an archive of lesson plans
Advanced Conversation class.
Day and Date: 11th week (27th and 30th Mar 2022)
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Description game, Japanese school year
Goal of the class: To be able to describe different texture, patterns, colours.
How did you structure the class?
27th Mar 2022
16:15
Find the imposter! game using the picture cards.
(Sophia has them)
17:10
End
Conversation Class Lesson Summary – ADV 2.17
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.02.17
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 设计你的Ins / Design your Instagram
Goal of the class:
By the end of this class, students are expected to create a homepage and 3 posts based on their own character in the conversation class project, and introduce them to the whole class.
How did you structure the class?
Warm-up:
问候学生Greet students
– 周末过得怎么样？等等
Ask questions about their weekend.
Activities：
1.设计你的Instagram
1)Design your homepage;
2)Design 3 posts based on your own character.
2.Introduce them to the whole class.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(7 in total)
Document camera
Vocab list
What worked well in this class? What did not work?
Things that worked well:
The class worked pretty well! They had fun talking about their character and their character’s personality. Here are some students’ works:
And they had a lot of fun talking about their own works as well.
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.
Day and Date: 13th week (11th April 2022)
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Characteristics of people from Kinki Region, Personality, Intro to Religions in Japan
Goal of the class: To be able to describe personalities, to comprehend basic ideas of modern Japanese perspectives on Religion
How did you structure the class?
11th April 2022
( https://docs.google.com/presentation/d/1_1TIHo2LZP8psU_URT3YqyMmSdzoqlnGNXBjPK2kiGs/edit?usp=sharing )
16:15
Talk about Kinki region in Japan. (West center Japan)
Proverbs, various expressions
Characteristics of Kinki region
Personality, stereotypes of people from different prefectures in Kinki region
Talk about ones’ personality, character
Introduce one favourite character from Anime, manga, sitcom, etc.
17:15
End
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.01.31
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: 假如你中了500万 If you win 5 million
Goal of the class:
By the end of this class, students are expected to create a story on the topic: What happens if you win 5 million dollars?
How did you structure the class?
Warm-up:
1)问候学生Greet students
– 周末过得怎么样？等等
Ask questions about their weekend: What did you do? etc.
2)导入问题Questions:
– 你买过彩票吗？Have you ever bought lottery tickets?
– 你中过奖吗？（请说一个自己运气很好的经历）Have you ever won a lottery before? (Or please tell me about an experience that you were really lucky)
Presentation:
1)故事背景Background
– 2021年9月27日，你在来Mason Hall 2的路上，花了2块钱买了一张彩票。来到教室后，你打开手机一看，突然发现，自己竟然中奖了！中了多少钱呢？500万！！On September 27, 2021, you spent 2 dollars on a lottery ticket on your way to Mason hall 2. When you came to the classroom, you turned on your mobile phone and suddenly found that you had won the prize!
How much did you win? 5 million!!
现在，请你想一想，你会怎么做？Now, what would you like to do?
2)小复习 Review：汉语中数字的表达 Expressions of Numbers
3)现在大家每个人手里有三张纸。请写一写：
Now everyone has 3 pieces of paper, please write down:
①名字 & 工作 A Name & An Occupation
②故事发生的地点 A Location
③一个特别的道具 1 Special Item
4) 分发道具
老师把学生写的纸条收集起来，洗一洗， 然后随机分发给学生。学生需要用给到的人名、职业、地点和那个特殊的东西一起编写一个故事。
The teacher will collect the notes written by the students, shuffle them and distribute them randomly to the students. Students need to write a story with the given name, occupation, location, and the special item.
Communicative practice:
表演 Performances & Feedback
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(14 in total)
Handouts
What worked well in this class? What did not work?
Things that worked well:
My Intermediate group was really creative and they came up with super funny ideas:
Group 1: Given words: MOO, 大白, driver, restaurant, Snow, Moon
MOO met 大白 in a restaurant. They fell in love on the first sight. One day they walked pass a lottery station and brought one and won 5million dollars. So they brought an airplane and flew to the moon and got married…
Group 2: Given words: Moo, 嫦娥, Mars, Jupiter, waiter
嫦娥 met Moo on Mars and there was a bad guy (the waiter) who wanted to stole their money. They ended up with a fight on Jupiter. And the bad guy was defeated…
Things that did not work:
The class went pretty well! We had a lot of fun. Some of the words that students came up with (like 火星 Mars, 木星 Jupiter etc.) were not familiar by the others, so I wrote them down on the blackboard, but it was a bit time consuming. Next time I’ll ask if they need new word in advance and write them down before their show.
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.
How did you structure the class?
12th April 2022
（https://docs.google.com/presentation/d/1fbIf_AQ7nXsrNaBqKoMs9jRgKhB-GRosg2C83VhCPuI/edit?usp=sharing ）
16:15
Religious Praxis in daily lives in Japan (Postwar era)
Presence of religious cult (オウム真理教)
Novel about the incident by Haruki Murakami
Talking about images of “Religion” in the US
17:15
End
14th April 2022
Same link as 12th April
16:15
Christianity in Japan, its history and modernity
Islam in Japan
Okinawan Shamanism, personal experience
Influence of Japanese colonization in Okinawa, ban of traditions
17:15
End
What technology, media or props did you use?
Students’ laptop, Google maps, Photos, google slide
What worked well in this class? What did not work?
At the very end of 14th ‘s class, students looked a little bit tired and bored on this topic. I will change it next week.
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Bigfoot
Goal of the class:
Communicative Practice
Creative Story-telling
How did you structure the class?
4.30 – 4.35: Welcome & Introduction to “Bigfoot” topic (Talking to students about how they feel and how they have spend their weekend. Let the students explain the story behind “Bigfoot”)
4.35 – 4.45: Introduction to the worksheet & reading the story (+ review vocabulary)
4.45 – 4.55: First drawings (students have to draw the “branches breaking” in two boxes and describe what is happening)
4.55 – 5.00: Present their drawings
5.00 – 5.20: Groups: Finish the story (students have to get together in groups and brainstorm about how they want to finish the story. Then they draw the story & describe what is happening)
5.20 – 5.30: Present the story (students present how they finished the story)
What worked well in this class? What did not work?
The class worked really well. No surprise, considering Adan delivered that idea to us! The students had a lot of fun – the beginning was nice, but at the end of the class everybody was laughing, having fun and – most importantly – communicating a lot in German. I tried that class with both my conversation classes (one of them more communicatve, the other a little less) and it worked better with the communicative one, but they also took more time for each activity, so you have to keep that in mind.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Language Resident/Assistant Name:
Nicolai Diener (credits to Marie Segura “FR SP21 INT/ADV Advertising & Slogans”)
Class theme/topics discussed:
Advertising & Slogans
Goal of the class:
Learn about German brands and “Werbeslogans”
Learn about German commercials
Create your own slogans and ads
Discuss effects & mechanisms of advertising
How did you structure the class?
4.30 – 4.35: Welcome and Introduction (welcome to students to the class and use the first image of the slide [popcorn] to make a transition to advertising [eating popcorn in the movies during the advertising before the movie])
4.35 – 4.42: Matching brand & slogan (in pairs: students get 10 german brands and slogans and have to watch them with each other)
4.42 – 4.46: Matching brand & slogan: solution (teacher offers the solution to the task. I added a competitive element and gave them points for each correct one, and the winner of this task will be allowed to have the first pick of one (or more) of the “Impossible Objects” later)
4.46 – 4.50: The good slogan (students have to think about and discuss the characteristics of a good slogan. After that the teacher will offer a definition of “Werbeslogan” and based on that either sum up what students have said already or add elements that they might not have thought about)
4.50 – 4.55: Your own slogan (in pairs: students have to come up with the best possible slogan for an object that they use everyday [2min] – then present it to the others [can be used to come to decision regarding whoever picks the objects first, as in my case the “matching” activity ended with a tie])
4.55 – 5.00: Advertising (students have to brainstorm aspects that publicists rely on when they want to sell a certain type of product (e.g. food, cars, jewelry etc.))
5.00 – 5.15: 3 German commercials (students see 3 German commercials and while watching have to pay attention to the following questions: “1. What is advertised? 2. Which aspects are emphasized? 3. What do you think of the advertisement? Is it effective? (Who is the target group?)” After each commercial we discuss these questions. Either by putting them in small groups for the discussion, or by putting them in small groups and then using their discussion as a foundation for a class discussion or discuss it in class right away. I would prefer one of the “small group” options, but depending on time the “only class” option could be the best idea.
5.15 – 5.25: Create your own commercial (students pick on (or more) of the “Impossible Objects) and then have to create a commercial for that object. They obviously don’t have the resources to create a commercial in that short amount of time, so instead they have to focus on the following questions: “1. Which aspects should be emphasized? Who is the target group? 2. What is happening? (+ WHERE does the advertising take place? WHO is playing?) 3. What is the music like? Is there a slogan? Is there a logo?”)
5.25 – 5.30: Present your ad (students present their ad/commercial)
What worked well in this class? What did not work (and how could it be improved)?
The class worked pretty well – students enjoyed the creative parts, where they had to create their own slogan and then particularly the task in the end, when they had to create their own ad (which was very funny). They also liked the German commercials very much, thought they were funny or gave a good impression of/to German culture. The first task took a bit too much time unfortunately – so I would recommend to either choose less brands/slogans, or maybe discuss the slogans beforehand so everybody has the same knowledge and knows what every slogan means (or could refer to).
Werbung 1: https://www.youtube.com/watch?v=3oglANsJ0nY
Werbung 2: https://www.youtube.com/watch?v=xgZRHuRo8Vk
Werbung 3: https://www.youtube.com/watch?v=V6-0kYhqoRo
Warm up/ice breaker (15minutes):
Language resident: Natalia Cano
Class theme: Dating
Goal of the class: dating/relationships/describing a person vocabulary and having a date in the target language
Warm up: What adjectives do you use to describe a person?
We write all of them on the board.
Activity 1: Red flags and green flags
The students write on the board what are red and green flags for them when they meet someone. After that they have to explain what they wrote down to the rest of the class.
Activity 2: Are these green or red flags?
The students have to agree if these are green or red flags form them and explain why they think so.
Activity 3: We have a dateThe students get a Tinder profile with 5-6 adjectives/characteristics, and they have to have speed dates with other students.
Resources used: Powerpoint and fake tinder profiles
Reflection: This class worked very well. The students liked to give their opinions on red and green flags. I found the speed dating activity very good because you can do more or less rounds depending on the time you have left. I also think that this class could be improved with another warmup activity in which the students work in pair, because they always share more opinions when they are talking in pairs.
Language Resident: Natalia Cano
Topic: Travelling
Warmup:
Test: What type of traveler are you?
Activity 1: What do you need in a trip?
The students write in a paper 5 things they need while travelling and they give this paper to another student. The second student decides which destination is the best one to the first student. The second student also decides how much time the trip is going to last, which transportation she/he should use, where is this person staying, activities that can enjoy in the destination and things that they should pack.
Each student presents the organized trip to the rest of the class. The student who receives the surprise trip has to react using expressions proposed on the powerpoint: me encanta, está bien, lo haría, no me gusta, no lo haría, lo odio.
Activity 2: Transportation
Resources used: Powerpoint
Reflection:
I think that the warmup was good, because we all have done this kind of test as some point of our lives, so they know how they work, and they also asked about vocabulary they did not know.
Planning a trip for another student was something that they really liked, they put a lot of effort on that, and each student paid a lot of attention to what the other students were saying. It was a useful activity too because they didn’t remember the names of the other students in the class, so it also helped them to get to know each other a little more. The only thing I didn’t like about this activity is that some students were faster than others and I didn’t want to have students checking their phone in class. So, I had to stop some of them is the last part of the planning, and some of them didn’t have the items that the other student had to bring to their trip. Activity number 1 took a big part of the class, but we spent the last 5-7 min talking about transportation. It was good because each student liked a different one and they gave different reasons for it, so it worked well.
Language Resident: Aleksandra Bystrova
Date: 12/1/2021
Class theme/topic discussed : the New Year in Russia
Goal of the class :
How did you structure the class?
Intermediate. What worked well in this class? What did not work?
The class went well. Students enjoyed talking about New Year in Russia. We focused more on the activity dedicated to food. I wanted to practice vocabulary with them, since they hadn’t known many words before we had our class about Russian cuisine. I decided to skip the activity with the President’s speech, because the language of the speech is too difficult to comprehend. We also didn’t do the “toast” activity because I felt like it could be too challenging for them. I decided to spend more time with the song instead. I asked my two students to come up with a translation of this song and give their opinion about it.
Advanced. What worked well in this class? What did not work?
My advanced students enjoyed this class. They knew a lot of words dedicated to food and Russian cuisine. The activity with inserting words turned out to be amusing. They came up with funny and sometimes unsuitable words. That made the toasts activity very lively. We skimmed the song and spent more time with the President’s speech. Students had a hot discussion about the content of his speech because some of them found it ambiguous.
How could this class be improved/ modified?
The president’s speech is an interesting text to analyze and discuss with advanced students. It consists of many topics, which students find curious to talk about. I would make a separate class about politics to discuss leader’s speeches. In the context of New Year and holiday atmosphere it is a challenging issue to discuss.
Language Resident: Franco Rivas Quiroz
Level: Advanced
Class theme/topic discussed: LGBTIQ+ Issues
Goal of the class:
Students will be able to:
Class structure:
Warm up:
Students see an image of a piece of news of a recent piece of news in Chile about the fact that the Equal marriage bill passed the congress’ “cámara de diputados”, making it one step closer to become a law. They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.
Activity:
-Students see images of artistic interventions of Pedro Lemebel, a Chilean queer writer that made a lot of effort during the dictatorship of Pinochet to bring to light issues of the LGBT community. After the facilitator explain a little bit who Pedro Lemembel is, they try to make assumptions on the meaning and purpose of each interventions. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). After that, they are provided with short written explanations on pieces of paper and are encouraged to match the image with the explanation.
–Referentes queer: Students see two instagram videos (30 seconds each aprox.) of the influencers @unafamiliax (a Chilean lesbian couple activists who talk about current issues of the community and make visible their lives as a homoparental family with a child). Students are encouraged to ask questions about them, and then to share some role models or references in their own countries or communities that they know of, what they do, what they stand for and whatever they would like to share.
Wrap up:
As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.
Resources used: Projector, Powerpoint.
Reflection: What worked/did not work? How can it be improved?
Students were very engaged with this topic. Some of them were closed to the topic because they have previously participated in activist groups in support of LGBTQ students in their communities. Students had a lot of questions about the situation in Chile, the progress that had been made so far and other challenges that the community faces today. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. We were not able to fully complete all the activities of the class and we will continue on the next class and add some more activities related to the topic.
Pedro Lemebel artistic interventions:
Language Resident: Aleksandra Bystrova
Date: 09/16/2021
Class theme/topic discussed: Russian Folktales
Goals of the class :
Class structure:
What worked well in this class? What did not work?
While reading the folktale in the class, I tried to use visual materials, gestures and paraphrasing as much as possible. Students seemed interested in the plot, because they laughed when something funny happened and answered context questions. The fairy tale was not long (adapted 1.5 pages), but it took almost 30 mins to fully analyze it (which was more, than I expected). Students seemed overwhelmed with Propp’s concept, but I was ready for it — I simplified the functions, put pictures to them and printed it out in a handout. We did not have time to complete the last activity (composing a folktale), but when students discussed their plots, they were very engaged and came up with really funny ideas. We will continue talking about it next class.
How could this class be improved/ modified?
I would devote two classes to this topic. I would spend more time reading and analyzing a folktale and explaining to students the Propp’s concept, and during the next class I would ask students to create a folktale and present it (in a form of a performance).
PowerPoint Presentation:
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
German Federal Election 2021
Goal of the class:
Learn and discuss about:
How did you structure the class?
4.30 – 4.40: “Positionslinie” (Students have to position themselves along a line (“Positionslinie”) which is marked by a check on one side and a cross on the other according to three statements: 1) “I mostly understand what politics is about” 2) I feel that my opinion is well represented in politics 3) “I would go to a demonstration if I didn’t like something in the country”. Depending on where the students stand the teacher tries to collect like 1-2 opinions from students (standing on the extremes/middle/.. trying to involve everyone))
4.40 – 4.45: Review: Political System USA – groups (the students have to discuss the following points with regard to the political system in the U.S.: “1) Key offices 2) Who votes for whom? 3) How is the winner decided?” They can use the chalkboard for illustrations)
4.45 – 4.50: Review: Political System USA – plenum (teacher asks students for what they discussed in the groups and collects their input on the chalkboard for illustration purposes + easier comparison to German system)
4.50 – 5.00: Scheme of key offices/institutions in German political system (students get 6 different parts of one scheme and have to bring them in the correct relation to each other. If too difficult help the students + discuss open questions)
5.00 – 5.05: Gap text of key offices/institutions in German political system (introduce more/precise vocabulary/offices/institutions and record it with the gap text)
5.05 – 5.10: Discuss 3 important terms: party, fraction & coalition (“party” and “fraction” important basic terms to understand the political system in Germany, as well as “coalition” – the latter one also allows to transfer to the next point: the comparison between majority voting and proportional representation)
5.10 – 5.20: Watch Video „Wahlsysteme einfach erklärt“ + Discuss open questions
5.20 – 5.30: Introduce & Discuss the Parties in Germany (each student gets 1 party – they have to read the short introduction and combined with their own knowledge have to answer the following questions: “1) Who is you party? What positions do they represent? 2) Where would your party position on a left-right-scale (using the same line as in the first task) 3) With which other parties would your party form a coalition?”)
XXX Campaign issues
What worked well in this class? What did not work?
I knew that this class would be intense and we won’t be able to do all the things that I had planned – nevertheless I am really happy, as we were able to talk about the most important aspects and from my point of view the students were really (!) interested and also understood a lot (!). They were really engaged and worked pretty well on all the assignments, even though they had different degrees of political knowledge. To be honest, I switched to English several times this class – but this was a once a year occasion and it was important to me that they use German as much as possible (and I use German as much as possible in explaining things), but at the same time I really wanted them to take as much knowledge out of that class as possible – even if that meant that I had to switch to English sometimes.
All the assignments worked really well and took about the right amount of time – maybe the first task could have been a little bit shorter, but it was a really nice introduction, had the students walking around in class, discussing, sharing – so I would not necessarily change it as it is a good introduction to the class.
The comparison worked really well – students own knowledge/experience as basis to imagine how the German system could work. The explanations of the “party”, “fraction” and “coalition” terms allowed to have short little excursions to other topics – e.g. differences between the two voting systems. The video was good and worked really well in combination with further explanations by myself. They got to know the parties and what they stand for – the only thing we did not talk about were the campaign issues. But I do not really mind that – as that part is the weakest in my opinion and I will focus my study break on campaign issues. So it is not too bad that we did not do it and instead used the SHORT time for all the other important stuff. The students also asked a lot of questions after the class, left about 5.45 and I could tell them some insights to the German political landscape – all in all I would say that this was certainly a PACKED, but VERY good class.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Video : https://www.youtube.com/watch?v=IZSCCKjttM0 (09/23/2021)
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.23
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 客套和礼节 Courtesy & Manners
Goal of the class:
By the end of this class, students are expected to know more about the cultural differences between Asian countries and western countries, and be able to talk about their own experiences and act three scenarios with their partners in the class.
How did you structure the class?
Warm-up: A short review of the traditional festivals → Introduce the topic of Courtesy & Manners
吃饺子 & 年夜饭 & 放鞭炮 & 串门 & 打扫房间…………→ 红包！Red envelopes!
那在西方国家呢？比如圣诞节的时候，你会收到别人的礼物吗？你会说什么（怎样表示感谢）？
今天我们就一起来看一看。So today let’s have a look at them.
Presentation:
你知道哪些中国人客套的方式？
① 接受赞美 How to accept a compliment?
② 吃饭结账 What do people usually do after a meal? Split the bill v.s. Pay the whole amount?
③ 和陌生人聊天 How to make a small talk with strangers?
④ 怎么说“不”How to say “no” in China?
⑤ 回别人微信时的注意事项 A kind reminder of replying to others’ on social media (How to use 嗯 &嗯嗯 & 嗯嗯嗯；How to use 哈 & 哈哈 & 哈哈哈）
https://www.bilibili.com/video/BV1Ux411V7u5?spm_id_from=333.999.0.0
Activity 1：Guided discussion
Discuss about the questions in groups of 3 and discuss in the whole class
Activity 2:
小故事：文化差异 Act: Your own experiences of cultural difference & act three scenarios with your partners in the class.
Topic: 当你遇见了中国人——在中国 v.s. 在美国 In China v.s. In America(or your home country)
时间、地点、人物
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (12 in total)
Handouts
What worked well in this class? What did not work?
Things that worked well:
Students were really into the topic as well! Their performances were also really funny. Comparing with the intermediate group, they focus more on the level of social phenomenon. For example, a group of students acted a scene in hospital. An old woman had cancer. Her family members were there with her. Should the doctor tell her or not? In China, there is a high chance that the doctor and family members decide not to tell her, in order to let her have a happy rest of the days. But according to the students, in America, the doctor should tell her because it is her right to know about her health condition. It’s quite interesting to jump into this topic in the class and discover those different perspectives between cultures.
Also there is another thing worth mention. In warm-up session I did a short review of traditional festivals, and asked a question: What traditions do Chinese people have to celebrate Spring Festival?
[potential answers: dumplings & dinner & firework ……→ 红包！Red envelopes! ]It is super important to get THIS feedback(Red envelopes) from the student. I found a picture with a red envelope on it(a clue) and in both classes, my picture trick worked! So we switched the topic from Festivals to Courtesy & Manners smoothly by asking what should you do when accepting a present from someone? And then the class went really well.
Things that did not work:
This time the handout was pretty clear so no one had a problem with what they should do. However, there was a problem with time control. Since I had 3 groups of students, the class was more tight than yesterday’s intermediate group. Also after the 2nd group’s performance, we spent a few minutes on the doctor-patient topic. So after the 3rd group’s performance, we didn’t have much time for feedback and discussions. Next time I’ll probably shorten the 1st discussion session(after video watching discussion ), and pay more attention on time-control.
How could this class be improved/ modified?
I feel that time management is really important in conversation classes. So next time I’ll pay more attention to it and try not to give too much feedback to one certain group, but to each and every group equally.
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.
| Time/step | Teacher focus | Student focus |
| PresentationWarm-up (10 mins) | A short review of the traditional festivals1)Question: 在中国，过春节时人们一般会有哪些习俗呢？What traditions do Chinese people have for Spring Festival in China? 吃饺子 & 年夜饭 & 放鞭炮 & 串门 & 打扫房间…………→ 红包！Red envelopes! 2)在西方国家呢？比如圣诞节的时候，你会收到别人的礼物吗？你会说什么（怎样表示感谢）？How about Christmas in your country? What do you say /do when accepting a present? 3)但你知道中国人在接受别人礼物时要怎样做吗？要说什么？Do you know what should Chinese people say/do when accepting a present from a family member/friend/colleague/teacher?(There are certain things that you should do and you shouldn’t.) 今天我们就一起来看一看。So today let’s have a look. | – Answer the questions |
| Presentation (8 mins) | 1.While watching the video about Chinese ways of being polite, think about the following questions:你知道哪些中国人客套的方式？① 接受赞美 How to accept a compliment?② 吃饭结账 What do people usually do after a meal? Split the bill v.s. Pay the whole amount?③ 和陌生人聊天 How to make a small talk with strangers?④ 怎么说“不”How to say “no” in China?⑤ 回别人微信时的注意事项 A kind reminder of replying to others’ on social media (How to use 嗯 &嗯嗯 & 嗯嗯嗯；How to use 哈 & 哈哈 & 哈哈哈）https://www.bilibili.com/video/BV1Ux411V7u5?spm_id_from=333.999.0.0 | -Think about the questions given while watching the video- Be ready to answer questions and give their own opinions |
| Guided & Communicative practice (12 mins) | Discuss about the questions in groups of 3.Discuss in the whole class.In the mean time, I’ll type them on the slide. | – Answer the questions and give their own opinions |
| Communicative practice (25 mins) | 小故事：文化差异 Act: Your own experiences of cultural difference & act three scenarios with your partners in the class.Topic: 当你遇见了中国人——在中国 v.s. 在美国 In China v.s. In America(or your home country)要求：①写出时间、地点、人物；②简历三个情景③和你的队友一起表演出来 | – Prepare for the show;- Perform 3 scenarios with partners in the class |
| Summary (5 mins) | – Give Feedback – Have a look at the cultural differences mentioned in the performances together |
Language Resident: Franco Rivas Quiroz
Level: Advanced
Class theme/topic discussed: Travelling
Goal of the class:
Students will be able to:
Class structure:
Warm up:
Students see images of people lost in a city and discuss whether they have been in a situation like that in the past, or have had the chance to help someone in that situation.
Activity:
Students remember words and expressions related to giving directions and giving direcions using the subway. “toma la línea _____ en la estación ___”, “avanza tres estaciones en dirección ____”, etc.
Students see a map of Metro de Santiago and practice with three different destinies:
“¿Cómo llegar al aeropuerto?”: Students discuss the best way to help somone to go from Trinidad station to the Airport in Pudahuel station, considering that some of the stations are closed during certain hours. (sheets of paper were printed out with the map of the metro, and some difficulties were added afterwards)
Wrap up:
Students talk about whether they found that easy or not, whether they would see themselves using those expressions in the future, etc.
Resources used: Projector, imovie
Reflection: What worked/did not work? How can it be improved?
The class went well. I realized in the class that students did not know very much about giving directions in Spanish, so I ended up using some more time at the beginning to help them get not only the expressions that they were going to use for the main task, but also other kind of expressions that they could come across when giving directions. They seemed to appreciate the class, because they said that it was very useful if they ever went to a Spanish-speaking country; and that it is something that they are not usually taught in Spanish classes.
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.07
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 我最爱的书&电影 My favourite book & movie
Goal of the class:
By the end of this class, students will be able to talk about likes and dislikes
How did you structure the class?
Warm-up
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (13 in total)
I looked up pictures of the movie on Baidu image.
I used 笔记本 to create notes (see Appendix A)
What worked well in this class? What did not work?
The lesson went really well. Students were really passionate about the topic. In this class every student had read the book and watched the movies before, so we talked quite a lot about it.
How could this class be improved/ modified?
I would say I’d like the class to stay like this.
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.
| Time/step | Teacher focus | Student focus |
| PresentationWarm-up (5 mins) | – A little presentation about my favourite books: <The Martian> & <Harry Potter>.- Ask each student when and where they watched <Harry Potter> for their first time. | – Greet the instructor – Answer questions |
| Presentation (10 mins) | -Who is J.K.Rowling? -Show a picture of her -Ask students the questions: -关于这位作家，你了解多少？ -你第一次看这本是在什么时候？ -你还记得是谁送你的第一本书给你的吗？ -你第一次看这部电影是在什么时候？ -你还记得是和谁一起看的吗? | |
| Guided & Communicative practice (25 mins) | -Show a picture of Harry Potter -Ask a volunteer to give brief introduction of Harry based on what is shown on the slide-Play Video clip 1 -Ask students to answer the questions: 在爸爸妈妈去世以后，哈利生活在谁的家里？ 他的童年幸福快乐吗？为什么？ -Show them a picture of Harry with the word “muggle” -Play video clip 2 -Ask students to answer the questions: 麻瓜是什么意思？ 哈利为什么在魔法世界受到明星般的待遇？ 罗恩是一个怎样的人？ 赫敏是一个怎样的人？ 你怎么评价哈利，罗恩，和赫敏的友情？-Show them a picture of the sorting hat and Harry-Show them pictures of four houses and their mottos -Play video clip 3 -Ask students to answer questions: 哈利为什么不希望去斯莱特林？ 如果你戴上分院帽，你希望被分到哪一个学院？ 在所有的课程中，你最希望学到哪一门？ | -Give a speech based on the information -Answer questions -Answer questions -Answer questions |
| Communicative practice (10 mins) | -Show some pitctures of other fiction movies魔幻电影, and ask students to answer the questions: – 你喜欢看魔幻电影吗？为什么？Do you like this type of movie? Why？- 你还喜欢看什么类型的电影？What kind of movies do you like the most?- 你最喜欢哪部电影？Which movie do you like best?And make a list of Chinese 11’s most favourite movies & Recommendations. | Discuss in groups. |
Attachment
Language Resident: Aleksandra Bystrova
Date: 10/05/2021
Class theme/topic discussed: Soviet Poetry of the Khrushchev Thaw (1960s)
Goal of the class:
Class structure:
| Геннадий Шпаликов Людей теряют только раз, И след, теряя, не находят, А человек гостит у вас, Прощается и в ночь уходит. А если он уходит днем, Он все равно от вас уходит. Давай сейчас его вернем, Пока он площадь переходит. Немедленно его вернем, Поговорим и стол накроем, Весь дом вверх дном перевернём И праздник для него устроим. | Gennady Shpalikov Translated by Igor Skryagin and Aleksandra Bystrova All people may be lost just once, And a lost trace may not be found, When a person, who is staying with you, Leaves into the night, saying «goodbye». And if they leave in the afternoon, They leave you anyway. Let’s return them right now, While they are crossing the square. Let’s return them immediately, And talk to them, and set the table, Turn the whole house upside down And arrange a feast for them. |
What worked well in this class? What did not work?
Students came up with beautiful translations of the poem. They were very engaged into translating it. If students are interested in the Soviet culture and poetry, it can be a very enjoyable class. However, if students don’t like poetry it might be challenging. The level of the poem is appropriate for advanced learners. The groups of two students in each group worked well.
How could this class be improved/ modified?
I would leave it as it is. If you have more time left, you can do the same with another poem from the Thaw’s poet Bella Ahmadulina “В тот месяц май, в тот месяц мой…” (https://www.youtube.com/watch?v=dbhaPvhokqM)
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/ )
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.02
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Bigfoot (Creat your story!)
Goal of the class:
By the end of this class, students will be able to talk about the story that they created.
How did you structure the class?
Warm-up
– Show some pictures and a short video clip of bigfoot.
– Give the students the begining of the story.
在一个凉爽的下午，你和同学们在树林里野餐，享受大自然的美丽和宁静。 突然，你听到树枝断裂的声音。 突然，浓雾从四周涌起，你什么都看不见了。这时，你起了一身鸡皮疙瘩。当你再次能够看清时，你发现前方通往树林的小路上有巨大的脚印。你惊恐地意识到……
You are hiking in the woods with your classmates on a cool and misty afternoon enjoying the beauty and serenity of nature. All of a sudden, you hear the sounds of branches breaking. You get goose bumps and you are overwhelmed by an odor so terrible that you are temporarily blinded. When you can see again, you see huge footprints on the trail ahead of you leading off into the woods and you realize with horror and fascination that…
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (3 in total)
I looked up pictures on Baidu image.
I used the projector to show the students the pictures drawn by each group.
What worked well in this class? What did not work?
Students were passionate about the topic. They created all different kinds of endings to the story (Though most of them have tragic endings) and they enjoyed the process of sharing ideas and creating the story.
The only thing that didn’t work was my computer. I prepared a short video on my own laptop, but somehow my Mac couldn’t open it. (The video player did not support the format at the moment… But now I fixed it. It won’t happen again.) I tried to google it on the spot but I didn’t find the one that I wanted to show them. So I just showed the pictures of Bigfoot.
How could this class be improved/ modified?
It worked really well. I’d keep the class like this.
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.
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:
Language Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Indigenous Languages
Goal of the class
Class structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Language Resident: Marie Segura
Class theme/topic discussed: Advertising
Goal of the class: learning vocabulary about advertisement, learning more about French culture and especially the advertisement culture.
Structure:
ACTIVITY 1 – Slogans
ACTIVITY 2 – Discussing (French) commercials
ACTIVITY 3 – Create your own commercial
Resources used:
Bouygues: https://www.youtube.com/watch?v=bSAuAd9mcc4
Kinder: https://www.youtube.com/watch?v=9zSl7xldK8U
Powerpoint, pictures of impossible objects
Language Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Abortion Laws in Latin America
Goal of the class
Class structure
Resources used
https://www.guttmacher.org/sites/default/files/factsheet/fs-aww-lac-es.pdf
Reflection: What worked/did not work? How can it be improved?
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