Class theme/topics discussed: Onomatopoeias and Slang
Goal of the class: Learn casual vocabulary and phrases
How did you structure the class?
Warm-up:
Greeting and announcements
– Ghibli Movie Night on Sep. 26
Activity I: Match the
onomatopoeias (= sound-based words)
I ask students to make groups of
two or three and give each group a table of onomatopoeias and picture cards. I
ask them to place each picture on a corresponding onomatopoeia. When all groups
are done, I tell them the correct answers and explain when to use the words.
I introduce other common onomatopoeias and ask students if they know even more.
Activity II: Guess what these slang words mean
I give a handout that lists slang words and ask students to choose the closest
synonym from the options. Students work in pairs, and when they are done, I
tell them the correct answers and explain when to use the words.
Activity III: Names
As the newly-invented slang term “kira kira name” (millennium kids’
untraditional names) was mentioned in Activity II, I give a few examples of
kira kira names (I first show students the Chinese characters and have them
guess how to read them).
Next, I ask students to make groups of three and talk about their name origins.
What technology, media or props
did you use?
PowerPoint slides
Drawings from the internet
Picture cards
Web articles
What worked well in this class? What did not work? Students talked a lot in Activity I. I thought the vocab was too easy for advanced students but they were not familiar with all of them, which led them to discuss with their group members.
How could this class be improved/ modified? I think this class went well and the amount of content was good for a one-hour class.
Note: I told students to avoid using slang words to professors and in writing; I made it clear that I talked about slang in this lesson because they might hear/see it sometimes in Japanese media but they are not supposed to use it in formal contexts.
Language and Level (intermediate
or advanced class): German
Intermediate
Class theme/topics discussed: Introduction (personal & organizational)
Goal of the class: The students and I get to know each other;
they understand what the class will be like. Also, they get to talk about
themselves, practice asking questions and describing the past.
How did you structure the class?
Introducing
myself (in German), with a stick figure representing myself and answers to
questions about myself around it. The students guess the questions to the answers.
Organizational
introduction (class agreement, attendance sheet, syllabus (task for second
lesson: look over the syllabus, think about what topics may interest you)
Students
do the self-introduction like I did in step 1
What did
you do this summer?
In pairs: One person explains, the other person draws a picture of the
holidays. Afterwards, the person who drew shows the picture to the other pair
and explains their partner’s holidays using the picture.
Speeddating:
Students pair up, and they get 5 Minutes to find 4 things they have in common.
Then they switch partners and repeat.
Difficult
decisions: I ask “either or” questions and the students position themselves on
one or the other side of the room, according to their opinion. Then they
explain their decisions.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
White
Board, pens
What worked well in this class?
What did not work?
Language and Level (intermediate
or advanced class):
Russian, Advanced/Intermediate
Class theme/topics discussed:
Storytelling
Goal of the class:
To practice improvisation
while speaking
How did you structure the class?
Greetings, announcements, general questions
Activity 1: “Two Truths and One Lie”. Students work in groups of three. Each of them should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch him up on lying. After that they take turns.
Activity 2: “Collective Story”. A teacher writes down on a whiteboard a phrase. It can be something like: “Katya missed her train and her takes an unexpected turn”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.
Activity 3: “Story Cubes”. Students are divided into two teams. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
A whiteboard, Story Cubes
What worked well in this class?
What did not work?
The class worked out great! Students had a lot of fun, they talked and laughed a lot.
Language and Level (intermediate
or advanced class): German, Intermediate
Class theme/topics discussed: Housing: How do you live? How to shop for
furniture and decoration at IKEA.
Goal of the class: Learning vocabulary about furniture and
housing, negotiating, talking about your living situation
How did you structure the class?
Warm-up:
What do you like in your dorm room? Why? (Talking with their neighbor)
Brainstorming
for words for furniture and decoration. First make individual lists of all
words that come to mind, then say a word one after the other until you don’t
know another word (no words twice). Everyone has three lives. You lose one life
if you don’t know a word when it is your turn. When you lose three times, you
are out. The last person standing wins a prize.
Input:
IKEA ad, talking about the ad to assure understanding.
Shopping
at IKEA: Budget constraint of 700 EUR, time constraint of 20 minutes, work with
a partner to furnish your new one-bedroom apartment together.
Explain
to the other pairs what you bought, and why.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint,
Whiteboard, Pens, Banana with a small German flag as the prize
What worked well in this class?
What did not work?
The Brainstorming did not go
very well. After about two rounds no one came up with any more new words. The
shopping at IKEA bit was great. They had a lot of fun doing that and learned
new words and phrases.
How could this class be
improved/ modified?
It will probably work way
better with a big group, because more people usually mean more ideas for words.
Also, it would be more interesting to see more than just two different ways to
furnish apartments, so the students get exposed to more words. Maybe it would
also be good to lower the budget to about 600 EUR, so they feel the constraint
more.
Language and Level (intermediate or advanced
class):
Russian, Advanced/Intermediate
Class theme/topics discussed:
The first impression vs. after we get to know each other
better
Goal of the class:
Keep getting to know each other
How did you structure the class?
[5 min]: Greetings, announcements, general questions.
[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.
[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).
[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.
[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.
[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?
What technology, media or props did you use? (internet
resources, playmobiles, handouts, etc.)
Whiteboard, pen
What worked well in this class? What did not
work?
The students loved the class! I think everything went
well.
How could this class be improved/ modified?
I would keep it as it is because it reflects on both
parts of the proverb (meeting by the clothes + getting to know each other’s
minds). I think it is a good option for the first or second meeting.
Become familiar with Japanese folk tales,
superstitions and customs
How did you structure the class?
Warm-up:
Greeting and announcements
– Thomas Mann House Tour & Screening, Sep. 21st
– Language Partners
– Tell unregistered students to register
Activity I: Japanese folk tale ‘Urashima Taro’
In this activity, I use a 3.5-minute YouTube video that narrates a Japanese
folk tale called ‘Urashima Taro’ along with visual images:
Before we watch the video, I read the vocabulary list in Handout and
explain what they are, using the drawings beside the list. Then, we watch the
first three minutes of the video until I stop for comprehension check. I ask
students to complete the Plot in Handout. After we summarize the story
together, I ask what they think is going to happen next and what would they do
if they were in the same situation.
Finally, we watch the rest of the video and discuss what the lesson of the
story is.
Activity II: Superstitions in Japan Students make groups of three and I give each group a set of cards (See the attached file). Each card describes a famous superstition in Japan with a picture. Students have to guess if the superstitions on the cards are something they should or should not do in terms of good fortune/manner. After they separate the cards into do’s and don’ts, I give them the correct answers and explain. I also ask students if they have superstitions in their cultures.
Activity III: Cultural shocks I start with some examples of cultural shocks I have encountered since I arrived in the US (e.g. skateboard and scooters). Considering that not all students have traveled abroad a lot, I also add that different customs can be found in your neighbors, giving an example of my friend with weird habits. I ask students to discuss in groups and share some of the most interesting ones with the class.
What technology, media or props
did you use?
PowerPoint
YouTube video
Handout
Picture cards
What worked well in this class?
What did not work?
I told students to look up or ask me if they
could not understand the words on the cards in Activity II: Superstitions, but
in fact, they could figure out from the pictures. Having visual support worked
well.
Students voluntarily mentioned many
superstitions and cultural differences they know.
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)
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.
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
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.
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)
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
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?
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…)
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?
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.
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.
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.
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.
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.
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.
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.
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?
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?
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?
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.
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.
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.
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.
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.)
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.
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.
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.
