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Author: Ines Fister

DE S18 INT Adjectives, I spy with my little eye

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister 

Day and Date: Wed, Jan 31, 2018

 

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

 

Class theme/topics discussed: Adjectives

 

Goal of the class:

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

 

How did you structure the class?

 

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

 

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

 

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

 

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

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

 

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

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

 

How could this class be improved/ modified?

writing vocabulary cards throughout the lesson could be helpful

 

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

DE S18 INT Welcome – First Class

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister

Day and Date: Wed, Jan 17, 2018 

 

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

 

Class theme/topics discussed: Welcome and Introduction

 

Goal of the class:

The main goal is to get acquainted with each other. The students should familiarize with each other, get to know the LR, the rules regarding the classroom as well as the formalities in order to obtain the credit for the course.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): Welcome; Game: say your name and one information about yourself (where from, siblings, hobby…); next person has to repeat all before and say theirs; we might be a very small group and if so, we might go around a second or a third time and add up the information (I am Ines, I have a brother, I like Yoga and I am from Austria…, This is X, she is from X, she likes X…, This is Y, she has Y… – in German)

 

4.25 – 4.45 (20mins): Class agreement, Attendance, Rules: LR hands out class agreement & attendance sheet circles, while students read it LR writes hints to basic rules on the board:

  • No lying on the sofa (Liegen)
  • No eating in class (Essen)
  • Don’t wear pyjamas (Schlafanzug)
  • Don’t use your cellphone (Handy)
  • Don’t go to the restroom if not absolutely necessary (WC)
  • Be on time! (Pünktlichkeit)
  • Bring a pen and paper (Schreibmaterial)
  • Speak German only! (Deutsch)

 

  1. Class agreement

LR asks if they have questions about the agreement.

LR asks someone to repeat what they have to do (better in German but English is ok).

LR repeats 3 crucial requirements: attendance (3absences max), tables (10), events (3).

Info about German tables at Scripps (+ handout for attendance signature)

Mention: PLEASE no bargaining! (e.g. I do 15 Tables but I don’t go to an event etc… – you have to fulfill all requirements) If you have a problem – talk to me! Email me!

 

  1. Rules on board

Game: repeat the rules: LR holds a ball, says: Ich bin Ines und im Unterricht darf ich nicht auf dem Sofa liegen (I am Ines and in class I’m not allowed to lie on the sofa); LR throws the ball to one person in class, he or she has to say her or his name and another rule; he throws the ball to another person and this person has to repeat the first name and the first rule (Ines & Sofa), say his/her name & a rule, throw the ball. The 4th person has to repeat 2nd person’s name&rule… go on until all rules have been mentioned twice approximately

 

4.45 – 5.15 (30 mins): Game: Two truths and one lie. LR makes three statements about herself (2 truths, 1 lie). Students discuss in pairs how they could find out – which questions could lead them to the answer. Every team asks teacher one question for each statement. Then they discuss and try to guess which is the lie.

– LR writes question words on whiteboard: Wann? Wo? Warum? Wie? Wer? Was?

 

Students have to make three statements about themselves. One of them is a lie. We play the game for everyone. (small class expected)

 

 

If there should still be time left: repeat rules/ repeat information learned today/ spell names of students backwards and see if they hear their name

 

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

Whiteboard, Class Agreements, ball, pens, scripps table form

 

 

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

The activities created a good atmosphere and we had a lot of fun. Especially one student had some troubles understanding the students and the LR. She was the only one the LR hasn’t met before. It can be assumed that it will become easier for her to understand the LR and the other students as she knows them better and better. There was no time left for the last game (two truths one lie), but it is a good game for the second session. Also, one more student will join us, because she was sick in the first week. Thus, it makes sense to play more ice breaker games next week.

 

How could this class be improved/ modified?

The intermediate students need a lot of support with vocabulary and sentence structure. Spontaneous speaking is difficult for them.

 

 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.

table attendance Scripps

DE S18 INT Song 21 22 23

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister

 Day and Date: Mon, Apr 30, 2018

 

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

 

 Class theme/topics discussed: vocabulary; song

 

Goal of the class:

Repeat vocabulary, introduce a popular band; students should be able to understand the basic content

 

 

How did you structure the class?

 

4.15-4.30 (15mins): Warm-Up, Game: vocabulary conversation (in pairs): each student has the same number of words (written on vocabulary cards); they have to have a conversation and use the words they have on their cards. The team who finishes first, wins.

 

4.30-5.15 (45mins): Song: 21,22,23

  1. watch song without music; what do you think – what kind of music is it?
  2. The titel is 21,22,23 – what could it be about?
  3. Show them the refrain – make a suggestion what could be in the gaps.
  4. Listen to song together
  5. Hand out gap text – students try to fill in
  6. Listen again
  7. Underline unknown words
  8. Go through text together
  9. Meaning of the song? – discussion
  10. Write a new refrain (for example a response to the song)

 

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

mac book, vocabulary cards, gab texts

 

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

They liked the song and they were very interested in the expressions and vocabulary used. They liked guessing how the music is like.

 

How could this class be improved/ modified?

Some music vocabulary would be helpful to talk about the topic. Maybe a series of lessons on music would be a good idea.

 

 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.

 

21 22 23 full text

21 22 23 gap text

21 22 23 refrain only

DE S18 The Pomona College Orchestra

DE S18 decorate your personal Lebkuchenherz

DE S18 Welcome Back Party – Hüttengaudi

DE F17 Waffle Night

DE F17 Oktoberfest

DE F17 Oldenborg Orientation and Welcome

DE F17 INT German Parliament – Bundestag

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Monday, October 2, 2017

Language and Level (intermediate or advanced class): German, intermediate, 3 students

Class theme/topics discussed: German Bundestag – political parties

Goal of the class:

Have a basic knowledge about 3 major political parties

How did you structure the class?

4.15 – 4.25 (10 mins): Repeat most important vocab: students get 2 vocabulary cards each and they have to explain the words they have (taboo); they get points for being fast in explaining and for knowing the words of others

4.25-4.55 (30 mins): research about one political party (allowed in English) and prepare a short presentation about your findings in German! (students have macbooks) – handout for guidance.

4.55-5.15 (20mins): present and discuss/ask questions

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

whiteboard, Mac books, TV in lounge, Worksheet

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

It worked fine. During the presentation, they did not pay too much attention, though.

How could this class be improved/ modified?

Give them a task during for the while-listening period. Maybe “find differences to the party you researched about” or similar.

 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 poltical party presentation

DE F17 ADV Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Tuesday, Nov 28, 2017

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

Class theme/topics discussed: Thanksgiving

Goal of the class: Students use vocabulary learned and talk about their Thanksgiving holidays

How did you structure the class?  

4.15-4.20 (5mins): Save the date – 4 Cultural activities

4.20-4.30 (10mins): Review Thanksgiving vocabulary; bomb-game (use bomb from the game “Tick Tack Bumm” in German LR apartment): each person has to say one word related to thanksgiving and after that they can pass the bomb to the next person. The person who holds the bomb when it explodes cannot participate in the regular game anymore, but has to act as a “lifeline”. Each player can ask for help from these students, but only once during the game.

 4.30-4.45 (15mins): students come up with questions about their Thanksgiving holidays: 2 groups (5 and 6 students); 12 questions (number questions like: 1., 1.1, 2., 2.1, …) for each group – they type them in the MacBook; LR assists and makes sure that the final questions are grammatically correct.

 4.45-5.15 (30mins): students dice and answer the question with the number they get; if they get the same number again, they use the second question for that number (e.g. 3. and 3.1). After approximately half of the time, the groups swap the questions they came up with.

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

mac books for students, dice

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

They liked to talk about Thanksgiving but one group was much more energetic and motivated than the other. This happens a lot; maybe switching people between the groups could help to improve that.

How could this class be improved/ modified?

make 10 questions (1.1, 1.2, 2.1, 2.2….) and if they dice 6, the person should switch the group.

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 F17 INT Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

 Language and Level (intermediate or advanced class): German, intermediate, 3 students

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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 F17 ADV Conversation Project Reflection

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Tuesday, Nov 14, 2017

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

 Class theme/topics discussed: Reflection of conversation project work and result; the students created a music video

Goal of the class: students should reflect upon their work and give feedback to each other

 How did you structure the class?  

4.15-4.20 (5mins): What are we going to do today, LR has prepared the plan on the whiteboard (5 steps)

4.20-4.25 (5mins): step 1 Re-watch video (sing along) and reflect individually (printed handout, worksheet1)

4.25-4.30 (5mins): step 2 discuss within your own group about your own group work (handout on macbooks, worksheet 2)

4.30-4.45 (15min): step 3 present feedback

4.45-4.55 (10min): step 4 write feedback for others

4.55-5.10 (15min): step 5 give other groups feedback (one [feedback from one group for each group], or two rounds [feedback from two groups for each group] depending on time)

5.10-5.15 (5min): info events and tables give students info about their attendances

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

TV, mac books for students, whiteboard, handouts

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

The timing was very good and the students performed well on the tasks. In the beginning the students found it a bit boring, but throughout the lesson they had more and more fun.

How could this class be improved/ modified?

Make it more fun; Maybe make it a game or competition and one group can win.

 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.

01 Worksheet1 Individuelle Reflexion 01 Worksheet2 Gruppenarbeit Reflexion

 

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