an archive of lesson plans

Category: Everyday Life (Page 1 of 9)

About renting something, getting stuff done, life in a city

JP S20 ADV Gadgets

Language Resident Name: Miki Saigo

Day and Date: April 21, 2020

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Handy gadgets from Japanese dollar stores

Goal of the class:

  • Describe how to use something

How did you structure the class?

  • Warm-up: Greetings
    – Ask what students did in the weekend. Ask what they think about the P/I grading policy in Pomona.
  • Activity I: Guess how to use these gadgets
    I show pictures of handy/funny/cute gadgets from dollar stores in Japan (e.g. kitchen tools, cleaning tools, stationeries). I ask students to guess what they are for/how to use them. We watch video clips that show how to use them afterwards. I ask students if they would buy any of the gadgets we saw.
  • Activity II: Discussion
    I ask students if they know any handy gadgets from daily life. (e.g. smartphone stand, cheese grater, tiny stapler)
  • Activity III: Advertisement
    We watch a video clip from a tv shopping channel to observe how people advertise a product (with great energy!):
    https://youtu.be/KBrWprkHt6o (first 30 seconds)
    I ask students what they noticed (“They speak energetically and without pause,” “They use many onomatopoeias”). We pick one of the gadgets from Activity I and try to make sentences to advertise it like a shopping channel.

What technology, media or props did you use?

  • Google Slides
  • Youtube videos
  • Pictures from the internet

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

  • Students seemed to have had fun seeing the funny gadgets.
  • Activity III could be developed more if it’s done in a physical classroom.

How could this class be improved/ modified?

  • If I do this class in person, I would develop Activity III more: I would bring a gadget to class and have students explain how to use it and advertise it like a commercial. (I found it awkward to do it when you don’t actually have the item in your hands.)
  • It would be smoother if you ask students to bring/think about a gadget for Activity II before class.

Material: Google Slides:
https://docs.google.com/presentation/d/1Qpt32B8ED56OAuu5QjO1Q80MfTDv0OJ4m7OTdVUhk4Y/edit?usp=sharing

JP S20 ADV Fashion

Language Resident Name: Miki Saigo

Day and Date: January 28, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Fashion

Goal of the class:

  • Discuss preferences and opinions on fashion

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Whose outfit?
    I show students pictures of various outfits. In groups of three, students discuss who/what kind of person would wear them to where and if students themselves would try wearing these outfits. After they discuss in groups, they discuss with the whole class.
  • Activity II: Discussions on fashion
    In groups of three, students discuss the following questions:
    1. What type of outfit do 5C students wear?
    2. What would you wear when you go to:
        – a family gathering for Christmas
        – a friend’s wedding
        – a job interview
    3. Do you take time to pick clothes in the morning? What do you do when you can’t decide?
    4. Do you stick to certain brands? Do you like fast fashion?
    5. Imagine you traveled to a somewhere far away… and you find people there wear completely different from you (e.g. everybody is wearing ルーズソックス!). What would you do?
  • Activity III: Idol group audition
    I mention how idols/groups wear unique fashion and do various types of activities on media (e.g. singing, dancing, cooking, comedy, acting, harvesting…). I divide the students into groups and tell each group to imagine they are going on an audition as an idol group. Using a worksheet, students first ask each other their hobbies, skills and things they want to try in the future. Students list up the keywords and then discuss what they can do as an idol group using their talents. They also decide their group name, goals and theme fashion (draw what they are going to wear on media).
    When they are done, they present their idea to the whole class.

What technology, media or props did you use?

  • PowerPoint slides
  • Pictures from the internet (for the picture cards)
  • Worksheet

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

  • Activity I was visually entertaining. It is open-ended and made students talk, too.
  • Students had fun in Activity III. They were creative and talked spontaneously to share their ideas. It was nice to have them draw their costumes.

How could this class be improved/ modified?

  • I would add a discussion on trend fashion next time. (e.g. What kind of fashion item is popular now/went popular in the past?)

Materials (Download the files for better view):

DE S20 INT: Impressions

Language Resident Name: Tilman Viëtor

Credit to Katherine Pérez, Mariia Glukhova

Day and Date: Monday, 02/03/2020

Language and Level (intermediate or advanced class): German, Intermediate

# of Students: 6

Class theme/topics discussed: Physical appearance

Goal of the class: Learning vocabulary to describe someone’s physical appearance.

How did you structure the class?

  1. Warm-up (Prior knowledge):

Focused Freewriting: What do you think about when you think about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5min) We talk about it and come up with categories for describing physical appearance. Then the students get to the board and fill the categories with as many expressions as possible.

  • Activity 1 (Input):

I show students a picture of me and friends of mine. I then describe some people in the picture, before I have the students describe the remaining people based on what they see.

  • Activity 2 (Guided Practice):

While the German music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance. Repeat a couple of times.

  • Activity 3 (Task):

Detective role play: Each student gets a picture of someone who “has gone missing”. One of the students is a detective and the other one has to tell what the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min).

  • Activity 4 (Follow-up):

What do students guess the occupations of the people on the pictures are?

After guessing and giving reasons for their guesses, in two groups, they each look up one of the people, then present their findings to the group.

  • Extra final activity:

What do you think the German saying “Kleider machen Leute” could mean?

We talk about it.

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

Song, pictures of German celebrities

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

The class worked very well, even though we did not get to the extra activity.

First-impressions

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.

DE F19 ADV Global Warming

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 09/26/2019

Language and Level (intermediate or advanced class): German, Advanced

Class theme/topics discussed: What can we do as individuals to combat climate change?

Goal of the class: Students learn the vocabulary and grammar needed to discuss measures that individuals can take to combat climate change. They will be able to say whether they are feasible or not and whether they would take them or not and give reasons for their decisions.

How did you structure the class?

  1. They write down 3 questions they want to ask another student. Then they pair up.
  2. Focused free writing (2-5 min.) with a few words/phrases having to do with climate change as inspiration.
  3. Discuss what they have written with their partner.
  4. We watch a video with 5 tips for a more environmentally friendly lifestyle. After the video we quickly discuss what they think was important and whether they learned something new.
  5. Students write all their ideas down about what people can do individually to fight climate change.
  6. I give input, explaining what I do to contribute to the struggle (Already modeling the grammar they will use later)
  7. I explain what “containern” and “bändern” is. Controversial topics as food for thought for the discussion.
  8. I introduce all the phrases and words they can use to discuss actions with their peers.
  9. Students write down 5 things they would do or already do, and 2 things that they wouldn’t do.
  10. They discuss their ideas in pairs first, then in the group.

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

Video 1 : https://www.youtube.com/watch?v=HTAGliXvZXg

Powerpoint, Pen, Whiteboard

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

The class went, well and we had a lively discussion. Students told me they liked it.

Germ.-adv-4.2

 

JP F19 ADV Onomatopoeias & Slang

Language Resident Name: Miki Saigo

Day and Date: September 24, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Onomatopoeias and Slang

Goal of the class:
Learn casual vocabulary and phrases

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Ghibli Movie Night on Sep. 26
  • Activity I: Match the onomatopoeias (= sound-based words)
    I ask students to make groups of two or three and give each group a table of onomatopoeias and picture cards. I ask them to place each picture on a corresponding onomatopoeia. When all groups are done, I tell them the correct answers and explain when to use the words.
    I introduce other common onomatopoeias and ask students if they know even more.
  • Activity II: Guess what these slang words mean
    I give a handout that lists slang words and ask students to choose the closest synonym from the options. Students work in pairs, and when they are done, I tell them the correct answers and explain when to use the words.
  • Activity III: Names
    As the newly-invented slang term “kira kira name” (millennium kids’ untraditional names) was mentioned in Activity II, I give a few examples of kira kira names (I first show students the Chinese characters and have them guess how to read them).
    Next, I ask students to make groups of three and talk about their name origins.

What technology, media or props did you use?

  • PowerPoint slides
  • Drawings from the internet
  • Picture cards
  • Web articles

What worked well in this class? What did not work?
Students talked a lot in Activity I. I thought the vocab was too easy for advanced students but they were not familiar with all of them, which led them to discuss with their group members.

How could this class be improved/ modified?
I think this class went well and the amount of content was good for a one-hour class.

Note:
I told students to avoid using slang words to professors and in writing; I made it clear that I talked about slang in this lesson because they might hear/see it sometimes in Japanese media but they are not supposed to use it in formal contexts.

Picture cards (Activity I):

Handout (Activity II):

Slides:

Sep.24_AdvJP_Slides

DE F19 INT Housing

Language Resident Name: Tilman Viëtor

Day and Date: Wednesday, 09/11/2019

Language and Level (intermediate or advanced class): German, Intermediate

Class theme/topics discussed: Housing: How do you live? How to shop for furniture and decoration at IKEA.

Goal of the class: Learning vocabulary about furniture and housing, negotiating, talking about your living situation

How did you structure the class?

  1. Warm-up: What do you like in your dorm room? Why? (Talking with their neighbor)
  2. Brainstorming for words for furniture and decoration. First make individual lists of all words that come to mind, then say a word one after the other until you don’t know another word (no words twice). Everyone has three lives. You lose one life if you don’t know a word when it is your turn. When you lose three times, you are out. The last person standing wins a prize.
  3. Input: IKEA ad, talking about the ad to assure understanding.
  4. Shopping at IKEA: Budget constraint of 700 EUR, time constraint of 20 minutes, work with a partner to furnish your new one-bedroom apartment together.
  5. Explain to the other pairs what you bought, and why.

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

Powerpoint, Whiteboard, Pens, Banana with a small German flag as the prize

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

The Brainstorming did not go very well. After about two rounds no one came up with any more new words. The shopping at IKEA bit was great. They had a lot of fun doing that and learned new words and phrases.

How could this class be improved/ modified?

It will probably work way better with a big group, because more people usually mean more ideas for words. Also, it would be more interesting to see more than just two different ways to furnish apartments, so the students get exposed to more words. Maybe it would also be good to lower the budget to about 600 EUR, so they feel the constraint more.

Int.-presentation-wohnen

RU F19 Int/Adv: The First Impression

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 09/04/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

The first impression vs. after we get to know each other better

Goal of the class:

Keep getting to know each other

How did you structure the class?

[5 min]: Greetings, announcements, general questions.

[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.

[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).

[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.

[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.

[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?    

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

Whiteboard, pen

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

The students loved the class! I think everything went well.

How could this class be improved/ modified?

I would keep it as it is because it reflects on both parts of the proverb (meeting by the clothes + getting to know each other’s minds). I think it is a good option for the first or second meeting. 

FR F19 INT Hobbies & clubs

Goal of the class:

Review vocabulary about hobbies, talk about what they like doing + frequency, using the Turf dinner that had just happened. 

Structure:

Input 

To introduce vocabulary related to hobbies, I told the students a story about my hobbies throughout my life, using slides to illustrate what I was saying.

Activity 1

  • Survey: what do you do in your free time? What kind of activities? Each student has a short survey and must interview another student to fill it in. For the advanced class, I asked them not to tell what their hobby was and their partner had to guess based on their answers. 
  • Each student then briefly presents their partner’s hobby to the rest of the class.

Activity 2

  • Students who have very different kinds of hobbies are paired up. Together, they must create a club that they would present to the Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each pair presents their club to the rest of the class. The other students must find, in pairs, at least one question to ask to each group (asking for more details, for clarifications etc)

Resources used: 

  • Powerpoint presentation
  • Table for the survey/for the creation of the club
Lesson-plan-Hobbies

FR F19 INT/ADV Dorms

Goal of the class: 

Revise furniture vocabulary & revise the structures “I want”/“I need” while talking about a subject they are familiar with as they have probably just moved in. 

Structure:

Warm up

Questions about them: in what kind of dorm they live, on campus, in Oldenborg, first time…

Input

Story about my arrival here, description of my apartment, then mentioning the one I used to have in France that was empty and that I needed to furnish. ➔ Introducing vocabulary + structure they will need + questions about their own dorms to check their comprehension. 

For the intermediate class, I would use a powerpoint with pictures of furniture to give them more vocabulary before starting. 

Guided practice

Together, establish a list of the furniture a student might need in their new room. You can use a word cloud and ask each student to give 3 words for the advanced class. 

Task

  1. You just arrived in your new dorm and it is completely empty so you need to buy everything. In pairs, go on the website ikea.fr. You have a budget of 400 euros to refurbish your room. What would you buy? 
  2. Change of plan: you are now real estate agents. In pairs, think about the best arguments to rent the room you just furnished. Present your selection to the rest of the class and convince the others that your room is the best (because it looks good, because it is very practical…)
  3. Creating rules for the ideal flat-share (eg sharing food/having friends over/cleaning). If they were to live together, what would their 5 main rules be?

Resources used:

  • Ikea website/students’ laptops 
  • Paper to write the rules

FR S19 – ADV – Future – Tarot Cards

Advanced Conversation Class – Lesson Summary week 4 – Thursday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/05/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: The future

Goal of the class: To review the future tense  

How did you structure the class?

1) 5 minutes: Warm Up & questions

I ask to each of them how is their week going, I introduce the topic: the future.

2) 15 minutes: Video – Norman – The 30 years crisis

-I introduce Norman – I ask them questions to make sure they understood the video.

3) 30 minutes: The tarot card activity

-Played by groups of two, one plays the psychic, the other plays the customer. They have fake tarot cards that I printed. We do a quick reminder about the future tense before the activity. The main goal of the activity is for them to have fun while reviewing the future tense. Each person have to tell their partners’s future and then they switch.

4) 10 minutes : “Horoscope Activity” reality vs horoscope

-They tell me which sign they are and I give them their horoscope of the week. They have to discuss with a partner in the class if they think it is possible that the things in their horoscope happen or not. Then we discuss all together.

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

-Powerpoint presentation with pictures  

-Fake Tarot card

-Horoscope copies

What worked well in this class? What did not work

They love using materials like cards, it is a fun activity that works well.

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.

DE S19 ADV Professions

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 26/02/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Professions

Goal of the class:

Get to know the professions in German, be able to describe them, get to know the salaries in Germany

How did you structure the class?

Activity 1 (15 min): Story cubes. The students had to roll dices with pictures of little figures on them. They had to invent stories with the dices that showed up. Also, they had to add a profession (of a possible protagonist) to the story they were making up.

Activity 2 (5 min): Most professions in one minute.  In one minute and in pairs, the students had to think of as many professions they could think of. The winning pair would get a small treat. Then we would talk about the vocabulary they gathered.

Activity 3 (20 min): Guess my profession. Every student would get a work sheet. In pairs, they would try to guess the partner’s profession by asking questions provided on the work sheet and adding additional questions.

Activity 4 (20 min): Create a new business. The students were asked to imagine being in the position of creating a company. In pairs of two, they should create their own company and present it to the group at the end. They had to think of the location, the service they provided, the price and what made them the most successful company. At the end, they presented their product. Also, everyone voted for the best product. Again, the winner received a brownie.

Activity 5 (additional): If you have time left, you can make some kind of a “quiz”. You ask the students which professions are the best paid/ worst paid in Germany. They have to make a ranking. Then you can show the ranking to them (in the presentation). After that, you can have a discussion if this is fair/just (if the students are into it).

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

Whiteboard, pen

Powerpoint presentation (see attached)

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

The students really liked the class! I think every activity went well.

How could this class be improved/ modified?

It was a good class. 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.

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ES S19 ADV Weather

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 02/19/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: The Weather

Goal of the class: To practice weather vocabulary, describe atmospheric phenomena and give their own weather forecast

How did you structure the class?

Warm-up: (10’) Describe the weather in a picture as best as they can

Activity 2 (5’): Students divide in 4 groups.

Each group gets a different picture. They have to give at least 6 activities they could do with that weather, using the conditional tense in Spanish “I could go on a hike because it is sunny”

They have to put the weather flashcard that fit depending on the picture. In a sunny picture they would attach It’s hot, it’s warm, it’s sunny, it is daytime, sunset… and so on

Students present their pictures and the others have to guess which flashcards they used for their pictures, removing them as the other guess them

Activity 3:

Students see a video of a weather forecast in Spanish.

(10’) Students are given a blank map of a country. They have to look up in the internet the current weather forecast for that country. Fill the map with the symbols, and prepare the forecast. They have to use the expressions that they have learned. They must include the use of the conditional, describe activities that they could do, and new vocabulary properly.

Then, they present their own weather forecast.

Music while they present: https://www.youtube.com/watch?v=UxIsWauHEyc

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

  • 6 handouts with weather-related vocabulary
  • 3 sheets with Celsius-Farenheit
  • 11 word search activities
  • 6 print blank country maps for the presentation

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

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 with weather expressions

– Word search activity for the warm-up

– Maps for the weather forecast presentation:

  • Argentina, Bolivia, Chile, Colombia, Cuba, Mexico, Spain
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ADV-0219-mapsespaña.png

ADV-0219-mapsespaña.png

CN F18 ADV DEBATE COMPETITION

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed: 

Debate Competition

Goal of the class:

To Practice student’s oral Chinese skills.

How did you structure the class?

  1. There are two questions: 1) The family or community, which influence more during the growth of a child? 2) University education should be market-oriented or should not be mark-oriented?
  2. There are two teams, each consisting of two or three speakers.
    1) Each team has two or three constructive speeches and two to three rebuttal speeches. The affirmative gives the first constructive speech, and therebuttals alternate: negative, affirmative, negative, affirmative. Theaffirmative has both the first and last speeches of the debate.
    2) When worded as a proposition of policy, the topic requires the affirmativeto support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term.
  3. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
  4. Who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they become available for the opponents’ use if desired.
  5. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition’s case, or to ascertain facts, such as the opposition’s position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
     Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
  6.  No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
  7. The judge(You) must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
  8. Any gains made outside of the established procedure are disallowed.

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

PowerPoint, useful Chinese website:

 PowerPoint and rules of debate in Chinese

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

Students really enjoyed the class, practiced their spoken and explanatory abilities. 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.

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

 

FR S18 INT Slangs (verlan) & Idioms

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 19 

Language and Level (intermediate or advanced class): Intermediate 

Class theme/topics discussed: French Slangs

Goal of the class: Discover about French slangs and idiomatic expressions. This is supposed to be a light class about how to sound more French with vocabulary they can only use in an informal context.

How did you structure the class?

  1. Warm-up: we watch a video about the “verlan” in French
  2. Slangs, and more specifically “verlan”: by pair, students have to match the slang with their definition (see below).
  3. French idiomatic expressions: We watch a video: students have to catch up the idiomatic expressions. I give a handout as a summary of a video: students have to match the idiomatic expression with the meaning (see below)
  4. Students by pair have to improvise dialogues using slangs and idiomatic expressions.

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

https://www.youtube.com/watch?v=VVXbYFoIg5E

https://www.youtube.com/watch?v=TjsG8sH_9Xs 

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

This is an advanced class I decided to try with my Intermediate class. Actually, it works great and it only needs more time with the third activity.

How could this class be improved/ modified?

For the fourth activity, I asked every student to write on pieces of paper one character or celebrity, one place and one action. Then by pairs, students draw two characters, one action and one place. They had to improvise a dialogue and each of them had use at least two “verlan” and two idiomatic expressions. The students who were listening needed to count them (so they would be involved in the exercise as well).

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

2018-04-19 INT Slangs & Idioms

FR S18 INT Body parts & Expressions

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, March 29

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

Class theme/topics discussed: Human body

Goal of the class: Learn/review the vocabulary and expressions of human body.

How did you structure the class?

  1. We watch a video about expressions used with testicles and the students have to find them in the right order and match their definition (see handout).
  2. Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
  3. Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
  4. Role-play (pairwork) with doctor and patient.

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

https://www.youtube.com/watch?v=yJbd0GbLiKE

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

Everything worked fine: idiomatic expressions were a little bit difficult but it enhances the group work and the discussion between people so I wouldn’t change anything. It was good to give the students some autonomy and see how they solve the exercise.

How could this class be improved/ modified?

For the role-play, ask the students to add some idiomatic expressions they learnt too so the activity becomes even more efficient and coherent within the class.

 

 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.

2018-03-29 INT Corps humain (dominos)

2018-03-29 INT Expressions sur le corps

 

RU S18 INT My House

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 02.052018

Language and Level: Russian, Intermediate

Class theme/topics discussed: My house

Goal of the class: learn the vocabulary connected with the topic, draw the map of the student’s house and tell about it

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Warm up: word pages. The students are divided in groups of two and are given worksheets. Their task is to name as many items on the page as possible. After the students finish naming the objects, the LR uses presentation to correct the mistakes and add extra vocabulary. (handout 1) – 25 min
  3. What rooms are there in my house?: The students are given new handouts with the rooms that are usually presented in any house. After reading the names of the rooms/parts of the house, the students name the items presented in every room. – 15 min
  4. Creating word clouds: what do you do in different rooms? Every group of students gets a room, their task is to tell other students in the class what people usually do in those rooms. For example:
  • В гардеробе мы храним одежду / В гардеробе хранится одежда etc. – 10 min 

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

Handouts

FR S18 ADV VDM & Storytelling

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 26

 Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: VDM and storytelling

Goal of the class: Discover French websites such as VDM -viedemerde.com (to share life stories) and practice storytelling.

How did you structure the class?

  1. Warm-up: what is VDM? Did a story that could be posted on VDM happen to you?
  2. VDM game, inspired by this website: http://lewebpedagogique.com/jeulangue/2011/09/12/vie-de-merde-un-jeu-de-mediation-orale/
  3. We play Alibi. The rules can be found here: http://lewebpedagogique.com/ressources-fle/production-orale-jeu-alibi/ Actually, I made groups of three or four and each group has to come up with a story as “one person” because it is easier for comparisons when they are asked questions.

 

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

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

It works great, especially at the end of the year when the students know each other better and they are more comfortable interacting with each other without me interfering too much. 

How could this class be improved/ modified?

It is way more fun to have all the other students asking questions to the other group so the instructor should set up the atmosphere (one chair for the person who is asked questions and everybody around, find a story that matches Oldenborg – “today, my laundry was stolen is the Oldenborg basement between 3 and 4, before the conversation class starts. People thinks it was a ghost, I actually think it was one of you… Let’s investigate”.

 

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

 

FR S18 ADV Argumentation

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, April 11

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Using French in the context of  improvisation or argumentation.

Goal of the class: Practice argumentation, express one’s opinion on random topics for casual and daily conversation.

How did you structure the class?

  1. Warm-up: if you had to survive in a desert island, which are the three objects that you would like to have with you?
  2. Role-play: a boat is about to go down. Each student is given a list of objects and has to convince each other that their list is better than the other ones.
  3. Role-play: by pair, students play a couple that has divergent opinions on different topics and has to agree on a decision.
  4. Role-play game with two teams and one “judge”: in a paradise, there are a judge and two “dead” people. Only one can enter the paradise. The judge picks one card and then the others have to find the best and worst action related to the topic of the card. The judge will choose who is the most convincing. We play this three times and then the winner becomes the judge.

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

Random topics for the fourth activity: wedding, politics, drugs, charities, the last chocolate, etc.

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

The second activity was so intense that I actually had to stop in the middle and make anonymous votes to eliminate one group (they worked by pair to defend their list). People were very creative with the third activity too and I like asking the other students who they found more convincing to get them more involved.

How could this class be improved/ modified?

Because I have ten students, I only asked one object for the warm-up (otherwise it’s too long)

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

2018-04-11 ADV.2 Argumentation

 

ES S18 ADV Traveling

Language Resident Name:  Hugo Briones Cáceres

Day and Date: Tuesday, April 10th

 Language and Level (intermediate or advanced class): Spanish Conversation Advanced

Class theme/topics discussed: Traveling

Goal of the class:

  • To plan vacations in a Spanish speaking place.

How did you structure the class?

  1. We start the class by discussing everyone’s weekends. Students can share whatever they want during the beginning of the class.
  2. In pairs or threesomes, students are asked to plan their dream vacations to a Spanish speaking country. They have a budget of U$2,500 per person. They have to look for actual prices of flights, visas, vaccines (if necessary), stay and leisure. Then, they have to be ready to show their plans to the rest of the class.

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

Handouts, Students’ cellphones to look for information.

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

Students were very resourceful to get the information they needed for their trips. They liked the idea and some of them were even considering to actually make use of their plans. The idea works out well in Intermediate, but some input in regards to vocabulary has to be given.

 How could this class be improved/ modified?

In terms of time, it is necessary to have maybe two classes back to back, one for organization and one for presenting.

¡Vamos a viajar!

RU S18 ADV Internet and Social Networks

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 04.12.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Internet and social networks

Goal of the class: learn Internet slang, create a short social advertisement

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Кто на фейсбуке? Students interview each other. (handout 1) – 10 min
  3. Who am I? Every student gets a piece of paper with a name of a popular social network. Their task is to write a short description of this network as if it was a real person. Then, the students read their descriptions one by one and the other students have to guess what is the social network. (handout 2) – 10 min
  4. Open microphone: Are social networks addictive? Students take turns sharing their opinion on the matter. – 10 min
  5. Social message: After the discussion, the LR divides the class into 3 groups. Their task is to record a short video on social media addiction. The LR also shows an example on YouTube. The video should be no longer than 1 minute + the students have to use at least 4 expressions in imperative. – 20 min
  6. Demonstration of the videos. – 5 min

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

https://www.youtube.com/watch?v=2kTNnEl8JxU (video example), handouts

 

Handout 1.

СОЦИАЛЬНЫЕ СЕТИ

Пользоваться – to use

Желание – desire

Удалить – to delete

Существовать – to exist

Зависимость – addiction (зависеть – я завишу, ты зависишь, он зависит, мы зависим, вы зависите, они зависят)

                 
В каких социальных сетях у тебя есть аккаунт?                
Почему ты пользуешься социальными сетями? Что ты там делаешь?                
Сколько времени в день ты проводишь в социальных сетях? Где больше всего?                
Было ли у тебя желание удалить все свои аккаунты? Если да, то почему?                
Как ты думаешь, существует ли проблема зависимости от социальных сетей?                

 

Handout 2.

Вконтакте

Фейсбук

Твиттер

Инстаграм

Снапчат

 

Тамблер 

Линкедин 

Тиндер

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