Language Residents

an archive of lesson plans

Category: Culture (page 1 of 4)

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. 

CN S19 ADV A Chinese Song 同一首歌

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

03/12&13/2019

Language and Level (intermediate or advanced class):

Chinese, intermediate and Advanced

Class theme/topics discussed:

Learn the song <the same song>(tongyishouge)

Goal of the class:

To Practice their oral Chinese skills. Practice Chinese listening skills. Learn about new vocabulary and learn to sing this Chinese song.

How did you structure the class?

  1. Play song, let them practice listening, write the lyrics they hear and fill it in the blanks in pinyin or Chinese characters.
  2. Help students correct mistakes, tell them the meaning of the new vocabulary.
  3. Teach them to sing the song. And put culture inputs such as how to pronounce and in a song.

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

PowerPoint, useful Chinese website:

 PowerPoint, YouTube

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

Students really enjoyed the class, practiced their listening skills. Learned new words and how to sing a Chinese song, 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.

《同一首歌》

  1. 鮮花曾(   ) (   ) (   ), 你(   )(   )走過。

大地(   )(   )你心中的(    )(     )(     )(     )(     ),

(     )(     )的夢啊,誰(     )(     )(      )(    )(     )。

 (     )(     )迎來(     )(     )這歡聚時刻。

  • 水千條山萬座(    )(    )(     )(     )(     )。

每一次(     )(    )和(     )(      )都彼此銘刻,

在(     )(     )燦爛歡樂的日子裡。

(     )(      )(     )(     )(    )啊,想(    )的(     )(     )。

3. 星光灑滿了所有的(     )(      ),(      )(      )走遍了(     )(     )的(     )(     )。

   同樣的(    )(     )給了(     )(     )同樣的(      )(     ),

   同樣的(     )(     )給了(     )(     )同一首歌。

4. (    )(    )想滲透所有的(     )(    ),

   (     )(     )把友好的(     )(     )傳說。

  同樣的(    )(     )給了(     )(     )同樣的(      )(     ),

   同樣的(     )(     )給了(     )(     )同一首歌

ES SP19 ADV: Latinoamérica – Calle 13

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Tuesday, January 29th
  • Language and Level: Spanish Conversation Advanced

  • Class theme/topics discussed: Latin American history, Latin American music
  • Goal of the class:

To promote talking through small talk

To get to know about Latin-America through music

  • How did you structure the class? 
  • Ice Breaker: In pairs, students talk about the question “With what historical figure would you have dinner with?”, so they can practice conversation. We follow up by sharing their answers and working on questions regarding vocabulary or grammar. This is to activate their Spanish conversation abilities before moving forward.
  • Activity 1: We listen to the song “Latinoamérica” by Puerto Rican duo Calle 13. Students pay attention to the lyrics and topics in the song. Students get the lyrics with highlited topics.
  • Activity 2: In pairs, students are assigned one theme tackled in the song Latinoamérica alongside a set of questions related to the topic. They are related to the life, history and culture of the subcontinent. They are asked to research on the topic and present it to the rest of the class. (Refer to the appendix to see the topics). 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Latinoamérica – Calle 13
  • What worked well in this class? What did not work?

The class worked out very well. Particularly in advanced, students are really eager to talk to each other, so the first activity worked out quite well. The second activity worked out well too, but this activity requires more than one class.

  • How could this class be improved/ modified?

The class worked well. Maybe it is important to consider two classes to work on this instead of one.

SPA S19 Cultural Event “Volver”

RU SP19 INT Writing Cards

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 04.17.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Greetings and congratulations

Goal of the class: Teach the grammar and the vocabulary for making greetings and writing wishes in Russian

How did you structure the class?

1. Greetings, general questions, announcements. – 5 min

2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min

3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min

4. Writing cards. – 30 min

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

handouts with card templates and examples

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

Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.

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.

SPA S19 Study Break – Arroz con leche y plátanos fritos

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

JP S19 Off Campus Cultural Activity

FR S19 INT – CINEMA – PART II

Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date:  01/31/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part II: Series

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 10 minutes – warm up – By groups of two they answer questions about French tv shows. (see ppt.)

2) 20 minutes – The creation of their own tv show. With the help of documents giving them assigned themes and genres they have to create by groups of 3 or 4 their own plot and tv show.

3) 15 minutes – presentations: They present to the whole group what is their TV show about. They can vote for their favorite one and explain why.

4) 15 minutes – We review genres of TV shows.Then by small groups they have to match the TV show pictures with its synopsis as fast as they can. To finish we discuss French tv shows, the ones they like, the ones they would like to watch etc. 

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

-Powerpoint presentation with pictures  

-Paper they have to fill to create their tv show

-Paper with the tv shows pictures

-Paper with the different synopsis

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

-They really enjoyed the “Create your own tv show” activity.

RU SP19 ADV Music

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 02.05.2019

Language and Level: Russian, Advanced

Goal of the class: Revise basic music vocabulary; introduce students to popular Russian songs

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min

2. Presentation: LR gives a short presentation on the names of genres in Russian. Students make the list of the genres and each add at least 2 more. – 5 min

3. Interviews: Students interview each other. (handout 1) – 15 min

4. What is this song about? The LR shows the students a music video but turns the sound off. Given the name and the video, students have to discuss and guess what the song will be about. – 10 min

5. Continue working with the song: After the discussion, students are given the lyrics of the song, but all in incorrect order. Their task is to try put the lyrics in correct order. After the students present their sequences, we listen to the song. (handout 2) – 10 min

6. Is that video accurate? Watching the same video, the students have to write lyrics of the song according to what is going on the screen. Students have 10 minutes for writing and then 5 minutes to present. – 15 min

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

https://www.youtube.com/channel/UCj2K424HxCZTLWuw-PLBGNA

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

Listening activity turned out to be a lot more fun than I expected. I recommend this class for the beginning of the semester because it is easy vocabulary but still enough speaking.

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.

Словарь:

Альбом –

Живая музыка –

Певец/певица –

Звезда (pl. звёзды) –

Песня –

Исполнитель –

Группа –

Выступление –

Выступать –

Концерт/фестиваль –

         
Тебе нравится слушать музыку? Какую роль в твоей жизни играет музыка?        
Какие жанры тебе нравятся? Какие не нравятся?        
Ты смотришь музыкальные клипы? Как ты думаешь, музыкальные клипы важны для исполнителей?        
Тебе нравится слушать живую музыку? Ты ходишь на концерты или фестивали? Расскажи.        
Если бы твоя жизнь была фильмом, какая музыка была бы саундтреком?        

Handout 2.

IOWA – Заболела тобой

Лето было пепельно-золотым,
Чувства были сильно помяты.
Нет, не боялась я темноты,
Я была сама виновата…

Что не умела вязать узлы;
В том, что промолчала когда-то.
Только, как лечить эту пустоту?
Знаю, я сама виновата:

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

В моих руках жёлтые цветы,
Глаза слезятся от ветра.
Мы не заварим чая в ледяной воде –
Мы две стороны одной монеты.

Айсбергом ты на моём пути.
Остаться, уйти? – Не понятно.
Но как же лечить эту пустоту:
Знаю, я сама виновата…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

Лето было пепельно-золотым
И уже катилось к закату.
Отцвели давно наши сады,
Осень во всём виновата

Я не успела, я не успела понять,
Как заболела тобой
Я не успела, в этом всё дело,
Я заболела тобой…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

DE S19 ADV Tim Bendzko

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 16/04/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Tim Bendzko

Goal of the class:

Talk about social phenomena and German society using the example of Tim Bendzko and one of his songs, practice discussion skills

How did you structure the class?

Activity 1 (15 min): Partner interviews. In pairs, the students will talk about their music preferences. The questions on the screen will prompt thoughts and discussion between them.

Activity 2 (10 min): In the group, we would brainstorm everything they would associate with Germany. I would write that down on a big paper.

Activity 3 (10 min): Discussing pictures. In pairs again, they would receive a picture. They would talk about the picture and say what/if they associated something with Germany. Now having talked about the bright sides of German society, I would also ask them what kind of problems they could imagine. Pictures in presentation.

Activity 4 (10 min): I would show them a video of a guy “escaping” from Germany and living on an island. We would have a discussion on that why he might do that and what the students think about that. Link in presentation.

Activity 5 (10 min): After watching the muted video, the students would share their thoughts in the group. We would also watch the music video with audio, aided by lyrics. Discussion after that. Link in presentation.

Activity 6 (10 min): Wrap up and final thoughts. Also critique on the music video by a comedian. If there is still a lot of time left, you can ask the students if they see any similarities to the US. Or also show them another video of Tim Bendzko “Nur noch kurz die Welt retten”. Link in presentation.

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

Lyrics from the song

Pictures

Paper for brainstorming

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

The students seemed to like the topic!

How could this class be improved/ modified?

It was good. I would keep it as it is.

 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 S19 ADV Japanese New Year Traditions

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, February 5th

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

Class theme/topics discussed: New Year Traditions 

Goal of the class: To be able to explain their new year traditions and to learn Japanese new year traditions to details. 

How did you structure the class?

Activity1 (5 min): Warm-up

We talk about the game we’ll be having during the Open House next week and discuss what words are interesting sounds for Americans. We decide 5 words that visitors to our lounge has to guess what that it. 

Activity2 (10 min): New Year Tradition

I group students by cultures they’re familiar with. In the group, students talk about what they do as new year’s tradition in their culture. How do they celebrate? What do they eat? Where do they go? What do they see? Etc… After a several minutes, we share what they talked about with the whole class.

Activity3 (10 min): Japanese New Year Tradition

I tell students what we do in Japan, showing some pictures.

Activity4 (10 min): Osechi

I introduce Osechi, Japanese new year’s food, with a picture and ask students what they know about it.

Activity5 (15 min): Meaning of Each Dish in Osechi

We check each name of dishes. Then, students make pairs and guess what its meaning of each dish. Then, I’ll read out true meanings of each dish. Students guess what that is. 

Activity6 (5 min): Wrap-up

We have casual conversations about Osechi. What would you like to try eating? Cooking? Have you ever eaten Japanese Osechi? Is there anything similar to your culture? 

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

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

It worked well. I also learned many things about Japanese new year tradition of food. Time management was good today. 

How could this class be improved/ modified?

The topic with this plan could include more active speaking activities somehow. 

 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.

RU SP19 Ice-Skating Party

FR S19 INT – CINEMA Part I

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Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date: 01/29/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part I: Culture  

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 5 minutes – warm up – By groups of two they answer basic questions about cinema and French films (see ppt.) 

2) 10 minutes – cultural input: I give them explanations on what is iconic in term of French cinema, we talk about the Nouvelle Vague movement and so on.

3) 15 minutes video comprehension:  Funnypresentation about Godard. I ask them to listen first, then to explain to the person next to them who Godard is, with the help of the notes on the Powerpoint they have to remember biographic elements. Then they switch so everyone gets to talk about this director.

4) 10 minutes – We watch trailers of the movies nominated this year for the Césars, we talk about the importance of trailers for them in general, they tell which movie they preferred according to their trailers. 

5) 20 Minutes  – Time’s Up Game about cinema. 1rst Round: they can make other people guess their secret celebrity with all the words they want. 2nd Round:  only 1 word. 3 round: mimes.

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

-Powerpoint presentation with pictures  

-Paper cards for the Time’s Up  

-Printed questions about trailers.

-Arte video about Godard.  

https://www.arte.tv/fr/videos/051682-010-A/tout-est-vrai-ou-presque/

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

-They really enjoyed the Time’s Up activity.

CN S19 Study Break Board Game

CN S19 Chinee off-campus activity

RU F18 INT Fairytales

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 10.29.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Fairytale

Goal of the class: practice storytelling, reading more of classic Russian fairytales

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Tell us about what you read/listened to when you were a child. – 5 min
  3. Reading a fairytale, discussing the main characteristics of this type of narration. (handout 1) – 5 min
  4. Adapting a story: each student gets a movie genre they have to adapt a story to. While reading the adapted stories out loud, other students guess the genre. (handout 2) – 15
  5. Storytime: using story cubes, students have to write their own completely new fairytale. As a wrap up, hey read the stories at the end. – 30 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?

Everything worked very well. Implementing cultural element was an easy task based on materials used.

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.

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Handout 2.

Фильм ужасов

Романтичная комедия

Триллер

Приключения

Детектив

Документальный фильм

Военная драма

Фентези

RU F18 ADV Halloween

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 10.30.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Halloween

Goal of the class:  practice talking about American traditions in Russian, practice storytelling

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. How did Halloween appear? Students tell the LR about the origin of the holiday. (It is OK to google together) – 5 min
  3. Survey: Students work with the survey (handout 1). – 20 min
  4. Russian horror stories for children: Reading and discussing. (handout 2) – 10 min
  5. Telling a страшилка (horror story) to each other: One by one, students and the LR tell a collective horror story. – 20 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?

Had to change the last activity to just telling personal stories because there were not many students in the class that day. + I brought candy, students were very happy.

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.

Словарь

Праздник – holiday

Праздновать/отмечать – to celebrate

Наряжаться (+Кем? Чем?) – to dress as

Наряд – gown/costume + костюм

Украшать – to decorate +  декорировать

Кошелек или жизнь!

Конфеты

Сладости

Вкусняшки, вкусняхи

Ништячки (Ништяк!)

           
Ты празднуешь Хэллоуин? Как?          
Кем или чем ты наряжался/ Наряжалась в прошлом?          
Будет ли у тебя костюм в этом году? Какой?          
Ты ходил/ходила в детстве за конфетами? Какой был самый удачный год? Что ты получил/ получила?          
Ты смотришь фильмы ужасов? Какие тебе нравятся?          

Handout 2.

Красная роза

Одна тетка пошла в магазин. Дочка ее увидела там красную розу и стала просить купить ее. Но мать сначала не хотела покупать. Девочка заплакала, и мать решила купить ее.

Когда они купили розу, они пошли домой и поставили на пианино. Вечером они легли спать. Но девочка не спала и любовалась розой. И вдруг она увидела, что роза стала расти и становилась все больше и больше. Вдруг роза стала совсем большой, и из нее вышел красный человек. Он пошел по коридору, шел долго, а потом зашел в какую-то дверь и исчез.

Наутро девочка рассказала об этом отцу с матерью. Мать пошла в милицию и позвала милиционеров на ночь. И они спрятались, стали наблюдать за этой розой.

Роза опять стала большой и оттуда вылез красный человек. Милиционеры стали стрелять в него, но все было без толку. Он все шел и шел. Наконец, он зашел в ту комнату и через некоторое время зашли туда и милиционеры.

Там они увидели этого человека. Он купался в бассейне, а там была кровь. Потом он вылез и умер.

Стеклянная кукла

Однажды одна семья — мама, папа и дочка — пошли в универмаг. Девочка увидела на витрине очень красивую стеклянную куклу. Она была волшебная. Дочка попросила купить эту куклу. Но отец сказал дочери, что эта кукла волшебная и она приносит несчастье. Девочка тогда стала просить у матери. Мать сжалилась и купила куклу.

Отец на следующий день уехал в командировку и оставил девочке записку:

«Дочь, не одевай на новую куклу голубое платье.»

Не послушалась девочка и одела. Ночью она услышала стук. Кукла подошла к постели девочки и спряталась под подушку. Она стала шептать девочке:

— Ляг, я тебя задушу.

Девочка подумала, что это ей кажется, и легла. Кукла её задушила. То же повторилось с мамой девочки.

Папа вернулся домой и увидел, что все мертвы, а кукла сидит на телевизоре и смеётся. Он подбежал к ней и разбил её об пол. Мама и дочка сразу ожили.

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DE FA18 INT Art and painters

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 11/28/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Art and painters

Goal of the class:

Get to know the vocabulary regarding art. Be able to describe a picture accordingly.

How did you structure the class?

Activity 1 (5 min): Quiz. First, we started doing a kahoot quiz. I prepared a quiz on famous painters and paintings. The students had to do the quiz on their own. The students got really excited and loved doing that.

Activity 2 (10 min): Interview. I asked the students to interview each other about art and museums. They asked each other how often they went to the museums, which museum they liked the most and which painter they liked the most. After that, we gathered the results in the big group.

Activity 3 (5 min): I told the students to gather as many terms they knew about art, specifically the tools they would need to paint and to draw. The winner got a small gift (candy). After that, we briefly talked about vocabulary regarding art by collecting all the tools you would need to paint and draw.

Activity 4 (10 min): I showed a famous painting of Salvador Dali and we tried to describe the picture as accordingly as possible by using phrases (in the front of the picture, in the back of the picture, etc). I also handed them a help sheet they could use in the next exercise. This exercise should prepare them for the next task.

Activity 5 (30 min): Drawing by hearing. I split the students in groups of three. One student would sit in the front, facing away from the screen. The two other students would look at the screen and try to describe the picture best to their knowledge. The student facing away would draw it. The students had 10 minutes for each picture. Then they would switch so everyone would be in the place of drawing. In the end we would look at all pictures. The one that looked the most similar won (and the group received candy as a reward).

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

Whiteboard, pen

PowerPoint presentation (see attached)

Help sheet (attached)

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

The students really enjoyed the quiz! Also, they enjoyed drawing the pictures and explaining that to each other. They also drew really funny pictures!

How could this class be improved/ modified?

It was one of the best classes. I would keep it as it is.

 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.

Deutsch Fortgeschritten, 27. November 2018

Hilfe für die Beschreibung

Im Vordergrund gibt es…                                  –                       In the front there is…

Im Hintergrund gibt es…                                   –                       In the back there is..

Auf der linken Seite des Bildes…                       –                  On the left side of the picture…

Auf der rechten Seite des Bildes…                     –                On the right side of the picture…

In der Mitte des Bildes gibt es…                        –                       In the center of the picture there is…

Daneben                                                           –                       Next to it…

Davor                                                               –                       In front of it…

Dahinter                                                           –                       Behind it…

Hinten links sieht man…

Hinten rechts sieht man…

Vorne links sieht man…

Vorne rechts sieht man…

INT-28.11.2018

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