Language Residents

an archive of lesson plans

Category: Everyday Life (page 2 of 9)

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?

FR F17 ADV PLUS Vegetarianism & Sustainability

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 29

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

Class theme/topics discussed: Vegetarianism and the question of meat and sustainability

Goal of the class:  Listening comprehension, expression of personal opinions and argumentation about food, vegetarianism and sustainability.

How did you structure the class?

  1. Warm-up: What do you eat? Are you a vegetarian? What do you think of organic food/GMO?
  2. First video with questions (student draw a question and answer it).
  3. Second video with new set of questions and a text to fill with the missing numbers (so we practice a little bit of listening comprehension with numbers)
  4. Role-play with one debate about vegetarianism: I’ll use the bingo of “the classic arguments for non-vegetarian diet” and the students play the vegetarian people who have to answer to those arguments. If we have time we can also have a role-play with pros and cons of organic food.
  5. Conversation Class evaluations.

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

http://www.dailymotion.com/video/xx6t7x

https://www.youtube.com/watch?v=Qcd4VIkCI3k 

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

The topic is a little bit delicate because we (instructors) have to stay neutral as much as possible but it worked great! We didn’t spent much time on the fourth activity but the previous one were very interesting: students can share a lot of personal experience, the topic is political, ethical, economical, philosophical, scientific, so they can talk about anything very easily! It’s also fun to compare both French and American diets. 

N.B. The next class, one student did some research and we talked about this topic again so they really have a lot to say!!

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). 

2017-11-29 ADV.PLUS Végétarisme et écologie

RU F17 INT Talking about appearance

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 10.02.2017

Language and Level: Russian, Intermediate

Class theme/topics discussed: Talking about appearance

Goal of the class: learn how to describe; practice describing.

How did you structure the class?

  1. Greetings, general questions, announcement of the topic. – 5 min
  2. Brainstorming session: How to describe a person? Students get a handout for brainstorming to fill out together. Students work together in one big group. (handout 1). – 5 min
  3. “Describing People” Game: students and the LR think about a famous Russian/Eastern European person and its appearance. They write/think about of a short passage and then read it to the class. The class has to guess the personality. – 20 min
  4. “Photo-Robot” game: Students are divided in pairs, one is a detective, the other one is a witness. The detective gets a form with clues for questions, the witness – a photograph of the «criminal». Detectives ask questions and draw a photo-robot of the criminal. – 15
  5. Wrap-up: demonstration of the drawings. – 5 min

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

Handouts, whiteboard

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

The brainstorming worked well, even though the students had to use their phones to search for new vocabulary. This element of independence had shown great results: they memorized the vocab they found themselves better that the vocab presented by me. The photo-robot game was a sensation. The students talked a lot, they laughed and seemed to have a great time.

How could this class be improved/ modified?

Sometimes the students struggled to recollect a famous person, so I would suggest creating a list of people and distribute the personalities randomly.

 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.

 

 

 

 

 

 

 

 

 

 

CN F17 INT Buy and sell clothes

Language Resident Name:

JING XU

 Day and Date:

10/04/2017

 Language and Level (intermediate or advanced class):

Chinese, intermediate

 Class theme/topics discussed:

     Buy and sell clothes

 Goal of the class:

To Practice their oral Chinese skills and learn new Chinese words. Learn about buying clothes in Chinese and China.

 How did you structure the class?

  1. Show them a video about shopping in China. And teach them some Chinese new words about shopping. Let them practice the new Chinese vocabulary and work in pairs one buy one sell.
  2. Students act as salesman and hold an auction, they need to compete with their competitors, sell the clothes “in their hands”. As a student who be the customer, can bargain with these salespeople and decide which student’s product to buy.

 

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

 PowerPoint. YouTube

 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.

https://www.youtube.com/watch?v=W-DvMYs6OF8&t=3s

clothes:衣服

garments:外衣

suit:套装

men’s wear::男装

women’s wear:女装

underwear:内衣

uniform:制服

overalls:(美)工装裤

cuff:袖口

formal dress:礼服

buttonhole:纽扣孔

shirt:衬衫

blouse:女衬衫

evening dress:晚礼服

T-shirt

Vest:背心

Nightshirt:睡衣

Sweater:毛衣,(厚)运动衫

Grown,robe:长袍 长外衣

Fur coat:皮大衣

Dust coat:风衣

Kimono:和服

Sheepshin jacket:羊皮夹克

Mackintosh;raincoat:雨衣

Hood:风帽,头巾

Trousers:裤子

Scarf;muffler:围巾

Jeans:牛仔裤

Shawl:披肩

Braces:裤子背带

Bathrobe:浴衣

Belt:皮带

Skirt:裙子

Divided skirt;split skirt:裙裤

Sleeve:袖子

Underpants,pants:内裤

Glove:手套

Panties:女短内裤

Tie(necktie):领带

Brassiere;bra:胸罩

Waistcoat:背心

Bathing trunks:游泳裤

Bathing costume;swimsuit:游泳衣

Bikini:比基尼泳衣

Apron:围裙

Shoe:鞋

Sandal:凉鞋

Clog:木拖鞋

Natural fabric:天然纤维

Cotton:棉

Silk:丝

Wool:毛料

Linen:麻

Synthetic fabric:混合纤维

Nylon:尼龙

Cashmere:羊毛,开司米

Patterns:花样

Tartan plaid:格子

Dot:点点

Strip:条纹

FR F17 INT Numbers

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, November 9

Language and Level (intermediate or advanced class): INT

Class theme/topics discussed: Numbers

Goal of the class: Be more comfortable with numbers and their use in different situations in everyday life.

How did you structure the class?

  1. Warm-up: People have to count until 100, one by one. If a number has “6” in it (6, 16, 26, etc.), they have to say “Schtroumpf” instead.
  2. Bingo game with numbers using the blank table below. We will work on listening (I will dictate some numbers) and pronunciation, especially focusing on difficult numbers.
  3. Reading the hour: by pairs, students are given a schedule with the hours for a movie, but some hours are left blank. So they have to ask each other questions to find the missing hours and then have to choose which movie they want to watch.
  4. “Calcul Mental”: we can review the vocabulary of math’s symbols (+,-, /, x, =) and have a game with calculus and numbers.
  5. Role-play: by pair, there will be salesman and a student willing to do shopping at the grocery store. They will ask for price, and we will be focusing on the pronunciation of numbers as well as the daily expressions we use at the grocery store (“et avec ceci ?” “ce sera tout ?”). If we are not an even number, I will use the website https://www.monoprix.fr/courses-en-ligne to work with the student left alone.

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

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

Reviewing the numbers and how to read the clock was more than necessary. I cannot say that we “fixed” everything but at least, both the group of students and I are aware that we should focus on this aspect. There were a wide range of activity so it kept the students focused and interested.

How could this class be improved/ modified?

Do not hesitate to ask the students to lead a little bit the activities by telling them to give a problem during the “calculus”, to give the numbers for the Bingo game and also to call them. Before each activity, do a review if necessary (it was necessary in my case!).

 

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

DE F17 INT Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

 Language and Level (intermediate or advanced class): German, intermediate, 3 students

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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.

JA S17 INT “Valentine Day around the World & White Day in Japan”

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 13, 2017

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

 Class theme/topics discussed: Valentine Day around the World & White Day in Japan

 Goal of the class:

The students will be able to get to know the Valentine day and compare it with the ones of other countries.

 

How did you structure the class?

Activity 1 (2 min): Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min): Warm-up

I casually ask the students about their weekend and lead discussion by asking the questions to the students since we had beautiful sunny skies during the weekend.

Activity 3 (20 min): Introduction of Valentine Day

I simply ask the students about the Valentine day upcoming this week and announce the today’s topic. I also ask them about general information of it with the perspectives of both America and China and write them down on the whiteboard. Then, I ask them about their memory of that day and share them in the class. After that, I lead the discussion by giving them the equal chances where they are able to express their ideas in the class. Then, I talk about the recent trend of Japanese one by introducing the types of chocolate that one gives it to the other with some illustration on the whiteboard.

Activity 4 (30 min) Watching a Japanese Warmhearted Story

I briefly introduce the story in the class and give them some questions which the students need to pay attention to while watching it. Then, we watch the whole story together in the class. After that, we review about the summary of that story together in the class by asking them questions and getting the answers in the class. https://www.dailymotion.com/video/x3r7izr

 

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

Powerpoint

 

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

The class was successful in general. Today’s topic did help a lot the class be more productive and interactive. Basically, I was able to lead the class as planned, conducting each activity in an appropriate order. The story that we have watched in the class today was also relevant to their level of Japanese, so it seems to me that they understood the story very well. However, I found some parts needed to be revised.

 

How could this class be improved/ modified?

The PowerPoint I used today was simple, so I can put more photos in the slides, which makes it creative.  By doing so, it would be also a good help for their understanding when they get lost during the class. Before watching the short story in the class, I need to give the students basic background of the story such as main character, key points, and new vocabulary, which would motivate the students to watch it with those views. Also, I need to clarify well about the activity after watching it.

JA S17 INT “Consensus Game”

Language Resident Name: Yohichi Tagami

Day and Date: Wednesday, April 26, 2017

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

 Class theme/topics discussed: Consensus Game

 Goal of the class:

Students will be able to express their ideas and opinions in the class.

 

How did you structure the class?

Activity 1 (10 min): Attendance check & Announcement & Warm-up

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (5 min): Introduction of the Game

I briefly introduce about Sekiggae, one of the exciting school events in Japan. And then I give them a handout and introduce the game in the class. Also, I explain about the situation to the students.

Activity 3 (20 min): Consensus Game 1 (Where is my seat??)

Students are given pieces of information cards and look at them and read them on their own. And then I explain a couple of rules on the game to the students. When they are ready, students stand up and talk with one another exchanging information with classmates in order to complete the game. They write down the answers on the whiteboard. And I check them out at the end.

 Activity 4 (25 min): Consensus Game 2 (Drawing a map)

I briefly explain the game in the class and give the students pieces of information card. The students read them on their own. When they are ready, students stand up and talk with one another exchanging information with classmates in order to complete the map activity. They draw the map on the whiteboard. And I check it out at the end.

 

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

Powerpoint

 

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

The class was successful in general. And students loved the activities I prepared. They spoke a lot in the class in order to work on the activities. I conducted this kind of consensus activities for the first time, but it went well. I have two more classes left this semester, so I am going to try this type of activity again in the next class on Monday.

 

How could this class be improved/ modified?

Everything was perfect in the class today. The students engaged a lot and participated in the activities. They were also motivated to working on the activities. Overall, today’s class was, needless to say, wonderful. Students really liked it as I did. I will teach them two more times through the semester, and I am so excited to teach them in the class.

FR S17 ADV French Slangs

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date : Monday, May 1                          

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: French Slangs

Goal of the class:

Discover about French interjections, slangs and cursed words. 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 short excerpt from Matrix and students have to recognize the French cursed words. We will brainstorm on French cursed words: Oh la vache, Zut, Flûte, Putain, Merde, Bordel, Dégage!, Sacrebleu, Bon sang, etc.
  2. How to sound more French? Use of interjections like Bref/Euh/Bah/Donc/Beurk/Miam/Pfff/Ohlala/Pitié/Chut/Tiens/Oups : I asked the students to draw one of the word and either to give an example with the word or to explain a situation in which we could use this word.
  3. The students are given handouts (see below) and have to match the slang with their academic translation.
  4. With all the vocabulary they’ve learnt, by pair, they have to invent dialogs using the more vocabulary they can. The other students who listen have to count the slangs.

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

https://www.youtube.com/watch?v=IaU3bE7M2UA

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

I made four groups of two students: two groups worked on the first list and two groups on the second list. Then I asked to one student in each group to pair with another student who worked with a list they didn’t work on: consequently, everybody had the chance to work on both list and to exchange their opinion! They had a lot of fun, it worked great because some students studied abroad and were very curious about some expressions they’ve heard! It was more dynamic for everyone…

How could this class be improved/ modified?

Be prepared to give clues to the students, explain the “verlan”, and some concepts (like how “abusé” is not used in its literal sense for example) that can be evident for a native-speaker but are not for foreigners, etc. This class is challenging for the instructor!

 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.

2017-05-01 ADV.2 Slangs (handouts)

CN S17 ADV&INT Chinese Popular Song

Conversation Class Lesson Summary 

Language Resident Name:

Ting Cao

Day and Date:

04/24/2017&04/25/2017 

Language and Level (intermediate or advanced class):

Chinese, Intermediate, Advanced

Class theme/topics discussed:

Chinese Popular Song

Goal of the class:

By the end of this class, students will be able to:

  1. Understand all the lyrics;
  2. Know how to sing the song

How did you structure the class?

  1. Students work in pairs, listen to the song and write down the lyrics as much as they can recognize.
  2. After listening to the song, students show the words and discuss the possible topics of this song.
  3. Teacher gives students the incomplete lyrics. Students listening to the song again and fill in the blanks. After the song, we check the missing words together and explain the new words.
  4. Students have 5 minutes to design a music video with their partners. After that, they will tell us their ideas.
  5. Show the official video music video and try to sing the song.

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

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

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

Both of the classes were very good! The song were not very difficult to learn, and students liked it a lot.

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).  

liàn’ài

五月天-恋爱ing     词曲:阿信

 

péi     áoyè       bào gān

陪你熬夜     到爆~肝也     
guàngjiē     biǎnpíng zú

陪你逛街 逛成扁平~足也     

超感谢   让我重生 整个o r z

让我重新      love  (l o v e! l o v e!)

 

恋爱i n g happy i n g

pēnshè

心情就像是      一台喷射机

恋爱i n g           i n g

hūn  límíng

      了黄昏 黎明

      ~都心跳~到不行

 

wén shèng

你是     但是好闻 胜过了   

你是     但是却能 照进半夜里

zài zhōu    zhǔzhōu wèibǎo

     能载舟 也能煮粥 喂饱了生命

wéitāmìng

你就是维他命 l o v e

恋爱i n g happy i n g

pēnshè

心情就像是      一台喷射机

恋爱i n g           i n g

hūn  límíng

      了黄昏 黎明

      ~都心跳~到不行

 

wèi  mǒu

未来某年某月某日某时某分某秒

yǒngyuǎn

某人某地某种永远的心情

cǐkè

不会忘记此刻l o v e(l o v e! l o v e!)

恋爱i n g happy i n g

pēnshè

心情就像是      一台喷射机

恋爱i n g           i n g

hūn  límíng

      了黄昏 黎明

      ~都心跳~到不行

黄昏黎明整个都恋爱i n g

 

 

DE S17 ADV Banking and Jobs

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, April 06, 2017

 

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

 

Class theme/topics discussed:

 

Jobs and banking

 

Goal of the class:

 

Students learn and employ vocabulary about jobs and banking and use the formal “Sie”.

 

How did you structure the class?

 

In this lesson, students were supposed to address each other formally, using “Sie” and their last names.

 

10-15 minutes: Conversation about recent and upcoming events on Campus. Casual conversation about summer plans.

 

10-15 minutes: Students collected several professions on the board and different clarifications were made.

 

10-15 minutes “Who am I” with jobs. Students assigned a job to another student without him/her knowing which it was. By using the right questions, students were able to find out their professions.

 

15 minutes: I showed a picture of a bank’s interiors to the students. We then collected vocabulary about banking on the board and talked about the differences regarding these things between the U.S. and Germany.

 

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

 

Whiteboard, bank picture

 

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

 

Students were very interested about the differences and liked to learn new vocabulary.

 

How could this class be improved/ modified?

 

Productive class! Keep it as it is.

 

Additional files also contain additional information sheets for a role play that we didn’t have time for anymore.

20170406_Bank_Vokabeln

20170406_Bilder_Bank

20170406_Info_Banken

20170406_Vokabeln_Berufe

CN S17 ADV Family Value & Kinship Terminology

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

01/31/2017

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Family Value

Goal of the class:

By the end of this class, students will be able to discuss the differences between the Chinese and American opinions on Family Value, and learn more about Chinese family relationship.

How did you structure the class?

  1. Group discussion: Do you know some differences between the Chinese and American opinions on family value? What are they? What are the reasons behind this?
  2. Role-play: Teacher collects some common Chinese family conflicts and gives them to different groups. Every group work on thier issues and find out what you will do in this situation.
  3. Kinship terminology: The Chinese Kinship System is very complicated. Distribute pictures of a family tree to every group, and ask them to figure out how to call those people on the family tree in Chinese.

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

Powerpoint, handout,

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

Class was really good. Students had a lot of fun, especially when they talked about the kinship terminology.  

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).  

Common family conflicts:

1、过春节的时候常常有夫妻因为去谁家过年而吵架。如果你遇到这样的事情你会怎么做?

2、你生活在城市,你有三个亲戚从农村来办事,他们觉得住在酒店太过了,想要在你家住半个月。但是你的丈夫/妻子不太愿意,你怎么办?

3、你在城市工作,农村的亲戚想要你帮忙介绍工作,但是这个亲戚没上过大学,工作能力和知识一般。现在不好找工作,你会帮他吗?怎么帮?

4、有亲戚找你借钱。他的经济条件不是很好,你会借给他吗?如果不想借,你怎么拒绝他?如果想借给他,为什么?以后如果他没按时还钱,你会怎么提醒他还钱?

ES S17 ADV Spanish Proverbs

Language Resident Name: Joaquin Garcia

Day and Date: 02/14/2017

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

Class theme/topics discussed: Spanish proverbs

Goal of the class: Students get to learn expressions and proverbs which are commonly used in Spain and other Latin-American countries.

 

How did you structure the class?

Heads-up: upcoming cultural activities

Activity 1: We watch a couple of videos about Spanish sayings and we comment them openly.

https://www.youtube.com/watch?v=1DCaFtr262k

Activity 2: I put students in little groups and I distribute Spanish proverbs, however, each of them is separated into two parts. Students in the groups must match up the proverbs.

Grupo A

A quien madruga,

Dios le ayuda

No dejes para mañana

lo que puedas hacer hoy

Más vale pájaro en mano

que ciento volando

Mala hierba

nunca muere

Ande yo caliente,

ríase la gente

Grupo B

No por mucho madrugar

amanece más temprano

Más vale tarde

que nunca

Quien no arriesga,

no gana

No hay mal

que cien años dure

Allí donde fueres,

haz lo que vieres

Activity 3: Some of the proverbs mean the exact opposite things as others. Students must stand up and try to find those proverbs.

Grupo A

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

  1. A quien madruga, Dios le ayuda
  2. No dejes para mañana lo que puedas hacer hoy
  3. Más vale pájaro en mano que ciento volando
  4. Mala hierba nunca muere
  5. Ande yo caliente, ríase la gente

Refrán para aquellas personas que en vez de conformarse con las cosas seguras que tiene, prefieren arriesgar.

Hace referencia a las personas que tienen un mal comportamiento. Este refrán nos dice que el mal nunca desaparece y, por tanto, las personas malas no cambian.

Recomienda ser rápido, ágil –y no vago o perezoso– para tener éxito en las tareas que se realizarán a lo largo del día.

Se dice cuando una persona prefiere actuar con su propio criterio y conciencia, sin tener en cuenta la opinión de los demás.

Aconseja no dejar pendiente para otro día los trabajos o actividades que menos nos motivan y agradan.

 

Grupo B

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

1. No por mucho madrugar amanece más temprano

2. Más vale tarde que nunca

3. Quien no arriesga, no gana
4. No hay mal que cien años dure
5. Allí donde fueres, haz lo que vieres

Para conseguir aquellas cosas que deseamos, es necesario arriesgar. De otro modo, no podremos conseguirlas.

A veces, no importa si las cosas las hacemos demasiado tarde. Lo importante es que las hagamos.

Recomendación para adaptarse a las costumbres de otras culturas y países. Aconseja comportarse como la gente que tenemos alrededor para evitar conflictos.

No debemos precipitarnos o ir rápido en aquello que queremos hacer porque los acontecimientos deben seguir su ritmo natural.

Con este refrán, consolamos a aquellos que tienen problemas de difícil solución. Es un mensaje de esperanza que nos dice que las desgracias no son para siempre.

 

Activity 4: I distribute one more proverb to each student and they have to describe it to the rest of the class.

https://www.buzzfeed.com/jameschapman/spanish-proverbs-translated-literally-into-english?utm_term=.uy48k325LL#.tfeeOXRzKK

 

Activity 5: In pairs, they must act a situation and use the proverb correctly in front of the rest of the class.

 

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

Laptop, hands-out, youtube.

 

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

How could this class be improved/ modified?

 

They loved to learn this kind of vocabulary, specially the last list of proverbs and acting them out. Plus, it was a good training for the Open House activity. I definitely recommend this 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.

 

 

 

RU S17 ADV Working with video fragments

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 04/04/2017

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

Class theme/topics discussed: working with video fragments 

Goal of the class: practice listening and speaking skills

How did you structure the class?

  1. Warm up. General questions on how their day went.
  2. Watch a video: http://fizruk.tnt-online.ru/s01e01 and answer the questions:

– Who are the main characters?

– Describe the main character.

– What is happening in the video?

– What do you think will happen next?

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

Internet, TV

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

The class went well, we discussed the show and why it was difficult to watch it.

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.

 

 

CN F16 ADV Name

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/13/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced 

Class theme/topics discussed:

Name

Goal of the class:

In this class, students will explain meanings of their English and Chinese names, and learn some customs about how to give names in China.  

How did you structure the class?

  1. Warm up activity:

Ask students to write their English and Chinese names on the white board and explain meanings to other students.

2. Tendency of names

a. Students introduce some common English names in the U.S.

b. Teacher introduces tendency of Chinese names in China.

3. Strange English names:

a. Ask students: Some foreigners have strange English names. Have you heard some? What are they?

b. Show students some pictures of Chinese celebrities, ask students to give them English names and explain why.

c. Watch a video from a Chinese TV program, and the video is about how people get English names in Taiwan.

4. Activity

Now many American stars are popular in China and their fans even gave them Chinese nicknames. In this game, students will get a handout with some stars’ English names and Chinese nicknames on it. Students work in pairs and find out the right nicknames for all the stars. At the end teacher tells the right answer and meanings of those nicknames.

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

PowerPoint, handout and a video: https://www.youtube.com/watch?v=VYZdRgkWgR4&list=WL

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

Class was successful. Though the warm up activity, students learn about meanings of their classmates’ name. They also liked the last game.

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.

 

美国明星的中文外号:

Scarlett Johansson     寡姐

Tom Hiddleston          抖森

Orlando Bloom           开花

Chris Hemsworth        锤哥

Katy Perry             水果姐

Taylor Swift           霉霉

Ryan Gosling           高司令

Justin Timberlake   贾老板

Bruno Mars             火星哥

Kanye West             坎爷

DE F16 ADV Berlin: Orientation and Adverts

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Tuesday, September 27, 2016

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

Class theme/topics discussed:

Students re-learn to tell easy stories, to improvise and to orientate. 

Goal of the class:

Students re-learn to tell stories fitted to their capabilities and to improvise. They learn to provide directions and guidance to orientate themselves on a given map and start to understand short film scenes.

How did you structure the class?  

15-20 minutes: Warm-up story-telling with story cubes. Students get into two groups so everyone has more opportunities to speak. Students choose after each round which story is the best.

10-15 minutes: Students get in pairs. They get parts of a Berlin map. One of them is marked, the other isn’t. One student describes the starting point and how to walk through the map. The other student tries to find out as well as possible where he ends up. During the description game, they are not allowed to compare the maps. Only at the end they can share the original and the result. They take turns. Depending on how much time they needed, they get another pair of maps. In the end, the LR shows pictures and gives short information about the history of these destinations.

10-20 minutes: BVG Video: https://youtu.be/2pic3FnvUrY

Video about public transportation in Berlin. LR hands out questions. The students watch the video and answer the questions together with their partner and discuss their ideas. 

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

TV-screen, youtube video handout questions, story cubes, prepared maps, pictures of the mentioned important Berlin landmarks.

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

Everything worked out fine. Students like the “noun”-story-cubes better than the “action”-story-cubes.

How could this class be improved/ modified?

Only use the “noun”-story-cubes.

 

Sheets:

BVG  Werbespot

 

Was kostet das Jahresabo im Monat?

Warum ist das Ticket so teuer?

Welche Leistungen gibt es für diesen Preis?

Leistung 1

Leistung 2

Leistung 3

Leistung 4

 

Ist das ein guter Werbespot?

Warum? Warum nicht?

CN F16 INT Celebrities

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/07/2016

 Language and Level (intermediate or advanced class):

Chinese, Intermediate

 Class theme/topics discussed:

Celebrities

 Goal of the class:

By the end of this class, students will be able to talk about their idols and opinions on being a celebrity.

 How did you structure the class?

  1. Warm up activity: Who am I? Students work in pairs. Everyone writes a name of a Chinese or American celebrity on a note, and paste it on their partner’ back. All the students don’t know the name on their backs. They ask their partners “yes or no” questions and guess who they are.
  1. Group discussion: Discuss the following questions in groups:                                                                                                       a. Who is your idol or favorite celebrity? Why?                                                                                                                                           b. Have you ever done some “crazy” things for your idol?                                                                                                                                 c. If there is a chance, do you want to be a celebrity? What kind of celebrity?                                                                              d. What are the advantages and disadvantages of being a celebrity?
  2. Crazy fans. Teacher introduces some news about fans’ crazy behavior. Students share their opinions on this phenomenon.

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

PowerPoint, and news report.

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

Class was good. Intermediate students didn’t know many Chinese celebrities, so I changed the rule of warm up activity, they could also write American celebrities’ names. And it turns out good.

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 F16 INT Speaking about Hobbies

Language Resident Name: Joaquin Garcia

Day and Date: 09/05/2016

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Hobbies

Goal of the class: Students can speak about their hobbies confidently

How did you structure the class?

Heads-up: I introduce the LRs’ websites.

Activity 1: Warm-up High Five. I explain to the students how to say “give me five” (choca esos cinco!). Then, they stand up and walk around the classroom introducing themselves starting by saying “give me five”. They have to say at least name, age and home city.

Activity 2: Guess the hobby. Each student must give instructions on how to practice their favorite hobby to the rest of the class as if they were about to practice the hobby for the first time, but without mention the name. The rest of the class must guess the name of the hobby

Activity 3: Hobby discussion. In a bowl, I have a lot of pieces of paper in a bowl with different questions related to hobbies. Students in pairs or little groups pick up one paper after the other and answer the questions.

Activity 4: Apps. Students are divided in groups and I handle them a description of an app that helps creating habits. They have to read it and prepare a little presentation about it in front of the class. I handle a printed version so they can prepare what they are going to say and afterwards I display the website on the screen so everyone can see the pictures.

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

Laptop.

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

Students liked this class. It is the beginning of the year so students were a bit shy during activity 4 but still it was fun.

How could this class be improved/ modified?

I would wait until students feel confident enough to speak in front of their classmates.

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.

http://iteslj.org/questions/hobby.html

http://www.elandroidelibre.com/2016/01/aplicaciones-motivacion.html#

DE F16 ADV German colloquial language/slang and its usage

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

 Day and Date: Thursday, September 8, 2016

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed:

German colloquial language/slang and its usage

Goal of the class:

After the lesson students should have learned basic ways to sound more German: basic shortenings of expressions, slang and alteration of sentence structures while speaking German.

How did you structure the class?

15-20 minutes: The students each receive one or two slips of paper with English expressions/filler words. They try to describe, what function the respective filler word has. The LR helps in explaining the German usage or word for it.

10-15 minutes: The students get in groups of two. They tell each other how their days of the week went (or what their last essay was about, what they learned in the last lesson) and use as much of these filler words as possible. They should also try to explain certain things. After that, they should present their “filler word”-stories to the class.

20-25 minutes: Idiom taboo. Students receive each a paper slip with an idiom (in English). They try to explain their idiom to the other person. They should also attempt to translate it as much as possible to see later if it matches the “official translation”. Quick groups receive more sheets. 

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

Whiteboard to write down mentioned vocabulary, paper slips for the Idiom taboo, paper slips with the filler words.

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

Everything worked as expected. Students were very motivated to engage in class and were really interested about the colloquial sentence structures. 

How could this class be improved/ modified?

 I would keep it as it is.

 

RU F16 INT Giving and Following Directions

Conversation Class Lesson Summary

 Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 09/07/2016

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

Class theme/topics discussed: Directions vocabulary

Goal of the class: to memorize the patterns of giving directions through the game; to make them feel like a team where every one trusts and respects each other

How did you structure the class?

  1. Warm up. Catch the ball. The aim of the game is to tell an embarrassing or secret fact about you when catching a ball. 10 min
  2. Introducing the vocabulary to give directions (направо, налево, вперед, назад)

5 min

  1. Trust Walk Teambuilding activity.

There’s a labyrinth on the floor made of the blue tape. The class is divided into pairs. One person doesn’t see anything; the other person has to guide him/her to come to the finish line. Then they change their roles. If they step on the tape, they have to start over again.

35 min

  1. Discussion of the activity:

– What was it like to be the guide?

– What do you think was the purpose of this activity?

– Did you have any difficulty trusting your partner while blindfolded? Why or why not?

– Why is it important to trust your teammates?

– How did it feel when you successfully completed the task?

– Was it hard to work as a team? Why or why not?

10 min

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

Blue tape, whiteboard, a ball

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

I can tell now already that it’s one of the best lessons in this class. I had to modify it a little bit as the number of people was not even so 2 people were giving directions in turns and 1 person was following them. They changed their roles when someone moved too far and stepped on the blue tape. The game was vey exciting and challenging for them.

Advice: don’t forget about a back up activity in case the game will over faster (if the students are good at giving directions in Russian).

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.

An example of the Trust Walk for activity 3:

picture1 

CN SP16 ADV INTERNET SLANG

Language Resident Name:

Ting Cao

Day and Date:

03/29/2016&03/31/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Internet slang

Goal of the class:

By the end of this class, students will know the types of Internet slang in China, understand the real meaning and way of using some popular slang, and talk about English Internet Slang and share their opinions about using slang in daily life.

How did you structure the class?

Session 1

  1. Snap presentation. Today ‘s topic: Internet.
  2. Ask students to write down some Internet slang that they already knew, and explain the meanings to other students.
  3. Introduction to Internet slang: teacher uses PowerPoint to give an overview of Chinese Internet Slang, such as the types and origins of slang.
  4. Group work: Teacher prepares some sentences with slang and assigns them to different groups. Students work together to find out the real meanings of these sentences.
  5. Presentation: Every group gets a chance to explain their sentences in front of the class.

Session 2

  1. Students continue working on the presentation: Every group gets a chance to explain their sentences in front of the class.
  2. Ask students about following questions: what are the common types of English Internet Slang or how do they usually form?
  3. Group work: To be an English teacher! Students pretend to be English teachers to the language resident. Every group prepares to explain two slangs to the LR in Chinese, and then they will stand in front of the white board and give their mini English slang classes.
  4. Group discussion. Discussing about following questions: Are the Internet Slang common in your life? Do you often use it? What about your students? What is your attitude towards it, positive or negative?

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

Internet, Powerpoint.

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

The class went very well. The Internet slang is a very interesting topic because the language on the Internet is usually funning and creative. It helped students know a different aspect of the Chinese language. The English teaching activity is successful, too. It gave students a chance to review their first language, and they were very excited to become a teacher in class

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.

一、网络流行语言的分类

吐槽:动漫、抱怨、批评;可爱,卖萌

1、英文字母: TMD 、pk、BGM

2、数字:88,233

3、混合:努力ing,高兴ing,get到你的笑点

4、音译:粉丝,狗带

5、旧词新意:呵呵,小鲜肉,老腊肉

6、谐(近)音字:歪果仁,小公举

7、方言口音:你造吗,酱紫哦,表酱

8、缩略:十动然拒

9、动漫:脑补

二、小组合作

1、这些都是什么鬼啊?!

2、这个新电影里的故事真是脑洞大开

3、现在自黑的人好像很受欢迎。

4、看看国外的那些搞笑视频,真是城会玩

5、韩剧演员的颜值都很高。

6、我要买两个苹果手机,用一个扔一个,就是这么有钱就是任性

7、她明明可以靠脸吃饭,却非要考才华

8、我刚刚看了一个恐怖片,吓死宝宝了

9、看到他朋友圈里发的自拍照,我也是醉了

10、网友们在评论越南版《还珠格格》的时候都说:“那画面太美我不敢看”。

11、我每次看科幻电影的时候,都是不明觉厉

12、——“我觉得科比这场球打得不好。”

——“你行你上啊!”

ES SP16 INT/ADV: Introductory Class

Language Resident Name:

Joaquin Garcia 

Day and Date:

01/20/2016

Language and Level (intermediate or advanced class):

Advance Class

Class theme/topics discussed: 

Advance Class

Goal of the class:

Students get to know each other

How did you structure the class?

Activity 1 (15min): Students fill in three different pieces of papers: name, hometown and studies. All the pieces of paper are mixed and then students pick up three of them randomly. Students must find their original papers asking the others’ names, hometowns and studies and exchange the papers once the find them. Afterwards, each of them read in front of the class the written information.

Activity 2 (20min): Students are put in pairs. Each partner has to say three characteristics of their personality and a reason that support or prove this characteristic (E.g. “I’m adventurous because I love traveling”). After a while, they have to introduce their partner. Some characteristics are written in the whiteboard by the teacher in order to give some original ideas.

Activity 3 (15min): After a brief moment of thinking, students say three statements about themselves. One of them must be not true. The rest of the class has to guess which it is.

Activity 5 (10min): The teacher explains the rules and the conversation class agreement

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

It is a very good class for the first weeks. Fun and motivating and the ice-breakers work really well.

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

CN SP16 ADV LARGE CITY VS SMALL CITY

Language Resident Name:

Ting Cao

Day and Date:

02/23/2016&02/25/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Large city VS Small city

Goal of the class:

Through this class, students will be able to talk about the characters of large cities and small cities, and have a debate about choosing to live in a large city or a small city.

How did you structure the class?

Session 1

  1. Group discussion: work in pairs and discuss the following three questions: how to define large and small cities? Is your hometown a large or small city? What are the characters of this two kind of cities?
  2. Watch a video that compares the lives in large cities and small cities of China. After watching, report what differences have shown in the video.
  3. Introduce some Chinese TV series that reflect how young people fight for their lives and future in large cities.
  4. Discuss about the project.

Session 2

  1. Warm up: recall the characters we talked about of these two cities last class.
  2. Watch a Video. In this video, the reporter interviewed some Chinese college students about their opinions of choosing large or small cities after graduation. Afterwards, summarize the opinions that are given in the video.
  3. Students are separated into two groups, one stands for large city, the other one stands for small city. They have ten minutes prepare for the debate.
  4. Debate time.
  5. Teacher comments on the debate and correct language errors.

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

PowerPoint, video: https://www.youtube.com/watch?v=f73Vbn3DTho

https://www.youtube.com/watch?v=IOSAyIbrqS8

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

Class was good generally. However, they didn’t find many characters about these two different cities at first time.

How could this class be improved/ modified?

When students compare these two cities, teacher can give some suggest, for example, they can start from economy, transportation or environment. They will have a broader way to think about this question.

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 SP16 ADV: Pick-up Lines

Language Resident Name:

Joaquin Garcia

Day and Date:

02/11/2016

Language and Level (intermediate or advanced class):

Advance Class

 Class theme/topics discussed:

 Pick-up Lines

 Goal of the class:

 Brainstorm of the class project.

 How did you structure the class?

 Activity 1 (5min): Remember of cultural activities and other upcoming events.

Activity 2 (10min): Students have to think in 3 English pick-up lines and translate them directly into Spanish.

Activity 3 (5min): Students receive a list of Spanish pick-up lines. We discuss meaning and vocabulary.

Activity 4 (5min): Students have to create a small profile with basic features for speed-dating: name, age, job, habits, hobbies…

Activity 5 (30min): Using those profiles, students do speed-dating.

Activity 6 (5min): Students listen to a beautiful love song in Spanish and try to find the pick-up lines in it.

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

 

 

 What worked well in this class? What did not work? How could this class be improved/ modified?

 Very fun class. Successful. Students speak really a lot in this class and they enjoy speed-dating.

 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.

FRASES PARA LIGAR

CN SP16 ADV SPRING FESTIVAL

Language Resident Name:

Ting Cao

Day and Date:

02/02/2016&02/04/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Spring Festival

Goal of the class:

Through this class, student will be able to talk about how Chinese people celebrate Spring Festival, and they will know more traditional culture about this festival. They will also learn to sing a Spring Festival song.

How did you structure the class?

Session 1

  1. Q&A: Have you celebrated Spring Festival before? When and where? Do you know how people celebrate Spring Festival in China?  Do you know which animal is used to represent this year? What’s the animal for your birth year?
  1. Group Discussion: work in pairs and look for the similarities and differences between SpringFestival and Christmas.
  1. The teacher use powerpoint to introduce some traditions that students don’t know.
  2. Listen to a song and write down the lyrics.                                                                                                                                  Distribute the handouts to students. On the handouts are the lyrics of a Spring Festival song, but some words are missing. Students read the lyrics one by one. Teacher explains new words by using pictures. Afterwards, students listen to the music and write down those missing words. They check the words in pairs. Teacher shows the right words. Learn to sing these two songs with videos.

Session 2

  1. Teacher uses a powerpoint to explain the rules of debate.
  2. Teacher shows a video about debate.
  3. Teacher introduces two questions for debate: ”Should parents take the red envelope from their children?”, “Should Chinese people celebrate foreign festivals?”
  4. Students are separated into four teams. Each question has two teams to debate, one is for positive point and the other is for negative point. Prepare for the debate.
  5. Debate time. When two teams are debating, the other two teams will be judgments to decide which team wins.

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

Handouts, powerpoint, videos

http://music.baidu.com/search?fr=ps&ie=utf-8&key=%E8%B4%A2%E7%A5%9E%E6%9D%A5%E5%88%B0%E6%88%91%E5%AE%B6%E9%97%A8

http://www.letv.com/ptv/vplay/24521851.html?ch=baidu_ald

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

Class was good. Almost all the students have experience of celebrating this festival. When we talked about the traditions, they shared many stories. They really like the music part. During the debates, students listened carefully to opposite team and responded to their questions. Both two debates were very intense. They had a lot of 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.

财神来到我家门

来来来来来来来来来

财神来到我家门           

yáng

喜气洋洋                    

                         压岁钱,

                      年复年。

                         都团圆,

成群结队                    

孩儿                 笑嘻嘻,

穿上                       

一对对                   

手拉着手儿去看戏。

mànbù

花园漫步                    

ŏu     sī

偶偶私语一家亲。

xiăng

爆竹声声响不停,

赶走心中不如意。

一切要从                 起,

创造                 新天地。

 

                   年年从心愿,

万事如意                      

财神来到我家门。

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