Category: Everyday Life (Page 4 of 11)

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

CN S17 ADV Family Value & Kinship Terminology

May 5, 2017 / Ting Cao

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?

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?
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.
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

May 5, 2017 / Joaquin Garcia

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.

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

	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

May 5, 2017 / Tatiana Ermolaeva

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?

Warm up. General questions on how their day went.
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

December 9, 2016 / Ting Cao

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?

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?

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

December 9, 2016 / Martin Siebert

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

December 9, 2016 / Ting Cao

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?

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.

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?
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?

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

December 9, 2016 / Joaquin Garcia

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

December 9, 2016 / Martin Siebert

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

December 9, 2016 / Tatiana Ermolaeva

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?

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
Introducing the vocabulary to give directions (направо, налево, вперед, назад)

5 min

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

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:

CN SP16 ADV INTERNET SLANG

May 6, 2016 / Ting Cao

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

Snap presentation. Today ‘s topic: Internet.
Ask students to write down some Internet slang that they already knew, and explain the meanings to other students.
Introduction to Internet slang: teacher uses PowerPoint to give an overview of Chinese Internet Slang, such as the types and origins of slang.
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.
Presentation: Every group gets a chance to explain their sentences in front of the class.

Session 2

Students continue working on the presentation: Every group gets a chance to explain their sentences in front of the class.
Ask students about following questions: what are the common types of English Internet Slang or how do they usually form?
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.
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

May 6, 2016 / Joaquin Garcia

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

May 6, 2016 / Ting Cao

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

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?
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.
Introduce some Chinese TV series that reflect how young people fight for their lives and future in large cities.
Discuss about the project.

Session 2

Warm up: recall the characters we talked about of these two cities last class.
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.
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.
Debate time.
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

May 6, 2016 / Joaquin Garcia

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

May 6, 2016 / Ting Cao

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

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?

Group Discussion: work in pairs and look for the similarities and differences between SpringFestival and Christmas.

The teacher use powerpoint to introduce some traditions that students don’t know.
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

Teacher uses a powerpoint to explain the rules of debate.
Teacher shows a video about debate.
Teacher introduces two questions for debate: ”Should parents take the red envelope from their children?”, “Should Chinese people celebrate foreign festivals?”
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.
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?

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。

xī

孩儿笑嘻嘻，

穿上换。

一对对多，

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。

DE SP16 ADV Finding topics (1st class)

May 6, 2016 / Charlotte Eisenblaetter

Conversation Class Lesson Summary

Language Resident Name: Charlotte Eisenblaetter

Day and Date: Tuesday, 19 January ‘16

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

Class theme/topics discussed: Introduction and ice-breakers

Goal of the class: To get to know each other, assess students’ interests

How did you structure the class?

2 truths and a lie: students tell three facts about themselves, of which one must be false. The other students try to guess what is wrong. (10 min)
Selecting topics of conversation and discussing which is interesting: Students get 14 cards with possible topics in the conversation class, e.g. German-American relations, culture, news, history, etc. They each pick 4 of them and explain why they find these topics interesting. They reveal interests and hobbies, course of studies etc. (30 min)
I asked the students what kind of topics they would like to add. They added some topics related to American politics. (10 min)
Class agreement and announcement of the welcome party. General advice on going to the language tables and information on my website, upcoming events. (10 min)

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

Flashcards with topics written on them (see Lesson Plan and also German lounge folder “advanced”)

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

Both students are pretty good at speaking, so the flow was very dynamic and I did not have any problem to fill the hour even though they are only two students in the class. Selecting topics worked very well because it gave me an idea of their interests and it gave a lot of opportunities to ask further questions about their hobbies, stories etc.

How could this class be improved/ modified?

The first game: 2 truths and a lie. Instead of guessing, students should ask tricky questions in order to make the student reveal what is not true by answering vaguely.

Lesson Plan

Lesson Plan 19. Januar

CN SP16 INT&ADV CUISINE

May 6, 2016 / Ting Cao

Language Resident Name:

Ting Cao

Day and Date:

04/25 & 04/26/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

Class theme/topics discussed:

Cuisine

Goal of the class:

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

talk about their favorite cuisine;
compare the Chinese and western cuisine.

How did you structure the class?

Group discussion: a. What is your favorite dish? Why? b. Do you like Chinese food? Which dishes? c. Can you tell the differences between Chinese and western food? How about the differences between Chinese food in China and American Chinese food?
Introduce students a documentary of Chinese cuisine: A Bite of China.
Group activity: Students work in different groups to design a menu for their own Chinese restaurant, for example, the name of the restaurant, special dishes and beverages. Share the menus with other students.

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?

Both the advanced class and intermediate class were successful. Food is the basic topic for everyday, so teacher don’t have to worry students have nothing to say. The group discussion and activity provided equal chance for them to practice. By the way, heir menus were very creative.

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).

CN SP16 INT PARENTS

May 6, 2016 / Ting Cao

Language Resident Name:

Ting Cao

Day and Date:

02/17/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

Parents

Goal of the class:

In this class, students will compare the differences between Chinese parents and western parents, and discuss about the characteristics that good parents should have.

How did you structure the class?

1.Students introduce and describe their parents in pairs.

2.Students discuss in pairs: what will your parents do in following situations, for example, if you get a low score from an exam; if you are going to have a tattoo?

3.Watch a video that compares the differences between Chinese parents and western parents.

4.Disscuss the reactions of the parents in the video.

5.Group discussion: What are the factors of being good parents?

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

PowerPoint, internet

https://www.youtube.com/watch?v=38mKn2nIjcE

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

Class was good. Last class we watched a TV show about the “Tiger Mom” in China, so they were interested in this topic. This topic was also very close to their own lives, so they had many opinions and experiences to say.

How could this class be improved/ modified?

No.

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

DE SP16 ADV Carnival speech

May 6, 2016 / Charlotte Eisenblaetter

Conversation Class Lesson Summary

Language Resident Name: Charlotte Eisenblaetter

Day and Date: Tuesday, 9 February ‘16

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

Class theme/topics discussed: Die Büttenrede (Carnival speech in Germany)

Goal of the class: Writing a funny speech and rhyming about Pomona college

How did you structure the class?

Warm-up: I gave them some rhyming words and they had to come up with two lines for each pair. (10 min)
I explained to them what a “Büttenrede” is and that at carnival, people make funny speeches about things that the audience can relate to, like institutions, places and people. Then I asked them to think of typical places and persons representing Pomona college and interesting characteristics of these. From this information, we started to make rhyming couples and wrote a little speech. (50 min)

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

Paper and pen

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

This worked great! The students told me that they had a lot of fun.

How could this class be improved/ modified?

For intermediate, you could also write a speech. But instead of rhyming, you set a rule that each sentence has to start with the last word of the sentence before.

Lesson Plan

Lesson Plan advanced 9. februar

ES SP16 INT/ADV: Sexism in the professional world

May 6, 2016 / Joaquin Garcia

Language Resident Name:

Joaquin Garcia

Day and Date:

04/04/2016

Language and Level (intermediate or advanced class):

Intermediate/Advance Class

Class theme/topics discussed:

Sexism and women in the professional world

How did you structure the class?

Activity 1 (10min): Introduction to the topic. I make sure that students know the basic vocabulary using the banners from a video of a recent demonstration in Spain in favor to gender equality (see link below)

Activity 2 (20min): In little groups, each one has to come up with at least three examples of sexism in labor world.

Activity 3 (15min): I gave them an article of opinion about the men’s role in feminist. Each student must read through a paragraph and summarize it loudly without asking the LR as few words as possible. Afterwards, we discuss the meaning and vocabulary.

Activity 4 (15min): Open debate about ¨micromachisms¨ in daily life.

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

Youtube.

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

How could this class be improved/ modified?

I think it was a very good class. Students were very motivated to speak about this topic.

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.

ARTICLE:

http://blogs.publico.es/david-bollero/2015/11/06/7n-igualdad-feminismo/

RU SP16 ADV Social Networks in Russia

May 6, 2016 / Tatiana Ermolaeva

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 01/21/2016

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

Class theme/topics discussed: Social Networks in Russia

Goal of the class: to introduce social networks used in Russia; discuss advantages and disadvantages of social networks in the world in general

How did you structure the class?
1. Warm up. First time the students just listen to the “song” and try to find out what is going on in the video. For the second time they watch it and should be able to guess what we’re going to discuss. http://rutube.ru/video/4fd7c75ec003c5b2f7de3b9da2e985ae/

5 minutes
2. Quick discussion:
What social networks popular in Russia do you know?
Do you have an account in any of them? Are you an active user there? What do you use it for? (example, talking to Russian friends, following the events in Russia, sharing your photos with Russian friends)
5 minutes
3. Introduction of the Russian social networks. And I also show to the students how the pages at different social networks look like.
15 minutes
4. Discussion: advantages and disadvantages of using social networks.
Students write statements on the board in two columns, then we discuss it together.
15-20 minutes
5. Wrap up. Video about internet and social networks from a famous Russian comedian:
http://rutube.ru/video/a03c459ff636505c14271d0652421aba/
8 minutes
6. Conversation Class Agreement.

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 lesson went very well! The students seemed to be really interested in the topic and they were very engaging during the conversation. Both videos worked great.
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.
CC RUS13 Summary 2

DE SP16 INT Furniture

May 6, 2016 / Charlotte Eisenblaetter

Conversation Class Lesson Summary

Language Resident Name: Charlotte Eisenblaetter

Day and Date: Monday, 25 January ‘16

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

Class theme/topics discussed: Furniture and prepositions

Goal of the class: To use prepositions and their correct case and build sentences with words of furniture.

How did you structure the class?

Students had to match vocabulary to pictures of different pieces of furniture, say the right article for each word. (10 min)
We repeated the particular verbs that are used for speaking about putting things up, down, carrying stuff, picking things up and the particular cases that the verbs require. (10 min)
Students took turns rolling a dice with prepositions written on each side. Then they formed sentences, for example, “I put the book on the table”, or “I hang up the curtains at the ceiling”. (30 min)
At the end, I gave two of the students a picture of an apartment with furniture in it. They described the picture to the third student, who drew a picture following the description. (10 min)

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

A dice with prepositions on it (can be printed out from the Hueber Verlag online). They are also in the German lounge.

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

The activity worked really well, and it was very important to revise the specific verbs first. It lasted for half an hour, and students started to make up pretty funny sentences.

How could this class be improved/ modified?

Lesson Plan: Lesson Plan Intermediate 25 january

RU SP16 INT Housing

May 6, 2016 / Tatiana Ermolaeva

Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 02/01/2016

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

Class theme/topics discussed: Housing

Goal of the class: remembering vocabulary from chapter 5 of the textbook; instrumental case

How did you structure the class?
1. Warm up.
Brainstorming on the housing vocabulary (students give the names of the pieces of furniture and write it on the board).
Students stand in circle. One of them has a small ball. They throw a ball to each other naming the pieces of furniture they’ve learnt in chapter 5 of their textbook. Those who can’t remember a word steps out of the circle but he/she has a chance to come back shouting out a word if the other person doesn’t remember it.
10 minutes
2. There’s a picture of a room/kitchen with furniture on the screen. The task is to describe what is where using prepositions за, под, перед, над, между, рядом.
20 minutes
3. Interview. Students write 5-10 questions on a piece of paper. Then they exchange their papers and ask the questions they have received from the other student. At the end they should present the other student to the class using the questions.
20 minutes

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

What worked well in this class? What did not work?
The lesson went very well! The students remembered the vocabulary we needed so both activities were both useful and helpful for them. They also told me that the activity with questions also helped them to speak and asked to do it more often.

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.

RU SP16 INT Introductory lesson

May 6, 2016 / Tatiana Ermolaeva

Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 01/19/2016

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

Class theme/topics discussed: Introduction lesson

Goal of the class: to get acquainted with the students and make them learn something new about each other

How did you structure the class?
1. General questions on how they spend the day, what courses they take this semester, how they spent their winter break
8-10 minutes.
2. The game “Human Bingo”.
Every student gets a piece of paper with a bingo chart on it. The boxes are filled in with the phrases. The task is to find a student who answers “yes” to the statement from the box. Wins the one who get a bingo combination with names first.
15 minutes
3. Tags on back. Names of famous people (not necessarily Russian) are written on a piece of paper and put into students’ back. Students must ask each other yes/no questions about the personality on his/her back (the other students can see the name) until he/she guess the personality.
15-20 minutes
4. Discussing topics for the new semester.
5 minutes

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

What worked well in this class? What did not work?
The games took more time than I expected. In general the lesson went ok though most of the students are still not so enthusiastic about learning Russian and keep on switching into English.

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 for task 2. Human Bingo

CC RUS11 Summary 1

DE SP16 INT Reading a city map interactively

May 6, 2016 / Charlotte Eisenblaetter

Conversation Class Lesson Summary

Language Resident Name: Charlotte Eisenblaetter

Day and Date: Wednesday, 3 February ‘16

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

Class theme/topics discussed: Reading a city map

Goal of the class: To practice the preposition “zu”, to name different places in a city, like theater, parking spot, crossroad, etc.

How did you structure the class?

My German language fellow came to class and introduced the fellow program at Mason Hall. We talked also about the upcoming FLRC Open House and Oldenborg Open House. (10 min)
I put a large map of Berlin on the table, in which metro stations, sights, and public places were indicated (a typical tourist map of Berlin). Each student had a figure from a board game to mark a place in the city. Students said sentences like “Go to a parking lot”, and every student looked for a parking lot on the map to put their own figure on. Then the next student called another category, and everyone searched again. (50 min)

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

A tourist map of Berlin

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

This worked really well. Students were very creative and wanted to learn all the symbols on the map. The acitivity went on for more than 45 min and it was so simple.

How could this class be improved/ modified?

This could also work for beginners. Works with any city map (even of L.A., if you don’t have a large German city plan here).

DE SP16 INT Germany memory

May 6, 2016 / Charlotte Eisenblaetter

Conversation Class Lesson Summary

Language Resident Name: Charlotte Eisenblaetter

Day and Date: Monday, 1 February ‘16

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

Lesson Plan intermediate 1. Feb

Class theme/topics discussed: Germany memory and card description

Goal of the class: To ask for cards, to ask questions about pictures and to give directions

How did you structure the class?

Playing a game with cards that has pictures of furniture on it and different letters from A to D. Students ask for card with a specific piece of furniture in order to gain four cards with the same letter. (Quartett). (15 min)
We used the pictures from “Germany-memory” for a game of description. Every student drew one card which they were not allowed to look at. The first one looks at his card. The others ask questions to eliminate as many possible pictures as possible. They can ask a maximum of five questions and they have a poster with all possible pictures in the game before them on the table. When they have guessed, the next student is allowed to look at his card. (25 min)
Everyone got a small excerpt from a map on Google maps of a different German city. Each of them chose a start-and end-point and described their path to the others. The other students imitated the directions on their own plan. In the end, everyone told the others where they had landed. (20 min)

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

« Möbelquartett » from the online-website hueber.de

Game « memory ». (In German lounge – Deutschland-Memory)

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

Everything worked well. It is important to give students one or two examples for each activity and tell them how to give directions properly etc.

How could this class be improved/ modified?

This could be modified for any other language and any other topic. You can use another memory game, or just a collection of pictures. You can also use any city. If you want to introduce a city, you can use the game to stop at different sights in the city.

Category: Everyday Life (Page 4 of 11)

CN S17 ADV Family Value & Kinship Terminology

ES S17 ADV Spanish Proverbs

RU S17 ADV Working with video fragments

CN F16 ADV Name

DE F16 ADV Berlin: Orientation and Adverts

CN F16 INT Celebrities

ES F16 INT Speaking about Hobbies

DE F16 ADV German colloquial language/slang and its usage

RU F16 INT Giving and Following Directions

CN SP16 ADV INTERNET SLANG

ES SP16 INT/ADV: Introductory Class

CN SP16 ADV LARGE CITY VS SMALL CITY

ES SP16 ADV: Pick-up Lines

CN SP16 ADV SPRING FESTIVAL

DE SP16 ADV Finding topics (1st class)

CN SP16 INT&ADV CUISINE

CN SP16 INT PARENTS

DE SP16 ADV Carnival speech

ES SP16 INT/ADV: Sexism in the professional world

RU SP16 ADV Social Networks in Russia

DE SP16 INT Furniture

RU SP16 INT Housing

RU SP16 INT Introductory lesson

DE SP16 INT Reading a city map interactively

DE SP16 INT Germany memory

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