Language Residents

an archive of lesson plans

Category: Improvisation

ES SP19 INT: Connecting Random Topics in Small Talk

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Wednesday, February 20th   
  • Language and Level: Spanish Conversation Intermediate
  • Class theme/topics discussed:

Improvisation

Connecting random topics

  • Goal of the class:

To improvise conversation based on random topics

  • How did you structure the class? 
  • Activity 1: In pairs, students come in front of the class. They have to choose two random topics from two pits on the table: one of them very simple (e.g.: “cheese”, “chocolate” or “pets”) and the other one complex (e.g.: “The Cold War” or “Plato’s Allegory of the Cave”). They have to start a conversation with the first topic and find a way to get to the other topic without forcing it. 
  • Activity 2: Following the same idea as before, students are assigned a different topic each. One of them starts talking about their topic. Then, when the time is right, someone else takes over the conversation with their topic and so on until everyone gets to speak. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

The class worked out quite well. Students had fun and were very creative on coming up with ways to connect the topics.

  • How could this class be improved/ modified?

The class worked out pretty well.

RU F18 ADV Job Interviews in Russia

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 11.08.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Job/internship interview in Russia

Goal of the class: Learn related vocabulary and grammar. Practice interviewing each other

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. What is a job interview? Open discussion. – 5 min
  3. How to prepare for an interview? First, students and LR discuss the common rules of going through interviews successfully. Second, students read the handout 1 and discuss every point. – 15 min
  4. Practicing: students work in groups of 2. They are given situations when they are to do interviews for different companies. They change a partner every 5 minutes. (handout 2) – 20
  5. Wrap-up: with the last person, students demonstrate their interviews. Other students give comments at the end (what was good, what was bad etc.) – 15 min

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

handouts

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

Good class, I would dedicate more time to demonstrational interviews

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.

Интервью на русском

Интервью – это всегда сложный опыт, который вызывает много нервов и стресса. Интервью на иностранном языке – еще сложнее. Предлагаю вам несколько советов, которые помогут успешно пройти интервью на русском языке.

  1. Оденьтесь красиво. В России судят по одёжке. Хорошая прическа, макияж, уместная одежда и немного парфюма создадут правильное и хорошее впечатление о вас.
  2. Не забудьте резюме. Хорошо знайте информацию, которая там есть.
  3. Будьте готовы ответить на такие базовые вопросы:

– Расскажите о себе.

– Что Вы знаете о компании?

– Какие Ваши сильные и слабые стороны?

– Почему вы уволились с Вашей предыдущей работы?

– Чем вы занимаетесь на Вашей работе сейчас? Расскажите о деталях. Какая атмосфера у Вас в офисе?

– Почему Вы хотите работать на нас?

– Кем Вы видите себя через 5 лет?

– Какой вы человек? Расскажите о своем характере.

  • Знайте такие фразы, как «взаимно» или «будьте здоровы». Будьте вежливыми.
  • Задавайте вопросы во время интервью.
  • Не нервничайте.
  • Попрактикуйте интервью на иностранном языке с другом/подругой/репетитором/в онлайн-сервисе.

Handout 2.

  1. Интервью в компании Майкрософт на должность главного инженера.
  • Интервью в новой кофейне на должность баристы.
  • Интервью в МакДональдсе в Апленде на должность ночного кассира.
  • Интервью на должность нового Русского Резидента (even though I am irreplaceable 😉 ) в Олнедборге.
  • Интервью на должность нового Ректора Колледжа Питцер.
  • Интервью на должность системного администратора в Пентагоне.
  • Интервью на должность титистера в компанию Липтон.
  • Интервью на должность главного СММ менеджера в Л’Ореаль.
  • Интервью на должность Инстаграм-менеджера Рианны.
  • Интервью на должность нового ведущего кулинарной программы.
  • Интервью на должность шпиона в Эстонии.
  • Интервью на должность повара в новом отеле Трампа.

ES S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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

Handouts.

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

The activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

ES INT S18 Fake News

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

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

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

Students ask each other about when and why they lie, it will lead to the topic of fake news.

They get a worksheet to prompt conversation which is attached at the end of this sheet.

 

Activity 1 (15′)

Students watch a video about fake news

http://www.elmundotoday.com/2017/11/un-arcoiris-en-barcelona-convierte-en-homosexuales-a-15-000-personas/

 

Then, they share their reaction since it is a very ridiculous article.

 

Activity 2 (30′)

Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.

Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.

 

 

 

How could this class be improved/ modified?

It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.

 

 

 

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

 fake news          INT 01:29 FAKE NEWS READY

 

FR S18 ADV Argumentation

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, April 11

Language and Level (intermediate or advanced class): Advanced

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

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

How did you structure the class?

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

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

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

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

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

How could this class be improved/ modified?

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

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

2018-04-11 ADV.2 Argumentation

 

ES F17 INT Love on Tinder

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ 

Day and Date: 09/27/2017

Language and Level (intermediate or advanced class): INTERMEDIATE 

Class theme/topics discussed: Love, cultural differences in relationship.

Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.

How did you structure the class?  

Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.

Warm-up (15’): Word-search about physical and personality features.

Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people

 

Activity 2 (20’) Create your own Tinder profile

Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.

Here they are also advised to include a silly pick-up line that the instructor will provide

 

Activity 3 Speed dating (25’)

Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.

Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.

Students ask each other questions about themselves. Requirement, they need to use at least one pick up line

 

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

Pick up lines (below)

13 word-search sheets love word search

Speaking Prompts for speed dating (below)

13 Tinder templates tinder profile

 

 

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

It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary.  Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.

 

How could this class be improved/ modified?

I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.

 

 

 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.

 

 

Pick-up lines

 

 Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada

 

 

Ojalá la mitad de las estrellas brillaran tanto como tus ojos.

 

 

Ojalá fueras bombero para apagar el fuego de mi deseo.

 

 

Quisiera ser joyero para poder apreciar todos los días un diamante como tú.

 

 

 Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar

 

 

Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.

 

 

Si el agua fuese belleza, tú serías el océano entero.

 

 

Si besarte fuera pecado, caminaría feliz por el infierno.

 

 

Perdí mi número. ¿Puedo tener el tuyo?

 

 

¿Crees en amor a primera vista, o debo pasarte otra vez?

 

Phrases to help speed dating

 

¿A qué te dedicas?

 

¿Qué te gusta hacer en tu tiempo libre?

 

¿Has tenido otras relaciones en el pasado?

 

¿Por qué no funcionaron?

 

¿Qué es lo que más te gusta en una persona?

 

¿Dónde te gustaría vivir?

 

¿Quieres tener hijos?

 

¿Eres de playa o de montaña?

 

¿Cuál es tu libro favorito?

RU F17 ADV New Robinson Crusoe

Language Resident Name: Mykyta Tyshchenko

Day and Date: 09.21.2017, Tuesday

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

 Class theme/topics discussed: New Robinson Crusoe

 Goal of the class: learning the vocabulary connected with travel and surviving in extreme conditions, practice argumentation and conviction

How did you structure the class?

  1. Greetings and general questions. – 5 min
  2. Introduction of the topic and new vocabulary. (handout 1) – 15 min
  3. “The Survivors” game: during the voyage, the boat with the people got into storm and eventually sank. There are only 4 people who survived. Every one of them has a certain number of items that can help the people to survive at the island. Moreover, the students have their new identities. The goal is to choose only 1 person who is worth living on the island and chose the destinies of the rest. The students have to provide the reasons why they worth surviving. (handout 2) – 35 min
  4. Wrap-up: post activity discussion. – 5 min

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

Handouts

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

The class generally went well. Students incorporated a lot of imagination and creativity in their discussion and enjoyed the activity. During the feedback sessions, all the students from this class mentioned this class as one of the best classes they’ve had.

 How could this class be improved/ modified?

Sometimes, extra questions from the LR were required to help students orient in the conversation, so next time I would suggest create another personality for the LR so he interacts with the students as one of the “survivors”.

 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.

Верёвка

Нож

Зёрна пшеницы

Бутылка рома

Антибиотик

Спички

Кастрюля

Брезент

Пистолет

Книга «Как выжить на необитаемом острове»

Телефон, заряженный на 50%

2 кг сухарей

Handout 2.

  1. Капитан корабля: уже один раз выжил на необитаемом острове. Стал капитаном только для того, чтобы избежать ответственности за убийства на родине. Умеет хорошо стрелять, но не знает медицины.

Предметы: Пистолет, веревка, кастрюля.

  1. Журналист: проводил расследование на корабле и пытался узнать правду о убийствах капитана. В прошлом – медик. Не умеет плавать и панически боится темноты.

Предметы: мобильный телефон, антибиотик, нож.

  1. Студент-инженер: Смертельно болен, ему осталось жить 3 месяца. Умеет строить лодки и корабли отлично знает физику.

Предметы: Бутылка рома, книга, спички.

  1. Циркач: Плыл на представление со своими животными (тигры, крокодилы и львы), только он знает, как обращаться с дикими животными. Умеет выращивать хлеб, но не умеет плавать и читать.

Предметы: Брезент, зёрна, сухари.

Так же на берег выбросило водой: нож, две веревки, зажигалку и компас.

ES S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

Warm-up: All students standing up. I give a student a ball, within 15 seconds he/she has to think of an animal that starts with the letter “a”. Then he/she passes the ball to another student who must do likewise but with letter “b”. If a student fails has to sit down. We go through the alphabet until only one student is standing. You can go from “z” to “a” again if many students still remain playing. Also, it would be wise if you remove from the beginning those letters with only/none animals (e.g. “x”).

Activity 1: We brainstorm some useful vocabulary to describe animals and I write it down on the board. Then, each student writes the name of an animal on a piece of paper and I stick it on other student’s back. All students stand up and move around and with yes/no questions, they need to figure out which is the animal on their back.

Activity 2: Students are in pairs, I give them a list with Spanish sayings involving animals in one column, and the meaning on the other (although they are not in order). They need to match up the two columns by thinking on the meaning of the sayings. After, I give all the solution and we check how well they did.  If there is time left, you can put the students in pairs or little groups and they have to come up with a context where a saying is properly used, they even can act out the situation.

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

Handouts.

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

How could this class be improved/ modified?

Very successful class. Students liked all the activities. Maybe it would have been better doing everything faster so we had time to act some of the sayings. Depending on the level of the students, this can work with an intermediate class although I would recommend to reduce the list of sayings in activity 2. For advance, this matches the difficulty level definitely.

 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. 

A Ser un lince 1 Ser astuto
B Ser un cerdo/marrano 2 Haber poca gente
C Ponerse como/ser una vaca 3 Tener poca memoria
D Llevarse el gato al agua 4 Afrontar un problema
E Meter/Esconder la cabeza como un avestruz 5 Sufrir las consecuencias de algo sin tener la culpa
F Ser un zorro 6 Ser un/a cobarde
G Matar dos pájaros de un tiro 7 Haber algo oculto o sospechoso
H Ser un burro 8 Salirse con la suya, vencer, triunfar
I Hacer el/ser un perro 9 Mismo problema pero con distinta forma
J Estar en la boca del lobo 10 Tener mucha memoria
K A caballo regalado, no le mires los dientes 11 Darse cuenta de un peligro y cambiar de actitud
L Tener la piel de gallina 12 Haber mucha abundancia
M Haber cuatro gatos 13 Estar loco
N Tener memoria de elefante 14 Comportarse sin modales
Ñ Tener un cerebro de mosquito 15 Estar en una zona peligrosa
O Ser un gusano 16 Ser muy listo
P Ser un/a gallina 17 Ser poco inteligente
Q El mismo perro con distinto collar 18 Ser el que manda, el jefe
R Estar como una cabra 19 Evitar/huir de los problemas
S Tener memoria de pez 20 Conseguir dos cosas a la vez
T Agarrar el toro por los cuernos 21 Ponerse/Estar muy gordo/a
U Aquí hay gato encerrado 22 Engañar a alguien en un negocio
V Atar perros con longanizas 23 Ser tonto
W Verle las orejas al lobo 24 No buscar defectos ni preguntar el precio de un regalo
X Cortar el bacalao 25 Ser un miserable
Y Dar gato por liebre 26 Padecer frío o emocionarse
Z Pagar el pato 27 Hacer el/Ser un vago

 

 

 

 

 

FR F16 ADV French Super Heroes

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet 

Day and Date: Thursday, November 17                                                        

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Super Heroes

Goal of the class:

Invent stories with a super hero, review vocabulary about cinema.

How did you structure the class?

  1. Warm-up: I ask them what they think when they hear the word “superhero” and then, “French superhero”. I will show pictures of French superheroes such as Super Dupont and Fantomette.
  2. Write a script: they have to choose a scene that is typical of a superhero movie and write it in a piece of paper. Compared to the French11 class, I asked my students to give their script to the other group, to make it more difficult.
  3. Filming & editing the movies.
  4. We watch the movies and compare the versions

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

Two video cameras (two groups)

I-movie for the editing.

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

It’s fun to be out of the classroom, but the class was very fast-paced. Even if it’s doable in one hour, two hours would be better and would generate less stress for both the instructors and the students. Overall, the students have good ideas and are really into the activities.

How could this class be improved/ modified?

Bring accessories to the students so they can think and imagine more creative scenes. My students actually had the same superhero (same powers) and almost the same story: the activity could be more guided to avoid this (with more instructions, or restrictions).

 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 F16 ADV Berlin: Orientation and Adverts

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Tuesday, September 27, 2016

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

Class theme/topics discussed:

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

Goal of the class:

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

How did you structure the class?  

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

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

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

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

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

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

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

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

How could this class be improved/ modified?

Only use the “noun”-story-cubes.

 

Sheets:

BVG  Werbespot

 

Was kostet das Jahresabo im Monat?

Warum ist das Ticket so teuer?

Welche Leistungen gibt es für diesen Preis?

Leistung 1

Leistung 2

Leistung 3

Leistung 4

 

Ist das ein guter Werbespot?

Warum? Warum nicht?

ES F16 INT Storytelling and Past Sentences

Language Resident Name:

Joaquin Garcia 

Day and Date:

10/05/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advanced Class

Class theme/topics discussed:

Past Sentences

Goal of the class:

 Students practice how to use the different past conjugations times

How did you structure the class?

Heads-out: Upcoming Cultural Activities. I explain feedback sessions.

Activity 1: I divide the class into four groups. Each of them has to write in a piece of paper the beginning of a story (terror, fantasy, drama, love and so on respectively). After a while, they switch papers and write the body of the story. Then, they switch again and write the end of the story. Finally, the switch papers for the last time and they read them in front of the class.

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?

Students really liked this class and it very simple!

 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 F16 ADV Horror Stories

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva 

Day and Date: Tuesday, 09/06/2016

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

Class theme/topics discussed: Horror stories 

Goal of the class: to talk about horror stories (repeat the vocabulary for this topic); to introduce small pieces of Russian horror stories 

How did you structure the class?

  1. Warm up.

– Do you like horror stories?

– Did you read them when you were a kid?

– Do you watch scary movies? Why or why not?

5 minutes.

  1. Introduce the vocabulary for horrors.

Фильм ужасов

Страх

Сцены насилия

Человеческие внутренности

Сверхъестественное существо

Призрак

Монстр

Вампир

Спецэффекты

Леденящий кровь

10 minutes

  1. Listen to the video: https://www.youtube.com/watch?v=mVLSzzB43m4 (The Ad about Vacuum Cleaner). Try to guess what is going on there. Then watch the video and compare it with the students’ replies.

10 minutes

  1. Invent a horror story. The class is divided into pairs. Each pair gets a beginning of the story in comics. The task is to finish it.

Stories used for the comics:

  1. Проснулся я из-за того, что услышал стук по стеклу. Сначала я подумал, что кто-то стучит в мое окно, но потом услышал стук еще раз… из зеркала.
  2. С утра я обнаружил на телефоне фотографию спящего себя. Я живу один.
  3. Мама позвала меня на кухню, но по пути туда я услышал, как мама шепчет из другой комнаты: “Не ходи туда, я тоже это слышала”.

15-20 minutes

  1. Talk about your favorite horror stories or the famous 5C horrors.

10 minutes

  1. Wrap up. Video “Mashkini strashilki”: http://xn—-7sbajjbec0dd3k7b.xn--p1ai/mashkiny_strashilki/3-pro-chudovishh.

5 minutes

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

Internet, Comic Life app

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

The class went well. The students didn’t know any horror stories about 5C but we found some other questions to discuss. The cartoon was a little bit difficult as there’re no subtitles but they got the idea of it and that’s 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.

 

 

ES F16 INT Speaking about Hobbies

Language Resident Name: Joaquin Garcia

Day and Date: 09/05/2016

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Hobbies

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

How did you structure the class?

Heads-up: I introduce the LRs’ websites.

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

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

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

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

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

Laptop.

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

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

How could this class be improved/ modified?

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

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

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

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

RU SP16 ADV Russian Poetry

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 02/04/2016

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

Class theme/topics discussed: Russian poetry

Goal of the class: practice reading skills

How did you structure the class?
1. Warm up. Make a short poem of 4 lines using the words that student brainstorm at the beginning.
10 minutes.
2. Do you have a favorite poet? What Russian poets do you know?
Reading poems in turns and drinking tea.
20 minutes
3. If time is left, the game “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.)
Handouts

What worked well in this class? What did not work?
The students did a great job with the first task, they are very creative! They like to read Russian poetry out loud so it was a good practice for them before the traditional Russian tea event. They also wanted to keep all the poems we read. As to the 3rd task, it was 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.

You’re welcome to use any poems and here’re the variants that I used:
CC RUS13 Summary 6

DE SP16 ADV Carnival speech

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 

 

 

 

FR S16 INT “Self-Portraits”

Language Resident Name: Julien Moniz

Day and Date: 1/4

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

Class theme/topics discussed: Self-Portrait

Goal of the class: Get the students to remember their vocabulary about description.

How did you structure the class?

First I give them self-portraits that I found online. I asked the students to read them out loud and then we review the extended vocabulary of description.

finally they were asked to come up with a brief self portrait of their own.

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

Self-portraits that I found online.

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

A bit tedious to read and go through vocabulary but necessary to improve their description skills and expand their vocabulary

How could this class be improved/ modified?

Instead of many self-portrait, one could be sufficient. Also maybe come up with a handout to help them create the self-portrait.

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.

Link to the self-portraits we read: http://3dp6-lyceeprofessionnel-vizille.over-blog.fr/article-autoportraits-ecrits-par-les-eleves-en-cours-de-francais-91419959.html

FR S16 ADV “Powerpoint Karaoke”

Language Resident Name: Julien Moniz

 

Day and Date: 1/17

 

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

 

Class theme/topics discussed: Powerpoint Karaoke

 

Goal of the class: Work on improvisation skills

How did you structure the class?

I had gathered random powerpoint presentations, around 15 slides each.

In pairs, students had to come to the board and improvise a presentation 

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

Powerpoint presentations found online.

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

It is somewhat of a difficult exercise but it is also really fun and the class had a good laugh for an hour

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.

Here are the powerpoint presentations

Aliens caseorganic2powerpointkaraoke-1226903193345528-8 Earthquakes Presentation 1 Presentation2 Presentation3 TheMeanOne

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