Category: Intermediate (Page 2 of 27)

Intermediate Conversation class

DE S22 INT/ADV: Subjunctive & Artistic Freedom (Part 2) [Zoom-class]

May 6, 2022 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 2) [Zoom-class]

Goal of the class:
Analyze the lyrics of a song (describe in own words/research context/interpret what artist wants to express)
Compare different parts of a song with each other
Discuss differences and possible interpretations
Discuss whether the song “Das ist alles von der Kunstfreiheit gedeckt“ is an example for Kunstfreiheit or Beleidigung (insult)
Discuss whether Böhmermanns „Schmähgedicht“ is an example for Kunstfreiheit or Beleidigung

How did you structure the class?

4.15 – 4.23: Recap (Recap last class and thereby make a transition to this class’ topic)

4.23 – 4.35: Group work (students have to get together in 3 groups and analyze the lyrics of one verse based on 3 questions that ask them to describe the lyrics in their own words, research the context of the song and interpret what the artist wants to say and how he writes his song in order to achieve that message. Each group meets in one breakout room, while they have access to the questions and a vocabulary list on our GoogleDoc)

4.35 – 4.55: Presentation group work (Each group presents their findings according to the 3 questions that were given to them – there is a particular emphasis on finding the Konjunktiv-forms, as they are an important instrument for Danger Dan in his song and also connect to the last class and the grammatical topic)

4.55 – 5.00: Bridge (We look at the bridge of the song and try to analyze in which ways it is different from the rest of the song and why that is the case)

5.00 – 5.07: Positionsline + discussion (students have to locate themselves along a position line ranging from Kunstfreiheit to Beleidigung. Based on that they have to discuss their own position)

5.07 – 5.13: Böhmermann-Affäre introduction + video (Most students probably see the song as an obvious example for Kunstfreiheit, thus I present them a case that could be more critical to evaluate. The so-called “Böhmermann-Affäre” is introduced in a few minutes, and then we watch the video of it)

5.13 – 5.20: Positionsline + discussion (students are again asked to locate themselves along the same position line and then discuss what led them to their judgements)

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

Power Point Presentation
Google Doc (Questions + vocabulary list)
Zoom (+ Breakout rooms & annotate functions)
Pictures & videos (see Power Point Presentation)
(Jan Boehmermann Erdogan poem) https://vimeo.com/163537121

What worked well in this class? What did not work (and how could it be improved)?

This class worked really well! It was a good conclusion to this 2-class-topic, which connected a song as a cultural element, with an important contemporary topic and a grammatical input. The class had different elements (discussions, group work, interpretations, media consumption etc.), a coherent structure and a few take-home messages.

The addition of a vocabulary list to the group work was very important and ensured efficiency, which allowed for a greater focus on the presentations and the discussions later. In those discussions, the students were really engaged and seemed interested in both the topic as well as the others’ opinions. The position line worked really well and also as I expected (everybody saying it is Kunstfreiheit), which allowed me to introduce the “Böhmermann-Affäre” as a less clear-cut example for that topic. It is worth mentioning that the class ended about 5 minutes later – which is acceptable considering the complexity of the topic and the importance of the last discussion.

Konjunktiv-Kunstfreiheit-Teil-2 Download

DE S22 INT/ADV: Music & The Voice

May 6, 2022 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Music

Goal of the class:
Learn about German music from the last ~25 years
Discuss music by elaborating on what you dis/like about it

How did you structure the class?

The class started of with an Introduction, explaining the rules of the game which focuses on German music. It doesn’t necessarily matter how many different artists you take and which one you focus on – I took 8 artists and tried to have a diverse range of artists (from Herbert Grönemeyer to Nena to Helene Fischer to Rammstein [the latter being rather well known in the U.S., though maybe not so much for their criticism, which can be talked about in class]).

The game works somewhat similar to “The Voice” – the students hear an artist for a maximum of 1 minute (they have the chance to raise their arms when they already know what they want to vote – if every student raises their hand, the song will be stopped before the minute is over – which happened when Rammstein was playing for example) and think about whether they like it and want to give it a vote to get to the next round or whether they dislike and want the artist to be “disqualified”. Then, they have 2 minutes to discuss the artist in the group and then vote on whether they want them to be in the next round or not.

In the first round there are 8 artists, in the second round 5, in the third 3 and then you can go for a winner. In my class I had 7 students, and when one artist had 4 upvotes they got into the next round. But that also means that when the students have already voted 5 artists in the next round before having heard the last ones, they won’t get a chance to go in to the next round (vice versa: if the students have already disqualified 3 artists in the first round before having heard the remaining artists then the remaining ones make it to the next round nevertheless the actual vote).

BUT there is one more rule to make it a bit more interesting: every student gets the name of one artist who bribed them. They get one point by having their candidate win “The Voice” (thereby you have students arguing for one artist who most dislike). Also, to give them something to “do” when “their” artist should have been disqualified in the first round – every student also writes down the name of one artist who they don’t want to win. If that candidate doesn’t win, they also get a point.

Rules for 2 students: For 2 students (in my conversation class intermediate) I slightly changed the rules. The students get 8, 7, 6, 5… points for the first round and can give each point-number to any artist. They listen to the song – they discuss it (which is a point where they can deceive or trick the other student, by saying they really like that artist but then giving only little points) and then they give points: for example student A gives 7 points, student B gives 4 points: artist has 11 points and depending on how many points the other artists get will make it to the next round or not. Student A cannot give 7 points to any other artist in this round, student B cannot give 4 points to any artist in this round.

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

Computer with music + music box
Whiteboard to write down names of songs, voting results and rules

What worked well in this class? What did not work (and how could it be improved)?

Generally, the class worked really well. The students learned about different German singers/bands (which they specifically asked) for and I incorporated that into a game which forced them to discuss and engage with each other, while trying to convince the others from their point of view and being somewhat embedded in the structure of a show that most of them know (“The Voice”).

I did not tell them the names of the singers before they were disqualified to make it more of a challenge for them to decipher which candidate is actually the one that they support (e.g. if their singer-name seems like a female, and there are 3 female singers, they know that one of them has to be their candidate, but they do not really know which one exactly is their candidate) – I’m not sure if this was necessary though and if it might not have been even more engaging when they would know the names right out of the gate.

Other than that I wouldn’t really change anything. The introduction took about 10 minutes, which was fine, because the timing of the rest worked out really well.

Intermediate: The rule change for the intermediate class (with 2 students) worked really well. They were very engaged and tried to deceive each other a lot – which was particularly fun for me, as I always knew why they would say or do something (because I knew who they supported). Great class here as well!

FR S22 INT/ADV – La routine matinale (the morning routine)

May 6, 2022 / Theresa Elhage

Warm-up (15 minutes): Questions to discuss in group around Morning Routines and habits

The students have to discuss the following questions in groups of 3 to 4 students: Avez-vous une routine le matin? Que faites-vous habituellement après le réveil? (petit-déjeuner? Douche? Sport? Yoga? Lecture? Méditation?) – Do you have a morning routine? What do you usually do after waking up?

Qu’est-ce que tu fais en premier le matin?–What is the first thing you do after you wake up? Quelles sont les bonnes habitudes que vous aimeriez prendre le matin?–What are some good/healthy morning habits you would like to develop?

Qu’est-ce que tu manges au petit-déjeuner?–What do you usually eat for breakfast?

Est-ce que tu es un/une «lève tôt» ou un/une «couche tard» – are you an early bird or a night owl?

Provision of a vocabulary sheet with a lot of words, expressions and idioms pertaining to the morning routine in French (I included more difficult expressions/turn of phrases and idioms for the advanced level class). This sheet is designed to be a support for the following activities as well.

Activity 1: (20/25 minutes)

The first activity is based on creativity (writing) in groups of 2/3 students. First, I ask them to individually write on a small sheet of paper one word in relation to the word ‘Morning’. Then they all give them to me, I shuffle them, I create groups of 2/3 students, and each group randomly picks two papers. Based on the words they picked, they have to come up with a short story of about 100 words. This activity not only calls on to students’ imagination and creativity, but the way it is designed (team work) also makes it a good way for them to practice speaking in French by working on writing their story. They really liked this activity and it took them approximatively 20/25 minutes to write their story, after which each group chose to either tell the story or act it out. The whole class had a lot of fun!

Activity 2:

Another activity that could be done in this class is the following:

Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris : Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk.

This video is very good not only for the vocabulary and expressions used by the persons interviewed but also because it teaches the most accurate ways of expressing one’s habits in a colloquial manner.

Instructions: Jot down what you understand about the interviewees’ daily routine; what did they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?

The last part of the activity can be a little quiz on words and expressions mentioned in the interviews that are either colloquial or idiomatic.

ESINT SP2022 Money, money, money

May 6, 2022 / Natalia Cano Jimenez

Language resident: Natalia Cano

Class theme/topic discussed: Conditionals and money

Goal of the class: The students revise the conditionals, subjunctive and vocabulary related to luxury/material things

Class structure:

Activity 1:

Revision: conditionals and subjunctive

Activity 2:

The students had to tell me conditional situations they would think about, and we would translate it to Spanish and/or correct it.

Activity 3:

What would you do if you had 3 millon dollars?We make a list of all the things they would go. It was great to revise vocabulary.

Resources used: Lounge TV and powerpoint

What worked well? What did not work?

I would add a warmup to this class. This was not a easy class for them because we revised grammar. However I think it was helpful for them.

DE S22 INT/ADV: Rap & Poems

May 6, 2022 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rap & Poems

Goal of the class:
Learn about German poems & rap
Create & present your own poems

How did you structure the class?

4.15 – 4.20: Welcome (Welcoming students to class, talking about how they feel)

4.20 – 4.25: Introduction to topic (talk about “Gedichte” and rap to introduce to the topic)

4.25 – 4.35: Rap OR Poem (students receive 8 “texts” of which half are German rap and the other half are German poesy – students have to guess in groups which is which)

4.35 – 4.45: Rap OR Poem – Solution (solution + discussion)

4.45 – 4.50: Elfchen – Group/Modelling (teacher and students create an “Elfchen” together)

4.50 – 5.00: Elfchen + Presentation (students have to create their own “Elfchen” and then present it to the class)

5.00 – 5.10: Create your poem! (students are put in groups and then have to write down 1 topic and 2 words – they then give that topic and the words to the next group. The next group has to write a poem (at least 4 lines) about the topic that the other group gave them and include the two words that the other group gave them)

5.10 – 5.15: Poem – Presentation (Students present their poems)

What worked well in this class? What did not work (and how could it be improved)?

The class worked well. Introduction was interesting for the students, as they were very curious to find out which text is rap and which is poem – the solution of that provided funny moments. The “Elfchen” was a nice way to get them going themselves on the poems, and the writing of a 4-liner, where the other group gave them a topic and words to be included provided creative and very funny poems. Well-rounded class without too much hick-hack.

Rap-Poems-1 Download

ESINT SP2022 Music

May 6, 2022 / Natalia Cano Jimenez

Language resident: Natalia Cano

Class theme/topic discussed: Music

Goal of the class: The students get to know the music their classmates like and they discover new songs in Spanish. They also (if they didn’t know before) get to know who Rosalia is.

Class structure:

Warm up: Interview your partner

When do you listen to music?
What type of music do you like?
Do you always listen to the same type of music?
Do you play an instrument? Which one? Which one would you like to play?
If you had a band, what type of music would you play?
What characteristics of an artist do you like?
Do you think music represents a country’s society?
Do you like artists that do social criticism?
Do you know Spanish speaker artists?

Activity 1:

They students write down in the blackboard some information about the Spanish speaker artists they like.

Name
Nationality
Music genre
Favorite song

Activity 2: La voz

First I showed them a video of La voz Spain and then they have to be the new judges. Students are asked to turn around from the projector. I play some songs and they write down their new ‘’playlists’’ on the blackboard.

Activity 3: Rosalia and cultural appropriation

Who is Rosalia?
Look her up on Instagram?
What do you think about her when you see her photos?

We played the video of Malamente and they identify all the typical Spanish cultural things in the video.

Resources used:

We played a little bit of this video because I wanted them to know who are the coaches in La Voz Spain:

This songs in YouTube:

Paquita la del barrio – rata de dos patas
Canelita: Juanito Juan
Manuel Carrasco: no dejes de soñar
Rels B: Reina de Pikas
Natos, Waor, Recycled J: sudores frios
Bad Bunny y Sech: Ignorantes
C.Tangana: Paris
Manolo Garcia: pajaros de barro
Maná: rayando el sol
La Oreja de Van Gogh – Muñeca De Trapo
Juanes: A Dios le pido
El sueño de Morfeo: esta soy yo

Rosalia: Malamente

What worked well? What did not work?

I think this class went well. The students enjoyed discovering new songs in Spanish and they also had the opportunity to talk about the kind of music they like and share this information with their classmates. I also think it was a good idea to do this class after the Spanish traditions one, so they already were able to identify the cultural examples in Malamente’s video.

DE S22 INT/ADV: Role Playing

May 6, 2022 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rollenspiele

Goal of the class:
Communicative practice and fun!
Learn how to have an argument
Learn about basic vocabulary connected to state founding

How did you structure the class?

4.15 – 4.20: Welcome (Welcoming students to class, talking about how they feel while introducing the topic)

4.20 – 4.45: Role play (students get a role card and have to discuss the topic on their card with their respective partner. They have about 5 minutes to come to a compromise. After that they draw a new card and thus get a new partner (if more than 4 people), a new role and a new topic to discuss about)

4.45 – 4.50: Discussion (quick follow-up discussion on how students handled the different situations and what solutions they found)

4.50 – 5.10: State foundation (students get a worksheet that gives them the task to found a new state)

5.10 – 5.15: State foundation – Presentation (students present their new state to the other students – after that, students are asked which state they would like to join

What worked well in this class? What did not work (and how could it be improved)?

The class worked really well. The role playing was very communicative and lots of fun – students had to get into new roles all the time, adjust to the situation and the person they are talking to and at the same time trying to find a compromise with a person that has the opposite opinion to theirs. The short discussion afterwards was helpful in order to compare the different solutions – on one hand as an exchange of knowledge, but most importantly to give the students a stage to share their interesting/funny solutions. I decided not to do it after every round in order to give students the chance to experience a new situation without having heard before how another group has solved it.

The state foundation task was a nice addition, even though – for the sake of coherence – it would be nice to find a smooth transition from one task to the other. If not, it’s two really neat tasks – which is also fine.

Students were really creative and came up with “interesting” states – some of the vocabulary might be a bit too complex – but they also did not really have that much time to take a deep dive into all the aspects but should rather focus on a general idea and for that the task was certainly sufficient while giving them the chance to create something creative as a group together. The following presentation gave them the opportunity to present their state and make other people join that state – either because the idea is very funny or because the state seems really promising. Students can certainly take different paths to finding a solution to that task.

Rollenspiel-Situation Download

Staatsgrundungsspiel Download

DE S22 INT/ADV: Art & Picture Description

May 6, 2022 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Art & Picture description

Goal of the class:
Students know locations in/within a picture
Students can describe the location of objects to each other (positions)
Students are able to describe a picture
Students can interpret pictures

How did you structure the class?

4.15 – 4.30: Warm-Up: Who are what am I? (students get either the name of one person or one object (e.g. painting, building) or the corresponding description to a person or an object. By asking each other questions they have to “get to know each other” and thereby find out whether their role fits the other person’s role)

4.30 – 4.35: Review: Picture description (short review of important vocabulary when describing pictures and the different directions (e.g. in front of, behind, next to… in the centre/right hand side))

4.35 – 4.50: Describe & Draw (depending on class size either 1on1 or 1 describing and 2 drawing: one student sits with the back to the board and the other one with the front. Then a picture is faded in so that only the student with the front to the board can see it. That student now has to describe the picture to the other student, and he/she/they has to draw it based on the descriptions of the other student. 5min per turn, then they can look at the board to compare how good the drawing was. Then they switch position, and now the other student has to describe and the other to draw. With 3 students, 2 are drawing and sitting with the back to the front and they make 3 rounds with every one describing at least once)

4.50 – 5.05: Group work (students can choose between 6 paintings by German artists and then analyze that picture in 3 steps. They have instructions on the power point and are allowed to use their phones)

5.05 – 5.15: Presentation (each group presents their painting, according to the 3-step-analysis that was given to them)

What worked well in this class? What did not work (and how could it be improved)?

I taught a similar class last semester, but wasn’t really happy with it – thus, I wanted to teach it again with improvements. These improvements have worked really well! The warm-up was a nice way to walk around the room, talk to each other, ask each other questions, while at the same time starting to familiarize with the topic. The “Describe & Draw” is a really well-working, engaging and fun activity. The group work about paintings from German artists was a well-rounded conclusion to this lesson and put it on a higher level than the first time I taught that class. The students were able to learn about German art, had lots of discussions in class and had to present something as well. Thus, I would say that this class worked really well, I was happy about how it worked and wouldn’t really change anything.

One possible modification: instead of giving them pictures, the group work could also work if they choose their own paintings. Upside: more personalized and individualized, but several risks: no sufficient resources (maybe not everyone has a mobile phone/laptop handy), not sure what paintings, no German paintings.

Kunst-Bildbeschreibung Download

Bilder Download

CN S22 INT/ADV Class theme/topics discussed: 中国流行音乐 Chinese pop songs

May 6, 2022 / Feiya Suo

Conversation Class Lesson Summary – INT 2.21

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2022.02.21

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: 中国流行音乐 Chinese pop songs

Goal of the class:

By the end of this class, students are expected to know more about Chinese pop songs (the history & changes in each era), and be able to talk about which song the like the most and why.

How did you structure the class?

Warm-up:

1)问候学生Greet students

– 今天做了什么？周末有什么计划？等等

Ask questions about their coming weekend.

Presentation：

2)中国流行音乐 Chinese pop songs

PPT is attached in the file.

Activities：

Listen to the representative songs and give their opinions on their features;
Think about what might be the reasons for these changes;
Learn the lyrics for 小苹果Little Apple, and learn to sing the song.
Work in group and talk about their favourite music type & musicians.

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

PowerPoint slides (9 in total)

PPT(22 in total)

Handout

Vocab list

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

Things that worked well:

They love the topic and I could feel that they were very interested in it. Some students had better understanding in music, so they were pretty quick on identifying the changes(Like + Chinese traditional elements or elements from other classical music; politic influences etc.).

As to the singing part, they enjoyed it!

Things that did not work:

Some words are difficult for students to understand, so I spent more time to explain them than I expected. The lyrics for the music presented in the videos were pretty hard as well, so sometimes they had to guess what kind of feelings that the writer intended to show in his/her song.

In addition, a student showed me a video about Reggae music. It took some time so I had to hurry a little bit at the end. There are 2 videos I didn’t have time to show them, but I’ll put the link on Sakai.

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.

【PPT】中国流行音乐-Chinese-songs-INT-ADV Download

CN S22 INT/ADV 设计你的 Ins / Design your Instagram

May 6, 2022 / Feiya Suo

Conversation Class Lesson Summary – ADV 2.17

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2022.02.17

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: 设计你的Ins / Design your Instagram

Goal of the class:

By the end of this class, students are expected to create a homepage and 3 posts based on their own character in the conversation class project, and introduce them to the whole class.

How did you structure the class?

Warm-up:

问候学生Greet students

– 周末过得怎么样？等等

Ask questions about their weekend.

Activities：

1.设计你的Instagram

1)Design your homepage;

2)Design 3 posts based on your own character.

2.Introduce them to the whole class.

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

PowerPoint slides (9 in total)

PPT(7 in total)

Document camera

Vocab list

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

Things that worked well:

The class worked pretty well! They had fun talking about their character and their character’s personality. Here are some students’ works:

And they had a lot of fun talking about their own works as well.

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

JP S22 INT/ADV: People from Kinki region, stereotype ステレオタイプ、近畿地方のおもろい人々

May 6, 2022 / Cozy Enrique NKD

Day and Date: 13th week (11^th April 2022)

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Characteristics of people from Kinki Region, Personality, Intro to Religions in Japan

Goal of the class: To be able to describe personalities, to comprehend basic ideas of modern Japanese perspectives on Religion

How did you structure the class?

11^th April 2022

( https://docs.google.com/presentation/d/1_1TIHo2LZP8psU_URT3YqyMmSdzoqlnGNXBjPK2kiGs/edit?usp=sharing )

16:15

Talk about Kinki region in Japan. (West center Japan)

Proverbs, various expressions

Characteristics of Kinki region

Personality, stereotypes of people from different prefectures in Kinki region

Talk about ones’ personality, character

Introduce one favourite character from Anime, manga, sitcom, etc.

17:15

End

CN S22 INT/ADV 假如你中了500万 If you win 5 million

May 6, 2022 / Feiya Suo

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2022.01.31

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: 假如你中了500万 If you win 5 million

Goal of the class:

By the end of this class, students are expected to create a story on the topic: What happens if you win 5 million dollars?

How did you structure the class?

Warm-up:

1)问候学生Greet students

– 周末过得怎么样？等等

Ask questions about their weekend: What did you do? etc.

2)导入问题Questions:

– 你买过彩票吗？Have you ever bought lottery tickets?

– 你中过奖吗？（请说一个自己运气很好的经历）Have you ever won a lottery before? (Or please tell me about an experience that you were really lucky)

Presentation:

1)故事背景Background

– 2021年9月27日，你在来Mason Hall 2的路上，花了2块钱买了一张彩票。来到教室后，你打开手机一看，突然发现，自己竟然中奖了！中了多少钱呢？500万！！On September 27, 2021, you spent 2 dollars on a lottery ticket on your way to Mason hall 2. When you came to the classroom, you turned on your mobile phone and suddenly found that you had won the prize!

How much did you win? 5 million!!

现在，请你想一想，你会怎么做？Now, what would you like to do?

2)小复习 Review：汉语中数字的表达 Expressions of Numbers

3)现在大家每个人手里有三张纸。请写一写：

Now everyone has 3 pieces of paper, please write down:

①名字 & 工作 A Name & An Occupation

②故事发生的地点 A Location

③一个特别的道具 1 Special Item

4) 分发道具

老师把学生写的纸条收集起来，洗一洗，然后随机分发给学生。学生需要用给到的人名、职业、地点和那个特殊的东西一起编写一个故事。

The teacher will collect the notes written by the students, shuffle them and distribute them randomly to the students. Students need to write a story with the given name, occupation, location, and the special item.

Communicative practice:

表演 Performances & Feedback

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

PowerPoint slides (9 in total)

PPT(14 in total)

Handouts

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

Things that worked well:

My Intermediate group was really creative and they came up with super funny ideas:

Group 1: Given words: MOO, 大白, driver, restaurant, Snow, Moon

MOO met 大白 in a restaurant. They fell in love on the first sight. One day they walked pass a lottery station and brought one and won 5million dollars. So they brought an airplane and flew to the moon and got married…

Group 2: Given words: Moo, 嫦娥, Mars, Jupiter, waiter

嫦娥 met Moo on Mars and there was a bad guy (the waiter) who wanted to stole their money. They ended up with a fight on Jupiter. And the bad guy was defeated…

Things that did not work:

The class went pretty well! We had a lot of fun. Some of the words that students came up with (like 火星 Mars, 木星 Jupiter etc.) were not familiar by the others, so I wrote them down on the blackboard, but it was a bit time consuming. Next time I’ll ask if they need new word in advance and write them down before their show.

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】Chinese-Conversation-INT-ADV-假如你中了500万-If-you-win-5-million Download

【PPT】如果你中了500万-INT-ADV-1 Download

DE F21 INT/ADV: Bigfoot

December 10, 2021 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Bigfoot

Goal of the class:
Communicative Practice
Creative Story-telling

How did you structure the class?

4.30 – 4.35: Welcome & Introduction to “Bigfoot” topic (Talking to students about how they feel and how they have spend their weekend. Let the students explain the story behind “Bigfoot”)

4.35 – 4.45: Introduction to the worksheet & reading the story (+ review vocabulary)

4.45 – 4.55: First drawings (students have to draw the “branches breaking” in two boxes and describe what is happening)

4.55 – 5.00: Present their drawings

5.00 – 5.20: Groups: Finish the story (students have to get together in groups and brainstorm about how they want to finish the story. Then they draw the story & describe what is happening)

5.20 – 5.30: Present the story (students present how they finished the story)

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

The class worked really well. No surprise, considering Adan delivered that idea to us! The students had a lot of fun – the beginning was nice, but at the end of the class everybody was laughing, having fun and – most importantly – communicating a lot in German. I tried that class with both my conversation classes (one of them more communicatve, the other a little less) and it worked better with the communicative one, but they also took more time for each activity, so you have to keep that in mind.

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

Bigfoot-Story Download

DE F21 INT/ADV: Advertising

December 10, 2021 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener (credits to Marie Segura “FR SP21 INT/ADV Advertising & Slogans”)

Class theme/topics discussed:
Advertising & Slogans

Goal of the class:
Learn about German brands and “Werbeslogans”
Learn about German commercials
Create your own slogans and ads
Discuss effects & mechanisms of advertising

How did you structure the class?

4.30 – 4.35: Welcome and Introduction (welcome to students to the class and use the first image of the slide [popcorn] to make a transition to advertising [eating popcorn in the movies during the advertising before the movie])

4.35 – 4.42: Matching brand & slogan (in pairs: students get 10 german brands and slogans and have to watch them with each other)

4.42 – 4.46: Matching brand & slogan: solution (teacher offers the solution to the task. I added a competitive element and gave them points for each correct one, and the winner of this task will be allowed to have the first pick of one (or more) of the “Impossible Objects” later)

4.46 – 4.50: The good slogan (students have to think about and discuss the characteristics of a good slogan. After that the teacher will offer a definition of “Werbeslogan” and based on that either sum up what students have said already or add elements that they might not have thought about)

4.50 – 4.55: Your own slogan (in pairs: students have to come up with the best possible slogan for an object that they use everyday [2min] – then present it to the others [can be used to come to decision regarding whoever picks the objects first, as in my case the “matching” activity ended with a tie])

4.55 – 5.00: Advertising (students have to brainstorm aspects that publicists rely on when they want to sell a certain type of product (e.g. food, cars, jewelry etc.))

5.00 – 5.15: 3 German commercials (students see 3 German commercials and while watching have to pay attention to the following questions: “1. What is advertised? 2. Which aspects are emphasized? 3. What do you think of the advertisement? Is it effective? (Who is the target group?)” After each commercial we discuss these questions. Either by putting them in small groups for the discussion, or by putting them in small groups and then using their discussion as a foundation for a class discussion or discuss it in class right away. I would prefer one of the “small group” options, but depending on time the “only class” option could be the best idea.

5.15 – 5.25: Create your own commercial (students pick on (or more) of the “Impossible Objects) and then have to create a commercial for that object. They obviously don’t have the resources to create a commercial in that short amount of time, so instead they have to focus on the following questions: “1. Which aspects should be emphasized? Who is the target group? 2. What is happening? (+ WHERE does the advertising take place? WHO is playing?) 3. What is the music like? Is there a slogan? Is there a logo?”)

5.25 – 5.30: Present your ad (students present their ad/commercial)

What worked well in this class? What did not work (and how could it be improved)?
The class worked pretty well – students enjoyed the creative parts, where they had to create their own slogan and then particularly the task in the end, when they had to create their own ad (which was very funny). They also liked the German commercials very much, thought they were funny or gave a good impression of/to German culture. The first task took a bit too much time unfortunately – so I would recommend to either choose less brands/slogans, or maybe discuss the slogans beforehand so everybody has the same knowledge and knows what every slogan means (or could refer to).

Werbung-without-videos Download

Impossible-Objects Download

Werbung 1: https://www.youtube.com/watch?v=3oglANsJ0nY

Werbung 2: https://www.youtube.com/watch?v=xgZRHuRo8Vk

Werbung 3: https://www.youtube.com/watch?v=V6-0kYhqoRo

RU F21 INT: Russian Cuisine

December 10, 2021 / Aleksandra Bystrova

Language Resident Name: Aleksandra Bystrova

Date: 11/16/2021

Class theme/topics discussed: Russian Cuisine

Goal of the class:

Talk about most famous Russian meals
Learn vocabulary about cooking
Prepare for a cooking class

How did you structure the class?

Warm up (5 mins)
I ask my students to discuss the following questions in pairs:
1) Which traditional Russian meals do you know?
2) Have you ever tried Russian cuisine? What was your experience like?
3) Have you ever been to a Russian restaurant?

2. Activity 1. Do you know this meal? (10 minutes)
I show my students pictures of the most famous meals and ask them to guess names or ingredients.

3. Activity 2. Cooking Vocabulary (10 mins)
I show my students a PowerPoint slide with cooking vocabulary and ask if they know those words. I prepared a handout for them with those words.

4. Activity 3. Game: Describe an action (10 mins).
After that, I ask my students to come in front of the class and show a cooking action without using words. Other students should guess what they are showing. Then they change.

5. Activity 4 (20 mins)
I divide my students into two groups and ask them to choose one meal that is easy to cook. They should write a recipe on a board using the vocabulary they learnt. Then they present their recipe and we vote for the meal that the majority would like to try. Next class we will cook the meal using their recipe.

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

The class went well. Food is one of the most favorite topics of my students since they had been asking me to talk about Russian cuisine or cook something from the very beginning of the semester. This class is good for practicing the vocabulary dedicated to food and cooking. It also includes the cultural element.

How could this class be improved/ modified?

I would leave it as it is. This class was created with the help of the Spanish language resident Natalia Cano. You can include an activity, where students should describe a picture to practice food and cooking vocabulary.

RUS-INT-1 Download

RU F21 INT/ADV: New Year in Russia

December 10, 2021 / Aleksandra Bystrova

Language Resident: Aleksandra Bystrova

Date: 12/1/2021

Class theme/topic discussed : the New Year in Russia

Goal of the class :

Introduce traditions of the New Year celebration in Russia
Practice the usage of adjectives in the text
Practice the food vocabulary
Listening and comprehension of a song

How did you structure the class?

Warm-up.
I put my students in pairs and ask them to discuss the following questions: 1) Do you celebrate the New Year? How and with whom? 2) Do you sum up the results of the year? 3) Do you create goals to accomplish in the following year?
Activity 1. The New Year’s table
I show my students a picture of a traditional Russian New Year’s table with different meals. I ask them to name what they see and come up with more dishes. This activity is focused on creating a perfect table for the New Year’s celebration and practice food vocabulary.
Activity 2. Prepare a traditional New Year’s toast
I give my students a handout with a long traditional Russian toast. There are blank spaces that students should fill up with adjectives. They can be creative and funny while choosing words.
Activity 3. A song about 5 minutes
I show my students a video of a must-listen Russian song, which sounds in every house 5 minutes before the New Year. I also provide students with lyrics of the song. I ask them to feel free to sing along.
Activity 4. President’s Speech.
It is impossible to imagine Russian New Year without the President Putin’s speech. We watch a piece of a video from 2020 and discuss the content of this speech. This activity was performed with Advanced students.

Activity 3. A song about 5 minutes

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

The class went well. Students enjoyed talking about New Year in Russia. We focused more on the activity dedicated to food. I wanted to practice vocabulary with them, since they hadn’t known many words before we had our class about Russian cuisine. I decided to skip the activity with the President’s speech, because the language of the speech is too difficult to comprehend. We also didn’t do the “toast” activity because I felt like it could be too challenging for them. I decided to spend more time with the song instead. I asked my two students to come up with a translation of this song and give their opinion about it.

Advanced. What worked well in this class? What did not work?
My advanced students enjoyed this class. They knew a lot of words dedicated to food and Russian cuisine. The activity with inserting words turned out to be amusing. They came up with funny and sometimes unsuitable words. That made the toasts activity very lively. We skimmed the song and spent more time with the President’s speech. Students had a hot discussion about the content of his speech because some of them found it ambiguous.

How could this class be improved/ modified?

The president’s speech is an interesting text to analyze and discuss with advanced students. It consists of many topics, which students find curious to talk about. I would make a separate class about politics to discuss leader’s speeches. In the context of New Year and holiday atmosphere it is a challenging issue to discuss.

Новый-Год-1 Download

FR F21 INT – La Fête (celebrations)

December 10, 2021 / Theresa Elhage

Theme/topic: La fête –Parties/celebrations in France –This class is designed to last for two sessions

Warm-up: What are some celebrations/French holidays you know or have heard of before?

Quick cultural overview of the most important French Holidays
Video screening of a typical French holiday – le 1er Avril – On this day it is customary for a lot of French people to prank others and/or stick a paper fish on their back
Provide a few expressions in French for specific holidays – New Year, Christmas, etc. –
project pictures of objects and actions related to either one important holiday – Christmas, etc.- or Birthdays. Ask the class if they can associate what they see on the pictures with any words they know. Then provide them the vocabulary

Example – Birthdays:
Activity 1:

Create groups: Put the students in pairs or groups of 3/4
The students will have first to individually brainstorm for 5 minutes on the best birthday they had had so far and their best birthday memories. They can jot down some notes and then share them with the rest of their group
The instructor can also add more questions to ask them in order to make them practice expressing themselves on the topic in relation to their own experience using the past tense and the vocabulary provided beforehand: Quel est l’anniversaire dont vous vous souvenez le plus? (What is your best birthday experience?), Quels sont vos meilleurs souvenirs d’anniversaire ? (What are your best birthday memories?)

Activity 2: keeping the same groups, ask them to discuss their favorite celebration in their home country/region/where they’re from and tell their group about it and why they like it specifically. They can list various elements -activities, actions, foods, costumes, traditions, music, etc.- they associate with that particular celebration/holiday -.
Before starting the activity, give an example to guide them: je préfère mon anniversaire parce que ma famille et mes amis m’offrent des cadeaux / parce que il y a un gâteau d’anniversaire OR: ma fête préférée est mon anniversaire parce que…

I Personally loved how responsive and engaged into the conversation the students were. They put a lot of work in writing about their best birthday’s memories and then when I put them into groups to share what they had written with their classmates, they couldn’t stop talking, and I realized how good their French speaking skills were when they were really into something/interesting into a certain topic, especially when it concerns sharing a personal, intimate story.

DE F21 INT/ADV German Federal Election 2021

December 10, 2021 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
German Federal Election 2021

Goal of the class:
Learn and discuss about:

Political system in Germany
Comparison between German political system with U.S.
Comparison between Majority voting & proportional representation
Key political offices/names/institutions/parties in Germany
Distinction between party, fraction and coalition
Distinction between German parties

How did you structure the class?

4.30 – 4.40: “Positionslinie” (Students have to position themselves along a line (“Positionslinie”) which is marked by a check on one side and a cross on the other according to three statements: 1) “I mostly understand what politics is about” 2) I feel that my opinion is well represented in politics 3) “I would go to a demonstration if I didn’t like something in the country”. Depending on where the students stand the teacher tries to collect like 1-2 opinions from students (standing on the extremes/middle/.. trying to involve everyone))

4.40 – 4.45: Review: Political System USA – groups (the students have to discuss the following points with regard to the political system in the U.S.: “1) Key offices 2) Who votes for whom? 3) How is the winner decided?” They can use the chalkboard for illustrations)

4.45 – 4.50: Review: Political System USA – plenum (teacher asks students for what they discussed in the groups and collects their input on the chalkboard for illustration purposes + easier comparison to German system)

4.50 – 5.00: Scheme of key offices/institutions in German political system (students get 6 different parts of one scheme and have to bring them in the correct relation to each other. If too difficult help the students + discuss open questions)

5.00 – 5.05: Gap text of key offices/institutions in German political system (introduce more/precise vocabulary/offices/institutions and record it with the gap text)

5.05 – 5.10: Discuss 3 important terms: party, fraction & coalition (“party” and “fraction” important basic terms to understand the political system in Germany, as well as “coalition” – the latter one also allows to transfer to the next point: the comparison between majority voting and proportional representation)

5.10 – 5.20: Watch Video „Wahlsysteme einfach erklärt“ + Discuss open questions

5.20 – 5.30: Introduce & Discuss the Parties in Germany (each student gets 1 party – they have to read the short introduction and combined with their own knowledge have to answer the following questions: “1) Who is you party? What positions do they represent? 2) Where would your party position on a left-right-scale (using the same line as in the first task) 3) With which other parties would your party form a coalition?”)

XXX Campaign issues

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

I knew that this class would be intense and we won’t be able to do all the things that I had planned – nevertheless I am really happy, as we were able to talk about the most important aspects and from my point of view the students were really (!) interested and also understood a lot (!). They were really engaged and worked pretty well on all the assignments, even though they had different degrees of political knowledge. To be honest, I switched to English several times this class – but this was a once a year occasion and it was important to me that they use German as much as possible (and I use German as much as possible in explaining things), but at the same time I really wanted them to take as much knowledge out of that class as possible – even if that meant that I had to switch to English sometimes.
All the assignments worked really well and took about the right amount of time – maybe the first task could have been a little bit shorter, but it was a really nice introduction, had the students walking around in class, discussing, sharing – so I would not necessarily change it as it is a good introduction to the class.
The comparison worked really well – students own knowledge/experience as basis to imagine how the German system could work. The explanations of the “party”, “fraction” and “coalition” terms allowed to have short little excursions to other topics – e.g. differences between the two voting systems. The video was good and worked really well in combination with further explanations by myself. They got to know the parties and what they stand for – the only thing we did not talk about were the campaign issues. But I do not really mind that – as that part is the weakest in my opinion and I will focus my study break on campaign issues. So it is not too bad that we did not do it and instead used the SHORT time for all the other important stuff. The students also asked a lot of questions after the class, left about 5.45 and I could tell them some insights to the German political landscape – all in all I would say that this was certainly a PACKED, but VERY good class.

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

Bundestagswahl-2021 Download

Bilderimpuls-Wahlkampfthemen Download

Luckentext-Bundesregierung Download

Parteien-Positionen Download

Schaubild-Bundestag Download

Video : https://www.youtube.com/watch?v=IZSCCKjttM0 (09/23/2021)

ES F21 Int prepositions (por and para)

December 10, 2021 / Natalia Cano Jimenez

Language Resident: Natalia Cano

Goal of the class: Por and para

Warm up: some examples with already know

-Por favor

-Por el momento

-¿Hay un banco por aquí?

-Este regalo es para ti

-Trabajo para una multinacional

-¿Algún otro ejemplo que se os ocurra?

Activity 1: Por and para explanation chart

Activity 2: In pairs the students think about an example of every por and para case.

Activity 3: Map

In pairs they tell their partner how they go from one place in the city map to another by using por and para. Ex. Yo voy de la cafetería para el banco por la avenida Hablo español.

Activity 4: Fill the blanks with por and para

.We did this activity in group. Each of them reads a sentence and decided if por or para was the right option.

Resources used: Powerpoint

Reflection:

In this class we worked more on grammar, but I tried to make them talk to each other by putting them in pairs. They asked me a lot of questions with different examples in which they had doubts, so I think that this class was very useful for them.I would add a specific warm up to this class, not just taking with them about how everything is going on and the couple of examples of por and para.

DE F21 INT/ADV Desert Game

December 10, 2021 / Nicolai Diener

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Desert Game

Goal of the class:
Finding a compromise
Finding the (best possible) solution as a team
Debate & discussion

How did you structure the class?

4.30 – 4.35: Introduction & Scenario (Welcome students to class and introduce them to the topic “desert game”. Tell them the scenario in a dramatic fashion! [students on a plane/plane crashes/they are all by themselves in the desert and were able to save 15 items, which they have to rate according to their importance for their survival/their ratings will be judged compared to the solution and then reflected)

4.35 – 4.40: Questions & familiarize with items (Make sure that every student understands the scenario and quickly introduce the 15 items – it is really important that the students know what those items are and if they have no idea what an item could be used for it doesn’t hurt if there is a short exchange about them within the class)

4.40 – 4.48: Step 1: Work on your own (each student now has 8 minutes to think about the items and rate them from 1 to 15, depending on how important they think a certain item is to survive in this desert scenario)

4.48 – 5.00: Step 2: Small groups (students are divided into small groups and within those small groups have to discuss the items and then come to a shared solution. It is not allowed for students to have different solutions within the small groups, so they have to discuss with each other and find a compromise together)

5.00 – 5.10: Step 3: Plenum (students have to come up with a solution for the whole class. As in the step before, they have to come up with a shared solution for everyone – so they have to be able to find a compromise. Depending on the size of the class or the number of small groups there are two ways on how to handle the plenary discussion: a) every group selects one speaker that has to represent and argue for their solution in the whole class, while the others of the small group have to help and assist him with arguments or questions for the others, or b) everybody can speak.

5.10 – 5.20: Solution (the teacher reads out the solution [find in documents] – students have to compare their own, small group and class solutions with the solution offered by the teacher and calculate the difference to their solutions. While reading out the solution there will be lots of surprises and students want to discuss that. If not you can always ask “Are you surprised by this” or something like that to engage small discussions)

5.20 – 5.30: Reflection (ask students questions to allow them to reflect on the solution finding process, like: “How did the initial group process go? How did you proceed as a group to find a solution? How did you feel about the discussion in the group? How did you manage to reach a good result? Were all group members equally involved? What was the leadership like? Did a team leader emerge? How were decisions reached?”

What worked well in this class? What did not work (how could that be improved)?

The class worked really well – students were very engaged in the discussion and had a lot of fun thinking about how to survive in this scenario by making best use of the offered items. They were also really surprised by the solution – reading that out might take longer than expected and is a bit much teacher-focused. I really enjoyed that part, how surprised the students were and the discussions that followed that – but maybe there is a better solution, like handing out a handout and then having the groups discuss in small groups again on what they think about the solution. In general, it is important to give them enough time to discuss everything – otherwise they might feel that they were being rushed. But at the same time the class is really tightly scheduled, so it is important to keep an eye on the time.

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

Wustenspiel Download

Das-Wustenspiel_Handout Download

Internet resource (solution and further information : https://butterflying-akademie.de/team-challenge-wuestenspiel/ )

ES F21 INT Food and Beverages II

December 10, 2021 / Franco Ignacio Rivas Quiroz

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages II

Goal of the class:

Students will be able to:

Describe food and use expressions to order food in a restaurant (for example: “me gustaría ordenar”, “quisiera pedir”, “¿Qué lleva el ___?”, “¿me podría traer la cuenta?”, etc)

Class structure:

Warm up:

Students remember vocabulary of ingredients of food by seeing last class’ images of Chilean food and saying the ingredients that they can see.

Activities

-Students watch a video on “how NOT to order food in Spanish” and are asked to identify the expressions that are used to order food, as well as answering: how should the customer have said those expressions in a better way?. After that, the facilitator writes on the board relevant expressions for ordering food.

-Students see an open-ended dialogue at a regular restaurant setting and practice the expressions filling in the blanks the information that they want to add to the situation. They practice asking about ingredients and describing plates in the process.

Roleplay: One of the students is the waiter and the others are customers. They simulate a restaurant setting in which some difficulties happen (they take turns so that someone is not always the waiter):

Their favorite plate is not available that day and they have to find something that could be enjoyable for them.
While eating, they realized that there was meat on what they ordered. They are vegetarians.
While eating, the restaurant is about to close, but they only started eating about 5 minutes ago.

Wrap up:

Adivina el plato de comida: Each students describes a plate, and the rest of the participants guess what the plate is.

Resources used: Projector, Power point presentation, youtube video

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

Students participated well during the class. They had practiced describing food on the previous class, so it was easier for them to do it that class. It was surprising for me that they remembered so many things about Chilean food ( I thought that they would forget it right after the class). In general, they seemed to have fun, but I realized that, even though I still tried to model before each activity, I could have done it more; because there were a couple of situations in which students were not so sure about how to proceed, so then I would try to show them again.

Food ordering dialog (for controlled practice stage)

Mesero: Buenas tardes, bienvenido/a al restaurante ____________. Mi nombre es ____ y voy a ser su mesero. ¿Qué desea tomar/beber?

Cliente: Me gustaría pedir____ / Quisiera ordenar _____ / Déme un/a _________

Mesero: ¿Qué le gustaría de entrada/entremeses? Tengo para ofrecer ______, ______

Cliente: ¿Qué trae la ______ ? (Nombre del plato)

Mesero: Trae ____ , _____ , (descripción del plato)

Cliente: Déme el / la ________ / Me gustaría ordenar el / la _____

Mesero: ¿Qué le gustaría de plato principal / plato de fondo?

Cliente: ¿Tiene _______?

….

(postre)

Cliente: ¿Me trae la cuenta por favor?

Mesero: Con mucho gusto. ¿Con qué medio va a pagar?

(Indica el medio)

(Se despiden)

CN F21 INT/ADV 大脚怪 Bigfoot (Creat your story!)

December 10, 2021 / Feiya Suo

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2021.09.02

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Bigfoot (Creat your story!)

Goal of the class:

By the end of this class, students will be able to talk about the story that they created.

How did you structure the class?

Warm-up

Take attendance and greet the students
Have you heard of Bigfoot?
Presentation:

– Show some pictures and a short video clip of bigfoot.

– Give the students the begining of the story.

在一个凉爽的下午，你和同学们在树林里野餐，享受大自然的美丽和宁静。突然，你听到树枝断裂的声音。突然，浓雾从四周涌起，你什么都看不见了。这时，你起了一身鸡皮疙瘩。当你再次能够看清时，你发现前方通往树林的小路上有巨大的脚印。你惊恐地意识到……

You are hiking in the woods with your classmates on a cool and misty afternoon enjoying the beauty and serenity of nature. All of a sudden, you hear the sounds of branches breaking. You get goose bumps and you are overwhelmed by an odor so terrible that you are temporarily blinded. When you can see again, you see huge footprints on the trail ahead of you leading off into the woods and you realize with horror and fascination that…

Draw two frames: 突然间，你听到树枝断裂的声音。 All of a sudden they hear the sounds of branches breaking.
Brainstorm how you thinkthe story will end.

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

PowerPoint slides (3 in total)

I looked up pictures on Baidu image.

I used the projector to show the students the pictures drawn by each group.

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

Students were passionate about the topic. They created all different kinds of endings to the story (Though most of them have tragic endings) and they enjoyed the process of sharing ideas and creating the story.

The only thing that didn’t work was my computer. I prepared a short video on my own laptop, but somehow my Mac couldn’t open it. (The video player did not support the format at the moment… But now I fixed it. It won’t happen again.) I tried to google it on the spot but I didn’t find the one that I wanted to show them. So I just showed the pictures of Bigfoot.

How could this class be improved/ modified?

It worked really well. I’d keep the class like this.

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 F21 INT Food and Beverages I

December 10, 2021 / Franco Ignacio Rivas Quiroz

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages I

Goal of the class

Students will be able to:

Describe different kinds of food and ingredients.
Use food vocabulary and expressions to indicate place (encima, al lado de, sobre, debajo de, etc.)

Class structure:

Warm up:

Students see an image of different kinds of foods and answer the question: “¿what’s your favorite food/restaurant?”

Activities:

-Students see images of Chilean traditional food and beverages (cazuela, humitas, empanadas, mote con huesillo, leche asada, terremoto) and mention the ingredients that they think they might have, how they think it could be prepared and whether it looks similar to a plate from another country or culture.

-“¿Qué comida es?”: Each student gets small pieces of paper that can have either an image, name of a meal or a description on it. They go around the room and try to exchange information with their classmates in order to match each image with the name of the plate and its description. Some of them are the ones that were shown before and some others were new.

-“Encuentra las diferencias”: Students get a sheet of paper with the image of a man in a kitchen. Some of them got the A form and others the B form. Both have a similar image on it, but many of the elements in the image are different. Without seeing their classmate’s sheet, they ask questions to them in order to find out what the differences are. (for example: “hay un trozo de queso al lado del vaso de leche?”)

Wrap up:

Students remember the Chilean food that they learned about and talk about which one they would eventually like to try and why.

Resources used: Projector, laptop, pieces of paper.

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

Students seemed to like the topic about food and asked questions about Chilean food. One of my students has Mexican relatives and we realized that there were some plates that were similar, although they differ in aspects of how they are made or the ingredients. We also spent some time talking about the vocabulary difference of some ingredients (for example “porotos” vs “frijoles” or “choclo” vs “maiz”). The activity in which they had to ask questions about the other person’s image also worked well and it gave them the chance to ask questions about prepositions and more vocabulary.

What was a little bit more challenging were the descriptions of food on the sheet of paper. They ended up doing it well, but it took them a while to understand everything, so they asked questions on vocabulary and expressions. Maybe a simpler version of those descriptions could have worked better, but at the same time, I think that the little challenge that they had could also have been helpful, since it wasn’t extremely hard for them.

FR F21 ADV/INT Harry Potter – create your Hogwarts’ House

December 10, 2021 / Theresa Elhage

Goal of the class: Create a conversation around the books and movies, learn new vocabulary (adjectives, qualities and personal attributes such as bravery/honesty/wisdom, etc.; clothing (colors, various clothes, accessories), furniture and the vocabulary belonging to the magical universe of Harry Potter).

Reviewing some grammar/syntactic points such as the phrases to explain/describe people’s personality and personal attributes, their outfit, detailing the layout of the furniture in a room.

In addition to that, the main activity is designed as well to make students review and practice how to express wishes in French and structure their presentation of their houses.

Creating groups: Depending on the number of students one has in their class, the groups can count 2 to 4/5 students. Putting them in group is a good idea as it incites them to do teamwork, share ideas and vocabulary to complete the main task. I personally made this class more challenging for the students as they are advanced ones and therefore are more proficient/comfortable in the language.

Structure of the class

1- Warm-up :(10 minutes)

•What did you do this Weekend?

•Presenting today’s topic: Harry potter. Who is a fan? Which books did you read/movies did you watch? What are your favorite-s one-s and why?

2- Input:(10 minutes) Which words come to your mind when you think about Harry Potter? (in order to introduce new vocabulary, I personally wrote the words they gave me on the board and provided new ones). Since my students were advanced and naturally wanted to know more complex vocabulary and expressions, I showed them two extracts of the first HP movie in French, with French subtitles. I then wrote on the board some words and expressions used in the extracts and which I thought could be very useful for the task and for their personal use (adverbs, common exclamatory expressions in French, idioms, words such as feather, candles, magic wands, snake, etc.)

3-Then I showed them the names of the Hogwarts’ houses in French, we also discussed who had done the internet quiz to know the house they belonged to. Then I had made a detailed PowerPoint slide explaining the main activity for the day: “créer votre maison à Poudlard!” (create your Hogwarts’ house!).

The steps they could follow to create their house were the following:

1) Find a name

2) What are the values qualities specific to your house and required to be a part of it?

3) Which animal represents your house?

4) what sort of uniform/clothing? (Colors, motifs, design, accessories)

5) How does your common room looks like?

This lesson plan can also be used with Intermediate students. I would recommend however providing more input before starting the main activity such as vocabulary lists with expressions and phrases to guide the students in expressing themselves and structuring their argument/presentation.

Below is the PowerPoint I made and used to teach this class to both Advanced and Intermediate students:

Harry Potter Download

CN F21 INT 新牛郎织女 A New Story of Niulang & Zhinv

December 10, 2021 / Feiya Suo

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2021.09.15

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: 新牛郎织女 A New story of Niulang & Zhinv

Goal of the class:

By the end of this class, students will be able to creat their own story about Niulang and Zhinv, and be able to perform their stories in front of the class.

How did you structure the class?

Warm-up: The story of Niulang & Zhinv

Questions:

When is the Valentine’s Day here in the U.S.? Why is it on Feb. 14^th? Is there a story about it?

When is the Valentine’s Day in China? Do you know the story of it?

Presentation: A brief introduction of the story of Niulang & Zhinv

What would the story look like if it happens in modern times?

Characters: Niulang, Lao Niu(the cow), Zhinv(the weaver girl), Wang Mu Niangniang(the queen mother)

1. How did Niulang and Zhinv meet each other?

2. What did Lao Niu do?

3. Wang Mu Niangniang(the queen mother) doesn’t agree that Niulang and Zhinv fall in love. What did she say? What should Niulang and Zhinv do?

4. How does the story end? Is it a good ending or a bad ending?

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

PowerPoint slides (23 in total)

Handouts

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

Things that worked well:

Students need to get to know the orginal story first, and then creat a modern version of the story. They really enjoyed creating a story by themselves! There was a group created a story like: Niulang was a student in CMC, while Zhinv was in Scripps. While they were watching a basketball game, Niulang was hit by a cow and then taken to a hospital and met Zhinv… The stories they creat were pretty convincing, and the words and sentence structures they used were actually exceeded my expection.

The thing that did not work:

The story that I presented to they was a little bit hard for the intermediate group to understand. So I adjusted some words when telling the story. Since there are many pictures about the story on the slides, students were able to understand what was going on eventually. However, I think to make it easier for students is a good idea.

How could this class be improved/ modified?

The text that I put on the handout should be modified into a easier version in order to match students’ level.

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.

Time/step	Teacher focus	Student focus
PresentationWarm-up (5 mins)	Warm-up: The story of Niulang & Zhinv1)Questions: When is the Valentine’s Day here in the U.S.? Why is it on Feb. 14th? Is there a story about it?When is the Valentine’s Day in China? Do you know the story of it?	– Greet the instructor
Presentation (10 mins)	A brief introduction of the story of Niulang & Zhinv 很久以前，有一个善良的小伙子叫牛郎，他和一头老牛一起生活，他对老牛很好，老牛一直都想报恩。有一天，天上的织女来到人间。老牛突然开口说话了，它说……。于是，牛郎听了老牛的建议，晚上去河边找织女，他们俩果然一见钟情。织女于是留在人间，和牛郎结婚了。不料，这件事被王母发现了，她……。老牛不忍他们分离，撞断头上的角，牛角变成一只小船，让牛郎乘船追赶。突然王母在天空划出了一条一望无际的银河，小船无法渡河，夫妻二人从此只能隔河相望。这件事感动了喜鹊，……	– Understand the story.
Guided & Communicative practice (25 mins)	Ask students to think about the questions below:1) How did Niulang and Zhinv meet each other?2) What did Lao Niu do?3)Wang Mu Niangniang(the queen mother) doesn’t agree that Niulang and Zhinv fall in love. What did she say? What should Niulang and Zhinv do?4) How does the story end? Is it a good ending or a bad ending?2.Ask students to write a story outline with your partners(In groups of 3/4)3.Ask students to make some props for the performance4. Ask students to rehearse the story5.Ask students to perform the story	– Think about the questions;- Write a story outline with partners- Make some props for the performance- Rehearse the story- Perform the story
Communicative practice (5 mins)	Evaluation of each group’s performance	Discuss in the whole class.

牛郎织女 Download

Category: Intermediate (Page 2 of 27)

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ES F21 INT Food and Beverages II

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FR F21 ADV/INT Harry Potter – create your Hogwarts’ House

CN F21 INT 新牛郎织女 A New Story of Niulang & Zhinv

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