Language Residents

an archive of lesson plans

Author: Maria Lentsman (page 2 of 2)

RU F14 Get-together with director Maxim Pozdorovkin

Get-together with Maxim Pozdorovkin Nov 6

RU F14 INT Verbs of motion

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

RU F14 INT Cafes

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: September 23, 2014

Class theme/topics discussed:

Food and cafes/dining halls

Goal of the class:

Talk about food, aspects of cafes/restaurants

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

Activity 1 Warm-up – Vocabulary revision – 5 minutes

I make sure they remember words from the previous lesson.

Activity 2 – Trailers – 7 minutes

We watch two trailers for American movies about food/restaurant in Russian to talk about the word for chef (повар) and see if the students can pick out words for cook, etc.

Повар на колесах (The Chef) https://www.youtube.com/watch?v=5UTDhrmqcYg

Вкус жизни (No reservations)

https://www.youtube.com/watch?v=tj-35jUUS6M

Activity 3 Discussion – Dining halls and cafés at the 7Cs. – HANDOUT 1 15 minutes RUSS11 Cafes Handout F14 

Students work in pairs. They have 8 questions about the dining hall and cafes at the 7Cs. They ask each other, discuss. Then together (in one group) they all go in turns answering the questions from they handouts about themselves.

Activity 4 – Café reviews – 15 minutes

Look at a few café reviews on The Village.Ru, a popular lifestyle portal http://www.the-village.ru What are important aspects/elements of going to a café? Students figure it out from the reviews. Location, concept, interior, food, drinks, service, general atmosphere, pricing, etc…

Activity 5Discussion – You ideal café – HANDOUT 3 – 15 minutes

Students talk about their ideal cafe in pairs keeping in mind the different elements we have found in Activity 4, then each pairs presents their ideal cafe

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! They loved talking about the cafes and dining halls, and they especially enjoyed Activity 5. They all came up with original ideas and were eager to discuss them.

How could this class be improved/ modified?

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


 

RU F14 Welcome party

Russ Welcome Party F14

RU F14 Cultural Activity: Russian Alphabet in 33 minutes: Operation Demystification

Russian Alphabet_November 19

F14 Portraits of Summer International Study Break

Portraits of Summer 9-2014

RU F14 Study Break: Kasha

Study break_Kasha_Oct 2

RU F14 Cultural Activity: Chekhov translation workshop

Chekhov_Workshop_11_7

RU S14 Russian Welcome Back Party

russian-welcome-back-party-120

RU S14 ADV Sochi Olympics

Conversation Class Lesson Summary – Winter Olympics 2014 in Sochi

Language and Section: Russian Advanced 13

Date: January 23, 28 and 30 2014

Class theme/topics discussed:

Winter Olympics 2014 in Sochi: optimistic (PART 1), critical (PART 2) and application (PART 3) 

Goal of the class:

Talk about the social and economic aspects of the Olympic games in Russia before the games begin, develop argumentation skills and critical analysis of language

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

PART 1: POSITIVE

Activity 1 – Warm-up

Handout 1 – Who do you root for? Who won what? Using Handout 1 we talk about the contents of the official website of the Olympics http://www.sochi2014.com: sports, medals, teams. We also look at http://o14.yandex.ru for content that the students comment on using the Handout.  What do you watch? Who do you support? Which teams/athletes won what?  – 15 minutes

Activity 2 –  Advantages and disadvantages of holding Olympic games – preparation for the video

Students list advantages and disadvantages of hosting Olympic games (blackboard) 10 minutes

Activity 3 – Video Opinion poll http://www.youtube.com/watch?v=rXXvGgTTByY

Before watching: what is the general consensus? What does that tell us about the people organizing the poll? Do they have an agenda? Watch the first half first for a general picture. Then watch question by question and discuss. – 25 minutes

Activity 4 – What would you ask Russian people if you were doing the poll?  Other students try to answer – 10 minutes

PART 2: CRITICAL

Activity 1 – Warm-up – general discussion, classes, news – 15 minutes

Activity 2 – Vocabulary revision (Handout 2) – Taboo game – 10 minutes

Activity 3 – Video Sochi Olympics –  Feast in Time of Plague

http://www.youtube.com/watch?v=HY6HYbYVpTY

Watch once for general comprehension, the speech is very fast but it’s very visual and all the numbers are shown on the screen – 5 minutes

Activity 3 – Article & Discussion (Handout 3) – 30 minutes

Students read an article summarizing foreign press articles about the Sochi Olympics. They each have one main problem to characterize based on the article. General discussion includes comparisons with the previously studied material (the optimistic opinion poll). Analysis of rhetoric strategies and specific language in the article and in the videos.

PART 3 – THE FUTURE – Presenting an application to host the Summer Olympics 2024

Activity After a 5-min warm-up, the students prepare their applications based on the handout (each one gets their own city) for 10 minutes, then each of them presents while the others ask questions.

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

Video, Internet

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

The class went very well because students are interested in the topic. Part 3 (presentation of cities) was especially successful, since students were able to recycle a lot of useful vocabulary from two previous classes. They also practiced their argumentation skills and, most importantly, asking questions.

How could this class be improved/ modified?

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

Conversation Class_RUSS13_SOCHI_OLYMPICS

RU S14 INT Case Review & Story-telling

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

RU S14 ADV/INT Dream Job

Language and Section: Russian Intermediate 11

 Date: April 24 and 29, May 1

 Class theme/topics discussed:

Dream job and job interview (adapted and expanded from RUSS 13 lesson plan from F2014 and http://languageresidents.pomona.edu/2011/sp11-ru-adv-22-job-interview)

Goal of the class:

Talk about your dream job, career aspirations, do a series of personality tests and prepare for a job/scholarship interview

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

PART 1

Activity 1 – Vocab revision – Handout 1 + Handout 2 – 15 minutes

 

Taboo game with words from the video (handout 1) and handout 2 (experience, skills)

Activity 3 – Discussion

The students talks about her work experience using vocabulary from Activity 1

Activity 2 – Handout 3 «Do what you like» – 30 minutes

Look at a career devepment cartoon

PART 2

Activity 1 – Warm-up – 5 minutes

http://www.youtube.com/watch?v=HKV0QuQsonk – short funny commercial about a job interview, a few words in English but mostly it is non-verbal and slapsticky. The students have to answer the following questions in Russian: What is going on in the video? (job interview) Why is the video funny?

Activity 2 – Video + Discussion – 25 minutes

Based on your experiences AND using words from Activity 1 – what are the do’s and dont’s at a job interview? What aspects of your behavior are important?

http://www.youtube.com/watch?v=6V07hkWCZFs  – watch and compare with your expectations in Activity 3. Make sure the students recognize the vocabulary. Repeat and pause if necessary.

Activity 3 –  The Tree test Handout 4 – 5 minutes

This is a fun way to start the “personality test” part of this sequence of classes. In a group, students can also “predict” what their groupmates will choose and explain what about the specific tree might suggest things we read in the results.

Activity 3 – LISTENING COMPREHENSION “The lesser evil” career test – Handout 5 – 25 minutes

http://net-way.org/techn/test/besplatnyiy-test-na-proforientatsiyu-online/

This is great for both professions vocabulary revision and listening comprehension. The instructor reads out the questions and the student chooses “the lesser evil”, explaining and commenting. Occasionally, less common careers need a little bit of explaining, but other than that things should be clear. The student read the results and comments.

PART 3

Activity 1  – Two more personality tests – 20 minutes

Career test http://proekt-pro.ru/test-light.php

Your future career http://mytests.ru/view/46_2232_0_0.html

Activity 2 –  Describe your dream job – 10 minutes

If you didn’t have to worry about money (cf. cartoon) and you knew you could not fail, what would you do? Describe your dream job. Explain your choice in reference to the personality tests we have done. Explain your duties, your company, your colleagues.

Activity 3Job Interview – 30 minutes

Conducted by the instructor. Apply for it using Handout 3 – what makes you a great candidate? If there is time left, the instructor and the student can switch roles.

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

Video, Internet text, handouts

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

Career development/professional choices is something that this student has a keen interest on, since she is graduating and is currently looking for a job. Plus this plugs in nicely with the introverts/extraverts plus journalism material we have covered so far. And of course, everyone LOVES personality tests – in itself a great topic for discussion: why do we need them? Do they actually tell us anything new?

How could this class be improved/ modified?

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

Conversation Class_RUSS_DREAM_JOB

RU S14 Cultural Activity: Russian Tea

Russian Tea_April 17

RU S14 Study Break: International Women’s Day Cards

Women's Day_March 7

RU S14 Off-Campus Cultural Activity: Vanya and Sonia and Masha and Spike

Vanya and Sonya 2:21

RU S14 Cultural Activity: Russian Poetry Translation Workshop

Poetry_Workshop_4_4

RU S14 ADV Learning types

 

Conversation Class

Lesson Summary 

Language and Section: Russian Advanced 13

Date: September, 17 2013

Class theme/topics discussed:

Learning types

Goal of the class:

Talk about learning types, practice structural transformations (verbs), practice opinion words

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

Warm-up – free conversation about the students’ Post-soviet culture course, vocabulary revision – 15 minutes

Prep vocabulary work for the activity – 10 minutes

HANDOUT 1 Psychological test “Learning styles types” , 16 questions – read questions in turn out loud, say which option best describes yourself – basic structural conversion  (if comfortable sharing that information) – 20 minutes

Guess what the test actually tested. Talk about the results – agree of disagree? Why? – 15 minutes.

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

Text

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

The student really enjoyed the test and what was particularly useful, they disagreed with some of the results of the test and were able to explain why.

How could this class be improved/ modified?

I tried to add a video, but it would have been too long. Maybe we could expand on this topic because it generated a lot of interest.

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

HANDOUT 1

ПСИХОЛОГИЧЕСКИЙ ТЕСТ

Отвечая на эти вопросы, выбирайте первое, что придет вам на ум. Не тратьте время на обдумывание.

1. Каким образом вы предпочли бы узнать, как работает компьютер?

а. посмотрев учебный фильм;

б. прослушав объяснения;

в. разобрав компьютер и самостоятельно попытавшись понять, что там к чему?

2. Что бы вы предпочли почитать для развлечения?

а. книгу о путешествиях со множеством иллюстраций;

б. детектив со множеством диалогов;

в. книгу с задачами, загадками и головоломками.

3. Если вы не уверены, как пишется слово, что вы скорее всего сделаете?

а. напишете, чтобы посмотреть, так ли оно выглядит, как надо?

б. произнесете его;

в. напишете, обращая внимание на свои ощущения, те ли они?

4. Если вы были на вечеринке, что вы скорее всего будете вспоминать на следующий день?

а. лица тех, кто там был, но не их имена;

б. имена, но не лица;

в. то, что вы там сами говорили и делали.

5. Как вы скорее всего будете готовиться к контрольной работе?

а. читать свои конспекты, заголовки книг, рассматривать схемы и иллюстрации;

б. попросите кого-нибудь задавать вам вопросы или сами будете повторять все про себя;

в. записывать то, что надо знать, на карточках и рисовать схемы.

6. Когда вы видите слово с-о-б-а-к-а, что вы делаете первым делом:

а. представляете себе собаку;

б. мысленно произносите слово «собака»;

в. представляете, что можно делать с собакой — гладить ее, играть с ней и т. д.

7. Что вам больше всего мешает, когда вы пытаетесь сосредоточиться?

а. зрительные отвлекающие моменты;

б. Шум;

в. другие ощущения вроде голода, тесной обуви или тревоги. 

8. Как вы предпочитаете справляться с трудностями?

а. составить список, определить этапы и вычеркивать то, что сделано;

б. сделать несколько звонков по телефону, чтобы посоветоваться со специалистами и друзь-ями;

в. представить проблему в уме и пройти по всем возможным этапам ее решения.

9. Что вы скорее всего будете делать, стоя в очереди за билетами в кино?

а. рассматривать плакаты и объявления;

б. беседовать с теми, кто стоит поблизости;

в. притоптывать ногой или ходить туда-сюда.

10. Вы пришли в музей. Что вы сделаете для начала?

а. осмотритесь, чтобы найти схему выставок;

б. спросите у служащего, где какие выставки;

в. начнете с первой выставки, какая приглянется, а дальше — как получится.

11. Если вы разозлитесь, что скорее всего станете делать?

а. мимикой покажете свое недовольство;

б. кричать;

в. топать ногами и хлопать дверьми.­­­­­­­­

12. Если вы обрадуетесь, что скорее всего сделаете?

а. сделаете обрадованное лицо;

б. закричите от радости;

в. запрыгаете от радости.

13. Какой кружок вы предпочтете?

а. художественный;

б. музыкальный;

в. спортивный.

14. Что вы делаете, когда слушаете музыку?

а. мечтаете (представляете себе разные картины);

б. подпеваете себе под нос;

в. двигаетесь под музыку, притоптываете ногой и т. п.

15. Как бы вы поведали историю о каком-нибудь случае?

а. написали;

б. рассказали;

в. разыграли.

16. В какой ресторан вы бы не пошли?

а. где слишком яркое освещение;

б. где слишком громкая музыка;

в. где слишком неудобные стулья.

RU S14 ADV Wrap-up Parody songs Simultaneous translation class

Conversation Class

Lesson Summary 

Language and Section: Russian Advanced 13

Date: December 8, 2013

Class theme/topics discussed:

Wrap-up

Goal of the class:

Have an enjoyable tea-party with delicious cookies and listen to/watch some genuinely fun examples of contemporary culture and also talk about some aspects of simultaneous translation.

GREAT for MID-TERM class

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

Warm-up – sign Christmas/New Year’s cards in Russian. Cards are provided. How do you wish things in Russian, etc. – 10 min

Activity 1 –  Song & Parody – 15 min

  1. 1.     Russian pop song about a girl who longs to go to Manhattan and be pals with Demi Moore – http://www.youtube.com/watch?v=xwIpy_RiUvo  Handout 1
  2. Russian parody song about Demi Moore who longs to go to Russia and live a “normal” Russian life –  lots of fun stereotype inversions etc. http://www.youtube.com/watch?v=Kx_OLNxyt3Y Handout 2
  3. Discussion – what makes the parody funny? What Russian stereotypes are involved?

Activity2  – Russian talk show “Vechernyj Urgant” – interview with Mark Zuckerberg35 min http://www.youtube.com/watch?v=shacYpc4CZk

Simultaneous translation and language transformations involved (cf. “make the world more connected” – “сделать мир более открытым», “the challenge is..” – “задача в том, чтобы….”, “a lot of why we’re here..” – “главная причина, по которой мы здесь…») – you can sometimes hear both languages, interesting to compare.

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

Video, text

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

The goal was without a doubt fully achieved! The students are also so proficient already that it makes sense to talk about certain application of language such as simultaneous translation. It is fascinating to them and certainly can be something they could try!

How could this class be improved/ modified?

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

HANDOUTS Russian Advanced 13 F13 Wrapup 

 

RU S14 ADV Proust Questionnaire

Conversation Class

Lesson Summary

Language and Section: Russian Advanced 13

Date: October, 8 and 10, 2013

Class theme/topics discussed:

Proust Questionnaire – Traits of character/qualities

Goal of the class:

Talk about traits of character/qualities, listening comprehension (normal speed spontaneous speech)

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

PART 1 (60 minutes)

Activity 1 – Warm-up

First glance at the lyrics of “Vasya”, a song by  Bravo, a 80’s-90’s Russian disco/rock’n’roll band – some words are missing (see handout 1) – 3 minutes

Video 1 – music video of “Vasya”, live from 1991 http://www.youtube.com/watch?v=HKl7xDirIIg

Fill in on the first listen, check together, discuss etymology of words, watch again – 7 minutes

Activity 2 – Marcel Proust’s Questionnaire – 30 questions divided into 3 parts (number of students). Each student reads their question to make sure everyone understands it – 15 minutes. Make sure we understand the vocabulary.

Video 2 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with director and tv personality Aleksandr Gordon, starts at 46:03 http://www.youtube.com/watch?v=uhXPdJZK8Uk  – 7 minutes

Video 3 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with magazine editor Aliona Doletskaya , starts at 45:32

http://www.youtube.com/watch?v=kUq75oxt7TU – 7 minutes

Ask your partners a few of «your» questions, discuss – 20 minutes

PART 2 – SHORT (30 minutes)

Activity 1 – vocab revision – take one sentence from HANDOUT 3 (all adapted from handout 2) and describe a situation/evaluative scenario which ends with this sentence, 9 sentences – 25 minutes

Activity 2 – discuss conversation class projects – 5 minutes

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

 Video, Internet, text

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

I thought the class went very well.

Vasya is a fun song and relatively easy to understand for this level, serves as a nice warm-up for any class, regardless of the topic. With it, we also establish continuity for this class as well as for an advanced Russian/Post-soviet culture class all the 3 students are taking (they will be covering different subcultures, including stilyagi)

The Proust Questionnaire integrates well thematically with the topics we have covered so far: learning types (visual, aural, kinesthetic), personal preferences in life and work as well as recycles an important task type – personality test questions.

Going through the questions in activity worked well: 1) listening comprehension (each students has 10 out of 30 questions); 2) structural transformations/synonymy (some of the Proust questions are phrased slightly differently by Vladimir Pozner). Also, students are generally interested in learning about themselves and each other, and in this group they are very comfortable discussing these matters, the group dynamics are very good and is only strengthened by the use of such exercises.

Watching interviews with very interesting Russians – journalists, writers, politicians etc. seemed to be appreciated by the students as very good exposure to the culture.

Describing an evaluative scenario which leads up to a sentence containing vocabulary to be revised is very effective (Handout 3), and I will definitely use it more. It creates a “context” and thus 1) really checks whether the students understand the word well, and 2) helps them remember new vocab better, because their situations are personalized even if they are completely imaginary.

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

 

Handout 1

Группа «Браво» – «Вася»

Когда 
_____ ______  огнем витрины

На старых улицах Mocквы

Не трудно встретить этого мужчину

Небесной 
_____ ______ _____

На нем всегда _____  ______   отличный

Оттенка _____  ______ с 
_____ ______ _____

И побродить по улицам столичным

_____  ______ _____  ______   _____

Спросите у любого на Тверском бульваре,

Кто лучше всех танцует __________ и ­_____  ______ _____,

Кто лучше всех _____  ______ _____  Пресли на _____  ______ _____

-
На это каждый ответит, каждый ответит:

– Конечно, Вася, Вася, Вася,

Ну, _____  ______ _____ _____  ______?

Вася, Вася, Вася – стиляга из Москвы.

Пойдите в ­_____  ______  “С­­­­­­овременник”,

На _____  ______ _____ в Дом  _____  ______

В таких местах всегда вы, _____  ______ _____,

Встретите ­его

­_____  ______ _____  ______ “Спартак”-“Динамо”

И переполнен _____  ______ _____

А это ­кто сидит с _____  ______ _____ _____  ______ –

Ну, конечно, он.

 

Handout 2

Опросник Марселя Пруста Часть 1

1. Что такое, по-вашему, крайне бедственное положение?

2. Главная черта Вашего характера?

 

3. Качества, которые Вы особенно цените в мужчинах?

4. Качества, которые Вы особенно цените в женщинах?

5. Что Вы больше всего цените в друзьях?

6. Ваш главный недостаток?

7. Ваше любимое занятие?

8. Что для Вас наивысшее счастье?

9. Что было бы для Вас самым большим несчастьем?

10. В какой стране Вы хотели бы жить?

Опросник Марселя Пруста Часть 2

11. Ваш любимый цвет?

12. Цветок, который Вы любите?

13. Ваша любимая птица?

14. Ваши любимые писатели?

15. Ваши любимые поэты?

16. Любимый литературный герой?

17. Любимые литературные героини?

18. Любимые композиторы?

19. Любимые художники?

20. Любимые имена?

Опросник Марселя Пруста Часть 3

21. Что Вы больше всего ненавидите?

22. Исторические персонажи, вызывающие у Вас презрение?

23. Военное событие, достойное, по-вашему, наибольшего восхищения?

24. Реформа, которую вы оцениваете особенно высоко?

25. Способность (дар), которой вам хотелось бы обладать?

26. Как вы хотели бы умереть?

27. Состояние духа в настоящий момент?

28. Проступки, вызывающие у вас наибольшее снисхождение?

29. С кем из ныне живущих людей Вы хотели бы встретиться?

30. Ваш девиз?

Handout 3

Я испытываю к этому человеку глубокое презрение.

Я по-настоящему ей восхищаюсь.

В общем, он очень нетерпеливый.

Одним словом, у него много необычных способностей.

Доверчивость – одна из ее главных черт.

Одним словом, наша организация находится в бедственном положении.

В общем, его девиз – «Один раз живем!»

Поэтому теперь она сидит дома и погружается в уныние.

Но это все не так важно, больше всего, конечно, я ценю в нем его доброту и честность.

 

 

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