Language Residents

an archive of lesson plans

Category: Jobs and Business (page 1 of 2)

ES SP19 INT: Selling Objects

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

Selling things

  • Goal of the class:

To come up with an innovative product and sell it 

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

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

  • How could this class be improved/ modified?

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

DE S19 ADV Professions

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 26/02/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Professions

Goal of the class:

Get to know the professions in German, be able to describe them, get to know the salaries in Germany

How did you structure the class?

Activity 1 (15 min): Story cubes. The students had to roll dices with pictures of little figures on them. They had to invent stories with the dices that showed up. Also, they had to add a profession (of a possible protagonist) to the story they were making up.

Activity 2 (5 min): Most professions in one minute.  In one minute and in pairs, the students had to think of as many professions they could think of. The winning pair would get a small treat. Then we would talk about the vocabulary they gathered.

Activity 3 (20 min): Guess my profession. Every student would get a work sheet. In pairs, they would try to guess the partner’s profession by asking questions provided on the work sheet and adding additional questions.

Activity 4 (20 min): Create a new business. The students were asked to imagine being in the position of creating a company. In pairs of two, they should create their own company and present it to the group at the end. They had to think of the location, the service they provided, the price and what made them the most successful company. At the end, they presented their product. Also, everyone voted for the best product. Again, the winner received a brownie.

Activity 5 (additional): If you have time left, you can make some kind of a “quiz”. You ask the students which professions are the best paid/ worst paid in Germany. They have to make a ranking. Then you can show the ranking to them (in the presentation). After that, you can have a discussion if this is fair/just (if the students are into it).

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

Whiteboard, pen

Powerpoint presentation (see attached)

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

The students really liked the class! I think every activity went well.

How could this class be improved/ modified?

It was a good class. 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.

PDF Embedder requires a url attribute

JP S19 ADV Working Environment in Japan

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, May 2nd

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

Class theme/topics discussed: Working Environment in Japan

Goal of the class: To learn the current movement regarding working environment improvement in Japan and to be able to say opinions on it using appropriate words.

How did you structure the class?

Activity1 (10 min): Warm-up

Students talk about their good or bad working experience. 

Activity2 (10 min): Vocabularies

Students make a pair and write at least 5 Japanese words that are used to talk about working or one’s company life. I also add some new vocabs that are useful to know.

Activity3 (10 min): Japan’s recent movement to improve working environment

I introduce a movement initiated by the government to improve the working environment in Japan. 

Activity4 (20 min): Discussion

We discuss why is a job so important? What do we work for? What makes the environment harder and harder in Japan? Old generation (workaholic) vs New generation, which do you agree with?

Activity5 (10 min): Wrap-up

I ask the whole class some wrap-up questions. 

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 pretty well. There were many new words that students didn’t know, so I tried to check on them if they know the words and tried to make the class environment comfortable so they can always ask questions. It was interesting enough for them, hopefully. 

How could this class be improved/ modified?

This class could be more interesting and a peer-learning style with tasks in which students look for any problem the movement initiated by the government, think about them and present them to the 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.

SPA S19 ADV Work

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/21/2019

Language and Level (intermediate or advanced class):

Spanish Advanced

Class theme/topics discussed: Unemployment, politics, Spain.

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

How did you structure the class?

Head’s up: cultural events

Warm-up (10’): Memory game about professions

Students will be divided into two groups and handed a set of cards with professions. They will have to play a memory game and say the name of the profession aloud every time they uncover one card.

Activity 1 (video and discussion)

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  • (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

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

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain.

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

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.

Find attached below the possible job interview questions that I have given them in a handout

PDF Embedder requires a url attribute ADV-0221-worksheet

RU F18 ADV Job Interviews in Russia

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 11.08.2018

Language and Level: Russian, Advanced

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

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

How did you structure the class?

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

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

handouts

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

Good class, I would dedicate more time to demonstrational interviews

How could this class be improved/ modified?

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

Handout 1.

Интервью на русском

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

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

– Расскажите о себе.

– Что Вы знаете о компании?

– Какие Ваши сильные и слабые стороны?

– Почему вы уволились с Вашей предыдущей работы?

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

– Почему Вы хотите работать на нас?

– Кем Вы видите себя через 5 лет?

– Какой вы человек? Расскажите о своем характере.

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

Handout 2.

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

ES FA18 INT Careers and Jobs

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, December 3th 
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed: Jobs and Careers, Résumés
  • Goal of the class:

To discuss and explain job related vocabulary

To create a résumé. 

To go into job interviews.

  • How did you structure the class? 
  • Warm up: Students are asked to discuss in pairs about their dream job and then to share this with the rest of the class. 
  • Activity 1: Using a handout, students get acquainted with a résumé in a Spanish speaking way. Vocabulary and structures are explained. 
  • Follow up 1: Students, using a template, are asked to complete a résumé with their own information.  
  • Activity 2: Students have one on one job interviews among themselves. They are asked to switch roles or partners every two minutes. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handouts

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

The activity worked out well in class. However, not everything went as planned as students had plenty of vocabulary and structure questions. What interested them the most, were how names full name are composed in Spanish. This took us a long time and we ran out of time, but it was definitely very fruitful and entertaining for both parts.  

  • How could this class be improved/ modified?

The class worked out well. We ran out of time, but because of good reasons. What it is included in this lesson plans is what would work in a well timed class. 

CN F18 ADV DEBATE COMPETITION

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed: 

Debate Competition

Goal of the class:

To Practice student’s oral Chinese skills.

How did you structure the class?

  1. There are two questions: 1) The family or community, which influence more during the growth of a child? 2) University education should be market-oriented or should not be mark-oriented?
  2. There are two teams, each consisting of two or three speakers.
    1) Each team has two or three constructive speeches and two to three rebuttal speeches. The affirmative gives the first constructive speech, and therebuttals alternate: negative, affirmative, negative, affirmative. Theaffirmative has both the first and last speeches of the debate.
    2) When worded as a proposition of policy, the topic requires the affirmativeto support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term.
  3. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
  4. Who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they become available for the opponents’ use if desired.
  5. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition’s case, or to ascertain facts, such as the opposition’s position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
     Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
  6.  No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
  7. The judge(You) must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
  8. Any gains made outside of the established procedure are disallowed.

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

PowerPoint, useful Chinese website:

 PowerPoint and rules of debate in Chinese

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

Students really enjoyed the class, practiced their spoken and explanatory abilities. Learned new words. 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.

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

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

YOUTUBE, HANDOUTS

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

DE S17 ADV Banking and Jobs

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, April 06, 2017

 

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

 

Class theme/topics discussed:

 

Jobs and banking

 

Goal of the class:

 

Students learn and employ vocabulary about jobs and banking and use the formal “Sie”.

 

How did you structure the class?

 

In this lesson, students were supposed to address each other formally, using “Sie” and their last names.

 

10-15 minutes: Conversation about recent and upcoming events on Campus. Casual conversation about summer plans.

 

10-15 minutes: Students collected several professions on the board and different clarifications were made.

 

10-15 minutes “Who am I” with jobs. Students assigned a job to another student without him/her knowing which it was. By using the right questions, students were able to find out their professions.

 

15 minutes: I showed a picture of a bank’s interiors to the students. We then collected vocabulary about banking on the board and talked about the differences regarding these things between the U.S. and Germany.

 

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

 

Whiteboard, bank picture

 

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

 

Students were very interested about the differences and liked to learn new vocabulary.

 

How could this class be improved/ modified?

 

Productive class! Keep it as it is.

 

Additional files also contain additional information sheets for a role play that we didn’t have time for anymore.

20170406_Bank_Vokabeln

20170406_Bilder_Bank

20170406_Info_Banken

20170406_Vokabeln_Berufe

DE S17 INT German and U.S. education system

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Wednesday, January 25, 2017

 

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

 

Class theme/topics discussed:

 

The German and U.S. education system in comparison

 

Goal of the class:

 

Students learn or recap vocabulary about school and education, talk about their educational background and compare it with the German system.

 

How did you structure the class?

 

20 minutes: Match the people. The LR presents a list of about ten jobs on the board. Then each student writes down ten associations that he or she has with one of these jobs. All of these have to be a single word, no matter if noun, adjective or verb. The students then work in pairs: they have to guess to which of the job the associations correspond. The associations shouldn’t be too obvious. When the partner guessed correctly, the explanation for each of the associations should be provided.

 

40 minutes: The German and U.S. education system in comparison. Students get in pairs. Together, they work to provide an overview of the U.S. school system (regarding all educational institutions from birth to the first real job). This should entail information such as the different schools (e.g. kindergarten, primary school), the age groups, the subjects studied, curriculum, the classes within the school, the qualification of teachers, hours that children stay in school daily, compulsory schooling, difficulty of studying, private vs. public schools, job training, university education, tutoring, grading/grades, food at schools, homeschooling etc. The students then share their collected information with the group. Subsequently, they watch a short video about the German school system and compare in their groups the most obvious differences. Then they share their thoughts and comments with the group. The LR provides vocabulary and additional information.

 

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

 

Whiteboard, Video about the German education system, Vocabulary sheet.

 

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

 

Both activities went well. It was interesting for the students to hear about the different educational backgrounds that they each had and liked to get to know new information about the “German way”.

 

How could this class be improved/ modified?

 

Maybe I would provide a table/sheet that helps the students to better organize their educational background.

20170125_Das_hessische_Schulsystem

 

ES S16 INT Job Interviews

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

Class theme/topics discussed: Job interviews

 

Goal of the class: To learn vocabulary and to learn how to act in a job interview in Spanish

How did you structure the class?

Activity 1: to introduce the vocabulary I will give some students a word and others students will have a concept. They have to match the word with its concept by talking with their classmates. (see attachment)

Activity 2: We watch a video about a job interview and comment it as a class.

https://www.youtube.com/watch?v=XKsyFrHSqC0

Activity 3: We watch a second video, a less serious one, a comment it as a class as well.

https://www.youtube.com/watch?v=eAoWdQa1hzo

 

Activity 4: We try to come up with the structure of an interview, what language they use.

Activity 5: Role playing. In pairs they will get one situation. They must act out an interview and deal with the problem written on their card. After this, so they can change roles, they will act out another card.

 

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

The first video was a little dark but they enjoyed the second one. They were very into the roleplaying.

The first activity was harder than I expected, I had to help them a lot and we ended up doing it as a class instead of everyone finding the answers on their own.

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.

 Lesson Summary Apr 13 copy

ES SP16 INT/ADV: Sexism in the professional world

Language Resident Name:

Joaquin Garcia

Day and Date:

04/04/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advance Class

 Class theme/topics discussed:

 Sexism and women in the professional world

 How did you structure the class?

Activity 1 (10min): Introduction to the topic. I make sure that students know the basic vocabulary using the banners from a video of a recent demonstration in Spain in favor to gender equality (see link below)

Activity 2 (20min): In little groups, each one has to come up with at least three examples of sexism in labor world.

Activity 3 (15min): I gave them an article of opinion about the men’s role in feminist. Each student must read through a paragraph and summarize it loudly without asking the LR as few words as possible. Afterwards, we discuss the meaning and vocabulary.

Activity 4 (15min): Open debate about ¨micromachisms¨ in daily life.

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

Youtube.

 

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

How could this class be improved/ modified?

I think it was a very good class. Students were very motivated to speak about this topic.

 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.

 ARTICLE:

http://blogs.publico.es/david-bollero/2015/11/06/7n-igualdad-feminismo/

 

ES S15 ADV Extreme Adventures

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 02/03/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: Planning Extreme vacations- Kill your boss

 Goal of the class: To correctly use constructions Tener que/Haber que/Deber/Necesitar

 How did you structure the class?

Head-ups: Upcoming cultural activities.

1st Activity: Extreme vacations.

I first introduce Jesus Calleja, a well-known adventurer who has a TV show in the Spanish TV. We checked his blog and I briefly describe him. He goes on extreme adventurers all over the world and sometimes he has celebrity guests and likes to challenge them.

BLOG: http://www.jesuscalleja.es/jesus-calleja.html

One of his adventures was “Swimming with sharks in the Bahamas.” We brainstorm and try to plan the adventure and suggest Safety Instructions for the crew. We come up with ideas following certain grammatical structures as:

Nadando con tiburones en las Bahamas

Plan:

  • Vamos a alquilar un barco.
  • Vamos a estar unos 10 días en el mar buscando a los tiburones.
  • Vamos a intentar encontrar al tiburón tigre, el más peligroso que existe.
  • Vamos a nadir a 30 metros de profundidad.
  • Vamos a entrar en el mar por el día y también por la noche.

Instrucciones de seguridad:

  • Tenemos que estar relajados.
  • El equipo tiene que estar siempre unido.
  • No hay que iluminar directamente al tiburón con la cámara.
  • No hay que moverse muy rápido porque el tiburón nos puede morder

Then I play the clip and checked how it was:

http://www.cuatro.com/desafio-extremo/Jesus_Calleja-Desafio_Extremo-tiburones-tiburon_tigre-Jesus_Calleja_con_tiburones-nada_con_tiburones-aliementar_tiburones_2_1314630046.html

We check another clip that introduces Calleja’s adventure in the Artic Pole.

http://www.cuatro.com/desafio-extremo/desafios-en-hielo/nuevos-desafios-Jesus-Calleja_2_1369230095.html

In groups, students need to come up with ideas for extreme adventures in future shows, following the same structure.

2nd Activity: KILL YOUR BOSS.

First we brainstorm about the qualities that a good boss should have. We write many words on the board. Then we watch the trailer of the film Horrible Boss:

https://www.youtube.com/watch?v=YnzIA-yu268

Then in groups, students need to come up with a plan to kill their boss, step by step, what they would need and how they would do it.

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

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

The build up was good, students liked the cultural component of the first activity and planned really cool adventures.

 How could this class be improved/ modified?

Even though we finished the second activity, I would have liked to have more time to fully develop it. Students were very engaged and enjoyed the fictional setting.This class can be adadpted for an intermediate 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.

RU S14 ADV/INT Dream Job

Language and Section: Russian Intermediate 11

 Date: April 24 and 29, May 1

 Class theme/topics discussed:

Dream job and job interview (adapted and expanded from RUSS 13 lesson plan from F2014 and http://languageresidents.pomona.edu/2011/sp11-ru-adv-22-job-interview)

Goal of the class:

Talk about your dream job, career aspirations, do a series of personality tests and prepare for a job/scholarship interview

Structure of the class (unless you attach your lesson plan below):

PART 1

Activity 1 – Vocab revision – Handout 1 + Handout 2 – 15 minutes

 

Taboo game with words from the video (handout 1) and handout 2 (experience, skills)

Activity 3 – Discussion

The students talks about her work experience using vocabulary from Activity 1

Activity 2 – Handout 3 «Do what you like» – 30 minutes

Look at a career devepment cartoon

PART 2

Activity 1 – Warm-up – 5 minutes

http://www.youtube.com/watch?v=HKV0QuQsonk – short funny commercial about a job interview, a few words in English but mostly it is non-verbal and slapsticky. The students have to answer the following questions in Russian: What is going on in the video? (job interview) Why is the video funny?

Activity 2 – Video + Discussion – 25 minutes

Based on your experiences AND using words from Activity 1 – what are the do’s and dont’s at a job interview? What aspects of your behavior are important?

http://www.youtube.com/watch?v=6V07hkWCZFs  – watch and compare with your expectations in Activity 3. Make sure the students recognize the vocabulary. Repeat and pause if necessary.

Activity 3 –  The Tree test Handout 4 – 5 minutes

This is a fun way to start the “personality test” part of this sequence of classes. In a group, students can also “predict” what their groupmates will choose and explain what about the specific tree might suggest things we read in the results.

Activity 3 – LISTENING COMPREHENSION “The lesser evil” career test – Handout 5 – 25 minutes

http://net-way.org/techn/test/besplatnyiy-test-na-proforientatsiyu-online/

This is great for both professions vocabulary revision and listening comprehension. The instructor reads out the questions and the student chooses “the lesser evil”, explaining and commenting. Occasionally, less common careers need a little bit of explaining, but other than that things should be clear. The student read the results and comments.

PART 3

Activity 1  – Two more personality tests – 20 minutes

Career test http://proekt-pro.ru/test-light.php

Your future career http://mytests.ru/view/46_2232_0_0.html

Activity 2 –  Describe your dream job – 10 minutes

If you didn’t have to worry about money (cf. cartoon) and you knew you could not fail, what would you do? Describe your dream job. Explain your choice in reference to the personality tests we have done. Explain your duties, your company, your colleagues.

Activity 3Job Interview – 30 minutes

Conducted by the instructor. Apply for it using Handout 3 – what makes you a great candidate? If there is time left, the instructor and the student can switch roles.

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

Video, Internet text, handouts

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

Career development/professional choices is something that this student has a keen interest on, since she is graduating and is currently looking for a job. Plus this plugs in nicely with the introverts/extraverts plus journalism material we have covered so far. And of course, everyone LOVES personality tests – in itself a great topic for discussion: why do we need them? Do they actually tell us anything new?

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any. 

Conversation Class_RUSS_DREAM_JOB

DE F13 ADV German commercials

Advanced German Conversation

Date: 09/26/2013

Class theme/topics discussed: German commercials

Goal of the class:  watch commercials and understand what is being said, analysis of pictures and scenes

Structure of the class (unless you attach your lesson plan below):

–  Activity 1: we watched several commercials from Germany. Students were supposed to find out what is being said, how it is said, and what means are used to convey the message

–  We concentrated also a lot on stereotypes, gender roles, equality, and ethnic diversity.

–  Students were encouraged to give their own opinion.

–  Activity 2: Students were divided into 3 groups and each group got a piece of paper with a number on it

– Each number corresponded to an item (vacuum cleaner, hair drier, beer)

– Students were supposed to make a commercial on the items.

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

TV screen, internet, items

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

A perfect class!

How could this class be improved/ modified?

—-

FR F12 INT: Get a Job

Conversation Class
Lesson Summary

Language and Section: Intermediate French

Date: 11.13.12

Class theme/topics discussed: Get a job

Goal of the class: Make the students talk and learn about how to get a job in France

Structure of the class (unless you attach your lesson plan below):

WARM-UP (5 minutes)
Collect the vocabulary that they know and complete it
To apply, an application, a resume, a covering letter, a job interview, a boss, an employee…

ACTIVITY 1 (10 minutes) – GETTING FAMILIAR WITH FRENCH RESUMES AND COVERING LETTER
Students will be given examples of French typical resume and covering letter. We will discuss the differences from American ones and point what they have to be careful about if they want to apply for a job in France.

ACTIVITY 2 (10 minutes) – WHAT THIS PERSON WILL DO IN 10 YEARS?
Students will work in pairs. They will have to imagine what the other students will do in 10 years.
The target student will answer by telling his actual plans if he has some.

ACTIVITY 3 (10 minutes) – F*** MY LIFE
Students will be divided in two teams. Each team will be given 5 beginnings and five endings of sentences from the French equivalent of “F*** my life” website. The first team who will have gather right all the sentences will win.
In the end, each student will read a sentence and we will check the meaning together.

ACTIVITY 4 (15 minutes) – JOB SPEED-DATING
Students will be given a role on a piece of paper. Half of the class will be bosses looking for a new employee and the other half will be people looking for jobs.
The “bosses” will have to ask questions while the “job-seekers” will have to try their best to be hired even though the role they have be given does not fit with the boss expectations.
In then end, bosses will have to tell who they want to hire and why.

END-UP (5 minutes) – FUNNY VIDEO about job interviews (Bref)

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

Whiteboard, handouts, Computer/TV

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

Everything worked well, specially the speed-dating activity.
They were curious about the CV and the covering letters but I realized a lot of them do not have a CV in English yet so they could not really compare.

How could this class be improved/ modified?

Maybe find a more dynamic and funny activity for the introduction of French CV and letters (For instance, they could be looking for someone to hire for a job and they have to choose among three CV)

Please attach your lesson plan and handouts for this class below – if you used any.

*** HANDOUT – ACTIVITY 4

Patron

Tu es une femme, tu as 57 ans.

Tu es diabolique et tu diriges une compagnie d’import-export.

Tu recherches un(e) assistant(e) qui soit prêt(e) à travailler 70 heures par semaine et à t’obéir au doigt et à l’œil.

Chercheur d’emploi

 Tu es une femme de 25 ans.

Tu es une jeune diplômée d’Ecole de commerce.

Tu es timide et introvertie.

Patron

Tu es un homme de 27 ans.

Tu es un jeune cadre dynamique qui a monté son entreprise de création de logiciels et tu recherches des informaticiens motivés.

 

Chercheur d’emploi

 Tu es une femme, tu as 26 ans.

Tu es passionnée d’informatique mais tu es excessivement féministe et tu refuses de travailler pour un homme.

Patron

Tu es une femme. Tu as 42 ans.

Tu es avocate et tu recherches un(e) secrétaire à l’aise avec l’informatique pour taper et gérer tes documents administratifs.

 

Chercheur d’emploi

 Tu es un homme, tu as 57 ans.

Tu es passionné par les ordinateurs et par le Tour de France.

Patron

Tu es un homme, tu as 35 ans.

Tu es un trader moche et tu recherches une assistante pour choisir tes vêtements et t’accompagner aux soirées mondaines.

 

Chercheur d’emploi

 Tu es une femme tu as 25 ans.

Tu n’as aucun diplôme et tu n’as jamais travaillé.

Tu aimes la mode et les chats.

DE F11 INT Job Interviews

Language and Section: German Intermediate

Date: Sep 13th 2011

Class theme/topics discussed: Job interview in Germany

Goal of the class: job related vocabulary, German CV, fluency

Structure of the class (unless you attach your lesson plan below): 

1)    Warm up: German song “Fliegerlied” + dance with the song http://www.youtube.com/watch?v=WS8YQK6x9BM

2)    Review vocabulary: Application, to apply, interview, interviewer, CV

3)    Differences in German and US CV’s

4)    Role play: Job interview

  • Deciding together for which job applicants should apply and who are the applicants and interviewers
  • The job candidates fill out a CV, the interviewers think about questions they want to ask the applicants
  • Doing the interviews

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Computer, Internet, TV for the song

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

Worked very well, my students seemed to enjoy it very much

How could this class be improved/ modified?

IMPORTANT TIPS:

  • I only had 5 students, so I had 3 job candidates and 2 interviewers. Had the interviews one after another. If you have more students, it might be better to have different groups of interviewers 

Please attach your lesson plan and handouts for this class below – if you used any.

 

JP S11 INT/ADV Role Play: If I were

Class theme/topics discussed: The expression of “If I were~, I would do~.”

1. Warm up activity: “Saikoro Talk” (deciding a topic what they talk using a dice)
At first, students decide six topics using subjunctive expressions and number cards. One student shoots a dice and talks about the topic on the card which is the same number of the dice.
2. Role Play: “If I were a manager of hotel, I would do~”
Half of students become a manger of hotel and the others are customers. Customers have to complain everything about hotel. The hotel staffs need to deal with a lot of problems. All managers have a meeting and make a decision what and how they improve the hotel’s situation.

How did you pick this theme or topic?
Sometimes I felt students did not correctly use the subjunctive expressions in conversation. So I decided to do the above activities.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, group discussion and group work

How did students react?
They loved to decide a topic by a dice! Some students asked me to do a dice talk again. As for the role play, they did not like it so much. They don’t want to pretend someone, but be themselves.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?

I will recommend an only dice talk.

Why or why not?

As for a dice talk, it would be great tool for leading conversation. On the other hand, role play was a little bit boring for students because students really need the real life situation. If they wanted to become a hotel staff in the future, the activity would be good for them. Role play might be good for the class in Mason, but not for conversation class.

FR S11 ADV – working and jobs #2 (job interview)

Working and jobs #2: Job interview

How did you pick this theme or topic?

I wanted to use the same technique as for the speed dating class because it had worked very well. And it was a good follow-up to the previous lesson.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Job interview activity

How did students react?

They reacted well. They had ideas and created interesting characters.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to pretend interviewing the other or playing the candidate and then discuss about the candidates.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

handouts

Please attach a copy.
Lesson plan jobs role playing

Would you recommend this activity for a future class?
Yes, it was productive, the idea to have them decide on the job they were applying for worked better than last time.

RU S11 ADV Job Interview

Class theme/topics discussed:
Job Interview

How did you pick this theme or topic?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react? They enjoyed this class a lot.
Did they engage with each other and you?.
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Please attach a copy. Lesson 22_April 7_Анкета

Would you recommend this activity for a future class?
Yes.

Advanced Russian
Lesson 22
April 7, 2011

1. Intro: videos
«Растаман собрался на работу» http://www.youtube.com/watch?v=Npr1VE2UTl0
Кто герои ролика?
– Чем они занимаются?

«Кекса уволили» http://www.youtube.com/watch?v=yiZNKBv1L9U
Что происходит в этом эпизоде?
– Где/ кем работают Кекс и Укроп?
– Почему Кекса уволили?

Параллельно на доске лексика:
Искать/ найти работу
Устроиться на работу
Уволить(ся)

2. Job Interview Activity
На доске: СОБЕСЕДОВАНИЕ

Distribute the handout (Job Interview Form).
Task: imagine you are Keks and you are looking for a new job. Fill out the resume and get ready for an interview. Indicate what job you are applying to.
When everyone is ready, students take turns in a role play activity. One student is an applicant, the rest – interviewers. He applicant has three minutes to introduce him(her)self, then other students ask him/her questions (according to the kind of job he/she is applying to).

DE S11 INT CVs and Resumes

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 7th 2011

Class theme/topics discussed:
Curriculum Vitae in Germany

How did you pick this theme or topic?
I thought it was an interesting topic, as there are differences in a German and American CV, also it can be very useful for students, if they want to apply for a job in Germany

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I showed my student an example CV, we talked about the differences about German and American CV’s and then helped her to write her own CV in German.

How did students react?
Liked it and found it useful.

Did they engage with each other and you?
Yes.

Would you recommend this activity for a future class?
Yes.

Why or why not?
It can be useful for the students future, so they are interested.

Lebenslauf

FR S11 INT/ADV – working and jobs

Working and jobs #1

How did you pick this theme or topic?

I thought that talking about jobs and working would be interesting and productive; it’s a vast topic.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Interviews in pairs
General questions

How did students react?

They reacted very well. They had a lot of things to say and we didn’t have time to finish the debate.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to interview each other, and share experiences.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

handouts

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, it was very productive

Intermediate 4/05

1. Interviews – 20 min
⇒ in pairs – 2 x 5 min

SP11 LP Interm 17 itw and debate

2. Debate – 35-40 min
⇒ 3 groups
⇒ 3 minutes of preparation
⇒ 5 minutes of debate
⇒ 2 minutes of discussion (délibération)
⇒ 2 minutes of explanation

ES S11 ADV Jobs for the summer

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 03/08/2011

Class theme/topics discussed:
Summer Jobs

How did you pick this theme or topic?
They wanted more practical classes so we decided to continue with looking for jobs for the summer and sending emails to the posts.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I brought some different possibilities for jobs during the summer and we looked at them and wrote emails asking for a position or for more information.

How did students react?
They loved the idea and found it very helpful.

Did they engage with each other and you?
Yes, they engaged pretty well with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Jobs.

Please attach a copy.

Would you recommend this activity for a future class?
Yes!!!

Why or why not?
They really enjoyed it and thanked me for the class.

Summer opportunities

ES S11 ADV Job Interviews

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 03/03/2011

Class theme/topics discussed:
Job Interviews

How did you pick this theme or topic?
They wanted more practical classes so we decided to continue with job interviews in Spanish.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I brought some Cvs and job offers, so some people would be the interviewers and others would be the interviewees, then they had 5 minutes to convince the other person that they were the appropriate person for the job.

How did students react?
They loved the idea and found it very helpful.

Did they engage with each other and you?
Yes, they engaged pretty well with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
CVs and Cover letters

Please attach a copy.

Would you recommend this activity for a future class?
Yes!!!

Why or why not?
They really enjoyed it and thanked me for the class.

CV1
CV2
CV3
Ofertas de trabajo

ES S11 ADV Job Hunting

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 03/01/2011

Class theme/topics discussed:
Job Hunting

How did you pick this theme or topic?
They wanted more practical classes so we decided to work on their CVs and Job hunting in Spanish

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started redacting an email asking about a position and showing interest. After that we worked on their CVs in Spanish and created a cover letter during the first class.

How did students react?
They loved the idea and found it very helpful.

Did they engage with each other and you?
Yes, they engaged pretty well with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
CVs and Cover letters

Please attach a copy.

Would you recommend this activity for a future class?
Yes!!!

Why or why not?
They really enjoyed it and thanked me for the class.

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