an archive of lesson plans

Category: creativity

JP SP23 INT / ADV : What would you do when you get sick!! (I mean, literally sick como enfermo in Japan, not the “cool” meaning as Gen-Z use.) 日本の病院に行こう!

Class theme/topics discussed: Let’s go to Japanese hospital

Goal of the class:   increase vocabulary on medical field, learn the difference of medical / insurance system in Japan and US

How did you structure the class?

7th April 2023


              Intro of Japanese pops: Haru yo koi by Yumi Matsutouya

      松任谷由実 春よ来い


              Reviewing the name of body parts (Detailed ver)

              Reviewing vocabulary for symptoms, diseases, etc.


              Activity 2

              Talk with nurse in Japanese (skit, role play)

              Create your own situation (i.g. Having stomachache, flu, etc)

              Learning Japanese onomatopoeia in medical field to describe your symptoms properly

              Switching the role as Patient and Nurses

              Changing partners

17:15      End

What technology, media or props did you use?  


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

The medical terms and body parts, it was great opportunity for heritage speakers too since there are several registers to say each part. (Children, Casual, formal, medical term) Students loved / hated about the onomatopoeia used in medical field. 

Handouts below:

<<<< I will put the pic of the body parts which I hand draw.>>>>

Goal of the class: 病気(びょうき)になっても大丈夫(だいじょうぶ)!??

Warm-up: 身体(からだ)の部位(ぶい)についてブレインストーミングをしよう!

アクティビティ 1: 必要(ひつよう)な単語(たんご)

すいません、<<お腹(なか)・ 喉(のど) >> が痛いです。



→ 皮膚科(ひふか)・ 循環器科(じゅんかんきか)・内科(ないか)





錠剤(じょうざい)  クリーム

サバイバルアクティビティ2: 病院に行こう!


わからないことがあったらGoogle 翻訳(ほんやく)やDeepLを使ってみよう。

自分のケースについて考えてみよう!Think about your own case!

何科にかかる? Medical Genre:

症状(しょうじょう)は? Symptoms: 

いつから? Since when?:

身体のどこに? Which part of the body?:

どんな痛み(いたみ)? How is the pain?:

JP SP23 ADV : Let’s join creati部!

Class theme/topics discussed: Creative writing! (Just for fun)

Goal of the class:  Enjoy the art of creative writing!

How did you structure the class?

7th April 2023


 Explaining the concept, showing the actual example with my birthday


 Students started writing the piece by using their own info of b-day.


Each one of them read it out loud to the floor.


Switch the paper to other classmates, start writing the story continuing from the last person.


Each one of them read it out loud to the floor.             

17:15      End

What technology, media or props did you use?  


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

Participants enjoyed writing creative works by collaborating. They enjoyed how the story went crazily.

クリエイティ部に入ろう!(笑)Let’s joing the creati部!

今日やること:日本語で創作(そうさく)しよう!Creative writing in Japanese

下の表から自分の生年月日を探して、当てはまる単語に丸をつけて、抜き出します。その単語を使ってオリジナルな物語を創作してください。あとで他の人に発表します。Look for your birthday from the chart below, circle them. Later, start writing a creative story, using the vocabulary you got from the chart.

       ・8月4日(土)は?How would it look like for 4th Aug?⇨

Sao Paulo サンパウロ, むしゃむしゃMusha musha (munch munch)

生まれた年 birth year

2000年👉明日 tomorrow

2001年👉昨日 yesterday

2002年👉今日 today

2003年👉おととい the day before yesterday

生まれた月 birth month

1月 大阪 Osaka

2月 ヤンゴンYangon

3月 ホノルルHonolulu

4月 リマLima

5月 ヨハネスブルグJohanessburg

6月 上海Shanghai

7月 マドリッドMadrid

8月 サンパウロSao Paulo

9月 ソウルSeoul

10月 フランクフルトFrankfurt

11月 ロサンゼルスLos Angeles

12月 カイロCairo

生まれた日 birthday

1 ふわふわ Fuwafuwa

2 キラキラ Kirakira

3 ぷにぷに Punipuni

4 むしゃむしゃ Mushamusha

5 くちゃくちゃKuchakucha

6 ぐりぐりguriguri

7 ぐつぐつgutsugutsu

8 ぽろぽろporoporo

9 ふつふつfutsufutsu

10  チカチカchikachika

11  チラチラchirachira

12  チリチリchirichiri

13  つやつやtsuyatsuya

14  てかてかtekateka

15  とろとろtoro toro

16  ほわほわhowa howa

17  カリカリkarikari

18  ガブガブgabugabu

19  サクサクsakusaku

20  パリパリparipari

21  チリンチリンchirin chirin

22  ガタンゴトンgatan goton

23  パサパサ pasapasa

24  ドロドロdoro doro

25  コロコロkoro koro

26  ごろごろgoro goro

27  ピカピカpika pika

28  ざあざあzaa zaa

29  さらさらsara sara

30  きりきりkiri kiri

31  いらいらira ira

生まれた曜日(上座部仏教東南アジアでは大事)date of the day (Teeravada Buddhist countries in South East Asia such as Myanmar, Thai, is important.)

月 笑っていた Mon: Laughing

火 泣いていた Tue:Crying

水 ぼーっとしていた Wed:Zooning out

木 にらんでいた Thu: Staring

金 怒っていた Fri: Angry

土 悲しんでいたSat: Sad

日 悔やしがっていた Sun: lamenting

自分の単語は??👉 What words did you get?

物語(ものがたり)を書き始めよう!Let’s start writing!

FR INT/ADV S23 French Museums and Arts

Level: Intermediate and Advanced

This lesson can take between one to two hours depending on the activities you choose to do. It is better to take more time doing each activity and thus to dedicate 2 classes to this lesson

Objective: By the end of the lesson, students will be able to describe different French museums and their collections while learning French vocabulary related to art.


– Computers or tablets with internet access

– Pen and paper


– The teacher introduces the topic of the lesson by showing pictures of famous French artworks or landmarks such as the Mona Lisa, the Eiffel Tower, or the Palace of Versailles. The teacher asks the students if they recognize any of them and what they know about them.

Presentation / activity 1:

– introduce various French museums such as the Louvre, the Musée d’Orsay, the Centre Pompidou, and the Musée Picasso, and explains their collections and history. Show pictures of the museums and explain where they are located in France.

– introduce vocabulary related to art such as peinture (painting), sculpture (sculpture), exposition (exhibition), artiste (artist), and œuvre d’art (artwork), etc.

Activity 2:

– divide the class into pairs or small groups of 3 and assign each group a French virtual museum to explore. The museums can be found on websites such as Google Arts & Culture or the museums’ official websites.

– provide a worksheet with questions for the students to answer while exploring the museum. The questions should include specific artworks or collections to look for and descriptions to write.

– encourage the students to use the vocabulary they learnt in class to describe the artworks and to write short paragraphs in French.


– ask each group to present their findings and to show pictures of the artworks they have explored.

– lead a discussion on the different museums and their collections, and ask students to share their favorite artwork or museum.

– review the vocabulary and encourage the students to continue practicing by exploring more French museums or by watching French documentaries or films about art.

DE 23 Study Break Event – Eastern Brunch

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

Very many students and professors came to this event, which made me very happy. Since I held this event on a weekend, accordingly many people had time to come, which I can also recommend. The only problem was that the purchased food and snacks were eaten relatively quickly. Some students unfortunately could not try German food, which is a pity. For the next event, which is held on a weekend, I would definitely buy enough food. In general, the interest in a brunch event was very high and especially the white sausages were very popular and therefore eaten very quickly. What I should have next time also on the screen that you need a lot of chairs and seating. Which one should organize in advance. In general, however, it was a very sound event, which was received with a lot of joy. Especially the fact that professors came to this event made me very happy.

DE 23 ADV/INT S23 Image Description – in different ways, How to be accurate

TopicImage description
Goals of the ClassHow do I describe images in a very accurate way. What sentences do I use PronounsEffects of pictures
Warm UpSmall Talk about the first weekend back at the College. Expectations for the semester
Activity 1One person had a picture and the other person had to paint the picture. By describing the person with the picture. Then change partners with a new picture.
Activity 2How do I describe a picture. Input from my side: – What are the characteristics- background, foreground, on the right/left side, …- Pronouns (on, under, beside,) Each person got a picture and had to describe it with the given input.
Activity 3Everyone was allowed to choose a painting or a picture from the Internet:- Tell something about the artist and the painting- Describe the painting – Why do I like the painting / what effect does it have on me?- does it tell a story?
What worked well in this class? What did not work (and how could it be improved)? the students had a lot of fun and were able to quickly implement and use the phrases they had learned. The initial activity went very well, and the students’ drawings were very good. Next time I would probably choose simple pictures that are easier to draw.

DE 22 ADV Superheroes and their Superpowers

TopicSuperheroes and their Superpower
Goals of the ClassTalk around a topic in which the schoolers have experience and are confident. To practice arguing with examples and communicating with confidence. Weighing positive and negative aspects and skills and then drawing conclusions.
Warm UpGerman Game: I showed the students a picture and they had to find terms related to the picture or the thing. You only have 5 seconds to think of a word. In the garden, in the supermarket, at school, in the roof,….
Activity 1What do you think of when you hear the word superhero? German superhero?American superhero? – Captain America (What are his superpowers?)Who is your favorite superhero?Batman, Superman, Spider Man, Captain America, Wolverine,…… Why is he your favorite superhero? What features does he have ?
Activity 2If you were a superhero, what skills would you like to have?Flying, Invisibility, Teleport, I can turn into any persom, Spider Man, Talking to animals, Reading minds, Controlling the weather, Controlling fire, Controlling water, Telekinesis, ….Choose three abilities.Why would you choose these three abilities
Activity 3Scenario: The world is under attack and you have to assemble a team of superheroes.Which 5 superheroes would you choose?Why these 5? Who is your favorite villain?What qualities do you like about him? Which ones don’t you like? Which villain, do you dislike? Why?
What worked well in this class? What did not work (and how could it be improved)? The students had a lot of fun with this topic and really spoke remarkably. I hardly had to follow up and discussions quickly ensued. It is sometimes advantageous to talk about topics in which the students have great interest and in which they are confident (and have experience). Through my questions I was able to lead the lesson very well and not lose the framework. This helps a lot, because often the students only talk about one topic and get stuck there. I would repeat this lesson depending on the group. Dennis there are also students who are not so sure in this topic and do not know. If you have a fitting class it is definitely recommended.

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