughout the lesson.

2. Ask students to reflect on what they enjoyed about learning French through online influencers. Did they find it engaging? Did they feel like they learnt anything new?

3. Encourage students to continue watching videos by these youtubers and other French influencers as a way to continue improving their language skills outside of class.

DE F22 INT Stereotypes

TopicStereotypes
Goals of the ClassKnow stereotypes and describe them with adjectives. Form opinions about them and be able to explain them
Warm UpCity land river game
Activity 1Video about German stereotypes with subtitles. The text of the video was printed, and the most important adjectives underlined. Input on the descriptive features – adjectives of the video. I – You – We (Think – Pair – Share) What can you see on the picture? Describe what the picture has to do with Germany?
Activity 2What is your experience with stereotypes? What do you think about them? True often/ True sometimes/ Not true at all?
Activity 3What stereotypes are there about the 5Cs 😀 Which ones about other countries?Do you know any stereotypes from TV? NerdsCheerleaders egos?Athletes? What are these stereotypes like? Find adjectives to describe these stereotypes Think of a stereotype Act out the stereotype
What worked well in this class? What did not work (and how could it be improved)?  The topic of stereotypes was very well received by the class. Since many students in this class come from different countries, it was very interesting conversations about possible stereotypes. The warmup game also went very well, in which the students had to find a city, a land, a river, a food and a brand for a certain letter. Stereotypes is an interesting topic for multicultural classes.

JP F22 INT/ADV: Let’s rent a house in Japan!! 日本で家を借りよう〜!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 4th week (20th and 22nd September 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:

Goal of the class:

              To learn expressions of comparison, recommendation, through activities of renting a house in Japan.

How did you structure the class?

20th September 2022

16:15            

              Showing the topic, reviewing the basic expression of comparison

              Showing the topic, reviewing the basic expression of recommend

              Reviewing useful vocabulary related to the topic

16:25

              Example question: Comparing two rooms

              Students should read the details of the room

              Students should ask landlord (Me) the lacking information

              Discuss with partner which room to rent

              Discuss with everyone, stating pros / cons

16:40

              Start using the website “Suumo” in Japanese

https://suumo.jp/

              Students should follow the direction of slide 5, find best room

17:00

              Presentation of the best room as the role of owner of the house

              Audience should ask many questions

              Landlord should give merits

17:15

              End

What technology, media or props did you use?  

Handout, ppt

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

Student liked to be both landlord and customer. They make up stories and everyone was laughing. It was one of the best class.

DE S22 INT/ADV: Role Playing

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rollenspiele

Goal of the class:
Communicative practice and fun!
Learn how to have an argument
Learn about basic vocabulary connected to state founding

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel while introducing the topic)

4.20 – 4.45:        Role play (students get a role card and have to discuss the topic on their card with their respective partner. They have about 5 minutes to come to a compromise. After that they draw a new card and thus get a new partner (if more than 4 people), a new role and a new topic to discuss about)

4.45 – 4.50:        Discussion (quick follow-up discussion on how students handled the different situations and what solutions they found)

4.50 – 5.10:        State foundation (students get a worksheet that gives them the task to found a new state)

5.10 – 5.15:        State foundation – Presentation (students present their new state to the other students – after that, students are asked which state they would like to join

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

The class worked really well. The role playing was very communicative and lots of fun – students had to get into new roles all the time, adjust to the situation and the person they are talking to and at the same time trying to find a compromise with a person that has the opposite opinion to theirs. The short discussion afterwards was helpful in order to compare the different solutions – on one hand as an exchange of knowledge, but most importantly to give the students a stage to share their interesting/funny solutions. I decided not to do it after every round in order to give students the chance to experience a new situation without having heard before how another group has solved it.

The state foundation task was a nice addition, even though – for the sake of coherence – it would be nice to find a smooth transition from one task to the other. If not, it’s two really neat tasks – which is also fine.

Students were really creative and came up with “interesting” states – some of the vocabulary might be a bit too complex – but they also did not really have that much time to take a deep dive into all the aspects but should rather focus on a general idea and for that the task was certainly sufficient while giving them the chance to create something creative as a group together. The following presentation gave them the opportunity to present their state and make other people join that state – either because the idea is very funny or because the state seems really promising. Students can certainly take different paths to finding a solution to that task.

FR S22 ADV – Cartoons (Toy Story)

Warm-up (10 minutes): Students share in groups of 3/4 what are/were their favorite cartoons and animated movies growing up and nowadays.

Activity 1: Screening of a video extract from Toy Story 1 (animated movie)–10 minutes-,

the French version: https://www.youtube.com/watch?v=Cb-EW5gwkrk (l’arrivée de Buzz).

Students have to think about these two questions while watching the extract: Que se passe-t-il dans cette scène? Décrivez les personnages et ce qu’ils font? (What happens in this scene / describe the characters and what they are doing)

Vocabulary/cultural Input: (5/7 minutes) in this scene, as it is the French version, characters speak in a colloquial way and use a lot of idioms/expressions that French people use in their daily speech/conversations. Students are asked whether or not they know or understand the meaning of the following words and expressions mentioned in the extract:

Je l’ai pas fait exprès (faire exprès), Voilà qui tombe vraiment à pic (Tomber à pic), On arrête pas le progrès, causer (//parler), ultra moderne (at the cutting-edge)

Activity 2: Students are asked in groups of 3/4 to imagine they are film producers from Hollywood who wants to create a movie adaptation of Toy Story with real actors. They are casting directors and have to find actors and actresses who would according to them impersonate the best the animated versions. When they found the actors, they do a small presentation to convince me that their casting is the best one.

DE F21 INT/ADV Desert Game

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Desert Game

Goal of the class:
Finding a compromise
Finding the (best possible) solution as a team
Debate & discussion

How did you structure the class?

4.30 – 4.35:        Introduction & Scenario (Welcome students to class and introduce them to the topic “desert game”. Tell them the scenario in a dramatic fashion! [students on a plane/plane crashes/they are all by themselves in the desert and were able to save 15 items, which they have to rate according to their importance for their survival/their ratings will be judged compared to the solution and then reflected)

4.35 – 4.40:        Questions & familiarize with items (Make sure that every student understands the scenario and quickly introduce the 15 items – it is really important that the students know what those items are and if they have no idea what an item could be used for it doesn’t hurt if there is a short exchange about them within the class)

4.40 – 4.48:        Step 1: Work on your own (each student now has 8 minutes to think about the items and rate them from 1 to 15, depending on how important they think a certain item is to survive in this desert scenario)

4.48 – 5.00:        Step 2: Small groups (students are divided into small groups and within those small groups have to discuss the items and then come to a shared solution. It is not allowed for students to have different solutions within the small groups, so they have to discuss with each other and find a compromise together)

5.00 – 5.10:        Step 3: Plenum (students have to come up with a solution for the whole class. As in the step before, they have to come up with a shared solution for everyone – so they have to be able to find a compromise. Depending on the size of the class or the number of small groups there are two ways on how to handle the plenary discussion: a) every group selects one speaker that has to represent and argue for their solution in the whole class, while the others of the small group have to help and assist him with arguments or questions for the others, or b) everybody can speak.

5.10 – 5.20:        Solution (the teacher reads out the solution [find in documents] – students have to compare their own, small group and class solutions with the solution offered by the teacher and calculate the difference to their solutions. While reading out the solution there will be lots of surprises and students want to discuss that. If not you can always ask “Are you surprised by this” or something like that to engage small discussions)

5.20 – 5.30:        Reflection (ask students questions to allow them to reflect on the solution finding process, like: “How did the initial group process go? How did you proceed as a group to find a solution? How did you feel about the discussion in the group? How did you manage to reach a good result? Were all group members equally involved? What was the leadership like? Did a team leader emerge? How were decisions reached?”

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

The class worked really well – students were very engaged in the discussion and had a lot of fun thinking about how to survive in this scenario by making best use of the offered items. They were also really surprised by the solution – reading that out might take longer than expected and is a bit much teacher-focused. I really enjoyed that part, how surprised the students were and the discussions that followed that – but maybe there is a better solution, like handing out a handout and then having the groups discuss in small groups again on what they think about the solution. In general, it is important to give them enough time to discuss everything – otherwise they might feel that they were being rushed. But at the same time the class is really tightly scheduled, so it is important to keep an eye on the time.

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

Internet resource (solution and further information : https://butterflying-akademie.de/team-challenge-wuestenspiel/ )

FR F21 ADV/INT Harry Potter – create your Hogwarts’ House

Goal of the class: Create a conversation around the books and movies, learn new vocabulary (adjectives, qualities and personal attributes such as bravery/honesty/wisdom, etc.; clothing (colors, various clothes, accessories), furniture and the vocabulary belonging to the magical universe of Harry Potter).

Reviewing some grammar/syntactic points such as the phrases to explain/describe people’s personality and personal attributes, their outfit, detailing the layout of the furniture in a room.

In addition to that, the main activity is designed as well to make students review and practice how to express wishes in French and structure their presentation of their houses.

Creating groups: Depending on the number of students one has in their class, the groups can count 2 to 4/5 students. Putting them in group is a good idea as it incites them to do teamwork, share ideas and vocabulary to complete the main task. I personally made this class more challenging for the students as they are advanced ones and therefore are more proficient/comfortable in the language.

Structure of the class

1- Warm-up :(10 minutes)

•What did you do this Weekend?

Presenting today’s topic: Harry potter. Who is a fan? Which books did you read/movies did you watch? What are your favorite-s one-s and why?

2- Input:(10 minutes) Which words come to your mind when you think about Harry Potter? (in order to introduce new vocabulary, I personally wrote the words they gave me on the board and provided new ones). Since my students were advanced and naturally wanted to know more complex vocabulary and expressions, I showed them two extracts of the first HP movie in French, with French subtitles. I then wrote on the board some words and expressions used in the extracts and which I thought could be very useful for the task and for their personal use (adverbs, common exclamatory expressions in French, idioms, words such as feather, candles, magic wands, snake, etc.)

3-Then I showed them the names of the Hogwarts’ houses in French, we also discussed who had done the internet quiz to know the house they belonged to. Then I had made a detailed PowerPoint slide explaining the main activity for the day: “créer votre maison à Poudlard!” (create your Hogwarts’ house!).

The steps they could follow to create their house were the following:

1) Find a name

2) What are the values qualities specific to your house and required to be a part of it?

3) Which animal represents your house?

4) what sort of uniform/clothing? (Colors, motifs, design, accessories)

5) How does your common room looks like?

This lesson plan can also be used with Intermediate students. I would recommend however providing more input before starting the main activity such as vocabulary lists with expressions and phrases to guide the students in expressing themselves and structuring their argument/presentation.

Below is the PowerPoint I made and used to teach this class to both Advanced and Intermediate students:

4-Main activity:(20-25 minutes)Idivided them in 2groups of 4-5and after explaining to them what the activity was about and thesteps to follow, I handed a vocabulary sheet to them with words, expressions and phrases to help them complete the activity. The handout was designed in accordance withthe guidance/steps I had provided beforehand for completingthe activity.While they were exchanging in groups, I went back and forth between thegroups and projected images with ideas of items they could include in their common room (this way they could also learn more words). Bothgroups made amazing drawings of their House’s uniform, animal, and common room! One group designed a common room with a pool and an aquarium in it. The other one decided the animal that would represent their house would be a mix between a bear and a bird.5-After each group had completed the task, I asked them to come forward and present their house to the rest of the class6-To conclude this class on Harry Potter, I asked them to give me one or two words they had learnt todayWhat technology, media or propsdid you use? (internet resources, playmobiles, handouts, etc.)I used internet, a vocabulary sheet, and aPowerPoint I had designed myself for this classWhat worked well in this class? What did not work?This class went very well.Like with my intermediate students,even those who were not Harry Potter fans were interested in the class and very engaged into the activity. They all participated and really tried to design a detailed presentation of their house and its specificities.

ES S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

Warm-up: All students standing up. I give a student a ball, within 15 seconds he/she has to think of an animal that starts with the letter “a”. Then he/she passes the ball to another student who must do likewise but with letter “b”. If a student fails has to sit down. We go through the alphabet until only one student is standing. You can go from “z” to “a” again if many students still remain playing. Also, it would be wise if you remove from the beginning those letters with only/none animals (e.g. “x”).

Activity 1: We brainstorm some useful vocabulary to describe animals and I write it down on the board. Then, each student writes the name of an animal on a piece of paper and I stick it on other student’s back. All students stand up and move around and with yes/no questions, they need to figure out which is the animal on their back.

Activity 2: Students are in pairs, I give them a list with Spanish sayings involving animals in one column, and the meaning on the other (although they are not in order). They need to match up the two columns by thinking on the meaning of the sayings. After, I give all the solution and we check how well they did.  If there is time left, you can put the students in pairs or little groups and they have to come up with a context where a saying is properly used, they even can act out the situation.

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

Handouts.

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

How could this class be improved/ modified?

Very successful class. Students liked all the activities. Maybe it would have been better doing everything faster so we had time to act some of the sayings. Depending on the level of the students, this can work with an intermediate class although I would recommend to reduce the list of sayings in activity 2. For advance, this matches the difficulty level definitely.

 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. 

A Ser un lince 1 Ser astuto
B Ser un cerdo/marrano 2 Haber poca gente
C Ponerse como/ser una vaca 3 Tener poca memoria
D Llevarse el gato al agua 4 Afrontar un problema
E Meter/Esconder la cabeza como un avestruz 5 Sufrir las consecuencias de algo sin tener la culpa
F Ser un zorro 6 Ser un/a cobarde
G Matar dos pájaros de un tiro 7 Haber algo oculto o sospechoso
H Ser un burro 8 Salirse con la suya, vencer, triunfar
I Hacer el/ser un perro 9 Mismo problema pero con distinta forma
J Estar en la boca del lobo 10 Tener mucha memoria
K A caballo regalado, no le mires los dientes 11 Darse cuenta de un peligro y cambiar de actitud
L Tener la piel de gallina 12 Haber mucha abundancia
M Haber cuatro gatos 13 Estar loco
N Tener memoria de elefante 14 Comportarse sin modales
Ñ Tener un cerebro de mosquito 15 Estar en una zona peligrosa
O Ser un gusano 16 Ser muy listo
P Ser un/a gallina 17 Ser poco inteligente
Q El mismo perro con distinto collar 18 Ser el que manda, el jefe
R Estar como una cabra 19 Evitar/huir de los problemas
S Tener memoria de pez 20 Conseguir dos cosas a la vez
T Agarrar el toro por los cuernos 21 Ponerse/Estar muy gordo/a
U Aquí hay gato encerrado 22 Engañar a alguien en un negocio
V Atar perros con longanizas 23 Ser tonto
W Verle las orejas al lobo 24 No buscar defectos ni preguntar el precio de un regalo
X Cortar el bacalao 25 Ser un miserable
Y Dar gato por liebre 26 Padecer frío o emocionarse
Z Pagar el pato 27 Hacer el/Ser un vago

 

 

 

 

 

ES S17 ADV Spanish Proverbs

Language Resident Name: Joaquin Garcia

Day and Date: 02/14/2017

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

Class theme/topics discussed: Spanish proverbs

Goal of the class: Students get to learn expressions and proverbs which are commonly used in Spain and other Latin-American countries.

 

How did you structure the class?

Heads-up: upcoming cultural activities

Activity 1: We watch a couple of videos about Spanish sayings and we comment them openly.

https://www.youtube.com/watch?v=1DCaFtr262k

Activity 2: I put students in little groups and I distribute Spanish proverbs, however, each of them is separated into two parts. Students in the groups must match up the proverbs.

Grupo A

A quien madruga,

Dios le ayuda

No dejes para mañana

lo que puedas hacer hoy

Más vale pájaro en mano

que ciento volando

Mala hierba

nunca muere

Ande yo caliente,

ríase la gente

Grupo B

No por mucho madrugar

amanece más temprano

Más vale tarde

que nunca

Quien no arriesga,

no gana

No hay mal

que cien años dure

Allí donde fueres,

haz lo que vieres

Activity 3: Some of the proverbs mean the exact opposite things as others. Students must stand up and try to find those proverbs.

Grupo A

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

  1. A quien madruga, Dios le ayuda
  2. No dejes para mañana lo que puedas hacer hoy
  3. Más vale pájaro en mano que ciento volando
  4. Mala hierba nunca muere
  5. Ande yo caliente, ríase la gente

Refrán para aquellas personas que en vez de conformarse con las cosas seguras que tiene, prefieren arriesgar.

Hace referencia a las personas que tienen un mal comportamiento. Este refrán nos dice que el mal nunca desaparece y, por tanto, las personas malas no cambian.

Recomienda ser rápido, ágil –y no vago o perezoso– para tener éxito en las tareas que se realizarán a lo largo del día.

Se dice cuando una persona prefiere actuar con su propio criterio y conciencia, sin tener en cuenta la opinión de los demás.

Aconseja no dejar pendiente para otro día los trabajos o actividades que menos nos motivan y agradan.

 

Grupo B

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

1. No por mucho madrugar amanece más temprano

2. Más vale tarde que nunca

3. Quien no arriesga, no gana
4. No hay mal que cien años dure
5. Allí donde fueres, haz lo que vieres

Para conseguir aquellas cosas que deseamos, es necesario arriesgar. De otro modo, no podremos conseguirlas.

A veces, no importa si las cosas las hacemos demasiado tarde. Lo importante es que las hagamos.

Recomendación para adaptarse a las costumbres de otras culturas y países. Aconseja comportarse como la gente que tenemos alrededor para evitar conflictos.

No debemos precipitarnos o ir rápido en aquello que queremos hacer porque los acontecimientos deben seguir su ritmo natural.

Con este refrán, consolamos a aquellos que tienen problemas de difícil solución. Es un mensaje de esperanza que nos dice que las desgracias no son para siempre.

 

Activity 4: I distribute one more proverb to each student and they have to describe it to the rest of the class.

https://www.buzzfeed.com/jameschapman/spanish-proverbs-translated-literally-into-english?utm_term=.uy48k325LL#.tfeeOXRzKK

 

Activity 5: In pairs, they must act a situation and use the proverb correctly in front of the rest of the class.

 

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

Laptop, hands-out, youtube.

 

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

How could this class be improved/ modified?

 

They loved to learn this kind of vocabulary, specially the last list of proverbs and acting them out. Plus, it was a good training for the Open House activity. I definitely recommend this 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.

 

 

 

DE S17 ADV Prisoners

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Monday, January 23, 2017

 

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

 

Class theme/topics discussed:

 

Prisoners: collective decision making.

 

Goal of the class:

 

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

 

How did you structure the class?

 

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

 

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

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

 

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

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

 

How could this class be improved/ modified?

I’d keep it as it is.

 

20170123_Gefangenenspiel

20170123_Useful_Expressions

DE 11 FS15 Int. Party Committee

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Wednesday, 16 September

 

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

 

Class theme/topics discussed: 2nd part of free time activities / planning a party

 

Goal of the class: To repeat vocabulary of free time activities. To be able to talk about organizational topics and organize a (fake) Halloween-party.

 

How did you structure the class?

 

First activity: Repetition of the verbs of leisure activities from last time: Every student got a slip of paper with the beginning of a sentence. For example: On rainy days, I… / When my friends come over, we… etc. (5 minutes)

 

Second activity: We had some small talk and my students wanted to know about my experiences in California so far, general topics. (10 minutes)

 

Third activity: I presented them two choices: Would they like to work all together (there were 4 students present) or in pairs? And would they rather plan a Halloween- or a Thanksgivng-party? They decided they all want to work together on a Halloween-party. I gave them a handout with some expressions to use when planning a party and they talked about their ideas. For example, food, decoration, costumes, and who to invite. (10 minutes)

 

Fourth Activity: We also wrote an invitation together to show them some expressions for written invitations. (10 minutes)

 

Fifth activity: I gave them a handout with scenarios at partys and they had to discuss whether it is a do or a don’t. For example, dancing on the table, having a weird costume, bringing friends etc.

 

Sixth activity: We played the party game “Guess who”. Everyone gets a piece of paper with the name of a famous person. All the others can see the name, but not themselves. They have to ask yes/no questions and find out who they are. (20 minutes)

 

 

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

 

Handouts, sticky notes

 

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

 

Everyone had fun and there was a good atmosphere.

 

How could this class be improved/ modified?

 

Insert a simple role play of “You meet an old high-school friend at a college party. What do you say?”. This would be a bit more natural than the party game “Guess who”.

 

 

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

 Handout Party Kommittee

 

RU S15 ADV April Fool’s Day

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13 

Date: April 2, 2015

Class theme/topics discussed:

April Fool’s Day

 Goal of the class:

Talk about pranks and practical jokes for April Fool’s Day

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

Activity 1 – Warm-up Talk about April Fool’s In Russia and the US: differences – 10 minutes

Activity 2 Discuss my fake “Translation prize” 🙂 – 5 minutes

Activity 3 Best April Fool’s pranks of the 20th century – 15 minutes

Look at pictures, predict what the prank is, then read and discuss http://lifeglobe.net/entry/1557

Activity 4 More April Fool’s – 15 minutes

http://www.adme.ru/svoboda-kultura/samyj-krasivyj-v-mire-uchitel-po-matematike-887860/

http://www.adme.ru/svoboda-narodnoe-tvorchestvo/15-genialnyh-shutok-na-1-aprelya-884060/

Activity 5 Create your own prank! – 15 minutes

Work in pairs, describe what you would do and how

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

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

It was super fun 🙂

How could this class be improved/ modified?

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

 

 

RU S15 ADV Lying

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13

Date: February 10, 2015

Class theme/topics discussed:

Lying

 Goal of the class:

Review different ways of referring to lying – and different ways of lying!

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

Activity 1 Warm-up Video Liar liar trailer in Russian – 5 minutes

https://www.youtube.com/watch?v=8g8ZvLSyjxI

Activity 2 – Vocab brainstorm – 10 minutes

Lying, telling the truth, fooling… on the whiteboard. Also discuss the difference between “правда” (truth, also accuracy) and “истина” (higher truth, philosophical truth)

Activity 3 – Rules of lying – HANDOUT 1 and HANDOUT 2 – 20 minutes

Adapted from “How to lie: user’s manual ” http://kyky.org/mag/life/kak-pravilno-vrat

Each student gets the list of rules of lying (Handout 1) and each of them gets one or two descriptions of the rules (Handout 2), which they read out loud.

Activity 4I’m telling the truth! – 20 minutes

Each student comes up with a situation in which lies are necessary – and their partner acts it out. We evaluate the lies in terms of believability and all the factors/aspects discuseed in Activity 3.

Activity 5 – Wrap-up – 5 minutes

Handout 3 – Funny/absurd Russian expressions

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 very well, but even though I adapted the text quite a lot, it was still a little too much reading. But great to practice textual coherence! And despite a very high level of fluency, reading aloud still poses quite a challenge for these students, so it is good to practice it every now and again. The last part was very funny!

How could this class be improved/ modified?

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

CC_RUSS13_Lying_Feb10

HANDOUT 1

http://kyky.org/mag/life/kak-pravilno-vrat

  1. Разработайте легенду заранее
  2. Подкиньте подробностей
  3. Вовлекайте минимум третьих лиц
  4. Контролируйте тело
  5. Контролируйте голос
  6. Поверьте во все сами
  7. Нападайте!
  8. Отрицайте все
  9. Соглашайтесь со всем
  10. Тренируйте память

HANDOUT 2

Любительство и небрежность — залог немедленного провала. Легко врать детям до пяти лет. Их оперативная память все равно сотрет все без остатка, и назавтра вы получите чистую версию, только что из-под пресса. Но если вы собрались врать взрослому человеку, то не отказывайте ему в способности к критическому анализу. Ваша версия событий должна быть логичной, вытекать из обычного для вас образа жизни и распорядка дня.

Дьявол скрыт в деталях. Они делают легенду правдоподобной. Именно детали запоминаются лучше всего, а вовсе не последнее из сказанного. Врите только о местах и событиях, которые способны описать достоверно, — вы там бывали. Но имейте чувство меры — слишком яркие подробности вызывают подозрения.

 

Во-первых, четко оговорите с соучастниками ход событий. У вас уже готовы убедительные детали? В идеале число свидетелей должно быть минимальным. Чем больше лиц вы втянули в свой план, тем больше вероятность провала.

 

Помимо языка во рту, у вас имеется еще и язык тела, который часто ведет себя совершенно предательски. По выразительности язык тела ни в чем не уступает вербальным средствам и выдает не хуже отпечатков пальцев. Язык тела анализируется подсознательно: достаточно быть зажатым, избегать взгляда в глаза, сложить руки в защитной позе – и вас уже подозревают. Это все проклятый адреналин, вызывающий потоотделение, прерывистое дыхание и неестественные движения. Попробуйте сперва наврать по телефону — так вас не будет видно. Если надо врать лично, сделайте дыхательную гимнастику, успокойте нервы и действуйте: прямая спина, открытые руки, твердый взгляд. Только не вздумайте пить, чтобы снять напряжение!

 

Мужчину обмануть легче, чем женщину. В силу генетических причин женщины гораздо тоньше улавливают нюансы речи. Высшая категория сложности — это жены и мамы. Отклонения в привычном тембре и темпе немедленно регистрируются и вызывают подозрения. Врите лучше мужчинам, так риск попасться гораздо меньше. Но во всех случаях придерживайтесь простых правил: расслабьте мышцы брюшного пресса, освободите дыхание, дышите ровно. Смейтесь в нужных местах, нет ничего более полезного для отвлечения внимания, чем смех.

 

Универсальный и непобедимый способ врать — самому поверить в то, что так оно и было. Это высшая лига, номинация на «Оскар» в категории «Ложь». На подобное, правда, способны только истинные артисты. Вдохновенная трепотня этих граждан найдет путь к любому сердцу: глаза горят сдержанным блеском, голос убаюкивает, жесты внушают доверие, и вот Константин Сергеевич Станиславский утирает старческую слезу, говоря: «Голубчик, я верю вам». Здесь требуется время и подготовка. Репетируйте свою партию перед зеркалом, глядя себе в глубину души, выучите ее наизусть от начала до конца и обратно, пока ваша легенда не начнет вам сниться.

 

Политики — генетически предрасположенные ко лжи существа, населяющие нашу планету. Помимо природных гипнотических данных, они обычно владеют еще и методами отвода внимания. В случае, если вы попались на вранье, пользуйтесь их ноу-хау. Нет лучшей защиты, чем нападение — припомните оппоненту эпизод из прошлого, когда он повел себя предосудительно. Демагогия и уверенность в себе здесь лучшие помощники: «Как же ты мог мне врать?» — «А как ты могла не любить мою бабушку? Она переехала из Щучина, только чтобы быть поближе к тебе!», — и разговор немедленно получает выгодное вам направление.

 

Здравый смысл, логика, даже видеозаписи — все пасует перед железобетонным словом «нет». Если вы врете близким людям, задача облегчается — они заведомо настроены вас простить.

Жена моего друга однажды нашла у него в сумке пачку презервативов. Она аккуратно разрезала каждый пополам и положила пачку назад, застегнув замочек. С тех пор ни один из них не заикнулся об инциденте, но каждый сделал для себя соответствующие выводы.

Главное — не вздумайте проявить слабость и начать извиняться!

 

Парадоксально, но этот метод работает не хуже предыдущего, особенно с мужчинами. Даже самому последнему из мужчин по душе роль великодушного готового все простить Цезаря, глядящего из ложи на гладиаторский цирк.

 

Вступая на скользкую дорожку лжеца, помните, что вам придется держать в голове все подробности ваших сочинений. Хороший врун похож на шахматиста: в случаях многоходовых комбинаций он держит все нити под контролем, как паук в паутине. Никогда ничего не записывайте!

Ложь сродни высокому искусству. Она сочетает в себе актерское мастерство и математические способности, тренирует гибкость ума, память и в долгосрочной перспективе способствует долголетию мозга. Если бы не морально-этические нюансы, я бы рекомендовал вранье в курсе средней школы. Увы, в настоящий момент нам остаются кроссворды, головоломки и курсы макраме.

 

HANDOUT 3

 

  • Старый новый год
  • Принуждение к миру
  • Детская пластмассовая железная дорога
  • Свежие консервы
  • Незаконные бандформирования
  • Туалетная вода
  • Среднее ухо
  • Холодный кипяток
  • Ресторан Макдональдс
  • Сухое вино
  • Миротворческие войска
  • Истинная правда
  • Да нет наверное
  • Наверное, точно
  • Молочный зуб
  • Два градуса тепла
  • Начинают заканчиваться
  • Деревянный стеклопакет
  • Битый час!
  • У пациента сильная слабость
  • SMS—сообщение
  • Убить насмерть
  • Пойду съезжу в магазин
  • Жидкий стул
  • Сделай огонь тише!
  • Предельно допустимая норма
  • Смертная казнь
  • Федеральная служба по контролю за оборотом наркотиков

JP S15 ADV INT Police

Language Resident Name: Akihiro Shimizu

 Day and Date: Monday, February 2nd. Tuesday, February 3rd.

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

 Class theme/topics discussed: Police Affaire

 Goal of the class:

Students will be familiar with Japanese police matter.

Students will know new vocabularies concerning police.

Students will know how to speak to police when they lose their belongings.

 How did you structure the class?

1. Advertisement

I advertised up-coming cultural activities.

2. Warm-up

I ask students about American police. Do you talk to police? When do you speak to police? How do you find them?

3. Vocabularies

I distribute a copy of handout. On it there are several vocabularies concerning police. They will be key words in case we talk to police. We check them one by one. If a student knows the meaning of a word, he/she explains it. Otherwise, I do instead of them.

4. Icebreaker

Give one picture sheet to each student. One student is a witness who saw a robbery, and the other is a police officer. The police officer asks the witness questions to find which man in the picture is the thief. When the police officer knows who the thief is. s/he tells the number for him to the witness and checks if it s correct.

5. Skit

On the backside of the handout is a skit. one act as a police and the other does a guy who lot his/her wallet. By reading the skit students practice how to ask police to look for his/her lost property.

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

handout

SP15 JPN Int Ad Police

ES S15 INT Advices/Cohabiting

Conversation Class

Lesson Summary

Language and Section: Spanish Conversation Class 11.1- Intermediate

 Date: 02/25/2015

 Class theme/topics discussed: Giving advice. Cohabiting issues. Opinion, negotiating.

 Goal of the class: To get familiar with some vocabulary related to renting and apartment/cohabiting issues. To solve problems and situations when living together with other people. Big Brother.

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

 Head-ups

 1st Activity-warm-up: Giving advices. Each student picked a card with a problem, i.e I like my best friend’s partner, and I can’t sleep… He/she asked his/her peers for solutions and they all practiced the formula: debes/deberías, tienes que, debes.

2nd Activity: Role-play. In pairs and trios, they need to deal with certain unpleasant situations when sharing a flat: two roommates in a hurry at the same time in the bathroom, cleaning schedule, gossiping, and so on. I hand out cards with given roles and situations.

3rd Activity: Big Brother. (See pdf attached) I hand out cards with profiles and descriptions written on them. Each student will represent one housemates of Big Brother. Then each student is given a copy of the next page and finds out who he/she ́s going to be. Everybody introduces himself to the group. Students must decide who they ́re going to nominate according to the information provided in the table and any other details they may make up. Once they ‘ve taken a decision they will have to nominate one of their housemates face to face, giving their reasons and saying at least something positive about the nominee too. Nominees have the right to defend themselves. Once all the contestants have nominated someone, the votes are counted and the two most voted contestants try to persuade the audience not to vote to evict them.

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

The class was fun and coherent. The students engaged in the activities and act out.

 How could this class be improved/ modified?

I changed the order of the activities in this class and it worked better. The Big brother activity should be very directed.

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

2nd ACTIVITY:

FICHAS RECORTABLES:

 (Dos fichas. Tres personas).

Uno de vuestros compañer@s de piso últimamente no limpia cuando le toca. Vosotros habéis decidido tener una charla para decirle lo que pensáis. A es bastante duro, pero B intenta suavizar la situación.
Compartes piso con otros dos compañero@. Últimamente estás muy ocupad@ y no has limpiado mucho la casa. Tus compañer@s han decidido hablar contigo. Tú los entiendes, pero intentas excusarte diciéndoles lo ocupado que estás últimamente.

(Una ficha. Dos personas).

Tenéis que hacer la compra en el súper. Estáis l@s dos en la cocina viendo lo que tenéis y lo que tenéis que comprar.

(Dos fichas. Dos personas)

Acaba de llegar un corean@ al piso donde vives. Ve una cafetera italiana pero nunca había visto nada parecido. Tienes que explicarle para qué sirve y cómo funciona. Tendrás que ser un poco paciente porque casi no sabe español.
Acabas de llegar a un piso en España. Entras en la cocina y ves una cafetera italiana. Pero tú nunca has visto nada parecido en Corea (tu país). Le preguntas a un@ de tus nuev@s compañer@s. Tú no sabes casi nada de español, pero eres muy curios@ y le preguntas varias veces para entender bien todo lo que te dice.

(Dos fichas. Dos personas).

El/la chic@ de la habitación de al lado hace mucho ruido por la noche. Lleva un mes así y decides hablar con él/ella. Estás bastante nervios@ porque tienes que madrugar y casi todas las noches te quedas dormid@ muy tarde por los ruidos. Él/ella dice que no sabe de qué estás hablando. Pero tú insistes.
El/la chic@ de la habitación de al lado te dice que en tu cuarto hay mucho ruido por la noche. Él/ella tiene que madrugar y está bastante molesto. Tú te haces el suec@ y le dices que no son de tu cuarto, que no sabes de qué te habla. Él/ella insiste y tú te vas un poco enfadado, aunque sabes que sí son de tu cuarto.

(Dos fichas. Dos personas).

Vives en un piso con tres compañer@s más. En el edificio hay una vecina muy cotilla que viene con un pastel para vosotros, pero en realidad viene para que le cuentes la vida de los del piso y te hace muchas preguntas sobre la gente del piso: cuántos sois, qué estudiáis…
Hace poco han venido al piso de al lado un@s estudiantes. Tú, que eres muy cotilla, vas a su casa con un pastel y te encuentras con uno de ell@s. En realidad quieres saber de sus vidas y le haces muchas preguntas: cuántos sois, qué estudian…

(Una ficha. Tres personas).

Acabáis de llegar a un piso para compartirlo durante el nuevo curso. Una de las cosas más importantes que tenéis que hacer es organizar la limpieza de la casa. A es una persona muy activa y parece un poco marimandona. B siempre le lleva la contraria a A y C es una persona muy tranquila pero termina enfadándose porque no os ponéis de acuerdo.

(Dos fichas. Dos personas).

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a hacer un examen. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente a la facultad porque tienes un examen y no te da tiempo. Él/ella tiene que ir a trabajar. Si tú llegas tarde al examen no te dejarán entrar.

 

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a trabajar. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente porque tienes que ir a la oficina y no te da tiempo. Él/ella tiene que se tiene que ir a hacer un examen. Tu jefe es muy estricto con el horario.

(Tres fichas. Tres personas).

Vives con otros dos compañer@s de piso. Este fin de semana es tu cumpleaños y quieres hacer una fiesta en el piso. Es un día muy especial para ti y quieres hacer esa fiesta de todas formas. Además, ya has invitado a unas veinte personas. Se lo comunicas a tus compañer@s. Habrá problemas y te propondrán otros días alternativos para hacer la fiesta, pero tú intentarás celebrar tu cumpleaños cuando lo habías decidido.
Un@ de vuestr@s compañeros de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumple. Tú no quieres que haga la fiesta de ninguna manera porque el lunes tienes un examen muy importante. Así que intentarás evitarla. Te pones muy, muy nervios@.
Uno de vuestr@s compañer@s de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumpleaños. A ti no te importa demasiado, pero a tu otro compañero sí (sois tres) porque tiene un examen muy importante el lunes siguiente. Al principio intentas que se haga la fiesta, pero luego te das cuenta de que tu compañer@ que tiene el examen tiene razón e intentas que la fiesta no se haga. Propones tros días alternativos para hacerlas.

(Dos fichas. Dos personas).

Son las nueve de la mañana. Tocan al timbre del piso y abres. Es la madre de uno de tus compañer@s de piso que ahora mismo no está en casa. La madre entra y tú no sabes qué hacer, así que te sientas con ella en la sala. Ella te hace muchas preguntas (algunas muy personales) sobre su hij@ y tú contestas. Pero a esas horas no te apetece nada hablar. Además, sabes que su hij@ lleva en secreto algunas cosas de su vida. Le terminas diciendo que tienes algo que hacer para escapar de la situación.
Llegas al piso de tu hij@. Te abre un@ de sus compañer@s porque él / ella no está. Pasa, te sientas en la sala y empiezas a preguntarle a su compañer@ cosas (algunas muy personales) sobre tu hij@: si come bien, si tiene novi@, si estudia mucho… Además, tú sospechas de que tu hij@ te esconde algunas cosas.

 

(Dos fichas. Dos personas).

Estáis en época de exámenes y últimamente no limpiáis mucho la casa, o sea, que está hecha una pocilga. Tus compañer@s de piso han salido y llega la casera. Se enfada muchísimo contigo porque tenéis todo sucio. Tú le dices que estáis de exámenes y que no tenéis mucho tiempo para limpiar. Pero ella está muy furiosa, así que terminas enfadándote tú también por su incomprensión.
Eres la casera de un piso de estudiantes. Vas a ver qué tal van las cosas por el piso y te lo encuentras todo muy sucio. Está en casa un@ de l@s chic@s y te enfadas con él /ella. Se intenta excusar, pero a ti no te calma nada de lo que te dice y te pones muy furiosa. Amenaza con echarl@s de la casa.

big brother

JP S15 ADV/INT Mail Service

Language Resident Name: Akihiro Shimizu

Day and Date: Monday, February 23rd, Tuesday, February 24th.

 Language and Level (intermediate or advanced class):

Japanese, Intermediate and Advanced

 Class theme/topics discussed: Mail Service

 Goal of the class:

Students will learn vocabularies in post office.

Students will be familiar with the system of mail service in Japan.

How did you structure the class?

1. Warm-up

I ask students if they have sent a mail in Japan? How was that? What was difficult?

2. Vocabularies

I distribute a copy of handout to students. We confirm the vocabularies and expressions of postal service on it. I add some explanation. The vocabularies are found in 『日本語集中トレーニング』p65.

3. Skit

A student makes a skit with his/her partner that matches the pictures on the copy. Each picture shows a scene in postal office. Each pair comes up with conversations for each scene. Then, The students demonstrate what they made. The pictures are found in 『日本語集中トレーニング』 p64-65.

4. Map

I draw a picture on white board that shows inside of a post office. I ask students where they should go first when they get to the office. We confirm the procedure they go though to send a package.

5. Explanation

I distribute a copy of handout. I explain fees to send a card, envelop or package.

6. How to write?

With pictures of post cards and envelope, we confirm how to write our address and that of a receiver on them. Should they be vertically written or horizontal? Where do we write them?

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

Handouts, whiteboard

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

It worked well. The way to write names and addresses on a post card is different form American one. So they got surprised!

SP15 JPN AD Int Mail Service

RU S15 ADV Apologizing

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: January 29, 2015 

Class theme/topics discussed:

Apologizing, making amends, Open House

Goal of the class:

Review different ways of saying you are sorry across formal and informal registers

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

Activity 1 Video – President’s Yeltsin Resignation/New Year 1999 address – 15 minutes

https://www.youtube.com/watch?v=yvSpiFvPUP4 We watch all 11 minutes of Boris Yeltsin’s famous “I’m leaving” address on New Year’s Eve 1999 where he resigns, asks the Russian people for forgiveness, asserts the “bright future” agenda and appoint a successor, Vladimir Putin, who is part of new “energetic, smart generation”. We discuss Yelstin’s ways of asking forgiveness

Activity 2 – American politicians apologizing – HANDOUT 1 – 15 minutes

I show a small article on the screen – why do politicians apologize so rarely? http://www.aif.ru/dontknows/1221832 And then we discuss what American politicians sometimes apologize for (Handout 1, adapted from here http://tv503.com/?p=9995). Each student gets one politician, they read out their “story” and I write expressions of apology/sorry on the board.

Activity 3How could you! – HANDOUT 2 – 15 min

Each gets one “mistake” and they say it to their neighbor – how could you not visit Grandma at the hospital? And the neighbor has to apologize.

Activity 4Open house – 15 min

We discuss ideas for the Oldenborg Open house and look at funny word play sentences (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?

This class went very well! I am glad we did some hardcore political analysis watching Yeltsin’s speech, which is incidentally also very easy to understand. Watching it 15 years later is quite extraordinary, and it explains so much of what’s going on in Russian politics right now. In other activities we progressively lightened it up. Again, there was a great balance of listening (video in Activity 1), speaking (all the discussions), and reading (Activity 2).

How could this class be improved/ modified? 

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

 

CC_RUSS13_Saying_sorry_Jan29

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

ES F14 INT In Grammar Subjuntive Mood 2

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

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 ADV I would if I could – conditional tense

Language Resident Name: Mirja Schoderer

Day and Date: Thursday 09/11/2014

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

Class theme/topics discussed: Hätte, würde, könnte: Konjunktiv II, use grammar and tell about the things you would like to do

 Goal of the class: getting to know each other (new student), repeating the mode “Konjunktiv II”

How did you structure the class?

 Ice Breaker: Video “Haus am See” by Peter Fox. He presents his dream of having a house at a lake and all the features this house has.

Short presentation and repetition of how the conditional is built in German

Activity One: Think of something you have to do a lot but don’t like to do. Think of an excuse. Present the excuse to the class, using the conditional.

-> I would take out the trash, if only it wasn’t raining…

Activity two: What would you like to do but can’t? Again, conditional

Activity three: “best case scenario” Use the wishes from activity two and turn them into reality by exchanging the conditional for the future tense.

Activity four: “If I could do whatever I wanted to”. In groups of two, plan an ideal trip or an ideal way to spend a few days, observing one condition that is written on a card (for example: you have to take your grandma with you / You only have two days / you can only spend $300 / …)

Tell the rest of the class what you would do, using the conditional

Class votes on who come up with the best trip

 Activity five: Compare your fantasies to that of Peter Fox. Which one do you like better? Why?

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

Video, board, paper sheets

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

They loved coming up with the trip and put a lot of thought into their ideal holiday. I also feel like they enjoyed turning the conditional into the future tense. It had a certain therapeutic feeling to it.

How could this class be improved/ modified?

Spend less time making sure they got the grammar right (meaning: cut short activity one and two) and spend more time on creating/ talking about the trip.

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.

JP F14 ADV Garbage

 Language Resident Name: Akihiro Shimizu

 Day and Date: 11/25, Tue

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

 Class theme/topics discussed: Garbage

Goal of the class: Students will be familiar with separating rubbish in Japan.

How did you structure the class?

1) Warm-up

I ask students several questions: have you separated rubbish in Japan? did you have any troubles concerning rubbish in Japan? Etc.

2) Quiz

I distribute handouts to students. In handouts, there are pictures of rubbish. Students classify them into four categories in accordance with the Japanese way of separation of rubbish. Which garbage is which category in Japan? Compost? Flammable? Recycle?

3) Youtube

Watching a video, students confirm how to separate rubbish in Japan. I make comments on that.

4) Explanation

I explain the process of garbage treatment in Japan.

5) Question

Students answer several questions on recycling in handouts. What are you doing to reduce garbage? The list of questions is found in 『日本語おしゃべりのたね』p94.

6) Role Play

Part 1.

Stundets play roles of several cases. First, they fill in the blacks in a conversation in the handouts. The model conversation is found in 『会話に挑戦中級前期からの日本語ロールプレイ』p110.

After completing the conversation, they practice it with their partner.

Part 2.

Students come up with excuses, which should be used when throwing out the garbage in the wrong way in Japan. In handouts they find several cases. The cases are seen in 『会話に挑戦中級前期からの日本語ロールプレイ』p111.

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

Youtube, Handouts

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

 Students are really interested in this topic, since some of them have experienced the separation of the garbage and some of them are willing to stay in Japan in the near future. Especially the roleplay worked well. Students made a interesting but logical conversation.

FA14 JPN Advanced Garbage

JP F14 ADV Japanese Gesture

Language Resident Name: Akihiro Shimizu

 Day and Date: 9/16, Wed, 9/17, Thu

 Language and Level (intermediate or advanced class): Adv/Int

 Class theme/topics discussed: Japanese Gesture

 Goal of the class:

 Students will understand the Japanese gestures.

 How did you structure the class?

1. Warm-up

I ask students how they gesture to refer to eating, drinking, sweeping, calling in the U. S. There are typical gestures to express them.

2. Youtube

Students watch a video explaining Japanese gestures. At time I stop the video, and ask student questions and make comments on it. https://www.youtube.com/watch?v=Ho1v0zjO9VM

3. Typical gestures

I distribute handouts including typical gestures in Japan. First, I ask students if they know them, then I explain. After that, they gesture, as I say.

4. Role-play

The students do the role play including several gestures with their partner.

5. Taboo

I talk about the taboo behavior in Japan, for example crossing legs in front of a boss.

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

Youtube, Handouts

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

 It worked very well. The students were enthusiastic especially when I was explaining the gesture to express “boy” /“girlfriend.”

How could this class be improved/ modified?

F14 JPN Japanese Gesture

ES F14 ADV Crime 2

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, September 25th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Crime 2

 

Goal of the class: For students to learn vocabulary about crime and judging criminals.

 

How did you structure the class:

 

Ice-breaker: “Imaginery”: the teacher draws a shape on the board and tells the students that it is an object seen from a certain perspective. In groups, the students have to guess what kind of object it is (For example, a square with 4 circles is a table seen from below) and convince the teacher to buy that object.

 

Warm-up: The students brainstorm some of the concepts related to crime from last class. Then, the teacher writes on the board the word “Juez”. The students brainstorm words related to this term as the teacher makes a mindmap on the board.

 

After that, the teacher divides the class into 2 groups. One group, faces the TV set. The teacher tells the students facing the TV that they are going to watch a video without sound and that they must describe what is going on to their classmates. The teacher stops the video and the group changes turns (this is repeated until the video has ended.) After that, they all see the complete video with sound and check if their assumptions were correct. The teacher asks the students about their opinions on these kinds of TV shows and whether these situations are taken from real-life or not.

 

Link: http://www.youtube.com/watch?v=ALzCjbJAJUQ

 

The teacher divides the group in pairs and asks them to act the end of the trial.

 

Finally, the teacher divides the class in groups of 3. Then, he/she assigns each group the following situations:

 

“Robo de dentadura postiza como causa de divorcio”

 

“Venta de curso de Inglés falso”

 

“Robo de una vaca”

 

“Venta de auto en pésimas condiciones”

 

The students are given up to 5 minutes to plan a short play on each of the latter situations. They all have to represent the judge, accused and victim.

 

What technology, media or props did you use?: Slips of paper with talk-show situations, TV set and my laptop.

 

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

 

The students loved the class! Disscussion activities led to more vocabulary related to the topic while they were talking about recent events (such as celebrities getting divorced.) The fact that had the chance to act varied ridiculous situations motivated them to use the FL even more. This group in particular enjoys roleplaying, so they had fun while acting the different cases. It was a great class!

 

How could this class be improved/modified?

 

 

 

 

 

CN F14 ADV Shopping in China

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Thursday, September 11, 2014

Language and Level (intermediate or advanced class): Chinese Advanced 013

Class theme/topics discussed: Shopping in China & Tips on how to bargain in China

Goal of the class:

  1. The students will understand basic words and expressions about shopping in China;
  2. The students will learn how to bargain in China.

How did you structure the class?

  1. Help the students recall what they have known about shopping in Chinese (brainstorming);
  2. Introduce some new words and expressions about shopping in China, and ask them to discuss merits and demerits of shopping in different places;
  3. Give the students some tips on how to bargain in China via two videos: http://www.youtube.com/watch?v=oaWE6BSTwzs http://www.youtube.com/watch?v=SweEy1ZiKuM
  4. Divide them into several groups (pair work): give them a list of items that they need sell and purchase. In a group, one student acts as a salesperson, and the other as a customer. Use the useful expressions learned in this class to act out the role play.

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

Videos, handouts, powerpoint, pictures

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

Brainstorming and role play worked very well, because almost all of them have been to China, and they are really interested in shopping there. Besides, they loved the funny videos and the role play in class, since they could easily put those useful expressions into daily practice.

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.

常用购物词汇和句型

  1. 售货员:salesperson
  2. 顾客:customer
  3. 夹克:jacket
  4. 裤子:pants
  5. 男式衬衣:shirt
  6. 女式衬衣:blouse
  7. 外套:overcoat
  8. 裙子:skirt
  9. 西装:suit
  10. 运动鞋:sports shoes/sneaker
  11. 高跟鞋:high-heeled shoes
  12. 字典:dictionary
  13. 自行车:bike
  14. 贵:expensive     便宜:cheap
  15. 打折:discount
  16. 还价:bargain
  17. 试穿:try on
  18. 信用卡:credit card     现金:cash
  19. 收银台:cashier
  20. 试衣间:fitting room
  21. 你需要什么?What can I do for you?
  22. 我想买…: I want to buy …
  23. 让我看看…: Let me have a look at …
  24. 我只是随便看看:I am just looking.
  25. 我能试穿一下吗?Can I try it on?
  26. 你穿这个很漂亮:It looks nice on you.
  27. 这个多少钱?How much does it cost?
  28. 能便宜点吗?Could you please make it cheaper? 打折吗?Any discount?
  29. 收银台在哪里?Where is the cashier?
  30. 我用现金支付:I will pay in cash.
  31. 我用信用卡支付:I will pay by credit card.
  32. 你在收音机上听到有一个国庆节后的“close-out”,请问是什么意思?
  33. 商店里的售货员告诉你想要的东西已经“sold out”,请问是什么意思?
  34. 你看到一家店提供的所有衣服都写上了“30% discount”,请问是什么意思?
  35. 当你买完东西,付完钱之后,你将会得到一张上面写有你购买这件东西的时间和价格,请问这是什么?
  36. 如果你需要退换一件商品,售货员问你希望得到的是“a refund or an exchange”,请问是什么意思?
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