an archive of lesson plans

Category: Intermediate (Page 2 of 24)

Intermediate Conversation class

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

FR F19 INT Hobbies & clubs

Goal of the class:

Review vocabulary about hobbies, talk about what they like doing + frequency, using the Turf dinner that had just happened. 

Structure:

Input 

To introduce vocabulary related to hobbies, I told the students a story about my hobbies throughout my life, using slides to illustrate what I was saying.

Activity 1

  • Survey: what do you do in your free time? What kind of activities? Each student has a short survey and must interview another student to fill it in. For the advanced class, I asked them not to tell what their hobby was and their partner had to guess based on their answers. 
  • Each student then briefly presents their partner’s hobby to the rest of the class.

Activity 2

  • Students who have very different kinds of hobbies are paired up. Together, they must create a club that they would present to the Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each pair presents their club to the rest of the class. The other students must find, in pairs, at least one question to ask to each group (asking for more details, for clarifications etc)

Resources used: 

  • Powerpoint presentation
  • Table for the survey/for the creation of the club
Lesson-plan-Hobbies

FR F19 INT/ADV Dorms

Goal of the class: 

Revise furniture vocabulary & revise the structures “I want”/“I need” while talking about a subject they are familiar with as they have probably just moved in. 

Structure:

Warm up

Questions about them: in what kind of dorm they live, on campus, in Oldenborg, first time…

Input

Story about my arrival here, description of my apartment, then mentioning the one I used to have in France that was empty and that I needed to furnish. ➔ Introducing vocabulary + structure they will need + questions about their own dorms to check their comprehension. 

For the intermediate class, I would use a powerpoint with pictures of furniture to give them more vocabulary before starting. 

Guided practice

Together, establish a list of the furniture a student might need in their new room. You can use a word cloud and ask each student to give 3 words for the advanced class. 

Task

  1. You just arrived in your new dorm and it is completely empty so you need to buy everything. In pairs, go on the website ikea.fr. You have a budget of 400 euros to refurbish your room. What would you buy? 
  2. Change of plan: you are now real estate agents. In pairs, think about the best arguments to rent the room you just furnished. Present your selection to the rest of the class and convince the others that your room is the best (because it looks good, because it is very practical…)
  3. Creating rules for the ideal flat-share (eg sharing food/having friends over/cleaning). If they were to live together, what would their 5 main rules be?

Resources used:

  • Ikea website/students’ laptops 
  • Paper to write the rules

FR F19 INT Traveling – Surprise trip

Goal of the class: Practicing vocabulary related to traveling, discovering different French-speaking places. 

Structure:

Warm up (5-10mn)

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 (3mn)

Story about my trip a year ago to Montreal, mentioning the different means of transport I used, the different kinds of activities I did there etc. 

Activity 1 – What type of traveler are you? (10mn)

Tell the students, in pairs, that they have received a free trip but they can’t choose where they will go. The only thing they can do to get a trip they would actually enjoy is fill in a chart explaining what type of traveler they are. They have to choose and rank the 5 things they most like 

Activity 2 – organizing the trip (10-15mn)

Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of travelling preferences. They then 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 French-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 (5-10mn)

Each group present the trip they organized to the rest of the class. The group who receives the surprise trip has to react using expressions proposed on a powerpoint.

Post-activity – traveling habits

Show a chart that presents different ways of travelling and discuss.

Lesson-plan-Surprise-Trip

Voyage-surprise

ES SP19 INT: Selling Objects

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, March 4th 
  • Language and Level: Spanish Conversation Intermediate
  • Class theme/topics discussed:

Selling things

  • Goal of the class:

To come up with an innovative product and sell it 

  • How did you structure the class? 
  • Ice breaker: Students are asked to talk with a classmate about their weekends. Then, they share their anecdotes with the rest of the class.
  • Activity 1: Individually, students are given a random object (a ruler, dvd case, pokemon cards) and are asked to come up with an innovative idea about said object. They sell this object creating their own campaigns to the rest of the class. The rest of the class prepare questions that the pair has to answer. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

Students were really creative and enthusiastic with the activity. They worked individually as we only have six students in class. Even though they had a lower level than the advanced class, they came up with great ideas and with very good grammar and vocabulary.  

  • How could this class be improved/ modified?

The class worked out excellent. This works pretty well in an advanced class too. If the class was bigger, it would be better to make students to work in pairs so they can talk with someone while coming up with their idea.

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.

DE S19 INT Introduction/First class

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 23/01/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Introduction, get to know each other

Goal of the class:

Get to know each other, set the goals for the semester, create a good atmosphere among the students

How did you structure the class?

Activity 1 (5 min): Mini presentation about the class and myself. I told the students that this was going to be “their” class as they would choose the topics we would discuss in the class (see activity 5).

Activity 2 (15 min): Ice-breaker. I handed four pieces of paper to each student and told them to write their name, hometown, major/minor and one hobby on every piece. Then I collected the pieces and mixed them. Afterwards, I handed them out again and told them to take a guess to whom it belongs. Therefore, the students were walking around the classroom and interviewing each other. When they found the person to whom the piece of paper belonged to, they gave it back to them. Finally, each student introduced himself to the class.

Activity 3 (10 min): Another ice-breaker. We played “bingo”. In this game, the students would have a work sheet with different boxes. In those, they would find an attribute, like “has a tattoo”. The students then had to go around the classroom and find a person that fits this criterium and fill in the box with the name of the person.

Activity 4 (10 min): Another ice-breaker. The students would get together in pairs of two. One of them would be the interviewer and the other one the interviewee. The interviewer would have 5 minutes and, in this time, try to get to know the other person as well as possible. The person would be able to ask any kind of question. The interviewer would write everything down. After 5 minutes they would change roles. After 5 minutes, everyone would present their results to the big group.

Activity 5 (5 min): We brainstormed the goals for the semester and also the topics the students want to discuss in class. We agreed that I would create a semester plan (with the topics) for the next time which we would discuss then.

Activity 6 (10 min): I handed out the conversation agreements. I made sure that the agreement made sense to everyone. Additionally, I added what I expected from the conversation class (rules, set of behavior, etc.). In the end, everyone signed the agreement. You can do this in English if the proficiency is not that good to do it in German.

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

Whiteboard and marker

Paper

Attendance sheets

Class agreements

Pens

Powerpoint presentation

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

The students were pretty proficient in German so we were able to talk more than the tasks I requested. I felt that we created a good atmosphere for the first class and that the students were genuinely interested. Also, I felt that the students were highly motivated and genuinely wanted to participate in the class.

How could this class be improved/ modified?

I would keep it as it is.

 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 SP19 INT Writing Cards

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 04.17.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Greetings and congratulations

Goal of the class: Teach the grammar and the vocabulary for making greetings and writing wishes in Russian

How did you structure the class?

1. Greetings, general questions, announcements. – 5 min

2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min

3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min

4. Writing cards. – 30 min

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

handouts with card templates and examples

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

Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.

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 S19 INT Fear

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/04/2019

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:   Fear

Goal of the class: Learn vocabulary about fear and express emotions

How did you structure the class?

Activity 1 (10’): Students get asked about Fear and the things that they feel fear about.

Activity 2(15’): Game of Fear. Students get different situations and they react and show what they feel about them. Instructions in Spanish below.

Activity 3 (10’): Students listen to the audio of a scary movie video. They only hear it and have to hypothesize about it.

Activity 4 (5’): Students see the video, comment upon it and confirm their hypothesis.

Activity 5 (20’): Students get some slips of paper with different situations of risk. They are asked to say how they would react to those situations. After that, in groups of 3. They have to choose one of their situations and propose an alternative ending to it.

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

I needed to print out many tags for the fear game. 5 for each student.

I also printed out a A3 paper of the fear scale

Slips of paper with the different fear situations to make hypothesizes

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

The game of the fear was fun. It was not as exciting as I thought it would be but they did learn the structures that I had as part of my objectives so I am satisfied. I will choose other items to talk about fear next time to make it more appealing.

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.

Spanish Instruction of the fear game

Instrucciones del juego del miedo

1) Imprima la primera página, el medidor de presión, en formato A3 y las páginas 2 a 4 en formato A4. En la página 4, hay un conjunto de 5 tarjetas diferentes para expresar sus temores, imprimirlas y recortarlas para que cada alumno tenga un lote personal de 5 tarjetas diferentes (en una página, ya hay 3 muchas cartas). Luego recorte los papeles pequeños en las páginas 2 y 3 que representan las “cosas que tememos”.

2) Coloque el trouilómetro en el centro de la mesa. Da un juego de 5 tarjetas para expresar los temores de cada estudiante. Luego, coloque los papeles pequeños en las páginas 2 y 3 (las cosas que tememos) en una pila, boca abajo al lado del medidor de presión.

3) Elija un alumno que comienza el juego. Él devuelve un pequeño papel “cosas que tememos”. Su objetivo es adivinar la respuesta más probable que harán otros alumnos a la pregunta “¿Cuánto le teme a eso?”

4) Para esto, cada uno de los demás alumnos elige en secreto una carta de su mano que determina su nivel de miedo en este tema. Luego lo coloca boca abajo en el centro de la mesa.

5) Cuando cada alumno haya jugado una carta, mezcle y tome en su mano el paquete así formado. Luego pídale al alumno que sacó el papel que lo coloque en el esfigmomanómetro, bajo la respuesta que parezca más probable en el grupo. Pídale que justifique su elección (por ejemplo: “Creo que la respuesta más probable para el” calentamiento global “es” un poco asustada “porque la gente se preocupa un poco por este problema, pero no le preocupa sus vidas inmediatas, por lo que son un poco indiferentes y por eso tienen un poco de miedo de eso)

6) Luego revele las tarjetas elegidas por los otros estudiantes. Si la respuesta que ha elegido es la más común entre las respuestas de otros alumnos, gana un punto. En caso de igualdad entre 2 respuestas, dale el punto de todos modos.

Los otros estudiantes pueden, si lo desean, dar su punto de vista sobre las respuestas propuestas. Déjalos debatir juntos si surge la necesidad.

7) Luego, el alumno de la izquierda toma el mismo proceso: devuelve un pequeño papel, no vota, pero trata de adivinar la respuesta más probable, etc.

Cuando cada alumno haya desempeñado el papel principal tantas veces, finalice el juego y cuente los puntos. Dé simbólicamente la victoria a quien tenga más puntos y quien haya mostrado más empatía.

Esta es una manera elegante de hablar sobre nuestros miedos sin expresarlos directamente en público, evitando así la incomodidad que este tipo de tema puede generar en el aula.

RU SP19 INT Pronunciation Workshop

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 01.30.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Pronunciation workshop

Goal of the class: Master pronunciation of Russian sounds, use proper pronunciation on various situations

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min.

2. Pronunciation practice. LR goes over the hardest words to pronounce in Russian, explains the hacks on how to nail the pronunciation. Students share the words that are the hardest for the to say. – 20 min

3. Liguria: Students are given the parts of the hardest Russian tong twister. They read them our loud. then watch a video of a Russian person doing the same reading, and read their parts again. (handout 1) – 10 min

4. Using good pronunciation in everyday life. Students are given different situations where good pronunciation is crucial. (handout 2) Their task is to write short passages in Russian and then read them out loud for the class. The classmates comment on pronunciation and give each other suggestions on how to improve it. – 25 min

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

https://www.youtube.com/watch?v=ChX8wqSRcM8 (video with tongue twister)

handouts

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

It is not the most communicative class, but it was definitely worth it. I recommend to do it in the beginning of the semester for several reasons: a) it is not too intimidating for the students who just took the class and are not confident with their language skills; b) there are many fun activities you can add to it; c) you can personalize it for the students and ask them what were their struggles when they started learning the language. Overall, I think it was one of the most successful classes for me because it was different, it was entertaining, and it had good results.

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 2.

Диктор читает новости в прямом эфире (live)

Кандидат в президенты участвует в дебатах

Профессор читает лекцию

Родитель читает сказку своим детям

Влоггер рассказывает о своих путешествиях

Актер/актриса читает свой монолог

Актер/актриса читает свой монолог

Ведущий открывает церемонию Оскар

ES S19 INT Sports

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 20/02/2019

Language and Level (intermediate or advanced class): INTERMEDIATE

Class theme/topics discussed: Sports

Goal of the class: To revise and review vocabulary and cultural aspects about sports

How did you structure the class?

Warm-up: Students get some questions about the Superbowl

Activity 1: Students play a memory game to learn new vocabulary about Sports

Activiy 2: Students sport ID

Activity 3: Students comment on their classmates sport tastes based on their Sport ID

Activity 4: Students get different cards with a different sport. They get prompts to learn how to talk about sports and how to describe them. The rest of the people have to guess which sport they are talking about.

Activity 5: Question formation game

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

  • Slips of paper with different athletes
  • Powerpoint presentation

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

It worked very well, the students in this class are very into sports so it worked great

How could this class be improved/ modified?

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

  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto?   El último evento deportivo que ha visto es…   Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Sperbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto? ¿Qué es lo que más te gustó? El último evento deportivo que ha visto es… Lo que más le gustó fue… Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Superbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    

CN S19 ADV/INT ICE BREAK

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

01/28&29/2018

Language and Level (intermediate or advanced class):

Chinese, Intermediate/Advanced

Class theme/topics discussed:

Self introduction and game.

Goal of the class:

This lesson plan is good for the first class. By the end of this class, students will be able to know all the students (including you ) in this class and remember their name. etc.

How did you structure the class?

  1. Students work in one group. One student introduces her/him selves with name (Chinese and English name), how long have they studied Chinese? What is their hobby, Chinese food and movie?
  2. After first student introduce her/him self, the second student should repeat the first student’s information and then introduce her/him self, the third student should introduce the fist student and the second one. And so on, all the students will get to remember others name and some personal information.
  3. Game: Cat catch mouse, students works in one group, play this game. A fox tail toy is cat. A cup with questions inside is mouse. Cat take around the body one time, mouse take two times. When the cat and mouse hold by the same person, that person should pick up one question in the cup and answer it in Chinese.
  4. By the end of the class, teacher asks students to write done the things they want to talk about in this class, and what kind of activities they would like to see during the Study Breaks and Cultural Activities.

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

PowerPoint, useful Chinese website:

 PowerPoint, Chinese background music

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

Students really enjoyed the class, after one class they knew all the classmates in their class. Everyone was involved and had fun.

How could this class be improved/ modified?

No

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

JP S19 ADV Japanese New Year Traditions

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, February 5th

Language and Level (intermediate or advanced class): Advanced Japanese 

Class theme/topics discussed: New Year Traditions 

Goal of the class: To be able to explain their new year traditions and to learn Japanese new year traditions to details. 

How did you structure the class?

Activity1 (5 min): Warm-up

We talk about the game we’ll be having during the Open House next week and discuss what words are interesting sounds for Americans. We decide 5 words that visitors to our lounge has to guess what that it. 

Activity2 (10 min): New Year Tradition

I group students by cultures they’re familiar with. In the group, students talk about what they do as new year’s tradition in their culture. How do they celebrate? What do they eat? Where do they go? What do they see? Etc… After a several minutes, we share what they talked about with the whole class.

Activity3 (10 min): Japanese New Year Tradition

I tell students what we do in Japan, showing some pictures.

Activity4 (10 min): Osechi

I introduce Osechi, Japanese new year’s food, with a picture and ask students what they know about it.

Activity5 (15 min): Meaning of Each Dish in Osechi

We check each name of dishes. Then, students make pairs and guess what its meaning of each dish. Then, I’ll read out true meanings of each dish. Students guess what that is. 

Activity6 (5 min): Wrap-up

We have casual conversations about Osechi. What would you like to try eating? Cooking? Have you ever eaten Japanese Osechi? Is there anything similar to your culture? 

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

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

It worked well. I also learned many things about Japanese new year tradition of food. Time management was good today. 

How could this class be improved/ modified?

The topic with this plan could include more active speaking activities somehow. 

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

FR S19 INT – CINEMA Part I

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Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date: 01/29/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part I: Culture  

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 5 minutes – warm up – By groups of two they answer basic questions about cinema and French films (see ppt.) 

2) 10 minutes – cultural input: I give them explanations on what is iconic in term of French cinema, we talk about the Nouvelle Vague movement and so on.

3) 15 minutes video comprehension:  Funnypresentation about Godard. I ask them to listen first, then to explain to the person next to them who Godard is, with the help of the notes on the Powerpoint they have to remember biographic elements. Then they switch so everyone gets to talk about this director.

4) 10 minutes – We watch trailers of the movies nominated this year for the Césars, we talk about the importance of trailers for them in general, they tell which movie they preferred according to their trailers. 

5) 20 Minutes  – Time’s Up Game about cinema. 1rst Round: they can make other people guess their secret celebrity with all the words they want. 2nd Round:  only 1 word. 3 round: mimes.

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

-Powerpoint presentation with pictures  

-Paper cards for the Time’s Up  

-Printed questions about trailers.

-Arte video about Godard.  

https://www.arte.tv/fr/videos/051682-010-A/tout-est-vrai-ou-presque/

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

-They really enjoyed the Time’s Up activity.

DE S19 INT Movies and series

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Monday, 04/02/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Movies and series

Goal of the class:

Being able to talk about movies and series (using German words)

How did you structure the class?

Activity 1 (15 min): Introductory questions. First, the students talked briefly in pairs about the questions I gave them. They talked about how often they went to the movies, which movie they liked best etc.

Activity 2 (10 min): What fits together? I gave every pair of students several flyers of movie posters. At the same time, I gave them summaries of movies they had to fit to the movies. The fastest pair would win!

Activity 3 (15 min): Being a film critic. I gave the students movie flyers. In pairs, they had to think of the plot that could have happened in the movie. Then, they should rate the movie as a film critic. At the end, they would present the movie to the group. The LR gives the true summary of the movie at the end.

Activity 5 (20 min): Inventing your movie. The students were told they would invent their own movie. For that, they would draw cards with different tags on them. They would have to draw a genre card and four plot cards. The things on the card had to be added to their idea. At the end, the students would present it to the group again.

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

Whiteboard and marker

9 pieces of paper for the game «problem on the forehead»  

Powerpoint presentation (attached)

Fill in the blank exercise (see attached)

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

The students had a lot of fun: especially the film critic part and the movie inventing were a lot of fun.

How could this class be improved/ modified?

I would keep it as it is. It was a great class.

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

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CN S19 INT/ ADV who is the spy

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Intermediate and advance

Class theme/topics discussed:

Game: Who is the spy

Goal of the class:

Practice students’ oral Chinese skills

How did you structure the class?

The game: Who is the spy

This game will help students practice the skill of using Chinese to describe a thing.

8 students, 8 cards with pictures (7 of them is A, 1 of them is B, B is the spy) for example, A is ORANGE, B is LEMON.
Everyone has a card and doesn’t let other players know what you get.
Everyone needs to say a word or a sentence to describe what you get in turns. You cannot directly say the word you get. The purpose of your describing is to make players who have the same card with you know you are not the spy. At the same time, you can’t make the spy know what you get. What’s more, yourself don’t know if you are the spy or not. If you are the spy, your purpose is to make others think you are on their side. It means that you need to make others think you have the same card with them and the spy is someone else.
After everyone describes for a round, I will say three, two, one, and everyone point to someone who you think is the spy. Who get the most votes die.

If there are only 3 players alive, the spy wins. Or, the spy loses.

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

PowerPoint, useful Chinese website:

Cards with pictures

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

The students truly love this game, they had fun and learned a lot of new words.

How could this class be improved/ modified?

No

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

JP S19 INT Past and Future

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, February 6th

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

Class theme/topics discussed: Past and Future 

Goal of the class: To be able to explain their past using past tense and to be able to talk about their future plan using future tense. 

How did you structure the class?

Activity1 (10 min): Now 

Students tell a partner about how their usual days go on. What time do they get up? Where do they eat breakfast? What do you do in the morning? What are your favorite things to do? Who are your close friends?

Activity2 (10 min): 10 Years Ago

Students talk about what they were doing, what they liked, who were their best friends, etc. with their partners.

Activity3 (20 min): In 10 Years

Students draw a picture that represent himself / herself in 10 years. Then, we share with the whole class.

Activity4 (15 min): The world in 100 years

The whole class draws a big picture, predicting how the world would be like in 100 years from now. They draw a big picture together on the white board.

Activity5 (5 min): Wrap-up

I ask them wrap-up questions. I also announce the upcoming cultural activity. 

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

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

This plan worked very well. This topic interested students very much and they were really engaged in the activities. 

How could this class be improved/ modified?

I would keep it as it is. 

 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.

JP S19 INT Traveling

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, February 25th

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

Class theme/topics discussed: Traveling 

Goal of the class: To be able to arrange a travel discussing in Japanese and to be able to present their plans. 

How did you structure the class?

Activity1 (10 min): Warm-up

We casually talk about weekends.

Activity2 (10 min): Small Discussion

Students talk about the place they want to travel most right now. 

Activity3 (10 min): Reviewing Expressions

We review expressions related to travelling. Students shout words out and I write them down on the whiteboard.

Activity4 (15 min): Arrange Your Travel

Students make a pair and arrange their travel. Suppose they’re a university student in Tokyo and arrange Japan domestic travel. Each person is given $500 budget to travel. 

Activity5 (10 min): Presentation

Each pair presents their travel plan. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

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

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

This plan went really well. When students were making their own plan, everyone was really engaged into the activity and conversation. Time management could have been done better since we had to a little hurry to share their plans today. I showed pictures on the Internet as each group was presenting their plan, which took time than I had planned.

How could this class be improved/ modified?
I would keep it as it is with this class size.

10 – 15 minutes could be used to share their plan, showing pictures.  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.

JP F18 INT/ADV Thanksgiving

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, November 27th

Language and Level (intermediate or advanced class): Advanced Japanese 

Class theme/topics discussed: Thanksgiving

Goal of the class: To be able to talk about / listen to Thanksgiving Holiday. 

How did you structure the class?

Activity1 (10 min): Warm-up

I talk about my Thanksgiving holiday. This is going to be a game, two truths and a lie. I write three key words that are related to my Thanksgiving holiday on the whiteboard and talk a bit about each word. Then students ask one question each. After everyone asks one question, they guess what key word is a lie. 

Activity2 (45 min): Two Truths and A Lie

I give students a few minutes to think about their key words. Then, one student presents his/her Thanksgiving as I showed. Every student gets a chance to talk about theirs. 

Activity3 (5 min): Wrap-up

We choose who was the best liar and who was the most honest one. 

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

It worked really well. Students were really engaged into the game, paying attention to everyone very carefully. I tried to manage the time but it didn’t go well as I calculated. So not everyone had a chance to talk about. However, I believe it would have been better this way than dividing the class into two groups because students are very close each other and they wanted to know each one’s Thanksgiving story.  

How could this class be improved/ modified?As for time management, the class could be divided into two groups or warm-up could be shorter. 

JP F18 INT Favorite Food

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, October 1st

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

Class theme/topics discussed: Food 

Goal of the class: To be able to use vocabularies related food and to be able to explain their favorite food.

How did you structure the class?

Activity1 (10 min): Warm-up

We dice-talk about the weekends. Students are divided into 2 groups and each dimension of the dice has words related to food.

Activity2 (10 min): Brainstorming

I show some pictures and ask the whole class to describe the food. For example, I show a picture of sushi and ask students some questions such as what is it made of? How do you eat it? What taste is specific to the food? Where do you find it? Where does it originally come from? Do many people like it? Is it expensive? etc. They’re not supposed to say just “that’s sushi”. Words brainstormed during this activity are written on the white board. 

Activity3 (10 min): Favorite Food

Students come up with their top 3 favorite foods and write them down on a piece of paper, keeping them secret to other students for now.

Activity4 (25 min): What is it?

Students are divided into 2 groups. In each group, one student starts “This is my best/second/third favorite food” and then, the other members of the group start asking question to reveal what it is. For the last 5 minutes, we play this game with the whole class picking one student’s favorite food whose hasn’t done yet. 

Activity5 (5 min): Wrap-up

A brief announcement about the upcoming cultural activity is made. 

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

It worked well. Students talked a lot, which was really good. One thing I should have added is that for the Activity4, one more rule should have been clarified that they cannot ask WH questions. Also, I could have prepared more expressions related to today’s topic, which could have been introduced while Activity2 and could have been a more efficient exercise for students with more words or expressions.  

How could this class be improved/ modified?I would add a rule that students cannot ask WH questions during Activity4. Also, I would prepare more words in advance, which students must know but forget for the moment. 

JP F18 INT Family Tree

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, September 24th

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

Class theme/topics discussed: Family 

Goal of the class: To be able to use vocabs and expression related to family. 

How did you structure the class?

Activity1 (10 min): Warm-up

Students are divided into 2 groups and each group dice-talk about their weekend. Each dimension of the dices has an adjective that could relate to family or family life. 

Activity2 (5 min): Review 

We review all together Japanese words of family members. Students freely shout it out and I type it, showing on the screen.

Activity3 (10 min): Brainstorming 

Students are divided into 4 groups and each group has to come up with one of the names of Japanese girl, Japanese boys, American girls or American boys. While they’re brainstorming in a few minutes, I divided the white board into 4 sections. Then, after a few minutes, each group come and write what they came up with on the white board in Japanese. This is a competition. The group with the largest number of names they came up with and wrote them on in correct spelling won. 

Acitivty4 (20 min): Family Tree

Students stay in the group and I give each group a piece of paper. They create an imaginary family tree as they want, making it complicated. After they’re done with that, I combine 2 groups into a bigger group so the whole class is now 2 bigger groups. One group presents their family tree, not showing the tree to the other group, and the other group tries to draw a tree as exactly as they can on a paper. Then, they switch over drawing. 

Activity5 (10 min): Class Family Tree 

We pretend that we’re all one family and create a class family tree. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

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

It worked well. I’m glad students liked the activities. 

How could this class be improved/ modified?It could be fun to make them a skit on family, suppose the whole class is a family. This way would let students to practice to whom to use formal and informal forms.

DE FA18 INT Art and painters

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 11/28/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Art and painters

Goal of the class:

Get to know the vocabulary regarding art. Be able to describe a picture accordingly.

How did you structure the class?

Activity 1 (5 min): Quiz. First, we started doing a kahoot quiz. I prepared a quiz on famous painters and paintings. The students had to do the quiz on their own. The students got really excited and loved doing that.

Activity 2 (10 min): Interview. I asked the students to interview each other about art and museums. They asked each other how often they went to the museums, which museum they liked the most and which painter they liked the most. After that, we gathered the results in the big group.

Activity 3 (5 min): I told the students to gather as many terms they knew about art, specifically the tools they would need to paint and to draw. The winner got a small gift (candy). After that, we briefly talked about vocabulary regarding art by collecting all the tools you would need to paint and draw.

Activity 4 (10 min): I showed a famous painting of Salvador Dali and we tried to describe the picture as accordingly as possible by using phrases (in the front of the picture, in the back of the picture, etc). I also handed them a help sheet they could use in the next exercise. This exercise should prepare them for the next task.

Activity 5 (30 min): Drawing by hearing. I split the students in groups of three. One student would sit in the front, facing away from the screen. The two other students would look at the screen and try to describe the picture best to their knowledge. The student facing away would draw it. The students had 10 minutes for each picture. Then they would switch so everyone would be in the place of drawing. In the end we would look at all pictures. The one that looked the most similar won (and the group received candy as a reward).

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

Whiteboard, pen

PowerPoint presentation (see attached)

Help sheet (attached)

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

The students really enjoyed the quiz! Also, they enjoyed drawing the pictures and explaining that to each other. They also drew really funny pictures!

How could this class be improved/ modified?

It was one of the best classes. I would keep it as it is.

 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.

Deutsch Fortgeschritten, 27. November 2018

Hilfe für die Beschreibung

Im Vordergrund gibt es…                                  –                       In the front there is…

Im Hintergrund gibt es…                                   –                       In the back there is..

Auf der linken Seite des Bildes…                       –                  On the left side of the picture…

Auf der rechten Seite des Bildes…                     –                On the right side of the picture…

In der Mitte des Bildes gibt es…                        –                       In the center of the picture there is…

Daneben                                                           –                       Next to it…

Davor                                                               –                       In front of it…

Dahinter                                                           –                       Behind it…

Hinten links sieht man…

Hinten rechts sieht man…

Vorne links sieht man…

Vorne rechts sieht man…

INT-28.11.2018

ES FA18 INT Jeopardy

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, November 26th   
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed:  Vocabulary, games, pop culture
  • Goal of the class:

To play games to review and acquire new vocabulary

  • How did you structure the class? 
  • Activity 1: with the help on an online webpage, students play a game of jeopardy to review and acquire new knowledge on vocabulary, grammar and pop culture.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Super Teacher’s Tools http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=2522676#.W_Sf1C2ZOt8

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

Even though I thought out the activity as an ice breaker, we ended up playing the game for the whole class. It helped to tackle some vocabulary and grammar doubts and to learn some interesting facts about pop culture. It is very important to follow up each question with some explanation or discussion in regards to students’ doubts.  

  • How could this class be improved/ modified?

The class worked out well. 

DE FA18 INT Politics

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Monday, 11/26/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Fukushima incident

Goal of the class:

Get to know the vocabulary regarding politics. Talk about the incident of Fukushima and its consequences on German politics in particular.

How did you structure the class?

Activity 1 (15 min): Interviews. I asked the students if they liked reading the news and how often they did it. They should also tell the story of an incident they read in the news and rephrase it. Then, we discussed the results in the big group.

Activity 2 (5 min): Vocab gathering. Every student had to contribute a word or a sentence what they had in mind regarding politicians and politics.

Activity 3 (20 min): The Fukushima incident. First, they had to think what happened in Fukushima in2011. They should talk to their partner then. After this, I handed them an input sheet about the Fukushima incident. They should discuss their results in a small group.

Activity 4 (20 min): Have a speech. I divided the class into two groups. To each small group, I handed a work sheet: one which was in favor of nuclear power and the other one who was against it. In their groups, they should gather the information for their sides from the sheets. Also, they should find more information about it. Additionally, as a group they would prepare a speech for their side and present it later on (like having a discussion in the parliament). At the end, we had a nice discussion going on which the students seemed to like.

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

Whiteboard, pen

PowerPoint presentation (see attached)

Input sheet (attached)

Worksheets (see attached)

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

Even though the text on the Fukushima incident might have been a little bit difficult, the students enjoyed the speeches they made.

How could this class be improved/ modified?

It was a good class. I would keep it as it is. I could adjust the texts for the next time.

 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.

Atom-Katastrophe (atomic disaster) in Japan

Ein Erdbeben (earth quake) und ein Tsunami beschädigten (damaged) am 11. März 2011 das Atomkraftwerk (powerplant) in Fukushima.

Nach einem starken Erdbeben und einem schweren Tsunami fiel am 1. März 2011 das Atomkraftwerk in Fukushima aus. Dabei kam es zu einer Kernschmelze (meltdown). Außerdem gab es in einem Reaktor eine Explosion. Dadurch wurde radioaktives Material in die Luft geschleudert (thrown in the air) und ein großes Gebiet mitStrahlung (radiation) kontaminiert.

Was passiert am Atomkraftwerk?

Bis heute versuchen Arbeiter die Situation unter Kontrolle zu bringen. Um eine weitere Kernschmelze zuverhindern, kühlen (cool down) sie das Atomkraftwerk mit Wasser. Für die Arbeiter ist das gefährlich, weil sie täglich viel radioaktive Strahlung (radiation) abbekommen. Außerdem gelangt kontaminiertes Wasser vom Atomkraftwerk in die Erde und ins Meer. Das soll mit einem Wall (embankment) in der Erde verhindert werden.

Was ist mit den Bewohnern (residents)?

Ein großes Gebiet rund um das Atomkraftwerk wurde besonders stark radioaktiv kontaminiert. Deshalb hat die Regierung dort eine Sperrzone (forbidden area) errichtet (enforced). Etwa 100.000 Menschen, die in diesem Gebiet lebten, mussten ihre Wohnungen verlassen. Einige Gebiete werden noch sehr lange kontaminiert bleiben. Einige Menschen werden also wahrscheinlich (probably) nie mehr dorthin zurückkehren können.

Boden und Wasser verseucht

In einem riesigen Gebiet ist auch der Boden immer noch verseucht. Deshalb baggern (to dig) Arbeiter die kontaminierte Erde einige Zentimeter tief ab. Das dauert sehr lange und es gibt eine große Menge an kontaminierter Erde. Bisher ist nicht klar, wo diese Erde sicher gelagert werden kann. Bis das Atomkraftwerk und das verseuchte Gebiet sicher sind, wird es noch viele Jahre dauern.

Rede für die Atomenergie (Opposition)

Liebe Kolleginnen und Kollegen!

Meine Damen und Herren!

Trotz (despite) der schlimmen Ereignisse in Japan, muss Deutschland die Atomenergie (nuclear energy) behalten. Dafür gibt es mehrere Gründe.

Erstens. Atomenergie ist umweltfreundlich. Es ist bekannt, dass Strom aus Atomenergie sehr viel umweltfreundlicher ist als alle anderen Weisen der Energieproduktion. Kohleproduktion (coal) verschmutzt die Umwelt mit ihren Abgasen (waste gas) und Gasproduktion zerstört die Natur für immer. Nur die Atomenergie ist eine umweltfreundliche Alternative für die Gasproduktion.

Zweitens. Atomenergie ist sicher. Die Ereignisse in Fukushima sind schrecklich, aber das ist kein Grund (its no reason), um die Atomenergie abzuschaffen (to abolish). In der Geschichte der Menschheit (mankind) gab es nur zwei Katastrophen mit Atomkraftwerken: Tschernobyl und Fukushima. Ansonsten (other than that) gab es nie Katastrophen mit Atomenergie. Die Nutzung von Atomenergie ist die einzige sichere, zuverlässige undumweltfreundliche Alternative zur Energieproduktion.

Wir sind überzeugt, dass es besser für das Land ist, wenn wir die Atomenergie behalten. Deutschland braucht Atomkraftwerke für seine starke Wirtschaft und die Gesellschaft.

Erklärung von Bundeskanzlerin Angela Merkel zu Fukushima. Rede gegen die Atomenergie (Regierung)


LiebeKolleginnen und Kollegen!
Meine Damen und Herren!
 
Vor 90 Tagen wurde Japan vom schwersten Erdbeben in der Geschichte des Landes getroffen.Anschließend traf eine zehn Meter hohe Welle seine Küste.
 
Heute, 90 Tage nach diesem schrecklichen 11. März, wissen wir: Im Atomkraftwerkgab es eine Kernschmelze (meltdown). Noch immer gibt es radioaktive Strahlung (radiation). Die Sperrzone wird lange bleiben, und an ein Ende ist noch nichtzu denken. Letzte Woche gab es viel Strahlung. Die Situation in Fukushima istsehr ernst.
 
Ohne Zweifel (without doubt), die dramatischen Ereignisse (incidents) in Japansind ein Einschnitt (turning point) für die Welt. Sie sind es auch für uns. Wirerkennen (realize), dass die Risiken der Atomenergie nicht sicher sind.
 
Deshalb müssen wir die notwendigen Konsequenzen ziehen (take the consequences). Wir brauchen umweltverträgliche und sichere Energie in Deutschland. Deshalbhaben wir folgende Gesetze beschlossen (passed the following laws):


Erstens. Bis 2022 wird die Nutzung der Atomenergie in Deutschland beendet.
 
Zweitens. Für die Energie der Zukunft werden die erneuerbaren Energien im Mittelpunkt stehen (to be central).
     
 
Wir (die Regierung) sind überzeugt: Deutschland hat das Potenzial und die Kraft für eine Zeit der alternativen Energien. Die Energie der Zukunft soll sicher und umweltfreundlich sein.

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