Category: Everyday Life (Page 3 of 11)
About renting something, getting stuff done, life in a city
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?
- 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?
- 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. - The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
- 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. - 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. - 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.
- The judge(You) must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
- 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.
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.
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
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
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?
- Warm-up: we watch a video about the “verlan” in French
- Slangs, and more specifically “verlan”: by pair, students have to match the slang with their definition (see below).
- 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)
- 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).
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?
- 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).
- Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
- Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
- 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
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?
- Greetings, general questions, announcements. – 5 min
- 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
- 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
- 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
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?
- Warm-up: what is VDM? Did a story that could be posted on VDM happen to you?
- VDM game, inspired by this website: http://lewebpedagogique.com/jeulangue/2011/09/12/vie-de-merde-un-jeu-de-mediation-orale/
- 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).
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?
- Warm-up: if you had to survive in a desert island, which are the three objects that you would like to have with you?
- 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.
- Role-play: by pair, students play a couple that has divergent opinions on different topics and has to agree on a decision.
- 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
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?
- We start the class by discussing everyone’s weekends. Students can share whatever they want during the beginning of the class.
- 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.
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?
- Greetings, general questions, announcements. – 5 min
- Кто на фейсбуке? Students interview each other. (handout 1) – 10 min
- 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
- Open microphone: Are social networks addictive? Students take turns sharing their opinion on the matter. – 10 min
- 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
- 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
Conversation Class Lesson Summary
Language Resident Name: JOSE GOMEZ
Day and Date: 04/18/2018
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Personality and Instagram
Goal of the class: Personality adjectives, question formation
How did you structure the class?
Head’s up (5’): Upcoming events
Warm-up: (10’) whole-group:
We begin by picking someone’s profile on Instagram. Students will be asked who that person is, and to describe the physical appearance and lifestyle. This will be a modelling activity of what they will have to do later.
We do this activity on the screen and in group.
Students get a sheet to fill out different features: profession, hobbies, appearance, personality.
Activity 1: (25’) pairs, then whole group
5’ to search, 5’ to discuss their personality and physical appearance
In pairs, students go on Instagram and look up the profiles of some people I tell them too. They tell me what these people do and describe them.
@pabloalboran @SergioRamos @soyunapringada
@Dabizmuñoz @pau_eche @cristipedroche
Whole group:
Afterwards, each of them will present theirADV 04:18 Instagram READY characters and describe them following a similar way of doing it.
Activity 2 (20’): Groups of 4 or 5: Tiradas telemáticas
Students play a game of questions and answers that prompts the vocabulary that they have used and learnt during the previous activity and question formation.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Instagram, TV, Internet.
What worked well in this class? What did not work?
Using a social network such as Instagram definitely triggers students’ interest when it comes to class activities.
The first part of the class is not so conversational, but it prepares students for the second part in which they get to speak all the time.
How could this class be improved/ modified?
A set of fixed questions for them to discuss would help the beginning of the class to be more conversational.
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.
Language Resident Name: Mykyta Tyshchenko
Day and Date: Thursday, 03.22.2018
Language and Level: Russian, Advanced
Class theme/topics discussed: Verbs of movement, directions
Goal of the class: revise the usage of the verbs of movement (ходить и идти) and directions
How did you structure the class?
- Greetings, general questions, announcements. – 5 min
- Short revision of verbs of movement: LR gives a short revision on the usage of ходить and идти. – 5 min
- Grammar practice: the students work on exercises, then shortly discuss the answers. (handout 1) – 15 min
- Surveys: students ask each other the questions from the survey. (handout 2) – 10 min
- Making the map: Working in groups of two, students create a map of a walk a person took. One student reads the diary entry (handout 3), the other person has to draw the map. – 10 min
- Directions: after a short presentation of the adverbs of directions (вперед, назад, налево, направо + чуть-чуть, немного, меньше, аккуратно!) students help each other and the LR (all blindfolded) to orient on the lounge and get to a specific object. For every person there is a specific object. – 15 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, a scarf, random objects in the lounge (it’s a good way to revise the vocab)
Handout 1.
Write the present tense of ходить or идти to complete each sentence properly.
- В нашем городе автобусы _________по расписанию.
- Почему ты всегда __________ без шапки?
- Через полчаса мой друг _________ на почту отправлять посылку.
- Этот поезд _________ во Владивосток.
- Мы часто ________ со студентами в театр.
- Я _________ в столовую три раза в день.
- Раннее утро, птички поют, Иван Петрович __________ во двор делать гимнастику.
- Автобусы и троллейбусы утром и вечером _________ реже, чем нужно.
- К какому художнику вы __________ на занятия?
- Сегодня ты ___________ на работу пешком?
- Когда отец обдумывает какой-нибудь вопрос, он всегда __________ по комнате взад и вперёд.
- Как часто ты ___________ на такие занятия?
Handout 2.
- Куда ты идешь после урока?
- Как часто ты ходишь в парикмахерскую?
- Откуда ты пришел/пришла на этот урок?
- В детстве ты ходил/ходила в музыкальную школу?
- Ты любишь ходить в кино? А в театр? А в оперу?
- Куда ты обычно ходишь со своими друзьями на ужин?
- В твоем родном городе часто идет снег?
- Как часто в Калифорнии идёт дождь?
Handout 3.
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?
- Greetings, announcements, general questions. – 5 min
- 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
- 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
- Talking about campus: Survey. (handout 1) – 15 min
- 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? |
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?
- Warm-up: What do you eat? Are you a vegetarian? What do you think of organic food/GMO?
- First video with questions (student draw a question and answer it).
- 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)
- 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.
- 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).
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?
- Greetings, general questions, announcement of the topic. – 5 min
- 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
- “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
- “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
- 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.
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?
- 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.
- 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
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?
- 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.
- 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.
- 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.
- “Calcul Mental”: we can review the vocabulary of math’s symbols (+,-, /, x, =) and have a game with calculus and numbers.
- 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).
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.
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.
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.
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?
- 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.
- 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.
- The students are given handouts (see below) and have to match the slang with their academic translation.
- 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.
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:
- Understand all the lyrics;
- Know how to sing the song
How did you structure the class?
- Students work in pairs, listen to the song and write down the lyrics as much as they can recognize.
- After listening to the song, students show the words and discuss the possible topics of this song.
- 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.
- Students have 5 minutes to design a music video with their partners. After that, they will tell us their ideas.
- 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
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.
