an archive of lesson plans

Category: Intermediate (Page 1 of 23)

Intermediate Conversation class

JP S20 ADV Gadgets

Language Resident Name: Miki Saigo

Day and Date: April 21, 2020

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Handy gadgets from Japanese dollar stores

Goal of the class:

  • Describe how to use something

How did you structure the class?

  • Warm-up: Greetings
    – Ask what students did in the weekend. Ask what they think about the P/I grading policy in Pomona.
  • Activity I: Guess how to use these gadgets
    I show pictures of handy/funny/cute gadgets from dollar stores in Japan (e.g. kitchen tools, cleaning tools, stationeries). I ask students to guess what they are for/how to use them. We watch video clips that show how to use them afterwards. I ask students if they would buy any of the gadgets we saw.
  • Activity II: Discussion
    I ask students if they know any handy gadgets from daily life. (e.g. smartphone stand, cheese grater, tiny stapler)
  • Activity III: Advertisement
    We watch a video clip from a tv shopping channel to observe how people advertise a product (with great energy!):
    https://youtu.be/KBrWprkHt6o (first 30 seconds)
    I ask students what they noticed (“They speak energetically and without pause,” “They use many onomatopoeias”). We pick one of the gadgets from Activity I and try to make sentences to advertise it like a shopping channel.

What technology, media or props did you use?

  • Google Slides
  • Youtube videos
  • Pictures from the internet

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

  • Students seemed to have had fun seeing the funny gadgets.
  • Activity III could be developed more if it’s done in a physical classroom.

How could this class be improved/ modified?

  • If I do this class in person, I would develop Activity III more: I would bring a gadget to class and have students explain how to use it and advertise it like a commercial. (I found it awkward to do it when you don’t actually have the item in your hands.)
  • It would be smoother if you ask students to bring/think about a gadget for Activity II before class.

Material: Google Slides:
https://docs.google.com/presentation/d/1Qpt32B8ED56OAuu5QjO1Q80MfTDv0OJ4m7OTdVUhk4Y/edit?usp=sharing

JP S20 INT/ADV Job Interview

Language Resident Name: Miki Saigo

Day and Date: February 5, 2020

Language and Level: Intermediate Japanese

Class theme/topics discussed:

  • Job interview

Goal of the class:

  • Learn what job interviews in Japan are like
  • Learn what to talk about in a job interview

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Film Nanimono (2016)
    I first introduce the term shukatsu (‘job-hunting’). Next, I briefly explain the setting of Nanimono, a film that well-portrays the situations of job-hunting in Japan, and we watch the opening scene of the film. We watch it twice, and I ask students what they saw (e.g. black suits, interviews, resumes etc.) as I write them down on the board. We watch another scene from the film about a group interview and talk what we noticed.
  • Activity II: Job interview
    After watching what a job interview is like in Activity I, we practice how to talk in a job interview. I give students a handout that lists sample questions and ideas to build the answers. I explain the meanings of the advanced vocabulary in the handout, explain the typical structure of a good answer, and demonstrate some examples. I also show some video clips for more examples (skip to relevant scenes):
    https://youtu.be/L9fO-xpWF18
    https://youtu.be/U_jI1KQkmsk
    https://youtu.be/Ayb2pWPK9ko
    Finally, in pairs, students ask each other the questions and practice how to answer. I ask some students to share their answers to the whole class.
  • Activity III: What would you do?
    Students in pairs discuss what they would do in the following situations:
    1. Your boss pronounces your name incorrectly everytime. What would you do?
    2. You go to karaoke with your boss and colleagues. Your boss is a terrible singer but asks what you think his singing is. What would you say?
    In a few minutes, I ask some students to share what they discussed.

What technology, media or props did you use?

  • PowerPoint slides
  • Handout
  • Youtube videos
  • Film (DVD from FLRC)

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

  • This class was successful. The job interview practice was challenging for the students, but they find it practical and were very engaged. Every student took notes in their handout and brought it back with them (Usually some students leave handouts in the classroom when they don’t need them after class, but not this time). Students left the class with accomplished faces!

How could this class be improved/ modified?

  • Students, especially those actually planning to apply for Japanese companies, would want more feedback. Because it was hard to correct all of their errors when they were talking at the same time, next time I would ask more students to present their answers after the practice time so that I can correct them.

Materials (Download the files for better view):

JP S20 ADV Fashion

Language Resident Name: Miki Saigo

Day and Date: January 28, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Fashion

Goal of the class:

  • Discuss preferences and opinions on fashion

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Whose outfit?
    I show students pictures of various outfits. In groups of three, students discuss who/what kind of person would wear them to where and if students themselves would try wearing these outfits. After they discuss in groups, they discuss with the whole class.
  • Activity II: Discussions on fashion
    In groups of three, students discuss the following questions:
    1. What type of outfit do 5C students wear?
    2. What would you wear when you go to:
        – a family gathering for Christmas
        – a friend’s wedding
        – a job interview
    3. Do you take time to pick clothes in the morning? What do you do when you can’t decide?
    4. Do you stick to certain brands? Do you like fast fashion?
    5. Imagine you traveled to a somewhere far away… and you find people there wear completely different from you (e.g. everybody is wearing ルーズソックス!). What would you do?
  • Activity III: Idol group audition
    I mention how idols/groups wear unique fashion and do various types of activities on media (e.g. singing, dancing, cooking, comedy, acting, harvesting…). I divide the students into groups and tell each group to imagine they are going on an audition as an idol group. Using a worksheet, students first ask each other their hobbies, skills and things they want to try in the future. Students list up the keywords and then discuss what they can do as an idol group using their talents. They also decide their group name, goals and theme fashion (draw what they are going to wear on media).
    When they are done, they present their idea to the whole class.

What technology, media or props did you use?

  • PowerPoint slides
  • Pictures from the internet (for the picture cards)
  • Worksheet

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

  • Activity I was visually entertaining. It is open-ended and made students talk, too.
  • Students had fun in Activity III. They were creative and talked spontaneously to share their ideas. It was nice to have them draw their costumes.

How could this class be improved/ modified?

  • I would add a discussion on trend fashion next time. (e.g. What kind of fashion item is popular now/went popular in the past?)

Materials (Download the files for better view):

JP S20 INT Causative-Passive

Language Resident Name: Miki Saigo

Day and Date: May 4, 2020

Language and Level: Intermediate Japanese

Class theme/topics discussed:

  • Causative and causative-passive verbs

Goal of the class:

  • Review the grammar rules of causative and causative-passive verbs
  • Use causative-passive verbs in conversation

How did you structure the class?

  • Warm-up: Greetings
    – I ask students to participate in the course evaluation (distributed via email) after class.
  • Activity I: Quarantine Bingo
    Using the bingo sheet made by the advanced class last week, we play a bingo game in teams (two students per team); if the statement in a cell applies to either of the team member, they the cell. At the end, the team with most bingos wins.
    (To do this in the online environment, I made copies of the bingo sheet on a document on Google Doc and had students mark in the synced document.)
  • Activity II: Causative
    First, we review the usage and conjugation rules of causative verbs (-せる/させる; make someone do-). Then, to drill the conjugation, I show some pictures and have students describe them with causative verbs (e.g. “I made my child study,” “I made him eat vegetables,” “I made him go to school”). I write down the sentences on the slides as students answer. Next, we play a game that uses causative verbs; it is a rock-scissors-paper game, except students have to follow the commands, “You win/lose” or “Make the opponent win/lose”.
  • Activity III: Causative-passive
    I introduce causative-passive verbs (させられる; be made to do-) by rewriting some of the sentences from the previous activity. We review when and how to use causative-passive verbs. Then, I ask students to describe the pictures from the previous activity with causative-passive verbs (e.g. “I was made to study,” “I was made to eat vegetables,” “I was made to go to school”).
    Next, we discuss the following questions, using causative-passive verbs:
    1. Were you forced to do anything as a child? (e.g. music lessons, sports, fashion etc.) As an example, I show a picture of myself wearing a kendo uniform as a child and talk about my memories back then (e.g. “I was made to learn kendo,” “I was made to wear the uncomfortable uniform”).
    2. Have you ever been forced to buy anything by your family, friends or salesclerks?
  • Closing: briefly explain what we will be doing in the next class (Final class!)

What technology, media or props did you use?

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

  • I chose this grammar rule as the topic because it is one of the hardest in the intermediate/advanced grammar. I designed this class by setting the target grammar first, and then the activities. This way, I was able to structure the class logically and with a clear goal. (I know this was the ideal way to design a class but I often failed to follow this process this semester.)
  • Because my original lesson plan turned out too short in the advanced class, I added more drilling of the conjugations in Activity II and III. This became a good guided practice, especially to intermediate students; they find the task helpful to practice the complicated conjugations.
  • They liked seeing my childhood pictures. It is nice to use personalized materials sometimes in order to catch students’ attention.

How could this class be improved/ modified?

  • It would be better with a couple more open-ended tasks. I would add some discussion questions that make students use causative verbs after Activity II.

Materials:

ES S20 INT/ADV Traveling

Language Resident: Katherine Pérez Gutiérrez (Credit to Marie Segura)

Class theme/topic discussed : Travel

Goal of the class 

  • Practice vocabulary related to traveling and means of transport
  • Get to know popular touristic destinations in Spanish speaking places

Class structure

  • Warm up: Questions (Do you like traveling? What does traveling mean to you? What are the advantages and disadvantages of traveling? Do you think traveling is a form of education? What places have you been to? Would you like to travel on your own?
  • Input:  Story about one of my trips (emphasis on means of transport and activities I did there)
  • Activity 1: What type of traveller are you? Students have been given a free trip but they can’t choose where to go. In pairs, students fill in a chart explaining what type of traveller they are and rank a list of things they like to do the most when traveling.
  • Activity 2: Organize the trip. Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of preferences. Now they have to organize a surprise trip, by first choosing a destination (4 destinations are proposed on a handout with the main activities you can do there but they can also choose another Spanish-speaking destination and look up for information online) and then deciding on different aspects of the trip: length of the trip, means of transport, housing, activities organized there. When they’re done, students pick 10 items out of a list that they would pack for this trip. They can add things if they want to. 
  • Activity 3: Presenting the trip/Receiving the Gift. Each group presents the trip they organized to the rest of the class (and especially to the group who receives it who has to react)
  • Activity 4: Customs role-play. Students are on their way to their destinations. In small groups they have to recreate getting to the airport, checking their luggage, going through customs and everything people usually have to do when in the airport.
  • Activity 5: Filling a complaint. Students come up with a complaint about something going wrong with their trip (the flight got delayed, the airline lost their luggage, the place they where staying at wasn’t clean enough, etc.) 
  • Activity 6: COVID-19. ¿How has traveling changed since the virus started spreading? What measures have been taken by airlines/airports? Do you think this is going to have a more permanent effect on traveling in the future? How are airports and airplanes going to look like after the pandemic is under control? 

Resources used

Reflection: What worked/did not work? How can it be improved?

  • The class worked okay. Trying to use the handout was hard because of zoom, but after trying to make the questions in a more conversational way, it worked okay. Because only 2 students joined the class, we only did the first 3 activities.

Annex

  • Traveler’s handout
Viajero-handout.pages

ES S20 INT/ADV Literature/Idioms

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Literature & Idioms

Goal of the class 

  • To practice literature related vocabulary
  • To become familiar with Spanish speaking authors and popular titles
  • To recognize common idioms

Class structure

  • Warm-up: Questions about reading taste & habits (Do you like reading? How often do you read? What was the last book you read? Who is your favorite author? Which one is your favorite book? Do you have any favorite character? Do you have any reading routine?) 
  • Activity 1: I show students the book covers of 6 Spanish literature classics. After randomly reading  the back cover of the books, students have to match them to the book cover and come up with a title for the books. At the end students comment on which book seems the most interesting for them.
  • Activity 2:  Santiago en 100 palabras: I show students a Micro-stories. After reading 2 examples,  in groups, using a template provided by the organization in charge of this contest, they have to write a micro-story.  (https://www.santiagoen100palabras.cl/web/#libros)
  • Activity 3: Don’t judge a book by its cover. Students have a list of idioms commonly used in Spanish. In groups they have to guess the meaning of each idiom. I explain what the real meaning of each idiom is before jumping onto the next activity.
  • Activity 4: Using story cubes,  in groups, the class comes up with a short story where they put the idiom in context.
  • (extra) Activity 5: Childhood texts stories. I tell students a story about how this children story that marked me greatly when I was a kid. They do the same. 
  • (extra) Activity 6: Students are randomly assigned one of the idioms we have been using all along the class. They have to write the idiom for their classmates to guess, but only using emojis.
  • (extra) Activity 7: Students watch a video where you have to guess new idioms based on emoji phrases.

Resources used

  • PPT
  • Youtube
  • Story cubes
  • “Santiago en 100 palabras” handout

Reflection: What worked/did not work? How can it be improved?

  • The class worked well. Even though we didn’t go pass activity 3, they seemed quite engaged when reading and commenting on the books’ blurb.

Annex

Santiago en 100 palabras handout

S100p-¿Y-cómo-es-el-cuento

S100p-Periodista-por-un-día

ES S20 INT/ADV Music

Language Resident Name: Katherine Pérez Gutiérrez

Class theme/topic discussed: Music taste and music genres

Goal of the class 

  • To work on music related vocabulary
  • Learn about music culture in Spanish speaking countries

Class’ structure

  • Warm-up: Introductory questions about music taste and word cloud on music instruments. 
  • Input: Small presentation on Cueca. It includes instruments usually used to play that music, exponents and dance (how is it and how the costumes look like).
  • Activity 1: Students choose between different Spanish speaking countries music styles. They have to make a small a presentation and include the same information as in the presentation the teacher gave (cumbia, ranchera, flamenco, rumba, timba, tango, salsa, merengue) 
  • Activity 2: Students describe a picture in which writing and music is related and discuss whether music should also be considered poetry. Students receive fragments of different reggaeton songs and poems and have to distinguish which are which. They listen to all of them, read as if they were poems and share their results
  • Activity 3: Each group of students works with one of the fragments which corresponded to reggaeton songs and have to invent a new fragment. We listen to the songs and I pause them right before their fragment comes, so that they sing it. 
  • Extra Activity 1: Discussing the content of some reggaeton songs and their cultural significance: Yo perreo sola – Bad Bunny
  • Extra activity 2: I play different songs linked with the styles they talked about in their presentations. Students have to guess the music genre. 

Resources used

  • Youtube: 
  • PPT

Reflection: What worked/did not work? How can it be improved?

  • Students enjoyed the discussions at the very beginning, but doing the zoom presentation was a bit hard. When talking about online classes, it’s better to avoid those “group research projects” because some students may just be on their phones or have a harder time doing group research.
  • As an extra activity we created a playlist in Spotify and I’ve heard students commenting on the songs, which is fun and engaging for them.

Annex

ES S20 INT The Bar (Virus)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 15th April

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

Class theme/topics discussed: The Bar (Film)

Goal of the class: 

  • To exchange information about the main topic of the film
  • To analyze the characters of the film and their evolution throughout the film
  • To relate the topic of the film with recent events that have taken place in our society 

How did you structure the class? 

  • Warm up: Students share general opinions about the film and their cinema preferences: What did you like most about the film? And the least? Do you like these kinds of films? What is your favorite cinema genre?  
  • Activity 1: Students discuss the significance of the title and analyze the intro of the film: Why did the director choose those images for the intro? How does the music of the intro make you feel? What are your expectations of the film after seeing that intro? Does it match the rest of the film?
  • Activity 2: Students analyze some cultural expressions and events that happen during the first part of the film, learning colloquial idiomatic expressions.  
  • Activity 3: Students focus on the characters, analyzing the first impression that they portray and possible derived prejudices, also describing their personal problems and how their behavior changes throughout the film. Who is your favorite character and why? Is there any character that you specially dislike?
  • Activity 4: Analysis of the use of humor in the film. Students talk about humor scenes. Is humor compatible with a horror movie?
  • Activity 5: Students relate the topic of the film with the current global crisis. Are there any aspects that appear in the film that also show the behavior of people these days in real life? They will also be given some speaking prompts with quotes from the film.  
  • Activity 6: Debate of a hypothetical situation. Students write down the most essential professions during the Coronavirus crisis according to their opinion. The vaccine for the virus is out, but there is not enough for everyone: Which working collectives should have priority and receive the vaccine as soon as possible and why?
  • Extra final activity: Analyzing the advertising of products throughout the film. E.g. the abundance of Coca Cola drinks in the bar. 

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

  • Netflix 
  • Handout with questions and activities

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

  • They had nice discussions with the activity of the vaccine, and they were able to answer all of the questions, however the film and the topic might be too hard for some students. 

How could this class be improved/modified? 

  • They did not have as much to say as I had expected with the first activity, about the intro of the film, so since there are lots of activities, I suggest simply skipping that one. 
Conv_Handout_The-Bar-Virus

ES S20 INT Sport (2)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

  • Credit: Ivan Lucic

Day and Date: 4th March

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

Class theme/topics discussed: Sports (2)

Goal of the class: 

  • To learn about cultural facts related to sports
  • To exchange information about famous athletes 
  • To simulate a sports interview and record it for the conversation project 

How did you structure the class? 

  • Warm up: Students create a list with the sports that they believe are the most famous in the United States. They do the same with Spanish sports. Then they see the real rankings. 
  • Activity 1: Each student receives a sport and students have to look for the best athlete of that sport. They will have to fill in a table with concrete data (e.g. trophies, salary, funny facts about childhood, etc.). Then they share their person with a classmate and discuss some extra questions (e.g. which sport is more difficult or which one deserves a better salary). 
  • Activity 2: Role-play. Students act as sport journalists and athletes. They answer a set of questions as if they were the famous person about whom they made some research. 
  • Extra final activity: Speaking about unsportsmanlike actions and reading about some of the most polemical cases. Agreeing on the suitable punishments for each of those actions. 

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

  • PowerPoint Presentation
  • Handout with table and interview questions
  • YouTube

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

  • The interview worked well and some of them were really creative with their responses. They also did a very well job while researching about famous athletes.  

How could this class be improved/ modified?

  • The research part was individual and took quite long, so it would be better to look for fewer questions so that they can focus more on the speaking part without spending too much time working individually. 
Conv_Sport-2

Conv_Handout_Sport-1

ES S20 INT Sport (1)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd March

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

Class theme/topics discussed: Sports (1)

Goal of the class: 

  • To review and use vocabulary related to sports 
  • To exchange information about sport interests
  • To design a new sport and rules for it

How did you structure the class? 

  • Warm up: Students answer some general questions about sport (how often they practice it, why they practice sport, etc.). 
  • Activity 1: Students play a memory game about sports to review some vocabulary and learn new words. They will have to match the name of the sport with one rule about that sport.
  • Activity 2: I show them some pictures of myself when I was a child and used to play basketball on roller skates. I explain some basic rules of the sport. 
  • Activity 3: Students explain to a class mate the rules of their favorite sport.
  • Activity 4: Students invent a sport mixing up two different sports and create some basic rules. 
  • Activity 5: Students present their sport to the rest of the class. First they will not speak and will only mimic the sport and the rest will have to guess what it consists on. Then they will explain which rules they made up. 
  • Extra final activity: Watching some of the weirdest sports ever invented and commenting on them. 
  • Extra final activity (2): Speaking about extreme sports. 

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

  • PowerPoint Presentation
  • Memory game cards

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

  • Students enjoyed the mimic activity and inventing a new sport. I think the memory game was also a good warm-up activity.  

How could this class be improved/ modified?

  • I like the class as it is, however whether this class is successful or not will also depend a lot on students’ interests, so it is important to know if they enjoy practicing sports.
Conv_Sport-1

Cards_Memory-game_Sport

DE S20 INT: Traveling (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Monday, 04/27/2020

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

# of Students: 3

Class theme/topics discussed: traveling

Goal of the class: Students repeat traveling vocab, practice a common German grammatical construction, practice presenting information.

How did you structure the class?

  1. Warm-up (Prior knowledge):

I put questions in the google doc, that the students talk about in pairs in breakout rooms. 1. What was the best trip that you ever went on? What was so great about it? 2. Can you imagine living in a different country one day? Where would that be? 3. Where would you travel to if money was not an issue? 4. Is traveling important to you? Why/why not?

  • Activity 1 (Input):

The students brainstorm as many terms that are connected with traveling as possible. After two minutes, we look at all the terms together and talk about them.

  • Activity 2 (Guided Practice):

The students answer the question “Why do people travel?” with the “um…zu”-Construction (in order to). Together we collect as many reasons to travel as possible. When the students run out of ideas, we look at a website together that gives ten reasons for traveling.

  • Activity 3 (Task):

Students prepare a mini-presentation about the most interesting trip they ever went to. They explain where they went, for how long, how they got there, what they did there, what was most interesting, etc. They also explain, why traveling is important to them. They can also show pictures with the screenshare function. After about 5 minutes of preparation time, they get together in breakout rooms and present to each other.

  • Activity 4 (Follow-up):

We meet in the main room, everyone quickly summarizes what they talked about, before we say our goodbyes.

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

Google Doc, DeepL, website : https://www.auslandsjob.de/10-gruende-reisen.php,

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

The class went pretty well. The students talked a lot and were active and engaged all the time. The activities were not as dynamic as I had hoped, but I think that was because half of the class was missing. Also, I had one more, pretty big task prepared for the students, but we did not have the time to do it. But because I did not try to squeeze that activity in, the timing worked out very well.

How could this class be improved/ modified?

Finding a short video or some other kind of input with travel-related vocabulary would have been good to stimulate more ideas in the brainstorming activity.

DE S20 INT: Impressions

Language Resident Name: Tilman Viëtor

Credit to Katherine Pérez, Mariia Glukhova

Day and Date: Monday, 02/03/2020

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

# of Students: 6

Class theme/topics discussed: Physical appearance

Goal of the class: Learning vocabulary to describe someone’s physical appearance.

How did you structure the class?

  1. Warm-up (Prior knowledge):

Focused Freewriting: What do you think about when you think about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5min) We talk about it and come up with categories for describing physical appearance. Then the students get to the board and fill the categories with as many expressions as possible.

  • Activity 1 (Input):

I show students a picture of me and friends of mine. I then describe some people in the picture, before I have the students describe the remaining people based on what they see.

  • Activity 2 (Guided Practice):

While the German music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance. Repeat a couple of times.

  • Activity 3 (Task):

Detective role play: Each student gets a picture of someone who “has gone missing”. One of the students is a detective and the other one has to tell what the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min).

  • Activity 4 (Follow-up):

What do students guess the occupations of the people on the pictures are?

After guessing and giving reasons for their guesses, in two groups, they each look up one of the people, then present their findings to the group.

  • Extra final activity:

What do you think the German saying “Kleider machen Leute” could mean?

We talk about it.

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

Song, pictures of German celebrities

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

The class worked very well, even though we did not get to the extra activity.

First-impressions

ES F19 INT Shopping

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd December

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

Class theme/topics discussed: Shopping

Goal of the class: 

  • To exchange information about shopping preferences
  • To learn how to bargain in flea markets
  • To find the best present for an assigned student

How did you structure the class? 

  • Warm up: Students answer some questions about shopping: how often they shop, what is the best / most useless thing they have ever bought, etc. 
  • Activity 1: Brainstorming about the different possibilities of shopping and sharing preferences about where to shop. This will lead to the introduction of special shopping places such as flea markets. Students watch a video of the most famous flea market of Spain and answer some comprehension questions (what can be bought there, when it takes place, etc.). 
  • Activity 2: One of the main things that happens when buying at this flea market is bargaining. Therefore, students practice bargaining with other students to get the best prices for different products. Then they share different advices and techniques for bargaining. 
  • Activity 3: In pairs, students have to “go to this flea market” and find the best present for other randomly assigned students in the class. They will have to agree on what the best presents are according to their personalities.  
  • Extra final activity: Discussing extra topics about shopping preferences (local vs. shopping malls, second hand vs. new, branded clothing, etc.) 
  • Extra final activity (2)What would you buy if you won the lottery? Sharing ideas. Explaining how the Christmas lottery works in Spain, since it is a very important event. 

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

  • YouTube 
  • PowerPoint Presentation

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

  • They were really into the bargaining part, so the role-play worked pretty well. 
  • Some of the questions of the warm-up were not suitable for all students because they did not go shopping that often, but they were still able to share their ideas and preferences, which was one of the goals of the lesson. 
Conv_Shopping

ES F19 INT Food

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 30th September

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

Class theme/topics discussed: Food 

Goal of the class: 

  • To learn vocabulary about food
  • To exchange information about favorite dishes 
  • To invent their own creative dish

How did you structure the class? 

  • Warm up: Students see different pictures of food and try to guess which one is Spanish. 
  • Activity 1: I tell them that my favorite dish is the Spanish omelet and I explain them how to do it. Meanwhile students complete a worksheet about how to do a Spanish omelet. 
  • Activity 2: Students think of their favorite food and explain the recipe to another classmate. 
  • Activity 3: In groups students will become chefs and have to think of a super creative recipe. They receive three main ingredients that their dish must contain (they will be weird combinations) and they have to invent a name for the dish and a recipe.
  • Activity 4: Presentation of the dishes in front of the class and results from the jury. 
  • Extra final activity: Showing them weird foods or strange food combinations that people eat and discussing whether they would try them or not.   
  • Extra activity (2): Telling them a personal story about a cooking disaster. 

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

  • PowerPoint Presentation
  • Handout about Spanish omelet 
  • Cue cards with ingredients for the task

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

  • They seemed to have fun while inventing their own recipe and they showed lots of interest during the warm-up activity discovering new Spanish dishes. They were also shocked by my cooking disaster; they really like these kinds of personal stories. 

How could this class be improved/ modified?

  • The comprehension activity while I was providing them with some input was a bit confusing because there were two tasks in the same activity. It would have been better to simply put the statements in order and leave the part of matching statements with pictures only for fast-finishers. 
Conv_Handout_Tortilla-de-patata

Conv_Food_INT

ES F19 INT/ADV: Social Media

SOCIAL-MEDIA-IntAdv

Spanish Conversation Class – Intermediate/Advanced

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed 

  • Social media

Goal of the class 

  • Practice vocabulary related to social media
  • Compare and contrast different situations usually found in social media
  • Create new social media platforms 

Class’ structure

  • Attendance (2 min)
  • Warm up:  What do you know about social networks? What words come up to your mind: Students create a Menti Word cloud with words they would use to define social media. Most interesting words are chosen and discussed by everyone: Would you use this word as well? Why? Where in social networks do we see it reflected the most? (10-15 min)
  • Input: Video + Survey: I show students a video that talks about uses, advantages and disadvantages of social network uses. Followed by a discussion: Do you agree with this? How many of you do this kind of things when on the internet? We also talk about a survey that shows which are the most common social platforms used in some Hispanic countries. They discuss and compare to the US (5-7 min)
  • Activity 1: Toteking – “Redes Sociales” music video. Students watch half of the video and, as they are watching it, they have to check at least 2 critiques the singers makes to social media. Afterwards, they get three short statements from they just heard. In groups they discuss they statements to finally report their discussions to the class (10-15 min)
  • Activity 2: Made-up social media platform: After giving an example of  a social media platform my sister and I created, in groups of three, students have to create new social platforms using either of the criteria provided in the table (they can also add new ones). They have to consider three different categories: Topic, target audience and functions. Also, they have to create a name and a logo for their platforms (15-20 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • I did this class at the beginning of the year so students felt more comfortable working in groups at first. For Activity 2 you have to be careful not to take that much time giving an example about what they have to create because the activity itself already takes a long time. They had a lot of fun with activity two and you can even do a jury like activity in a following class where they all have to grade each other’s platforms

Annex

  • Social networks table
Categoría Público Funciones
Citas
Empleo
Noticias
Compra y venta Lifestyle Educación
Comida
OTROS
Ancianos
Adultos +30
Jóvenes Niños Animales
OTROS
Fotos y videos
Transmitir en vivo
Juegos
Mensajería directa Música
OTROS 
  • Grading Table
Grupo N



Idea



Nombre



Logo



JP F19 ADV Facial Expressions, Gestures & Emojis

Language Resident Name: Miki Saigo

Day and Date: December 3, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Face expressions, gestures and emojis

Goal of the class:

  • Talk about emotions and certain situations to use gestures/emojis
  • Learn cultural differences about gestures and facial expressions

How did you structure the class?

  • Warm-up: Greetings and announcements
    – Cultural events
    – Lunch Table attendances
  • Activity I: Emojis
    I give students Handout of emojis and briefly explain what “emojis” are. In pairs, I ask students to discuss (i) what kind of emotions/meanings the emojis represent, and (ii) in what kind of context people would use the emojis in a message. After a while, I ask the questions to the whole class and discuss together. If needed, I explain cultural backgrounds of some of the emojis. I also ask if there are other emojis that students often use.
  • Activity II: Gestures
    I show a list of words/situations on the screen (“to call,” “thank you,” “when you meet your friends” etc.) and ask students to think of gestures they might use in the situations. Students work in pairs, and when they are done, I ask them to act out each gesture. We talk about cultural differences found in the gestures.
  • Activity III: Discussions
    In pairs, students discuss the following questions:
    1. Are there other gestures you use/ have seen? (To give examples at first, I mention a couple gestures that I have seen in American TV shows.)
    2. When you travel abroad and you don’t know the local language, what do you do? (It could be gestures or other ways to communicate.) For example, when you’re at a store or in a taxi?

What technology, media or props did you use?

  • Handout with pictures
  • PowerPoint slides

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

We had lively and interesting discussions throughout the class. Students enjoyed talking about emojis more than I had expected. I think it was a good topic for our generation. The first few emojis in Handout were meant to be basic expressions (e.g. smile, laugh, cry etc.), but they developed way more than that and had a huge discussion (e.g. “It is a fake smile you make when you don’t like something,” “You don’t use this crying face when you are actually sad,” “It could be happy tears”). Moreover, students in this class had culturally diverse backgrounds, so it was interesting to compare the cultural differences in gestures (e.g. how to count with your fingers in China).

How could this class be improved/ modified?

I was going to do another activity (storytelling by using emojis), but students spent a long time discussing emojis (which is fine because they enjoyed and talked a lot). Depending on the audience, however, I would use another activity to adjust the time.

Handout & Slide (Activity I):

絵文字(えもじ)
A.

B.

JP F19 ADV Onomatopoeias & Slang

Language Resident Name: Miki Saigo

Day and Date: September 24, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Onomatopoeias and Slang

Goal of the class:
Learn casual vocabulary and phrases

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Ghibli Movie Night on Sep. 26
  • Activity I: Match the onomatopoeias (= sound-based words)
    I ask students to make groups of two or three and give each group a table of onomatopoeias and picture cards. I ask them to place each picture on a corresponding onomatopoeia. When all groups are done, I tell them the correct answers and explain when to use the words.
    I introduce other common onomatopoeias and ask students if they know even more.
  • Activity II: Guess what these slang words mean
    I give a handout that lists slang words and ask students to choose the closest synonym from the options. Students work in pairs, and when they are done, I tell them the correct answers and explain when to use the words.
  • Activity III: Names
    As the newly-invented slang term “kira kira name” (millennium kids’ untraditional names) was mentioned in Activity II, I give a few examples of kira kira names (I first show students the Chinese characters and have them guess how to read them).
    Next, I ask students to make groups of three and talk about their name origins.

What technology, media or props did you use?

  • PowerPoint slides
  • Drawings from the internet
  • Picture cards
  • Web articles

What worked well in this class? What did not work?
Students talked a lot in Activity I. I thought the vocab was too easy for advanced students but they were not familiar with all of them, which led them to discuss with their group members.

How could this class be improved/ modified?
I think this class went well and the amount of content was good for a one-hour class.

Note:
I told students to avoid using slang words to professors and in writing; I made it clear that I talked about slang in this lesson because they might hear/see it sometimes in Japanese media but they are not supposed to use it in formal contexts.

Picture cards (Activity I):

Handout (Activity II):

Slides:

Sep.24_AdvJP_Slides

DE F19 INT Introduction

Language Resident Name: Tilman Viëtor

Day and Date: Wednesday, 09/04/19

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

Class theme/topics discussed: Introduction (personal & organizational)

Goal of the class: The students and I get to know each other; they understand what the class will be like. Also, they get to talk about themselves, practice asking questions and describing the past.

How did you structure the class?

  1. Introducing myself (in German), with a stick figure representing myself and answers to questions about myself around it. The students guess the questions to the answers.
  2. Organizational introduction (class agreement, attendance sheet, syllabus (task for second lesson: look over the syllabus, think about what topics may interest you)
  3. Students do the self-introduction like I did in step 1
  4. What did you do this summer?

In pairs: One person explains, the other person draws a picture of the holidays. Afterwards, the person who drew shows the picture to the other pair and explains their partner’s holidays using the picture.

  • Speeddating: Students pair up, and they get 5 Minutes to find 4 things they have in common. Then they switch partners and repeat.

Difficult decisions: I ask “either or” questions and the students position themselves on one or the other side of the room, according to their opinion. Then they explain their decisions.

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

White Board, pens

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

Everything went well

RU F19 ADV/INT: Storytelling

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 10/10/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

Storytelling

Goal of the class:

To practice improvisation while speaking

How did you structure the class?

Greetings, announcements, general questions

Activity 1: “Two Truths and One Lie”. Students work in groups of three. Each of them should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch him up on lying. After that they take turns.

Activity 2: “Collective Story”. A teacher writes down on a whiteboard a phrase. It can be something like: “Katya missed her train and her takes an unexpected turn”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

Activity 3: “Story Cubes”.  Students are divided into two teams. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

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

A whiteboard, Story Cubes

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

The class worked out great! Students had a lot of fun, they talked and laughed a lot.

How could this class be improved/ modified?

I would leave it as it is.

DE F19 INT Housing

Language Resident Name: Tilman Viëtor

Day and Date: Wednesday, 09/11/2019

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

Class theme/topics discussed: Housing: How do you live? How to shop for furniture and decoration at IKEA.

Goal of the class: Learning vocabulary about furniture and housing, negotiating, talking about your living situation

How did you structure the class?

  1. Warm-up: What do you like in your dorm room? Why? (Talking with their neighbor)
  2. Brainstorming for words for furniture and decoration. First make individual lists of all words that come to mind, then say a word one after the other until you don’t know another word (no words twice). Everyone has three lives. You lose one life if you don’t know a word when it is your turn. When you lose three times, you are out. The last person standing wins a prize.
  3. Input: IKEA ad, talking about the ad to assure understanding.
  4. Shopping at IKEA: Budget constraint of 700 EUR, time constraint of 20 minutes, work with a partner to furnish your new one-bedroom apartment together.
  5. Explain to the other pairs what you bought, and why.

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

Powerpoint, Whiteboard, Pens, Banana with a small German flag as the prize

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

The Brainstorming did not go very well. After about two rounds no one came up with any more new words. The shopping at IKEA bit was great. They had a lot of fun doing that and learned new words and phrases.

How could this class be improved/ modified?

It will probably work way better with a big group, because more people usually mean more ideas for words. Also, it would be more interesting to see more than just two different ways to furnish apartments, so the students get exposed to more words. Maybe it would also be good to lower the budget to about 600 EUR, so they feel the constraint more.

Int.-presentation-wohnen

RU F19 Int/Adv: The First Impression

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 09/04/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

The first impression vs. after we get to know each other better

Goal of the class:

Keep getting to know each other

How did you structure the class?

[5 min]: Greetings, announcements, general questions.

[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.

[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).

[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.

[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.

[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?    

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

Whiteboard, pen

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

The students loved the class! I think everything went well.

How could this class be improved/ modified?

I would keep it as it is because it reflects on both parts of the proverb (meeting by the clothes + getting to know each other’s minds). I think it is a good option for the first or second meeting. 

CN Fall19 INT/ADV Social Media

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date: 4th/5th November

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

Class theme/topics discussed: Social Media

Goal of the class:

  • To learn about common social media in China
  • To analyze the pros and cons of the use of social media in Chinese
  • To master some common vocabulary related to social media, like post(发)/follow(关注)/click like(点赞)etc.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking some questions:
  • What social media do you usually use?
  • What do you do on social media?
  • Imagine what it will be like without social media?
  • Activity 1:  Fill in the questionnaire and share it with your partner. (8minutes)

Then the teacher will go through the questionnaire with students and guide students to discuss the pros and cons of the use of the social media.

  • Activity 2 : Try to use Wechat.

We will experience multiple functions on Wechat.

Students can post the first moment on Wechat in Chinese and share it with others.

  • Close lesson: The teacher will close the lesson by asking learnt questions to help students review.

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

  • PowerPoint Presentation
  • Handout

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

Students love to share their opinions about social Media. And we had fun using China’s Wechat.

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.

关于社交媒体使用的调查问卷

Q1:您平时使用社交媒体吗?

 a)是

 b)否

Q2:您平常使用什么社交媒体?

 a)微信(Wechat)

 b)微博(Weibo)

 c)QQ

 d)INSTAGRAM

 e)FACEBOOK

 f)其他________

Q3:您平常什么时候使用社交媒体?

 a)起床后或睡觉前

 b)吃饭时

 c)上课时

 d)学习间隙

 e)闲暇休息时

 f)其他___________________

Q4:您一天之内会在社交媒体上花多长时间?

 a)0-1个小时

 b)1-3小时

 c)3-5个小时

 d)5个小时以上

Q5:您会在哪些地方使用这些社交媒体?

 a)宿舍

 b)教室

 c)食堂

 d)图书馆

 e)其他________________________

Q6:您一般使用社交媒体做什么?

  a) 消磨时间

 b)获得资讯(information)

 c)与朋友家人交流,联系

  d)记录自己的生活

 e)其他________________________

Q7:您认为使用这些社交媒体对自己有什么不良影响?

 a)影响身体健康

 b)影响学习

  c)浪费时间

 d)现实社交活动减少

 e)被虚假信息欺骗

 f)其他________________________

Q8:总的来说,您对社交媒体的态度是?

 a)利大于弊                   b)弊大于利                   c)中立

Social-Media-pdf

JP F19 INT Folk Tales & Superstitions

Language Resident Name: Miki Saigo

Day and Date: September 11, 2019

Language and Level: Intermediate Japanese

Class theme/topics discussed:

Folk tales and superstitions/customs in Japan

Goal of the class:

  • Become familiar with Japanese folk tales, superstitions and customs

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Thomas Mann House Tour & Screening, Sep. 21st
    – Language Partners
    – Tell unregistered students to register
  • Activity I: Japanese folk tale ‘Urashima Taro’
    In this activity, I use a 3.5-minute YouTube video that narrates a Japanese folk tale called ‘Urashima Taro’ along with visual images:

Before we watch the video, I read the vocabulary list in Handout and explain what they are, using the drawings beside the list. Then, we watch the first three minutes of the video until I stop for comprehension check. I ask students to complete the Plot in Handout. After we summarize the story together, I ask what they think is going to happen next and what would they do if they were in the same situation.
Finally, we watch the rest of the video and discuss what the lesson of the story is.

  • Activity II: Superstitions in Japan
    Students make groups of three and I give each group a set of cards (See the attached file). Each card describes a famous superstition in Japan with a picture. Students have to guess if the superstitions on the cards are something they should or should not do in terms of good fortune/manner. After they separate the cards into do’s and don’ts, I give them the correct answers and explain.
    I also ask students if they have superstitions in their cultures.
  • Activity III: Cultural shocks
    I start with some examples of cultural shocks I have encountered since I arrived in the US (e.g. skateboard and scooters). Considering that not all students have traveled abroad a lot, I also add that different customs can be found in your neighbors, giving an example of my friend with weird habits. I ask students to discuss in groups and share some of the most interesting ones with the class.

What technology, media or props did you use?

  • PowerPoint
  • YouTube video
  • Handout
  • Picture cards

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

  • I told students to look up or ask me if they could not understand the words on the cards in Activity II: Superstitions, but in fact, they could figure out from the pictures. Having visual support worked well.
  • Students voluntarily mentioned many superstitions and cultural differences they know.

How could this class be improved/ modified?

  • I think this class went really well.

Picture cards:

Slides:

Sep.11_IntmJP_Slides

ES F19 INT: How do they look like?

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: People’s physical appearance.

Goal of the class: Learn vocabulary to describe someone’s physical appearance.

Class’ structure

  • Attendance (2 min)
  • Warm up: In small groups, students brainstorm words related to physical description. They also answer: What do you think about when talking about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5 min)
  • Input: I show students a picture of my friends and I give a mini description of almost each one of them. Students have to give a mini description of 2 people in the picture, who I haven’t described yet. (5-7 min)
  • Activity 1:  “Una mujer fantástica” trailer: Students watch the trailer of the movie and describe the main character’s appearance (height, hair, age, etc) in small groups. Then, they whole class comment on the description and add more traits to have a more detailed description of the  movie characters’ (5-7 min)  
  • Activity 2: In pairs, students describe each other. One by one, students get a paper with a classmate’s name written on it. They have to give a description of that classmate so that the rest of the class guess who are they taking about (emphasize that the descriptions have to be hard enough for the class to not guess immediately right after) (5-7 min)
  • Activity 3: Detective role play: Each student get a picture of someone who “has gone missing”. One of the student is a detective and the other one has to tell how does the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • The activities worked okay. Activity Nº2 worked fine because the class was small, but it could also be done with smaller groups in a larger class. The topic could have been developed in a bit more depth with a more complex activity to make it a bit more challenging.

CN F19 INT/ADV China Double 11(Single’s day)

Language Resident Name: Ruirui Zhang

Day and Date: 11th November, Monday/12th November,Tuesday

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

Class theme/topics discussed: China Double 11(Single’s day)

Goal of the class:

  • To know about China Double 11 or Singles Day.
  • To learn some vocabulary related to singles day and online shopping.
  • To improve the oral level by interview and debate.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking questions showing in the presentation:

1.China Double 11 is also called __________.

2.In Chinese, single could be called single_______.(Dog, cat or duck?)

Singles day or Guanggun Jie (Chinese: 光棍节) is a shopping holiday popular among young Chinese people[1] that celebrate their pride in being single. The date, November 11 (11/11), was chosen because the number “1” resembles an individual who is alone. The holiday has also become the largest offline and online shopping day in the world, 

  • Provide input:

Show students the vocabulary related to online shopping and singles day by presentation, like discount , online shopping and very new online new words such as “single dog” “sprinkle dog food”;

  • Activity 1:    Interview in pairs and know about your partner’s opinion about being single and shopping habits. (Please see the following attached handout. )

Then the teacher will briefly go through the questions with students and let everyone share their opinion. Meanwhile, compare Double 11 with Black Friday and Cyber Monday to help students understand Double 11 better.

              Activity 2 : Debate : which one is better, being single or making boyfriend/girlfriend?

              The class is divided into two groups. One goes for being single. The other support that to have a

              boyfriend or girlfriend is better than being single.

              Students from two groups take turns to debate until one group couldn’t have reasons to

              contradict.(This activity is for advanced class)

Close lesson: The teacher will close the lesson by  showing students a song called <<Dan shen qing ge>>(The link is https://www.youtube.com/watch?v=eEvJqxJs8pw)

  •  

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

  • Handout & Presentation

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

Students love this topic. They were happy to know about some online new words. And they were engaged well in the debate. The debate made students be more active to talk.

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.

Interview handout:

 1.你的大多数朋友都是单身吗?

2.你觉得怎么可以脱单?

3.你喜欢网购吗?你网购时,一般会买什么?

4.你觉得购物会让你变开心吗?

   你不开心时,会购物吗?

   如果你不开心,你会做什么让自己开心?

 5. 你在“黑色星期五(Black Friday)”会剁手吗?

双十一光棍节pdf

« Older posts

© 2020 Language Residents

Theme by Anders NorenUp ↑