Language Residents

an archive of lesson plans

Category: Communication (page 1 of 10)

ES F19 INT/ADV: Social Media

SOCIAL-MEDIA-IntAdv

Spanish Conversation Class – Intermediate/Advanced

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed 

  • Social media

Goal of the class 

  • Practice vocabulary related to social media
  • Compare and contrast different situations usually found in social media
  • Create new social media platforms 

Class’ structure

  • Attendance (2 min)
  • Warm up:  What do you know about social networks? What words come up to your mind: Students create a Menti Word cloud with words they would use to define social media. Most interesting words are chosen and discussed by everyone: Would you use this word as well? Why? Where in social networks do we see it reflected the most? (10-15 min)
  • Input: Video + Survey: I show students a video that talks about uses, advantages and disadvantages of social network uses. Followed by a discussion: Do you agree with this? How many of you do this kind of things when on the internet? We also talk about a survey that shows which are the most common social platforms used in some Hispanic countries. They discuss and compare to the US (5-7 min)
  • Activity 1: Toteking – “Redes Sociales” music video. Students watch half of the video and, as they are watching it, they have to check at least 2 critiques the singers makes to social media. Afterwards, they get three short statements from they just heard. In groups they discuss they statements to finally report their discussions to the class (10-15 min)
  • Activity 2: Made-up social media platform: After giving an example of  a social media platform my sister and I created, in groups of three, students have to create new social platforms using either of the criteria provided in the table (they can also add new ones). They have to consider three different categories: Topic, target audience and functions. Also, they have to create a name and a logo for their platforms (15-20 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • I did this class at the beginning of the year so students felt more comfortable working in groups at first. For Activity 2 you have to be careful not to take that much time giving an example about what they have to create because the activity itself already takes a long time. They had a lot of fun with activity two and you can even do a jury like activity in a following class where they all have to grade each other’s platforms

Annex

  • Social networks table
Categoría Público Funciones
Citas
Empleo
Noticias
Compra y venta Lifestyle Educación
Comida
OTROS
Ancianos
Adultos +30
Jóvenes Niños Animales
OTROS
Fotos y videos
Transmitir en vivo
Juegos
Mensajería directa Música
OTROS 
  • Grading Table
Grupo N



Idea



Nombre



Logo



JP F19 ADV Facial Expressions, Gestures & Emojis

Language Resident Name: Miki Saigo

Day and Date: December 3, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Face expressions, gestures and emojis

Goal of the class:

  • Talk about emotions and certain situations to use gestures/emojis
  • Learn cultural differences about gestures and facial expressions

How did you structure the class?

  • Warm-up: Greetings and announcements
    – Cultural events
    – Lunch Table attendances
  • Activity I: Emojis
    I give students Handout of emojis and briefly explain what “emojis” are. In pairs, I ask students to discuss (i) what kind of emotions/meanings the emojis represent, and (ii) in what kind of context people would use the emojis in a message. After a while, I ask the questions to the whole class and discuss together. If needed, I explain cultural backgrounds of some of the emojis. I also ask if there are other emojis that students often use.
  • Activity II: Gestures
    I show a list of words/situations on the screen (“to call,” “thank you,” “when you meet your friends” etc.) and ask students to think of gestures they might use in the situations. Students work in pairs, and when they are done, I ask them to act out each gesture. We talk about cultural differences found in the gestures.
  • Activity III: Discussions
    In pairs, students discuss the following questions:
    1. Are there other gestures you use/ have seen? (To give examples at first, I mention a couple gestures that I have seen in American TV shows.)
    2. When you travel abroad and you don’t know the local language, what do you do? (It could be gestures or other ways to communicate.) For example, when you’re at a store or in a taxi?

What technology, media or props did you use?

  • Handout with pictures
  • PowerPoint slides

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

We had lively and interesting discussions throughout the class. Students enjoyed talking about emojis more than I had expected. I think it was a good topic for our generation. The first few emojis in Handout were meant to be basic expressions (e.g. smile, laugh, cry etc.), but they developed way more than that and had a huge discussion (e.g. “It is a fake smile you make when you don’t like something,” “You don’t use this crying face when you are actually sad,” “It could be happy tears”). Moreover, students in this class had culturally diverse backgrounds, so it was interesting to compare the cultural differences in gestures (e.g. how to count with your fingers in China).

How could this class be improved/ modified?

I was going to do another activity (storytelling by using emojis), but students spent a long time discussing emojis (which is fine because they enjoyed and talked a lot). Depending on the audience, however, I would use another activity to adjust the time.

Handout & Slide (Activity I):

絵文字(えもじ)
A.

B.

RU F19 ADV/INT: Storytelling

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 10/10/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

Storytelling

Goal of the class:

To practice improvisation while speaking

How did you structure the class?

Greetings, announcements, general questions

Activity 1: “Two Truths and One Lie”. Students work in groups of three. Each of them should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch him up on lying. After that they take turns.

Activity 2: “Collective Story”. A teacher writes down on a whiteboard a phrase. It can be something like: “Katya missed her train and her takes an unexpected turn”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

Activity 3: “Story Cubes”.  Students are divided into two teams. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

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

A whiteboard, Story Cubes

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

The class worked out great! Students had a lot of fun, they talked and laughed a lot.

How could this class be improved/ modified?

I would leave it as it is.

CN Fall19 INT/ADV Social Media

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date: 4th/5th November

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

Class theme/topics discussed: Social Media

Goal of the class:

  • To learn about common social media in China
  • To analyze the pros and cons of the use of social media in Chinese
  • To master some common vocabulary related to social media, like post(发)/follow(关注)/click like(点赞)etc.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking some questions:
  • What social media do you usually use?
  • What do you do on social media?
  • Imagine what it will be like without social media?
  • Activity 1:  Fill in the questionnaire and share it with your partner. (8minutes)

Then the teacher will go through the questionnaire with students and guide students to discuss the pros and cons of the use of the social media.

  • Activity 2 : Try to use Wechat.

We will experience multiple functions on Wechat.

Students can post the first moment on Wechat in Chinese and share it with others.

  • Close lesson: The teacher will close the lesson by asking learnt questions to help students review.

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

  • PowerPoint Presentation
  • Handout

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

Students love to share their opinions about social Media. And we had fun using China’s Wechat.

How could this class be improved/ modified?

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

关于社交媒体使用的调查问卷

Q1:您平时使用社交媒体吗?

 a)是

 b)否

Q2:您平常使用什么社交媒体?

 a)微信(Wechat)

 b)微博(Weibo)

 c)QQ

 d)INSTAGRAM

 e)FACEBOOK

 f)其他________

Q3:您平常什么时候使用社交媒体?

 a)起床后或睡觉前

 b)吃饭时

 c)上课时

 d)学习间隙

 e)闲暇休息时

 f)其他___________________

Q4:您一天之内会在社交媒体上花多长时间?

 a)0-1个小时

 b)1-3小时

 c)3-5个小时

 d)5个小时以上

Q5:您会在哪些地方使用这些社交媒体?

 a)宿舍

 b)教室

 c)食堂

 d)图书馆

 e)其他________________________

Q6:您一般使用社交媒体做什么?

  a) 消磨时间

 b)获得资讯(information)

 c)与朋友家人交流,联系

  d)记录自己的生活

 e)其他________________________

Q7:您认为使用这些社交媒体对自己有什么不良影响?

 a)影响身体健康

 b)影响学习

  c)浪费时间

 d)现实社交活动减少

 e)被虚假信息欺骗

 f)其他________________________

Q8:总的来说,您对社交媒体的态度是?

 a)利大于弊                   b)弊大于利                   c)中立

Social-Media-pdf

ES SP19 ADV: Mini Debates

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Thursday, February 7th 
  • Language and Level: Spanish Conversation Advanced
  • Class theme/topics discussed:

Mini debates

  • Goal of the class:

To have mini debates

  • How did you structure the class?  
  • Class is divided in three groups, one consisting of two persons (the jury) and two big groups of four persons each. One topic is given, and both groups are playing against each other, whether it is for the statement or against it. Students present their arguments in 5 minutes and then the jury decides. Another statement is given to the students, this time a little more serious. Statements go from “Birkenstocks and socks are a good look” to more serious ones. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

The Activity worked out very well. Students were eager to debate even about “dumb” topics. It also gave an opportunity to discuss serious issues within American society. The format was really appreciated by students too.

  • How could this class be improved/ modified?

The class worked very well. 

ES S19 INT Fear

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/04/2019

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:   Fear

Goal of the class: Learn vocabulary about fear and express emotions

How did you structure the class?

Activity 1 (10’): Students get asked about Fear and the things that they feel fear about.

Activity 2(15’): Game of Fear. Students get different situations and they react and show what they feel about them. Instructions in Spanish below.

Activity 3 (10’): Students listen to the audio of a scary movie video. They only hear it and have to hypothesize about it.

Activity 4 (5’): Students see the video, comment upon it and confirm their hypothesis.

Activity 5 (20’): Students get some slips of paper with different situations of risk. They are asked to say how they would react to those situations. After that, in groups of 3. They have to choose one of their situations and propose an alternative ending to it.

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

I needed to print out many tags for the fear game. 5 for each student.

I also printed out a A3 paper of the fear scale

Slips of paper with the different fear situations to make hypothesizes

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

The game of the fear was fun. It was not as exciting as I thought it would be but they did learn the structures that I had as part of my objectives so I am satisfied. I will choose other items to talk about fear next time to make it more appealing.

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.

Spanish Instruction of the fear game

Instrucciones del juego del miedo

1) Imprima la primera página, el medidor de presión, en formato A3 y las páginas 2 a 4 en formato A4. En la página 4, hay un conjunto de 5 tarjetas diferentes para expresar sus temores, imprimirlas y recortarlas para que cada alumno tenga un lote personal de 5 tarjetas diferentes (en una página, ya hay 3 muchas cartas). Luego recorte los papeles pequeños en las páginas 2 y 3 que representan las “cosas que tememos”.

2) Coloque el trouilómetro en el centro de la mesa. Da un juego de 5 tarjetas para expresar los temores de cada estudiante. Luego, coloque los papeles pequeños en las páginas 2 y 3 (las cosas que tememos) en una pila, boca abajo al lado del medidor de presión.

3) Elija un alumno que comienza el juego. Él devuelve un pequeño papel “cosas que tememos”. Su objetivo es adivinar la respuesta más probable que harán otros alumnos a la pregunta “¿Cuánto le teme a eso?”

4) Para esto, cada uno de los demás alumnos elige en secreto una carta de su mano que determina su nivel de miedo en este tema. Luego lo coloca boca abajo en el centro de la mesa.

5) Cuando cada alumno haya jugado una carta, mezcle y tome en su mano el paquete así formado. Luego pídale al alumno que sacó el papel que lo coloque en el esfigmomanómetro, bajo la respuesta que parezca más probable en el grupo. Pídale que justifique su elección (por ejemplo: “Creo que la respuesta más probable para el” calentamiento global “es” un poco asustada “porque la gente se preocupa un poco por este problema, pero no le preocupa sus vidas inmediatas, por lo que son un poco indiferentes y por eso tienen un poco de miedo de eso)

6) Luego revele las tarjetas elegidas por los otros estudiantes. Si la respuesta que ha elegido es la más común entre las respuestas de otros alumnos, gana un punto. En caso de igualdad entre 2 respuestas, dale el punto de todos modos.

Los otros estudiantes pueden, si lo desean, dar su punto de vista sobre las respuestas propuestas. Déjalos debatir juntos si surge la necesidad.

7) Luego, el alumno de la izquierda toma el mismo proceso: devuelve un pequeño papel, no vota, pero trata de adivinar la respuesta más probable, etc.

Cuando cada alumno haya desempeñado el papel principal tantas veces, finalice el juego y cuente los puntos. Dé simbólicamente la victoria a quien tenga más puntos y quien haya mostrado más empatía.

Esta es una manera elegante de hablar sobre nuestros miedos sin expresarlos directamente en público, evitando así la incomodidad que este tipo de tema puede generar en el aula.

FR S19 – Out of Campus Activity – Concert Coeur de Pirate

CN S19 INT/ ADV who is the spy

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Intermediate and advance

Class theme/topics discussed:

Game: Who is the spy

Goal of the class:

Practice students’ oral Chinese skills

How did you structure the class?

The game: Who is the spy

This game will help students practice the skill of using Chinese to describe a thing.

8 students, 8 cards with pictures (7 of them is A, 1 of them is B, B is the spy) for example, A is ORANGE, B is LEMON.
Everyone has a card and doesn’t let other players know what you get.
Everyone needs to say a word or a sentence to describe what you get in turns. You cannot directly say the word you get. The purpose of your describing is to make players who have the same card with you know you are not the spy. At the same time, you can’t make the spy know what you get. What’s more, yourself don’t know if you are the spy or not. If you are the spy, your purpose is to make others think you are on their side. It means that you need to make others think you have the same card with them and the spy is someone else.
After everyone describes for a round, I will say three, two, one, and everyone point to someone who you think is the spy. Who get the most votes die.

If there are only 3 players alive, the spy wins. Or, the spy loses.

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

PowerPoint, useful Chinese website:

Cards with pictures

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

The students truly love this game, they had fun and learned a lot of new words.

How could this class be improved/ modified?

No

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

ES S19 ADV Work

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/21/2019

Language and Level (intermediate or advanced class):

Spanish Advanced

Class theme/topics discussed: Unemployment, politics, Spain.

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

How did you structure the class?

Head’s up: cultural events

Warm-up (10’): Memory game about professions

Students will be divided into two groups and handed a set of cards with professions. They will have to play a memory game and say the name of the profession aloud every time they uncover one card.

Activity 1 (video and discussion)

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  • (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

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

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain.

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

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.

Find attached below the possible job interview questions that I have given them in a handout

PDF Embedder requires a url attribute ADV-0221-worksheet

RU F18 ADV Job Interviews in Russia

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 11.08.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Job/internship interview in Russia

Goal of the class: Learn related vocabulary and grammar. Practice interviewing each other

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. What is a job interview? Open discussion. – 5 min
  3. How to prepare for an interview? First, students and LR discuss the common rules of going through interviews successfully. Second, students read the handout 1 and discuss every point. – 15 min
  4. Practicing: students work in groups of 2. They are given situations when they are to do interviews for different companies. They change a partner every 5 minutes. (handout 2) – 20
  5. Wrap-up: with the last person, students demonstrate their interviews. Other students give comments at the end (what was good, what was bad etc.) – 15 min

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

handouts

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

Good class, I would dedicate more time to demonstrational interviews

How could this class be improved/ modified?

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

Handout 1.

Интервью на русском

Интервью – это всегда сложный опыт, который вызывает много нервов и стресса. Интервью на иностранном языке – еще сложнее. Предлагаю вам несколько советов, которые помогут успешно пройти интервью на русском языке.

  1. Оденьтесь красиво. В России судят по одёжке. Хорошая прическа, макияж, уместная одежда и немного парфюма создадут правильное и хорошее впечатление о вас.
  2. Не забудьте резюме. Хорошо знайте информацию, которая там есть.
  3. Будьте готовы ответить на такие базовые вопросы:

– Расскажите о себе.

– Что Вы знаете о компании?

– Какие Ваши сильные и слабые стороны?

– Почему вы уволились с Вашей предыдущей работы?

– Чем вы занимаетесь на Вашей работе сейчас? Расскажите о деталях. Какая атмосфера у Вас в офисе?

– Почему Вы хотите работать на нас?

– Кем Вы видите себя через 5 лет?

– Какой вы человек? Расскажите о своем характере.

  • Знайте такие фразы, как «взаимно» или «будьте здоровы». Будьте вежливыми.
  • Задавайте вопросы во время интервью.
  • Не нервничайте.
  • Попрактикуйте интервью на иностранном языке с другом/подругой/репетитором/в онлайн-сервисе.

Handout 2.

  1. Интервью в компании Майкрософт на должность главного инженера.
  • Интервью в новой кофейне на должность баристы.
  • Интервью в МакДональдсе в Апленде на должность ночного кассира.
  • Интервью на должность нового Русского Резидента (even though I am irreplaceable 😉 ) в Олнедборге.
  • Интервью на должность нового Ректора Колледжа Питцер.
  • Интервью на должность системного администратора в Пентагоне.
  • Интервью на должность титистера в компанию Липтон.
  • Интервью на должность главного СММ менеджера в Л’Ореаль.
  • Интервью на должность Инстаграм-менеджера Рианны.
  • Интервью на должность нового ведущего кулинарной программы.
  • Интервью на должность шпиона в Эстонии.
  • Интервью на должность повара в новом отеле Трампа.

JP F18 INT/ADV Thanksgiving

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, November 27th

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

Class theme/topics discussed: Thanksgiving

Goal of the class: To be able to talk about / listen to Thanksgiving Holiday. 

How did you structure the class?

Activity1 (10 min): Warm-up

I talk about my Thanksgiving holiday. This is going to be a game, two truths and a lie. I write three key words that are related to my Thanksgiving holiday on the whiteboard and talk a bit about each word. Then students ask one question each. After everyone asks one question, they guess what key word is a lie. 

Activity2 (45 min): Two Truths and A Lie

I give students a few minutes to think about their key words. Then, one student presents his/her Thanksgiving as I showed. Every student gets a chance to talk about theirs. 

Activity3 (5 min): Wrap-up

We choose who was the best liar and who was the most honest one. 

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

It worked really well. Students were really engaged into the game, paying attention to everyone very carefully. I tried to manage the time but it didn’t go well as I calculated. So not everyone had a chance to talk about. However, I believe it would have been better this way than dividing the class into two groups because students are very close each other and they wanted to know each one’s Thanksgiving story.  

How could this class be improved/ modified?As for time management, the class could be divided into two groups or warm-up could be shorter. 

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.

ES INT S18 Fake News

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

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

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

Students ask each other about when and why they lie, it will lead to the topic of fake news.

They get a worksheet to prompt conversation which is attached at the end of this sheet.

 

Activity 1 (15′)

Students watch a video about fake news

http://www.elmundotoday.com/2017/11/un-arcoiris-en-barcelona-convierte-en-homosexuales-a-15-000-personas/

 

Then, they share their reaction since it is a very ridiculous article.

 

Activity 2 (30′)

Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.

Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.

 

 

 

How could this class be improved/ modified?

It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.

 

 

 

 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.

 fake news          INT 01:29 FAKE NEWS READY

 

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

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

YOUTUBE, HANDOUTS

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

CN S18 ADV Tongue twister

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

04/19/2018

 

Language and Level (intermediate or advanced class):

Chinese, advanecd

 

Class theme/topics discussed:

Tongue twister

 

Goal of the class:

To Practice their oral Chinese skills.

 

How did you structure the class?

  1. Prepare some Chinese tongue twister, not too long or too short.
  2. Guide everyone to read these tongue twister several timeslet everyone guess what it means first and later tell them. Make some small piece of paper with numbers and let each student draw one. The number on the note is the tongue twister they are going to say.
  3. Tell them the rules of the game, follow the rhythm of the teacher’s clap, from slow to fast.  Everyone should say their tongue twister in this rule: “I do not say + their tongue twister, I say+    randomly picking one’s tongue twister in the classroom”. The selected student repeats this sentence and “give” it to the next student. As the rhythm gets faster, saying the tongue twisters are getting faster and faster. Students often laugh by their mistakes.
  4. Teacher asks student the tongue twister they know in other languages, let them introduce it to their classmates.

 

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

PowerPoint, useful Chinese website:

  PowerPoint

 

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

      Students really enjoyed saying tongue twister, practiced their spoken Chinese and explanatory abilities. They laughed all the time and learned new words. Everyone was involved and had fun.

 

How could this class be improved/ modified?

No

 

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

CN S18 ADV Role play

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

02/22/2018

 

Language and Level (intermediate or advanced class):

Chinese, advanecd

 

Class theme/topics discussed:

 Role play

 

Goal of the class:

To Practice their oral Chinese skills.

 

How did you structure the class?

  1. Prepare some actors, famous person, cartoon characters, animals, sights photos.
  2. Divide students into two groups, each person pick up one picture and draws a role. Each group took another picture of one animal and Everyone uses the selected photos to arrange a playshow for everyone..

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

PowerPoint, useful Chinese website:

 PowerPoint

 

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

      Students really enjoyed making the play, practiced their spoken and explanatory abilities. Their stories  were very funny, they all laughed and learned new words. Everyone was involved and had fun.

 

How could this class be improved/ modified?

No

 

 

 

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

 

CN S18 INT/ADV Telephone

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

03/21/2018

 

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

 

Class theme/topics discussed:

Telephone

 

Goal of the class:

Improve student’s spoken Chinese ability

 

 

How did you structure the class?

  1. Prepare some interesting English blogs, connect with “weirdest roommates that are impossible not to laugh at…or live with”. Because living with roommates has become the norm for many people, as house prices rise and living alone just doesn’t make financial sense anymore. Depending on your personality it can either be a joy of shared fun, food and life experiences; or a nightmare of unwashed dishes, bad smells and empty toilet paper rolls. 
  2. Give some student several fun printed blogs. Ask them work in pairs, let the student who got the printed blog tell their partner the stories they saw. This partner tells the same story to the third person and the third tells the fourth person. The fourth student tell the story to the class and then the first student tell everyone the story he/she told is changed or not.

 

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

 

PowerPoint, useful Chinese website:

 PowerPoint, background music.

 

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

      Students really enjoyed this class, improved their spoken Chinese ability and everyone was involved and had fun.

 

How could this class be improved/ modified?

No

 

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

 

JP S18 ADV Hidden Sentence Game

Language Resident Name: Ayaka Matsuo

Day and Date: 2/20/2018

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

Class theme/topics discussed: Conversation Project / Hidden Sentence Game

Goal of the class: By the time this class ends, students will have decided what to do for their project.

How did you structure the class?

Activity1 (10 min): Warm – up

We talk about the weekend.

Activity2 (20 min): Brainstorming and Discussion   

We talk about conversation class projects. I ask some students to explain what it is to students who don’t know. Students come up with as many ideas as possible as brainstorming. Then, we discuss to make it one we will really work on.

Activity3 (25 min): Hidden Sentence Game

Students are divided into 2 groups. One student from each group comes to pick one “hidden” sentence. Then, I give a topic. The two students don’t show their sentence to the rest of the class and start to talk about the topic. They try to convey the conversation in which they can use the sentences. The other students guess what their “hidden” sentences are. They have to detect what the opponent player’s “hidden” sentence is. When they thing the sentence comes out, they shout “stop” and say the sentence. If it is correct, they gain 1 point. If it is incorrect, they lose 1 point.

Activity5 (5 min): Wrap-up

I introduce them the upcoming cultural activity.

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

Everything worked well. The game, which I tried for the first time, was really fun. I limited the time they could have conversation by 3 minutes and also made another rule that if they couldn’t use that sentence within 3 minutes they lost 1 point.

How could this class be improved/ modified?

I would keep it as it is.

JP S18 INT/ADV School Rule

Language Resident Name: Ayaka Matsuo

Day and Date: 2/22/18

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

Class theme/topics discussed: School Rules

Goal of the class: By the time this class ends, students get to know typical Japanese school rules and will be able to discuss some rules, supporting their opinion.

How did you structure the class?

Activity1 (10 min): Warm – up

We talk about strangest / funniest / strictest school rules.

Activity2 (10 min): Brainstorming    

Students are divided into two groups; one group is teachers, the principle and the school and the other group is students and parents. They come up with opinions that support their position. I choose one topic from what they told in Activity 1.

Activity3 (15 min): Discussion 

Students discuss. I write the opinions they say on the white board so they remember what their points are.

Activity4 & 5 (25 min): Brainstorming and Discussion   

We repeat the process of Activity 2 and 3 with a different topic.

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

Everything worked well. I wish I could have somehow made more corrections on their utterances, which would improve their vocabularies or expressions.

How could this class be improved/ modified?

I would make a list of vocabulary they might not know yet.

ES F17 INT Love on Tinder

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ 

Day and Date: 09/27/2017

Language and Level (intermediate or advanced class): INTERMEDIATE 

Class theme/topics discussed: Love, cultural differences in relationship.

Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.

How did you structure the class?  

Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.

Warm-up (15’): Word-search about physical and personality features.

Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people

 

Activity 2 (20’) Create your own Tinder profile

Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.

Here they are also advised to include a silly pick-up line that the instructor will provide

 

Activity 3 Speed dating (25’)

Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.

Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.

Students ask each other questions about themselves. Requirement, they need to use at least one pick up line

 

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

Pick up lines (below)

13 word-search sheets love word search

Speaking Prompts for speed dating (below)

13 Tinder templates tinder profile

 

 

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

It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary.  Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.

 

How could this class be improved/ modified?

I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.

 

 

 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.

 

 

Pick-up lines

 

 Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada

 

 

Ojalá la mitad de las estrellas brillaran tanto como tus ojos.

 

 

Ojalá fueras bombero para apagar el fuego de mi deseo.

 

 

Quisiera ser joyero para poder apreciar todos los días un diamante como tú.

 

 

 Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar

 

 

Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.

 

 

Si el agua fuese belleza, tú serías el océano entero.

 

 

Si besarte fuera pecado, caminaría feliz por el infierno.

 

 

Perdí mi número. ¿Puedo tener el tuyo?

 

 

¿Crees en amor a primera vista, o debo pasarte otra vez?

 

Phrases to help speed dating

 

¿A qué te dedicas?

 

¿Qué te gusta hacer en tu tiempo libre?

 

¿Has tenido otras relaciones en el pasado?

 

¿Por qué no funcionaron?

 

¿Qué es lo que más te gusta en una persona?

 

¿Dónde te gustaría vivir?

 

¿Quieres tener hijos?

 

¿Eres de playa o de montaña?

 

¿Cuál es tu libro favorito?

RU F17 INT Talking About Campus Life

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 11.13.2017

Language and Level: Russian, Intermediate

Class theme/topics discussed: talking about campus life

Goal of the class: to learn how to describe student’s everyday life and campus activities, practice storytelling in writing

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Brainstorming: what do people do on campus? The LR starts the game by throwing a ball to a student and naming an activity. The student that gets the ball has to pass the ball to the other student + add another activity. – 20 min
  3. Writing a diary entry: Students have to write a 7-sentence entrance to a diary about students’ life. Every student represents different year at college. – 15 min
  4. Talking about campus: Survey. (handout 1) – 15 min
  5. Wrap-up: Presentation of CCP project. – 5 min

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

Handouts

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

The idea of talking about relevant topics motivated students to be attentive and talkative. They discussed the ideas, the activities and possibilities on campus. The diary game was interesting to watch, because this is a very creative class, so they enjoyed writing and discussing the entries. And the entries also triggered discussion, because the students have different points of view on students’ life. 

How could this class be improved/ modified?

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

Handout 1.

В каком колледже ты учишься?
Какое место на кампусе тебе нравится больше всего? Почему?
Какое место на кампусе тебе не нравится? Почему?
Где ты проводишь больше всего времени?
Где тебе больше всего нравится работать?
Какая столовая тебе нравится больше всего? Почему?

JP F17 ADV Hometown Promotion

Language Resident Name: Ayaka Matsuo

Day and Date: 11/30/2017

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

Class theme/topics discussed: Hometown Promotion

Goal of the class: To promote their hometown to classmates

How did you structure the class?

Activity1 (5 min): Warm-up

They talk about hobbies.

Activity2 (10 min): Brainstorming

We brainstorm what we should / want to know when we travel.

Activity3 (15 min): Making Presentation

Each student makes a presentation about their hometown. I also make a presentation about my hometown.

Activity4 (30 min): Presentation

Each student presents using the power point. I go first as an example. After one presentation, each one of the student asks a question.

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

It worked well but we didn’t have enough time to finish all the presentations. So, we kept some of them for next class.

How could this class be improved/ modified?

I would do some pre-activities before making and doing presentations (I don’t come up with a good one though). I would get students to use the whole this class to make a presentation ready and get them to do a presentation in the following class.

RU F17 ADV Art and Art Appreciation

Language Resident Name: Mykyta Tyshchenko

Day and Date: 10.31.2017

Language and Level: Russian, Advanced

Class theme/topics discussed: art and art appreciation

Goal of the class: work on argumentation and description using painting

 How did you structure the class?

  1. Greetings, general questions and discussions. – 5 min.
  2. Survey: students ask each other the questions from the survey. (handout 1) – 10 min.
  3. Warm-up: Name the picture – students have to name the titles of the famous Russian pictures. The goal is to guess or give the funniest name. – 10 min.
  4. Description: each student has to pick a picture from a tile and describe it to the audience. The other students should ask at least one question and then to guess the name of the picture. – 10 min.
  5. Role-play: Every student now picks a picture that he/she likes and pretends that he is the creator of the painting. The other students perform as critics as questions or criticize the works of art (the LR tells the critics whether they like or do not like the picture). – 10 min.
  6. Wrap-up: The slang test: the students and the LR go through the test about Russian slang together. https://meduza.io/quiz/haypanut-ili-dropnut-ponimaete-li-vy-podrostkov – 15 min.

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

Handouts, laptop, tv, MEMO game

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

The class went well, students seemed to enjoy the roles they were given in the class. The activities motivated them to speak, ask questions and interact with each other and the LR. The slang test was a success too, because it is one of the biggest areas of interest of the students.

 How could this class be improved/ modified?

I would dedicate less time to the slang test and make the students work as a group in this activity.

 

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 1.

 

1.Тебе нравится искусство? Какой твой любимый вид? (архитектура, живопись, литература)
2. Тебе нравится ходить в музеи/галереи? Какой твой любимый музей/галерея?
3.У тебя есть любимый художник/

художница?

Кто он/она?

4.Как ты считаешь, искусство нужно людям или нет?
5.Какой твой любимый жанр изобразительного искусства (fine art)? Какой жанр тебе не нравится?

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

 

CN F17 ADV Trolley problem

Language Resident Name:

JING XU

 

Day and Date:

09/27/2017

 

Language and Level (intermediate or advanced class):

Chinese, Advanced

 

Class theme/topics discussed:

 Trolley problem

 

Goal of the class:

To Practice their oral Chinese skills and understand ethics ect…

 

How did you structure the class?

  1. Discuss with students about the trolley problem with the following points:
  • There is a runaway trolleybarreling down the railway tracks. Ahead, on the tracks, there are five people tied up and unable to move. The trolley is headed straight for them. You are standing some distance off in the train yard, next to a lever. If you pull this lever, the trolley will switch to a different set of tracks. However, you notice that there is one person on the side track. You have two options:
  • (1) Do nothing, and the trolley kills the five people on the main track.
  • (2)Pull the lever, diverting the trolley onto the side track where it will kill one person. Which is the most ethical choice? Let students work in pairs and share their views and then share with classmates.
  • As before, a trolley is hurtling down a track towards five people. You are on a bridge under which it will pass, and you can stop it by putting something very heavy in front of it. As it happens, there is a very fat man next to you – your only way to stop the trolley is to push him over the bridge and onto the track, killing him to save five. Should you proceed? Let students work in pairs and share their views and then share with classmates.
  • A brilliant transplant surgeon has five patients, each in need of a different organ, each of whom will die without that organ. Unfortunately, there are no organs available to perform any of these five transplant operations. A healthy young traveler, just passing through the city the doctor works in, comes in for a routine checkup. In the course of doing the checkup, the doctor discovers that his organs are compatible with all five of his dying patients. Suppose further that if the young man were to disappear, no one would suspect the doctor. Do you support the morality of the doctor to kill that tourist and provide his healthy organs to those five dying persons and save their lives? Let students work in pairs and share their views and then share with classmates.

 

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

PowerPoint

  

 

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

    Everyone in class argued very well, do not even want to leave after class . Students really enjoyed the class, practiced their spoken Chinese and explanatory abilities. Learned new words. Everyone was involved and had fun. Thought about philosophical questions.

 

How could this class be improved/ modified?

No

 

 

 

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

 

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