Language Residents

an archive of lesson plans

Category: Everyday Life (Page 5 of 11)

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

ES F15 INT Bad habits and addictions

December 11, 2015 /

Class theme/topics discussed: Bad habits/ Addictions

Goal of the class: Discuss about their habits and learn new vocabulary

How did you structure the class?

Warm up: students make three sentences about themselves and the class guesses which one is false.

Activity 1: we brainstorm about the bad habits the already know and discuss which ones they have.

Activity 2: I show them a ppt with different bad habits, we learn how to say them in Spanish. They have to remember this for the final activity.

Activity 3: We watch a short video about internet addiction by a Chilean vloger. (0:30 – 2:00)

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

Activity 4: In pairs they complete a questionnaire that will determine how addicted they are to the internet. We share the results with the entire class.

Activity 5: In groups they do a brief debate about whether it is ok to smoke outside or inside.

Activity 6: We play tic tac toe. To be able to play the must name the bad habit from the ppt correctly.

How could this class be improved/ modified?

The topic of the debate could have been different. Nobody smoked so it was really hard to come up with arguments.

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.

Internet adiction questionnaire

ES F15 INT Dating

December 11, 2015 /

Class theme/topics discussed: Dating

Goal of the class: to learn vocabulary about dating

How did you structure the class?

Warm-up: True or false. Each student must say something they’ve done in their life, it can be true or false. The class has to guess if they are true or false by asking questions.

Activity 1: Speed dating. Each student has a profile and they have to talk to the others to find their match.

Activity 2: discussion about pick up lines. Can they explain the ones in English in Spanish? Do they work in their Spanish translation?

Activity 3: In groups they create their own pick up lines.

Activity 4: we watch a campaign against street harassment in Peru and we discuss the thin line between a nice compliment and harassment.

https://www.youtube.com/watch?v=I3cPZRVG3A4

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

They engaged so much in the speed dating activity!

They were embarrassed to talk about pick up lines so we didn’t really do the activity about creating their own. I told them to think about some ideas for next class (in English) so we’ll finish then.

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.

Dating profiles

CN F15 ADV Dialects

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

11/12/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Dialects

Goal of the class:

By the end of this class, students will be able to talk about the dialects in China and the U.S., and express their opinions about teaching dialects to their children.

How did you structure the class?

  1. Warm-up: Teacher says one sentence in a Chinese dialect, and students guess the meaning.
  2. Dialects in China:

What dialect do you know? Can you say some words or sentences in that dialect?

What are the characteristics of Chinese Dialects?

Can you share some interesting stories or your own experiences concerning dialects? Watch a video about dialects in China which is from a very popular TV show.

  1. Dialects in the U.S.:

Are there many different kinds of dialects in the U.S.? What are they? Watch a video about the dialects in the U.S.. Introduce the dialect in your hometown. Which accent is popular among people? Which is not?

  1. Discussion

Does dialect have any bad effects on job application or other events?

Will you teacher your own children speak dialect in the future?

Do you think dialects will disappear? Why?

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

Handout, youtube, powerpoint

Video: http://www.letv.com/ptv/vplay/23782689.html

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

Students were very interested in this topic. They shared their many experiences and opinions related to dialects. Class was good.

How could this class be improved/ modified?

No

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

 

RU F15 ADV Everyday Life

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 12/03/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Everyday life
Goal of the class: spontaneous speech practice

How did you structure the class?
1. Warm up. Dice talk.
Students throw dice. The number on it corresponds to the number of the topics on the list below:
1. What is your biggest dream?
2. How do you make friends with people?
3. Tell about the book you’ve recently read.
4. What would you like to change in the world?
5. What would you do if you won 1 billion $?
6. What places would you like to visit?
7. Would you change anything in your life if you could?
8. What is your most pleasant memory?
9. What is your favorite holiday? Why?
10. What bothers you most of all in present moment?
10 minutes
2. Guess what the movie is about
a) http://www.kinopoisk.ru/film/839253/
Listen to the trailer (no video). Try to find out what the movie is going to be about. Develop the story. Watch the trailer again with the video this time. Does it correspond to the story you’ve invented?
b) http://www.kinopoisk.ru/film/840258/
Watch the trailer without sound this time. Try to guess what the movie is about. Watch the video for the second time with the sound.
20 minutes
3. Look at the pictures of my friends and try to guess what their life looks like.
20 minutes.

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

What worked well in this class? What did not work?
The warm up activity worked great (thanks to the previous Japanese LR for the idea with the dice!). I chose questions that can be developed into serious and long conversations so the students were able to talk a lot but not endlessly. It’s a great exercise for spontaneous speech in a target language (if questions are adequate). As to the other tasks, they were not so exciting for the students though one of them now wants to watch one of the Russian movies that I showed a trailer of. In general the class went well.

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.

Questions for the 1st task:
1. Расскажи о своей самой заветной мечте.
2. Как ты заводишь друзей?
3. Расскажи о книге, которую ты недавно прочел.
4. Что ты хотел бы изменить в мире?
5. Что ты бы сделал, если бы выиграл 1 миллион долларов?
6. Какие места ты бы хотел посетить?
7. Изменил бы ты что-либо в своей жизни, если бы мог?
8. Расскажи о своем самом приятном воспоминании.
9. Какой твой любимый праздник? Почему?
10. Что тебя беспокоит больше всего в данный момент?

CN F15 ADV One-child Policy

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

11/03/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

China’s one-child policy

Goal of the class:

By the end of this class, students will be able to discuss the advantages and disadvantages about the one-child policy, and express their own opinions about the new policy.

How did you structure the class?

  1. Background: discuss the reason for carrying on this policy, think of other solutions for Chinese population problem.
  2. Advantages & Disadvantages:
  3. Watch a video, which is an interview about some Chinese people’s opinions about this policy and discuss what advantages and disadvantages have been mentioned in the video;
  4. Talk about the present society issues which were brought by one-child policy, such as the aging population, abandoned girls and spoiling children.
  5. New policy: Discuss the reason why the government ends the one-child policy and introduces a new policy, do you think the new policy will solve China’s present problems.

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

Youtube, handout,

https://www.youtube.com/watch?v=3gaNqdGIHkM

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

Class went very well. Students were all engaged and they came up with a lot of new topics and questions to discuss.

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).

11/03 Conversation Class (Advanced)

1、独生子女政策/计划生育政策 n. one-child policy

政策 n. policy

2、实施 bring something into effect 实施政策

3、少数民族 n. ethnic minority

4、农村   n. countryside

5、大陆     n. mainland

6、失衡 out od balance 男女比例失衡

7、养  v. raise 养孩子、养狗

8、复读 这里指高考考得不好，再读一年。

9、人口老龄化 aged tendency of population

10、发展 v./n. develop/development 发展中国家developing country 发达国家 developed country

11、人性 n.   humanity

12、同龄人   n. contemporary

ES F15 INT Predictions and Superstitions

December 11, 2015 /

Class theme/topics discussed: The future and superstitions

Goal of the class: to practice future tense and predictions

How did you structure the class?

How was their Halloween? What did they wear?

Open discussions: do they believe in any superstitions or anything without scientific proof? Can you really predict your future? Horoscopes?

Can they name some supersitions?

Activity 1: In pairs one person is the fortuneteller and the other one wants to have their cards read. I give each group some pictures (that represent love, money, luck etc). The “client” chooses three cards, one is the past, the other the present and the last one is the future. The fortuneteller has to interpret these cards and come up with a story. After this they change roles and do the same.

Students share the results of their visit to the fortuneteller

Activity 2: I ask students to tell me their zodiac signs; they pair up with people of the same sign. I give each group the “personality profile” of their sign and they have to discuss how accurate it is. We comment as a class. After this each group has to change the profile to fit their personalities, change what wasn’t accurate and we share the new profiles with the class and we discuss if they actually describe the people or not.

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

They really liked the activity of predicting the future; they came up with funny stories. They were also very open to sharing superstitions.

For the horoscope activity there weren’t enough students to make pairs so I handed each of them their sign and we discussed what characteristics they share and what was totally off. Since there were some Asian students they also shared their horoscope.

How could this class be improved/ modified?

Perhaps next time I could print some superstitions from around the world so we can comment on those instead of relying on their own experience.

DE 13 FS15 Adv. Max and Moritz- Wilhelm Busch

December 11, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Thursday, 3 December 2015

 

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

 

Class theme/topics discussed: “Max und Moritz” by Wilhelm Busch

 

Goal of the class: Read out parts from the classic children’s book, understand the text, describe the pictures.

 

How did you structure the class?

 

  1. There was only one student present this day. I copied three chapters from the classic German children’s book “Max und Moritz” and let her read out parts of it. Then we talked about vocabulary and meaning.
  2. The second chapter, I let her only describe the pictures to see if we could figure out the story by just talking about the pictures, because the language is a bit difficult to understand for non-native speakers.
  3. Then we talked about our favorite children’s books in Germany and Russia, and what typical children’s books looked like in our countries.

 

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

 

The book « Max und Moritz » from the German lounge. Author : Wilhelm Busch, 1893.

 

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

 

The text was great fun and we laughed a lot about the story. However, the language was difficult for my student to understand because of the rhyme form and the old-fashioned language.

 

How could this class be improved/ modified?

 

Find an audio file of the book online if possible and play it. Then let them order the audio files to the right chapters of the book.

 

DE 11 FS15 Int. Party Committee

December 11, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Wednesday, 16 September

 

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

 

Class theme/topics discussed: 2nd part of free time activities / planning a party

 

Goal of the class: To repeat vocabulary of free time activities. To be able to talk about organizational topics and organize a (fake) Halloween-party.

 

How did you structure the class?

 

First activity: Repetition of the verbs of leisure activities from last time: Every student got a slip of paper with the beginning of a sentence. For example: On rainy days, I… / When my friends come over, we… etc. (5 minutes)

 

Second activity: We had some small talk and my students wanted to know about my experiences in California so far, general topics. (10 minutes)

 

Third activity: I presented them two choices: Would they like to work all together (there were 4 students present) or in pairs? And would they rather plan a Halloween- or a Thanksgivng-party? They decided they all want to work together on a Halloween-party. I gave them a handout with some expressions to use when planning a party and they talked about their ideas. For example, food, decoration, costumes, and who to invite. (10 minutes)

 

Fourth Activity: We also wrote an invitation together to show them some expressions for written invitations. (10 minutes)

 

Fifth activity: I gave them a handout with scenarios at partys and they had to discuss whether it is a do or a don’t. For example, dancing on the table, having a weird costume, bringing friends etc.

 

Sixth activity: We played the party game “Guess who”. Everyone gets a piece of paper with the name of a famous person. All the others can see the name, but not themselves. They have to ask yes/no questions and find out who they are. (20 minutes)

 

 

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

 

Handouts, sticky notes

 

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

 

Everyone had fun and there was a good atmosphere.

 

How could this class be improved/ modified?

 

Insert a simple role play of “You meet an old high-school friend at a college party. What do you say?”. This would be a bit more natural than the party game “Guess who”.

 

 

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 Party Kommittee

 

ES F15 Food: names, tools and recipes

December 11, 2015 /

Goal of the class:

 Students remember vocabulary about food.

 How did you structure the class?

 Activity 1 (10min): Since the whether was really hot, I prepared one Spanish song that is about that. I printed the lyrics with some gaps instead of words and they had to fill them up while listening. Beforehand, they ask all the words they did not understand.

Activity 2 (15min): Food brainstorm. The whiteboard is divided into three columns: one about food, another about tools for eating and cooking and the last one about verbs for cooking. Likewise, the first column is divided into vegetables, meat, fish, fruit and spieces. One by one, the students fill each of the topics.

 Activity 3 (15min): My favorite receipt. Divided in groups of three, they tell each other how to cook their favorite meal or the meal the can cook better.

 Activity 4 (20min): In the same groups, they tell each other one catastrophic story that happened to them while cooking. Afterwards, they choose one and invent another two stories. The rest of the groups have to figure out which is the true one and who happened to.

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

Clip from youtube : https://www.youtube.com/watch?v=Kdp9KG52qpk

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

I think this class worked well in general. They had a lot of fun telling the others the catastrophic stories. The first activity is a warm up activity. You are welcome to choose any other or not, depending on how you like the song and if it is a hot summer/autumn day =)

 

 

 

CN F15 INT/ADV Chinese TV series

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

10/05/2015, 10/06/2015

Language and Level (intermediate or advanced class):

Chinese, Intermediate&Advanced

Class theme/topics discussed:

Chinese TV series

Goal of the class:

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

  1. describe the scene in TV series;
  2. make a story and some dialogs according to the scene from the TV series.

How did you structure the class?

  1. Students work in pairs. The teacher plays the TV series without sound. In each group, only one student can watch it, so they need to describe the scene to their partners at the same time. Every minutes students change their position so that everyone has a chance to describe.
  2. Students’ feedback: After showing the series, ask students some questions, like “How many roles are there”, “What’s the relationship between them”.
  3. Show the series without sound again, and let students make a story and some dialogs for it. Students show their stories in pairs.
  4. Show the series with sound and explain the new words in the video.
  5. Discuss about the project.

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

Show the first seven minutes of this video on class:

Video for intermediate class: https://www.youtube.com/watch?v=7ZxCKADsHWA

Video for advanced class : http://v.youku.com/v_show/id_XOTUwMDk4NjIw.html?from=y1.6-97.3.1.9f94b860cc6411e49e2a

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

Class went very well, students are active to make stories and dialogs with imagination.

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).

RU F15 INT Clothes and Colors

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Monday, 11/23/2015
Language and Level (intermediate or advanced class): Russian, Intermediate
Class theme/topics discussed: Clothes and colours
Goal of the class: to introduce and use the vocabulary in speech

How did you structure the class?
1. Warm up – Tongue twister
10 minutes
2. Clothes and color vocabulary. What is your favorite color?
15 minutes
3. Describe the clothes of the person sitting next to you.
10 minutes
4. Students are divided into 2 groups of 3 people. Make a list of pieces of clothes on the picture as fast as possible (the picture is the same for both groups).
15 minutes
5. Game (if time left). Students should understand a question and step out of the circle if they have any mentioned color on them.
5 minutes

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

What worked well in this class? What did not work?
It seemed to me that students liked the idea of learning the clothes and color vocabulary. They asked a lot of questions. Though some of them still didn’t pay much attention to what was going on in class. The game went well as they had to use the vocabulary to speak 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.

Handout 1
Мыла Мила
Мыла Мила мишку мылом,
Мила мыло уронила.
Уронила Мила мыло,
Мишку мылом не домыла.

Handout 2
Одежда – Clothes
Рубашка – shirt
Костюм – suit
Брюки – trousers
Носки – socks
Свитер – sweater
Футболка – t-shirt
Тенниска – t-shirt, polo-shirt
Майка – singlet, tank-top
Кофта – blouse
Джинсы – jeans
Юбка – skirt
Платье – dress
Шорты – shorts
Водолазка – poloneck
Жакет, куртка – jacket
Жилет – waistcoat
Шарф – scarf
Пальто – coat
Шуба – fur coat
Шапка – cap, hat
Колготки – tights
Ботинки – boots
Сапоги – high boots
Туфли – shoes
Кроссовки – sneakers, sport shoes
Носки – Socks
Спортивный костюм – sport suit
Кеды – gumshoes
Босоножки – sandals
Тапочки – slippers
Бюстгалтер – bra
Нижнее белье – underwear

Украшения – Jewelry
Кольцо – ring
Цепочка – chain
Браслет – bracelet
Ожерелье – necklace
Сережки – earrings
Кулон – pendant

Носить – wear
Надевать – put on
Снимать – put off
Обувать – put on shoes
Переодеться / переодеваться – change

Цвет – Color
Красный – red
Оранжевый – orange
Желтый – yellow
Зеленый – green
Голубой – blue
Синий – dark blue
Фиолетовый – violet
Белый – white
Серый – grey
Коричневый – brown
Черный – black
Розовый – pin

Picture for the 4th task
Picture for the 4th task

FR F15 “Leisure Time”

December 11, 2015 /

Language Resident Name: Julien Moniz

 

Day and Date : 11/24

 

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

Class theme/topics discussed: Leisure time

Goal of the class : Get the students to mobilize vocabulary about leisure activities.

 How did you structure the class

First the students were asked about the vocabulary they already knew about leisure activities. Then they discussed in pairs about their pastimes, favorites activities, etc… and were then asked to introduce their counterpart in front of the class. Finally they drew two random activities from a hat and were asked to find 5 pros for one and 5 cons for the others, still in pairs and tell them to the class.

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

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

The students spent almost all of the time speaking so the class was really effective.

 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.

FR 11 class 25

DE 11 FS15 Int. Free time activities

December 11, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Monday, 14 September 2015

 

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

 

Class theme/topics discussed: Freetime activities / hobbies

 

 Goal of the class: To be able to speak about likes and dislikes in connection to free time activities, repeat vocabulary of sports and leisure activities

 

 

How did you structure the class?

 

First activity: Every student got a picture of an activity, e.g. hiking, swimming, surfing… and had to describe the activity to all others. The other students had to guess which activity is on the picture. (It was said beforehand that the pictures all show some kind of leisure activity). (5 minutes)

 

Second activity: The students worked in pairs with a handout that I prepared. On the handout, there were 12 different pictures of activities. The students should interview each other and find out which activities the other one liked, disliked, or liked the most. After 7 minutes, I had the students report on the information to the larger group. (10 minutes)

 

Third activity: I divided the group in two groups and had each group write down as many verbs about leisure activities as they could think of. After appr. 2 minutes, I collected the results on the whiteboard. (10 minutes)

 

Fourth activity: The students worked in pairs again. They should imagine that they have a whole day off and make an appointment with their friend. They should plan their whole day together and make a schedule for the day. (For example, in the morning, they bake a cake, after that, they make a tour with the bikes, etc.) After 10 minutes, they reported their plans to the others. (15 minutes)

 

Sixth activity: We talked in a group. I asked them what they did on the weekend (to practice the verbs of leisure in the past tense). At last, we played a round of “Black stories” : A game where students have to guess the story behind a crime scene together. In the end, we even made one up together because we did not like the stories in the game. (20 minutes)

 

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

 

Handout with pictures, whiteboard

 

 

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

 

The handout and partner work went well, but it did not take as much time as I thought, partly because there were less students than expected. The game black stories is in theory a great game but the stories are so absurd that students never get to the right answer without major hints. That´s why we came up with the idea to create our own stories.

 

 

How could this class be improved/ modified?

 

Add some material to read and discuss, so that the students see how the verbs are used in context, have an exercise with verb conjugation

 

 

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 freetime activities

ES F15 Family and relationships

December 11, 2015 /

 

Class theme/topics discussed:

 Family. Relationships

Goal of the class:

To firmly remember vocabulary about family and have deep conversations about new and current changes on the concept of family in society.

 How did you structure the class?

Activity 1 (5min): Introduction. We talk about the weekend and upcoming events.

Activity 2 (10min): Warm-up: I give them an empty genealogical tree and, in pairs, they have to fill in the name of the different relationships.

http://www.abueling.com/Imagenes/arbol_genealogico_para_pensar_3.gif

Activity 3 (15min): Video and Discussion. I show a video from a news program that talks about new kinds of family (non-conventional families).

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

Activity 3 (15min): Debate in little groups: Different topics are written in different pieces of papers inside of a bowl. The groups pick up one of the papers and discuss (or try to answer) what is written in the paper. From time to time, I will stop the conversations to have them speaking loudly their opinions.

ES F09 INT Familia

Activity 4 (15min): Famous’ genealogical tree. One by one, students pick a picture of a famous person and put it on the board making a genealogical tree. They have to say all the possible relationships between the picture they put and those that are already on the board.

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

How could this class be improved/ modified?

Students enjoyed the class, they found the topics very interesting and were very involved and participative. The last activity is super fun, choose any kind of famous people (from Obama to Putin, Cleopatra, Shakira…).

CN F15 INT Describe A Person

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

09/30/2015

Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

How to describe a person

Goal of the class:

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

  1. recall some words that can be used to describe a person;
  2. find someone’s unique characteristics from his/her appearance, and describe him/her appropriately.

How did you structure the class?

1.Warm-up:

Brainstorm: when you see someone’s picture, how can you use words to describe the person?

Through this activity, students will recall some words they have learned before, such as words of body parts, color and gesture.

2.Activity: You Describe, I Guess

Students will be divided into a few groups and stand in different lines. The first student of each line will be shown a same picture. Then they go back to their lines and describe the picture to the second students. The second students describe it to the third students …… After the last students get the description, they come to the teacher and find the right one from two similar pictures. The first team who find out the right picture will win.

3.Closure:

Summarize new words and phrases. During the activity, there must be some words and phrases that students are not familiar with. Teacher can write them down and ask students to review them together.

4.Talk about the project.

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

A few pairs of similar pictures.

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

This class went well, students like this game.

How could this class be improved/ modified?

No.

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

Picture example:

1 u=2720575174,1601098451&fm=21&gp=0

RU F15 INT Daily Routine

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Wednesday, 09/23/2015
Language and Level (intermediate or advanced class): Russian, Intermediate
Class theme/topics discussed: Daily routine
Goal of the class: to learn / remember the vocabulary for the daily routine

How did you structure the class?
1. Warm up. Look at the Handout 1 and say whether your everyday life is different.
5 minutes.
2. Have a look at the words and expressions from Handout 2, add the words for the actions you do every day.
15 minutes
3. Describe your typical day.
15 minutes
4. Discussion: is there any difference between weekday and weekends?
What do you usually do at the weekends?
15 minutes
5. Fill in the handout “My day” in writing (Handout 3).
10 minutes
6. Watch the video on how the morning is different for boys and girls:

Share your impressions on the video.
5 minutes

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

What worked well in this class? What did not work?
The discussion went very well. Finally the students started using the full sentences, not just separate words. The video was definitely a success. I’ll try to find videos with not many words as they react better and don’t feel the pressure to understand every single word then.
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

Handout 1

Handout 1

Handout 2

Handout 3

Handout 3

RU S15 ADV April Fool’s Day

May 26, 2015 /

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13 

Date: April 2, 2015

Class theme/topics discussed:

April Fool’s Day

 Goal of the class:

Talk about pranks and practical jokes for April Fool’s Day

Structure of the class (unless you attach your lesson plan below): 

Activity 1 – Warm-up Talk about April Fool’s In Russia and the US: differences – 10 minutes

Activity 2 Discuss my fake “Translation prize” 🙂 – 5 minutes

Activity 3 Best April Fool’s pranks of the 20th century – 15 minutes

Look at pictures, predict what the prank is, then read and discuss http://lifeglobe.net/entry/1557

Activity 4 More April Fool’s – 15 minutes

http://www.adme.ru/svoboda-kultura/samyj-krasivyj-v-mire-uchitel-po-matematike-887860/

http://www.adme.ru/svoboda-narodnoe-tvorchestvo/15-genialnyh-shutok-na-1-aprelya-884060/

Activity 5 Create your own prank! – 15 minutes

Work in pairs, describe what you would do and how

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

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

It was super fun 🙂

How could this class be improved/ modified?

 Please attach your lesson plan and handouts for this class below – if you used any.

 

 

RU S15 ADV Lying

May 26, 2015 /

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13

Date: February 10, 2015

Class theme/topics discussed:

Lying

 Goal of the class:

Review different ways of referring to lying – and different ways of lying!

Structure of the class (unless you attach your lesson plan below): 

Activity 1 Warm-up Video Liar liar trailer in Russian – 5 minutes

https://www.youtube.com/watch?v=8g8ZvLSyjxI

Activity 2 – Vocab brainstorm – 10 minutes

Lying, telling the truth, fooling… on the whiteboard. Also discuss the difference between “правда” (truth, also accuracy) and “истина” (higher truth, philosophical truth)

Activity 3 – Rules of lying – HANDOUT 1 and HANDOUT 2 – 20 minutes

Adapted from “How to lie: user’s manual ” http://kyky.org/mag/life/kak-pravilno-vrat

Each student gets the list of rules of lying (Handout 1) and each of them gets one or two descriptions of the rules (Handout 2), which they read out loud.

Activity 4 – I’m telling the truth! – 20 minutes

Each student comes up with a situation in which lies are necessary – and their partner acts it out. We evaluate the lies in terms of believability and all the factors/aspects discuseed in Activity 3.

Activity 5 – Wrap-up – 5 minutes

Handout 3 – Funny/absurd Russian expressions

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

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

The class went very well, but even though I adapted the text quite a lot, it was still a little too much reading. But great to practice textual coherence! And despite a very high level of fluency, reading aloud still poses quite a challenge for these students, so it is good to practice it every now and again. The last part was very funny!

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any. 

CC_RUSS13_Lying_Feb10

HANDOUT 1

http://kyky.org/mag/life/kak-pravilno-vrat

  1. Разработайте легенду заранее
  2. Подкиньте подробностей
  3. Вовлекайте минимум третьих лиц
  4. Контролируйте тело
  5. Контролируйте голос
  6. Поверьте во все сами
  7. Нападайте!
  8. Отрицайте все
  9. Соглашайтесь со всем
  10. Тренируйте память

HANDOUT 2

Любительство и небрежность — залог немедленного провала. Легко врать детям до пяти лет. Их оперативная память все равно сотрет все без остатка, и назавтра вы получите чистую версию, только что из-под пресса. Но если вы собрались врать взрослому человеку, то не отказывайте ему в способности к критическому анализу. Ваша версия событий должна быть логичной, вытекать из обычного для вас образа жизни и распорядка дня.

Дьявол скрыт в деталях. Они делают легенду правдоподобной. Именно детали запоминаются лучше всего, а вовсе не последнее из сказанного. Врите только о местах и событиях, которые способны описать достоверно, — вы там бывали. Но имейте чувство меры — слишком яркие подробности вызывают подозрения.

 

Во-первых, четко оговорите с соучастниками ход событий. У вас уже готовы убедительные детали? В идеале число свидетелей должно быть минимальным. Чем больше лиц вы втянули в свой план, тем больше вероятность провала.

 

Помимо языка во рту, у вас имеется еще и язык тела, который часто ведет себя совершенно предательски. По выразительности язык тела ни в чем не уступает вербальным средствам и выдает не хуже отпечатков пальцев. Язык тела анализируется подсознательно: достаточно быть зажатым, избегать взгляда в глаза, сложить руки в защитной позе – и вас уже подозревают. Это все проклятый адреналин, вызывающий потоотделение, прерывистое дыхание и неестественные движения. Попробуйте сперва наврать по телефону — так вас не будет видно. Если надо врать лично, сделайте дыхательную гимнастику, успокойте нервы и действуйте: прямая спина, открытые руки, твердый взгляд. Только не вздумайте пить, чтобы снять напряжение!

 

Мужчину обмануть легче, чем женщину. В силу генетических причин женщины гораздо тоньше улавливают нюансы речи. Высшая категория сложности — это жены и мамы. Отклонения в привычном тембре и темпе немедленно регистрируются и вызывают подозрения. Врите лучше мужчинам, так риск попасться гораздо меньше. Но во всех случаях придерживайтесь простых правил: расслабьте мышцы брюшного пресса, освободите дыхание, дышите ровно. Смейтесь в нужных местах, нет ничего более полезного для отвлечения внимания, чем смех.

 

Универсальный и непобедимый способ врать — самому поверить в то, что так оно и было. Это высшая лига, номинация на «Оскар» в категории «Ложь». На подобное, правда, способны только истинные артисты. Вдохновенная трепотня этих граждан найдет путь к любому сердцу: глаза горят сдержанным блеском, голос убаюкивает, жесты внушают доверие, и вот Константин Сергеевич Станиславский утирает старческую слезу, говоря: «Голубчик, я верю вам». Здесь требуется время и подготовка. Репетируйте свою партию перед зеркалом, глядя себе в глубину души, выучите ее наизусть от начала до конца и обратно, пока ваша легенда не начнет вам сниться.

 

Политики — генетически предрасположенные ко лжи существа, населяющие нашу планету. Помимо природных гипнотических данных, они обычно владеют еще и методами отвода внимания. В случае, если вы попались на вранье, пользуйтесь их ноу-хау. Нет лучшей защиты, чем нападение — припомните оппоненту эпизод из прошлого, когда он повел себя предосудительно. Демагогия и уверенность в себе здесь лучшие помощники: «Как же ты мог мне врать?» — «А как ты могла не любить мою бабушку? Она переехала из Щучина, только чтобы быть поближе к тебе!», — и разговор немедленно получает выгодное вам направление.

 

Здравый смысл, логика, даже видеозаписи — все пасует перед железобетонным словом «нет». Если вы врете близким людям, задача облегчается — они заведомо настроены вас простить.

Жена моего друга однажды нашла у него в сумке пачку презервативов. Она аккуратно разрезала каждый пополам и положила пачку назад, застегнув замочек. С тех пор ни один из них не заикнулся об инциденте, но каждый сделал для себя соответствующие выводы.

Главное — не вздумайте проявить слабость и начать извиняться!

 

Парадоксально, но этот метод работает не хуже предыдущего, особенно с мужчинами. Даже самому последнему из мужчин по душе роль великодушного готового все простить Цезаря, глядящего из ложи на гладиаторский цирк.

 

Вступая на скользкую дорожку лжеца, помните, что вам придется держать в голове все подробности ваших сочинений. Хороший врун похож на шахматиста: в случаях многоходовых комбинаций он держит все нити под контролем, как паук в паутине. Никогда ничего не записывайте!

Ложь сродни высокому искусству. Она сочетает в себе актерское мастерство и математические способности, тренирует гибкость ума, память и в долгосрочной перспективе способствует долголетию мозга. Если бы не морально-этические нюансы, я бы рекомендовал вранье в курсе средней школы. Увы, в настоящий момент нам остаются кроссворды, головоломки и курсы макраме.

 

HANDOUT 3

 

  • Старый новый год
  • Принуждение к миру
  • Детская пластмассовая железная дорога
  • Свежие консервы
  • Незаконные бандформирования
  • Туалетная вода
  • Среднее ухо
  • Холодный кипяток
  • Ресторан Макдональдс
  • Сухое вино
  • Миротворческие войска
  • Истинная правда
  • Да нет наверное
  • Наверное, точно
  • Молочный зуб
  • Два градуса тепла
  • Начинают заканчиваться
  • Деревянный стеклопакет
  • Битый час!
  • У пациента сильная слабость
  • SMS—сообщение
  • Убить насмерть
  • Пойду съезжу в магазин
  • Жидкий стул
  • Сделай огонь тише!
  • Предельно допустимая норма
  • Смертная казнь
  • Федеральная служба по контролю за оборотом наркотиков

RU F14 INT/ADV Russian habits and Intsrumental case

May 26, 2015 /

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band https://www.youtube.com/watch?v=r9dhtXsEalg

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”. http://www.buzzfeed.com/azazello/16-things-russians-do-that-americans-would-find-we-cqjf?fb_ref=Default&fb_source=message

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications. http://www.adme.ru/zhizn-semya/13-privychek-kotorye-est-tolko-u-russkogo-cheloveka-802560/

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5 – Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution. https://www.youtube.com/watch?v=Qc5hySGdBXg

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

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

The class went exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

PDF ALL CASES REVIEW SHEET Cases Review Sheet

PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises

LESSON PLAN WITH HANDOUTS CC_RUSS11_Russian_habits_Nov17

HANDOUT 1   РУССКИЕ ПРИВЫЧКИ – RUSSIAN HABITS RUSS11 November 17

 

  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.

 

  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

“присядем на дорожку”.

 

  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.

 

  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).

 

  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.

 

  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).

 

  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!

 

  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).

 

  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.

 

  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!

 

  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.

 

  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!

 

  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).

 

 

HANDOUT 2

 

(1)

Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?

 

C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?

 

За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)

 

(2)

Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?

 

Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?

 

С чем ты любишь пить чай/кофе? С молоком?

 

RU F14 INT/ADV Health

May 26, 2015 /

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: October/November 2014

Class theme/topics discussed:

Health

Goal of the class:

Revise health vocabulary (multiple classes)

Structure of the class (unless you attach your lesson plan below):

Health vocab revision

Activity 1 Giving health advice

They work with Handout 1, using the PDF Health vocab handout (attached) 

Activity 2 More health

Handout 2 They work in pairs and translate sentences into Russian, trying to work them back into the logical order (first part of the handout). We revise together

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

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

How could this class be improved/ modified?

 Please attach your lesson plan and handouts for this class below – if you used any.

PDF Health vocab Health vocabulary

HANDOUT 1

КАК ТЫ СЕБЯ ЧУВСТВУЕШЬ?

Я все время чихаю и кашляю, у меня насморк. Я, кажется, простудилась.

Тебе нужно…

У меня очень болит голова.

Тебе нужно… (e.g. sleep enough – выспаться)

У меня ужасно болит живот! Меня тошнит. Видимо, я что-то не то съел(а).

Тебе нужно…

У меня высокая температура, кажется, но у меня нет градусника, я не уверен(а)

Тебе нужно…

У меня болит колено. Смотри, какой ужасный синяк! Еще у меня, по-моему, растяжение.

Тебе нужно…

Я сильно обожглась, когда делала блины, – смотри, какой у меня ужасный ожог на руках!

Тебе нужно…

У меня высокое давление.

Тебе нужно…

У меня болит сердце!

Тебе нужно…

Сегодня я упала в обморок! Не понимаю, почему?

Тебе нужно…

Я постоянно болею гриппом! Мне это уже надоело! Никакого иммунитета, чёрт побери!

Тебе нужно…

HANDOUT 2

RUSS 11 Intermediate Russian Conversation November 3, 2014

  1. My father is not very athletic, so he often gets sick (he is often sick).
  2. For example, he recently came down with bronchitis,
  3. …and so when I talk with him now, I always ask how he is feeling.
  4. Yesterday he said that he had just been to the doctor’s.
  5. The doctor measured his temperature and it was high.
  6. Then the doctor gave him an antibiotic and told him to stay in bed.
  7. The doctor also told my father to dress warmly and drink lots of tea.
  8. Overall (в общем), my father told me that he was not seriously ill,
  9. …but he did tell me that being sick is not fun (=is unpleasant)
  10. He also said he still had a headache.
  11. To this (на это) I said of course “Get well soon, Dad!”
  12. Thank God he in not in the hospital! It’s good he is at home.
  13. Unfortunately, though, Mom is at work all the time and our dog doesn’t know how to give him tea with lemon.
  14. And I live far. Well, at least I call always Dad to cheer him up (развеселить).

RUSS 11 Intermediate Russian Conversation November 3, 2014 —- 1

  1. My father is not very athletic, so he often gets sick (he is often sick).

Then the doctor gave him an antibiotic and told him to stay in bed.

Overall (в общем), my father told me that he was not seriously ill,

The doctor measured his temperature and it was high.

…and so when I talk with him these days, I always ask how he is feeling.

Unfortunately, though, Mom is at work all the time and our dog doesn’t know how to give him tea with lemon.

To this (на это) I said of course “Get well soon, Dad!”

RUSS 11 Intermediate Russian Conversation November 3, 2014 —- 2

  1. For example, he recently came down with bronchitis,

….And I live far. Well, at least I call always Dad to cheer him up (развеселить).

Yesterday he said that he had just been to the doctor’s.

Dad also said he still had a headache.

The doctor also told my father to dress warmly and drink lots of tea.

…but he did tell me that being sick is not fun (=is unpleasant)

Thank God he in not in the hospital! It’s good he is at home.

CN S15 ADV Juvenile Delinquency

May 8, 2015 /

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Tuesday, April 28, 2015

Language and Level (intermediate or advanced class): Chinese Advanced 013

Class theme/topics discussed:

Juvenile Delinquency

Goal of the class:

  • To help students learn some Chinese terms and expressions about juvenile delinquency;
  • To make students aware of the effects of juvenile delinquency on family and society;
  • To develop students’ understanding of the motive and prevention of juvenile delinquency.

How did you structure the class?

  1. Warm-up: introduce this topic by referring to campus shootings in the U.S.:

https://www.youtube.com/watch?v=c7maqufAXF0;

  1. Ask the students to think about the following questions: what is juvenile delinquency? Which age group does this refer to? What does juvenile delinquency include? Examples?
  2. Teach the students some Chinese terms and expressions about juvenile delinquency, and try to ask them to rephrase those words/expressions in simple Chinese;
  3. Guide the students to analyze the causes and effects of juvenile delinquency:

https://www.youtube.com/watch?v=egvBwq1FB2g;

  1. Discuss how to prevent juvenile delinquency from various social dimensions (juvenile delinquent, victim, family, community, and society);
  2. Wind up this topic.

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

Handouts, videos.

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

The in-depth analysis and discussion of juvenile delinquency went on well in this class, since the students found they’re confident and fluent in talking about complicated social issues in Chinese. They made great progress in my conversation class this semester.

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.

青少年犯罪

  1. 青少年：teenager           犯罪（fan4 zui4）：crime
  2. 青少年犯罪：juvenile delinquency 犯罪率（lv4）
  3. 心智不成熟：emotionally and intellectually immature
  4. 暴力：violence                 家庭暴力
  5. 沉迷于网络/电脑游戏
  6. 心理问题/疾病
  7. 叛逆（pan4 ni4）：rebellious
  8. 违反法律
  9. 拜金主义（bai4 jin1）：money worship
  10. 虐待儿童：child abuse
  11. 未成年人
  12. 色情节目：pornography
  13. 误入歧途（wu4 ru4 qi2 tu2）: go astray
  14. 文盲：illiteracy
  15. 坐牢（lao2）：be in jail

JP S15 ADV INT Police

May 8, 2015 /

Language Resident Name: Akihiro Shimizu

 Day and Date: Monday, February 2nd. Tuesday, February 3rd.

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

 Class theme/topics discussed: Police Affaire

 Goal of the class:

Students will be familiar with Japanese police matter.

Students will know new vocabularies concerning police.

Students will know how to speak to police when they lose their belongings.

 How did you structure the class?

1. Advertisement

I advertised up-coming cultural activities.

2. Warm-up

I ask students about American police. Do you talk to police? When do you speak to police? How do you find them?

3. Vocabularies

I distribute a copy of handout. On it there are several vocabularies concerning police. They will be key words in case we talk to police. We check them one by one. If a student knows the meaning of a word, he/she explains it. Otherwise, I do instead of them.

4. Icebreaker

Give one picture sheet to each student. One student is a witness who saw a robbery, and the other is a police officer. The police officer asks the witness questions to find which man in the picture is the thief. When the police officer knows who the thief is. s/he tells the number for him to the witness and checks if it s correct.

5. Skit

On the backside of the handout is a skit. one act as a police and the other does a guy who lot his/her wallet. By reading the skit students practice how to ask police to look for his/her lost property.

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

handout

SP15 JPN Int Ad Police

RU S15 INT February Food Cognates

May 8, 2015 /

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11

Date: February 2, 2014 

Class theme/topics discussed:

February, food, days of the week, cognates

Goal of the class:

We talk about February, revise vocab from previous classes, revise food and days of the week and revise cognates 

Structure of the class (unless you attach your lesson plan below): 

Activity 1 Warm-up – “February” song – HANDOUT 1 – 15 minutes

https://www.youtube.com/watch?v=SDsxUk5wdkE

Fill in the gaps, discuss

Activity 2 – Vocab and grammar revision – HANDOUT 2 – 20 minutes

Translate and complete the sentences using “and”, “but”,
“so”, “because”…

Activity 3 – Katy Perry’s diet – FOOD – HANDOUT 3 – 15 minutes

What did Katy eat? Find out from your partner

Activity 4 – Cognates game – HANDOUT 4 – 10 minutes

Say as many nouns for these adjectives (all cognates) as you can in every gender, take turns.

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

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

Maybe a little too much time on the song, so I’ll skip that part next time. Repeating things in Activity 3 in very, very good for these two students, same with pronouncing long adjectives in Activity 4 – even though they’re cognates, they’re sometimes hard to pronounce for the first time. VERY good to practice conjunctions in Activity 2, because American students often tend to translate “and so” as “и так” (literal translation instead of “поэтому”).

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any.

CC_RUSS11_February Food Cognates_Feb2

CN S15 ADV Environmental Pollution and Protection

May 8, 2015 /

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Thursday, April 23, 2015

Language and Level (intermediate or advanced class): Chinese Advanced 013

Class theme/topics discussed:

Environmental Pollution and Protection

Goal of the class:

  • To help students learn some Chinese terms about environmental pollution and protection;
  • To make students aware of key environmental issues in the world;
  • To guide students on how an individual makes a difference in protecting the environment.

How did you structure the class?

  1. Ask the students to brainstorm anything related to environment;
  2. Introduce some Chinese terms about environmental pollution and protection, and ask them to guess the meanings or paraphrase those terms in simple Chinese;
  3. Serve as a facilitator and divide them into several groups. Give 10 minutes to them for group discussion about key environmental issues in the world;
  4. Invite them to report to the whole class;
  5. Give them an in-depth analysis on the causes and consequences of environmental pollution, and provide a few feasible suggestions on how to protect the environment as a student:

https://www.youtube.com/watch?v=zLVqOPS9vqw

https://www.youtube.com/watch?v=bn8R_XqjjI0

  1. Wind up this topic.

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

Handouts, videos.

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

The students liked to talk about environmental issues, since global issues of this kind can get the students more involved in discussion. They really wanted to do as much as they can to protect the environment. The discussion and in-class analysis worked very well in this 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.

环境污染与保护 

  1. 环境污染（wu1 ran3）—环境保护
  2. 水污染
  3. 土地污染
  4. 空气（kong1 qi4）污染
  5. 自然灾害：natural disaster（飓风、洪水、台风、暴风雨）
  6. 全球变暖（nuan3）
  7. 温室效应：greenhouse effect
  8. 气候变化
  9. 世界环境日：World Environment Day（6月5日）
  10. 水土流失：water and soil erosion
  11. 有毒废物：toxic waste
  12. 植树造林：afforestation         滥砍滥伐（lan4 kan3 lan4 fa2）：deforestation
  13. 节约用水
  14. 回收：recycling
  15. 污水处理：sewage disposal
  16. 环境恶化
  17. 垃圾：rubbish
  18. 灾难（zai1 nan4）: disaster

FR S15 ADV Progress

May 8, 2015 /

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, March 3rd

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

Class theme/topics discussed:
Progress

Goal of the class:
To learn vocabulary about technological progress
To share opinions about love in our society

How did you structure the class?
Warm-up: when I tell them “progress”, what do they think about? What is for them the greatest invention of the 20th century?

1. I give them two pages of vocabulary related to the progress. In pairs, they have to pick up two: one they know and why they picked this one ; one they don’t know and I explain them what does it mean. They must then create a sentence with three of those words.
2. We read an article together about those technologies which have replaced former daily objects. We commented this article together. In pairs: as it was written in 2003, can we say the article was right? What other items have been replaced since then? Do they remember using one the old ones in the article?
3. I give a list of items. In pairs, they have to discuss and choose 5 without which they could leave in this world. How can those be replaced?
4. What could be the next inventions that will change the world?

What worked well in this class? What did not work?
They were really talkative. We had a great conversation, and everyone was involved in it. I planned many other activities, but those took all the class.

 

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