an archive of lesson plans

Category: People (Page 2 of 8)

About people as individuals: relationships (friends, roommates), family (family life, pets), feelings, appearance, personality

ES INT S18 SPORTS

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 02/05/2018

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?

 

Pre-warm up (10’): Students are asked some questions about the Superbowl match that happened the previous weekend.

 

Warm-up (15’) Interviews: Students get a piece of paper and ask questions to other students about the importance of such a sport event in the country.

 

Brainstorm (5’): Students brainstorm adjectives to describe sports

 

Activity 2 (30’): Each student receives a famous Spanish sport player. Then, they have to look up online what that person does, and the achievements that the person has accomplished in their career.
Each student will first describe the rules of the sport that apply to the person they have; the rest will have to guess what sport they are talking about. Then they will proceed to describe the person and career.

 

 

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

  • Slips of paper with sport celebrities
  • Powerpoint presentation

 

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

Very successful class in which students could share all they know about sport and learn a bit about the importance of these sports in Spain. This particular class loves sports and it was easy to engage them with this topic.

 

How could this class be improved/ modified?

 

Time management, if the class takes too long it would be great to split it 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.

 

Powerpoint with more directions:    02:05 INT Sports      sports find someone 1

 

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

CN S18 INT   My favorite…

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

02/14/2018

 

Language and Level (intermediate or advanced class):

Chinese, Intermediate

 

Class theme/topics discussed:

  My favorite…

 

Goal of the class:

Let students use the sentence “my favorite…” and discuss some of their favorite things.

 

How did you structure the class?

Let the students worked in pairs and discussed their favorite animal, book, actor, actress, a person, movie, class, city, country, story with their partner…

 

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

PowerPoint, useful Chinese website:

 Google documents and Youtube.

 

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

 

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 F17 INT Love on Tinder

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ 

Day and Date: 09/27/2017

Language and Level (intermediate or advanced class): INTERMEDIATE 

Class theme/topics discussed: Love, cultural differences in relationship.

Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.

How did you structure the class?  

Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.

Warm-up (15’): Word-search about physical and personality features.

Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people

 

Activity 2 (20’) Create your own Tinder profile

Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.

Here they are also advised to include a silly pick-up line that the instructor will provide

 

Activity 3 Speed dating (25’)

Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.

Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.

Students ask each other questions about themselves. Requirement, they need to use at least one pick up line

 

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

Pick up lines (below)

13 word-search sheets love word search

Speaking Prompts for speed dating (below)

13 Tinder templates tinder profile

 

 

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

It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary.  Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.

 

How could this class be improved/ modified?

I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.

 

 

 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.

 

 

Pick-up lines

 

 Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada

 

 

Ojalá la mitad de las estrellas brillaran tanto como tus ojos.

 

 

Ojalá fueras bombero para apagar el fuego de mi deseo.

 

 

Quisiera ser joyero para poder apreciar todos los días un diamante como tú.

 

 

 Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar

 

 

Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.

 

 

Si el agua fuese belleza, tú serías el océano entero.

 

 

Si besarte fuera pecado, caminaría feliz por el infierno.

 

 

Perdí mi número. ¿Puedo tener el tuyo?

 

 

¿Crees en amor a primera vista, o debo pasarte otra vez?

 

Phrases to help speed dating

 

¿A qué te dedicas?

 

¿Qué te gusta hacer en tu tiempo libre?

 

¿Has tenido otras relaciones en el pasado?

 

¿Por qué no funcionaron?

 

¿Qué es lo que más te gusta en una persona?

 

¿Dónde te gustaría vivir?

 

¿Quieres tener hijos?

 

¿Eres de playa o de montaña?

 

¿Cuál es tu libro favorito?

JP F17 INT Name

Language Resident Name: Ayaka Matsuo

Day and Date: 9/27/2017

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

Class theme/topics discussed: Name

Goal of the class: To review words / vocabularies related to appearance and create Japanese names based on its appearance.

How did you structure the class?

Activity 1 (10 min): Warm-up

Students talk about English strange names with their neighbors.

Activity 2 (5 min): Changing Seats in Japanese Alphabetical Order

First, I ask students to re-order by their first names according to English alphabetical order. After that, we quickly review Japanese alphabetical order and ask students to re-order by their names according to Japanese alphabetical order.

Activity 3 (20 min): Naming a Character

I show students a mascot on a screen and ask them to name the mascot in Japanese. This is done in a group of 3. Before starting discussing, we briefly brainstorm the characteristics of this mascot all together. We do the same process for several times with different mascots.

Activity 4 (10 min): Giving themselves a Japanese Name

In the same group as Activity 3, I make students create their own Japanese nicknames. Students tell the group their personality or things they like and they come up with a suitable one.

Activity 5 (10 min): Japanese Social Issues on Names

I tell a Japanese social issue on names today by showing a YouTube video. After that, I ask students discussion questions such as what do you think about that? or why do parents want to name their children in that way?

Activity 6 (5 min): Announcement

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

All worked well today. We really enjoyed the warm-up, which we talked about strange English names they’ve ever met. Students like sharing their experience and I also enjoyed learning new things. Also, activity 3 worked well. Some of students were not that creative and they didn’t know how to do it but after I helped with some examples, they came up with their original ones. Generally, they were very creative and had fun sharing with their Japanese unique nicknames.

How could this class be improved/ modified?

Today I did Activity 5 just after Activity 1 (warm-up) and it worked well. Since we talk about strange English names in Activity 1, a recent social issue on names should come just after the warm up. It could be more make sense.

ES S17 ADV Immigration in Spain

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

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

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

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

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.

 

 

CN S17 ADV Family Value & Kinship Terminology

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

01/31/2017

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Family Value

Goal of the class:

By the end of this class, students will be able to discuss the differences between the Chinese and American opinions on Family Value, and learn more about Chinese family relationship.

How did you structure the class?

  1. Group discussion: Do you know some differences between the Chinese and American opinions on family value? What are they? What are the reasons behind this?
  2. Role-play: Teacher collects some common Chinese family conflicts and gives them to different groups. Every group work on thier issues and find out what you will do in this situation.
  3. Kinship terminology: The Chinese Kinship System is very complicated. Distribute pictures of a family tree to every group, and ask them to figure out how to call those people on the family tree in Chinese.

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

Powerpoint, handout,

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

Class was really good. Students had a lot of fun, especially when they talked about the kinship terminology.  

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).  

Common family conflicts:

1、过春节的时候常常有夫妻因为去谁家过年而吵架。如果你遇到这样的事情你会怎么做?

2、你生活在城市,你有三个亲戚从农村来办事,他们觉得住在酒店太过了,想要在你家住半个月。但是你的丈夫/妻子不太愿意,你怎么办?

3、你在城市工作,农村的亲戚想要你帮忙介绍工作,但是这个亲戚没上过大学,工作能力和知识一般。现在不好找工作,你会帮他吗?怎么帮?

4、有亲戚找你借钱。他的经济条件不是很好,你会借给他吗?如果不想借,你怎么拒绝他?如果想借给他,为什么?以后如果他没按时还钱,你会怎么提醒他还钱?

DE S17 ADV Personalities and personal experiences

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, February 2, 2017

 

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

 

Class theme/topics discussed:

 

Personalities and personal experiences.

 

Goal of the class:

Students reveal more things about themselves and talk about personal experiences.

 

How did you structure the class?

 

10-20 minutes: Definitions. One of the students leaves the room. The remaining students choose an unknown word from a German dictionary, write it on the board and make up definitions for it. Only one student memorizes the correct definition. The students that was sent out gets called back in, listens to the definitions and tries to determine the correct one. He is allowed to ask additional questions in order to succeed.

 

10-30 minutes: Personalities. The students are asked to think about their lives and the people they know/have known. Each student should find at least two people who have influenced him/her in his/her life (parents, friends, personalities from history or literature) and take some notes on how these persons influenced them. The students then tell in turns how/why they were influenced, the other students can ask questions.

 

10-15 minutes: Same or different? Students get in pairs. Every pair receives two different handouts with drawings that differ a little or that are exactly the same. Through a lot of description, they try to determine which of these is the case. In the end, the LR presents them with solutions.

 

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

 

Same or different sheet, dictionary for the definitions-game.

 

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

 

The definitions game was not that much fun or worked in a different way than expected. The task where students revealed a lot about themselves and persons that influenced them was very interesting for all the students. The “Same or different” game worked well as students talked a lot.

 

How could this class be improved/ modified?

Keep it as it is.

20170202_Same_Different

20170202_Vokabeln

DE S17 ADV Prisoners

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Monday, January 23, 2017

 

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

 

Class theme/topics discussed:

 

Prisoners: collective decision making.

 

Goal of the class:

 

Students learn useful expressions to communicate their opinion on various topics. They discuss slightly ethical questions, defend their position and persuade others of theirs.

 

How did you structure the class?

 

60 minutes: Prisoners. Students are given a sheet with information regarding several prisoners. The information is about the crimes that those prisoners have committed as well as their personal traits. As it turns out, the local prison is so overcrowded that one of the prisoners has to be released on probation. The students first make up their own minds and then discuss with their partner. After that, the whole group discusses their respective decisions. They have to come to a unanimous decision which is why a certain degree of persuasion is needed. The LR provides additional vocabulary.

 

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

Conversation class agreement. Sheet with the information about the prisoners. Sheet with useful phrases to express opinion, agreement and disagreement.

 

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

Students discussed very well which is why it seemed inappropriate to stop them mid-game.

 

How could this class be improved/ modified?

I’d keep it as it is.

 

20170123_Gefangenenspiel

20170123_Useful_Expressions

RU S17 ADV Appearance, relationship

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 01/19/2017

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Appearance, relationship

Goal of the class: to find out the difference between the relationship in Russia and in the USA; use the vocabulary of the related topic.

How did you structure the class?

  1. Warm up. Watch the video about girls in general and say whether the girls you know resemble the described character or not.

https://www.youtube.com/watch?v=YwuJxeocvv0

5 minutes

  1. Introducing vocabulary on appearance.

10 minutes

  1. Describe your ideal partner using the vocabulary in the handouts.

10 minutes

  1. Imagine that you want to invite a girl / boy that you like to a date. How would you do that if you are in Russia / in the USA? Where would you go? What would you do?

10 minutes.

  1. Discussion: How does the ideal relationship look like from your point of view? What are the do’s and don’ts for being in relationship? Pros and cons?

20 minutes

  1. Wrap up video. Things boys do. Watch and discuss whether you know people who act like those described in the video.

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

5 minutes

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

Internet, laptop, TV, handouts

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

It was a good class, we managed to work on all the 4 language skills. The students were a little bit shy but all in all it was good.

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

Лицо

clean-shaven — гладко выбритое

fleshy — мясистое

freckled — веснушчатое

gaunt — изможденное

long — длинное

oval — овальное

pasty — болезненно-бледное

pimpled — прыщеватое

pock-marked — рябое

puffy — одутловатое

round — круглое

square — квадратное

sunburned / tanned / browned — загорелое

swarthy — смуглое

thin — худое

wrinkled — морщинистое

 

Черты лица

chiseled — точеные

clean-cut — резко очерченные

delicate — тонкие

forceful — сильные

irregular — неправильные

large / massive — крупные

regular — правильные

small — мелкие

stern — суровые

 

Улыбка

broad — широкая

charming — прелестная, очаровательная

cunning — хитрая

engaging — обаятельная

enigmatic — загадочная

faint — едва заметная

happy — счастливая

ironical — ироническая

pleasant — приятная

pleased — довольная

sad — печальная

strained — деланная, искусственная

sweet — ласковая, милая

winning — привлекательная

 

Цвет лица

dark — темный

fair — белый, светлый

sallow — болезненно-желтый

 

Кожа

delicate — нежная

rough — грубая

 

Нос

aquiline — орлиный

flat — приплюснутый

fleshy — мясистый

hooked — крючковатый

snub — курносый

 

Губы

bite one’s lips — кусать губы

compose one’s lips — поджать губы

curl one’s lips — презрительно кривить губы

full — полные

painted — накрашенные

purse one’s lips — сложить губы бантиком

rosy — розовые

thick — полные

thin – тонкие

 

Щеки

chubby / plump — пухлые

dimples in one’s cheeks — ямочки на щеках

hollow / sunken — впалые

pale — бледные

pink — розовые

roughed — нарумяненные

ruddy — румяные

stubby / unshaven — небритые

wrinkled — морщинистые

 

Брови

arched — дугой

beetling — нависшие

bushy — густые

knit / frown one’s eyebrows — хмурить брови

penciled — тонко очерченные

raise one’s eyebrows — поднимать брови

shaggy — косматые

 

Лоб

broad — широкий

domed — выпуклый

high / tall — высокий

large — большой

low — низкий

narrow — узкий

open — открытый

retreating — покатый

 

Волосы

abundant — густые и длинные

ash-blonde — пепельные (обычно употребляется по отношению к волосам женщины)

auburn — рыжевато-каштановые

bald / bald-headed — лысый

black — черные

blond — светлые

blond(e) — блондин, блондинка

bobbed / shingled — коротко остриженные

braids / plaits — косы

brown — каштановые

brunette — брюнетка

crisp — вьющиеся

curled — завитые

curly — кудрявые

dark — темные

disheveled — растрепанные

dyed — крашеные

fair — русые

golden — золотистые

grey — седые

grizzling / grizzled — седеющие / седые

jet-black — черные как смоль

land / straight — прямые

lock / curl / ringlet — локон, завиток

long — длинные

luxuriant — пышные

red — рыжие

reddish — рыжеватые

rumpled — взъерошенные

scanty / thin — редкие

short — короткие

silky — шелковистые

sleek / smooth — приглаженные

thick — густые

waved — завитые волнами

 

Глаза

blue — голубые

blue-eyed — голубоглазый

brown — карие

bulging — навыкате

close-set — близко поставленные

cross-eyed — косоглазый

dark — темные, черные

deep-set / sunken — запавшие

grey — серые

hazel — светло-карие

kind / good — добрые

steel-grey — стальные

warm — от которых веет теплом

 

Ресницы

curving — загнутые

straight — прямые

thick — густые

 

Фигура

fat — тучная

graceful — изящная, грациозная

lanky — долговязая

lean — худощавая (употребляется обычно по отношению к мужчинам)

neat — изящная, стройная (употребляется обычно по отношению к женщинам)

paunchy — с брюшком

plump — полная

slender — тонкая, стройная

slight — хрупкая

slim — тонкая, стройная (употребляется обычно по отношению к женщинам)

stout — тучная

well-fed — упитанная

 

Рост

diminutive — миниатюрный

middle-sized — средний

short — низкий

tall — высокий

ES F16 ADV Getting to know each other

Language Resident Name: Tamara Olivos

Day and Date: November 17, 2016

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

Goal of the class: To get to know each other personally. This was a suggestion from the feedback sessions.

How did you structure the class?

 

Lost on a deserted island: I divide the class in two groups. In each group students must pick one item they would bring to a deserted island after a shipwreck. The item has to be something that represents them or something they enjoy doing (it doesn’t have to be realistic). After each student has described and explained their item I divide the class in smaller groups. Now, they must work together to improve their chance of survival by combining all the objects of the group.

 

Unique and shared: I divide the class in two or three groups. For the first round of this activity each group has to write all the qualities they all share (positive or negative, avoiding superficial things like “we all have hair”). They will share this information with the whole class. For the second round, they must write ore or two unique traits and qualities for every person in the group. We will share these later and the rest of the class can guess who it is.

 

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

 

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

The first activity didn’t work as well ad I had hoped because I made the mistake of explaining the entire activity at the beginning instead of doing it part by part. Some students just couldn’t relax and let go because they knew the objective of the activity.

CN F16 ADV Name

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/13/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced 

Class theme/topics discussed:

Name

Goal of the class:

In this class, students will explain meanings of their English and Chinese names, and learn some customs about how to give names in China.  

How did you structure the class?

  1. Warm up activity:

Ask students to write their English and Chinese names on the white board and explain meanings to other students.

2. Tendency of names

a. Students introduce some common English names in the U.S.

b. Teacher introduces tendency of Chinese names in China.

3. Strange English names:

a. Ask students: Some foreigners have strange English names. Have you heard some? What are they?

b. Show students some pictures of Chinese celebrities, ask students to give them English names and explain why.

c. Watch a video from a Chinese TV program, and the video is about how people get English names in Taiwan.

4. Activity

Now many American stars are popular in China and their fans even gave them Chinese nicknames. In this game, students will get a handout with some stars’ English names and Chinese nicknames on it. Students work in pairs and find out the right nicknames for all the stars. At the end teacher tells the right answer and meanings of those nicknames.

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

PowerPoint, handout and a video: https://www.youtube.com/watch?v=VYZdRgkWgR4&list=WL

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

Class was successful. Though the warm up activity, students learn about meanings of their classmates’ name. They also liked the last game.

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.

 

美国明星的中文外号:

Scarlett Johansson     寡姐

Tom Hiddleston          抖森

Orlando Bloom           开花

Chris Hemsworth        锤哥

Katy Perry             水果姐

Taylor Swift           霉霉

Ryan Gosling           高司令

Justin Timberlake   贾老板

Bruno Mars             火星哥

Kanye West             坎爷

CN F16 INT Celebrities

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/07/2016

 Language and Level (intermediate or advanced class):

Chinese, Intermediate

 Class theme/topics discussed:

Celebrities

 Goal of the class:

By the end of this class, students will be able to talk about their idols and opinions on being a celebrity.

 How did you structure the class?

  1. Warm up activity: Who am I? Students work in pairs. Everyone writes a name of a Chinese or American celebrity on a note, and paste it on their partner’ back. All the students don’t know the name on their backs. They ask their partners “yes or no” questions and guess who they are.
  1. Group discussion: Discuss the following questions in groups:                                                                                                       a. Who is your idol or favorite celebrity? Why?                                                                                                                                           b. Have you ever done some “crazy” things for your idol?                                                                                                                                 c. If there is a chance, do you want to be a celebrity? What kind of celebrity?                                                                              d. What are the advantages and disadvantages of being a celebrity?
  2. Crazy fans. Teacher introduces some news about fans’ crazy behavior. Students share their opinions on this phenomenon.

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

PowerPoint, and news report.

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

Class was good. Intermediate students didn’t know many Chinese celebrities, so I changed the rule of warm up activity, they could also write American celebrities’ names. And it turns out good.

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 SP16 ADV: Pick-up Lines

Language Resident Name:

Joaquin Garcia

Day and Date:

02/11/2016

Language and Level (intermediate or advanced class):

Advance Class

 Class theme/topics discussed:

 Pick-up Lines

 Goal of the class:

 Brainstorm of the class project.

 How did you structure the class?

 Activity 1 (5min): Remember of cultural activities and other upcoming events.

Activity 2 (10min): Students have to think in 3 English pick-up lines and translate them directly into Spanish.

Activity 3 (5min): Students receive a list of Spanish pick-up lines. We discuss meaning and vocabulary.

Activity 4 (5min): Students have to create a small profile with basic features for speed-dating: name, age, job, habits, hobbies…

Activity 5 (30min): Using those profiles, students do speed-dating.

Activity 6 (5min): Students listen to a beautiful love song in Spanish and try to find the pick-up lines in it.

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

 

 

 What worked well in this class? What did not work? How could this class be improved/ modified?

 Very fun class. Successful. Students speak really a lot in this class and they enjoy speed-dating.

 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.

FRASES PARA LIGAR

RU SP16 INT Introductory lesson

Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 01/19/2016

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

Class theme/topics discussed: Introduction lesson

Goal of the class: to get acquainted with the students and make them learn something new about each other

How did you structure the class?
1. General questions on how they spend the day, what courses they take this semester, how they spent their winter break
8-10 minutes.
2. The game “Human Bingo”.
Every student gets a piece of paper with a bingo chart on it. The boxes are filled in with the phrases. The task is to find a student who answers “yes” to the statement from the box. Wins the one who get a bingo combination with names first.
15 minutes
3. Tags on back. Names of famous people (not necessarily Russian) are written on a piece of paper and put into students’ back. Students must ask each other yes/no questions about the personality on his/her back (the other students can see the name) until he/she guess the personality.
15-20 minutes
4. Discussing topics for the new semester.
5 minutes

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

What worked well in this class? What did not work?
The games took more time than I expected. In general the lesson went ok though most of the students are still not so enthusiastic about learning Russian and keep on switching into English.

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 for task 2. Human Bingo

CC RUS11 Summary 1

CN F15 ADV One-child Policy

Language Resident Name:

Ting Cao

Day and Date:

11/03/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

China’s one-child policy

Goal of the class:

By the end of this class, students will be able to discuss the advantages and disadvantages about the one-child policy, and express their own opinions about the new policy.

How did you structure the class?

  1. Background: discuss the reason for carrying on this policy, think of other solutions for Chinese population problem.
  2. Advantages & Disadvantages:
  3. Watch a video, which is an interview about some Chinese people’s opinions about this policy and discuss what advantages and disadvantages have been mentioned in the video;
  4. Talk about the present society issues which were brought by one-child policy, such as the aging population, abandoned girls and spoiling children.
  5. New policy: Discuss the reason why the government ends the one-child policy and introduces a new policy, do you think the new policy will solve China’s present problems.

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

Youtube, handout,

https://www.youtube.com/watch?v=3gaNqdGIHkM

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

Class went very well. Students were all engaged and they came up with a lot of new topics and questions to discuss.

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).

11/03 Conversation Class (Advanced)

1、独生子女政策/计划生育政策 n. one-child policy

政策 n. policy

2、实施 bring something into effect 实施政策

3、少数民族 n. ethnic minority

4、农村   n. countryside

5、大陆     n. mainland

6、失衡 out od balance 男女比例失衡

7、养  v. raise 养孩子、养狗

8、复读 这里指高考考得不好,再读一年。

9、人口老龄化 aged tendency of population

10、发展 v./n. develop/development 发展中国家developing country 发达国家 developed country

11、人性 n.   humanity

12、同龄人   n. contemporary

RU F15 ADV Stereotypes about Russia and Russians

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 09/10/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Stereotypes about Russians and Russia
Goal of the class: to find out the stereotypes American people have about Russian and vice versa.

How did you structure the class?
1. Warm up. Brainstorm on what stereotypes Americans have about Russian people. 5 minutes
2. Watch the video on how would a film about Russians look like if it was shot in Hollywood. https://www.youtube.com/watch?v=m5KYZb178kI
Discuss what stereotypes are included in this video (enumerate them one by one); which of them to the students’ opinion might be true?
Discuss what stereotypes do people have about Americans.
25 minutes.

3. Watch commercials and guess which stereotypes about Russia and Russian people are used in them.
http://golbis.com/pin/this-is-russia-10-stereotipov-o-rossii-v-reklame-globalnyih-brendov/#.VfE0vrRTDbo
20 minutes

4. Wrap up. The video about what Americans find strange about Russian homes.

4 minutes.

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

What worked well in this class? What did not work?
The class went well, students talked about stereotypes with pleasure. We had laughed a lot as well. They also shared their experience of staying in Russia and confirming or ruining the stereotypes.
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.

Text for the task #3
Стереотипы в рекламе
1. Huawei Honor 3. Телефон для России
Cтереотип: в России все вопросы решаются силой
Невероятную популярность ролик приобрёл благодаря истории о типичных русских бандитах из 90-х, пытающихся «выбить» информацию из молодого человека в офисной одежде. Во время разборки клерка окунают в чан с водой, но разговор по понятиям прерывает телефонный звонок. Смартфон в кармане жертвы оказался водонепроницаемым, что вызвало интерес у главаря банды. В результате разборка заканчивается фотосессией.
2. Nissan Almera. Машина для российских дорог
Cтереотип: в России плохие дороги
Если автомобиль купят в России, значит, он будет ездить по плохим дорогам. Эту довольно очевидную мысль взяло себе на заметку сетевое рекламное агентство TBWA\Moscow в 2013 году и разработало кампанию для автомобильного бренда Nissan под названием «Забудьте о плохих дорогах».
3. Audi. Любые условия — идеальные условия
Cтереотип: в России очень холодно
Благодатную тему плохих дорог и тяжёлых погодных условий автомобильные бренды используют довольно часто. Креативное агентство Instinct (BBDO Group) показало в рекламном ролике системы постоянного полного привода Audi Quattro настоящую русскую зиму. Главный посыл — эти системы идеально адаптируются к российской действительности, поэтому на Audi вы вернётесь домой к ужину в любой мороз и по любой дороге.
4. Nike. Just do it – Play Russian
Cтереотип: в России живут сильные духом люди
В преддверии Олимпиады спортивный бренд Nike запустил рекламную кампанию Play Russian. На экране опять суровая русская зима, но главным объектом внимания на этот раз становится невероятная сила духа и стремление спортсменов к победе любой ценой. Одним словом, русская зима закаляет людей, делает их сильнее и позволяет играть по-русски.
5. IKEA. Отдыхайте за границей дома
Cтереотип: русские любят отдыхать на даче
Загорать на траве, жарить шашлыки, поливать друг друга из шланга и не прерывать отдых на природе, несмотря на дождь, — таковы правила русской дачи. За роликом о летнем отдыхе россиян на их любимом курорте IKEA Россия обратилась к агентству Instinct и получила знакомую многим картинку.
6. Snickers. Хорошо, что не все мечты сбываются
Стереотип: все мальчики в 90-х мечтали стать бизнесменами
В 2011 году компания Mars отмечала 20 лет со дня выхода батончиков Mars, Snickers и Twix на российский рынок. К этой дате рекламное агентство BBDO Moscow подготовило для компании несколько рекламных роликов про то, о чём мечтали дети 20 лет назад. В рекламе Snickers мальчик, чьё детство пришлось на 90-е, рассказывает о том, как мечтает стать бизнесменом, торговать видиками и носить крутую кожаную куртку, когда вырастет.
7. Mars. Хорошо, что не все мечты сбываются
Cтереотип: все девочки в 90-х мечтали выйти замуж за бизнесмена
Ещё один ролик кампании — реклама батончика Mars. Он повествует о том, как светловолосая девочка с бантом, к счастью, не стала секретарём и не ходит на дискотеки в розовых лосинах, как мечтала.
8. Lay’s. From Russia от бабушки
Cтереотип: русские бабушки не дадут замёрзнуть и проголодаться
В 2011 году рекламное агентство BBDO Moscow запустило рекламную кампанию чипсов Lay’s со вкусом малосольных огурцов и укропа. Её лицом стал бывший капитан российской сборной по футболу Андрей Аршавин. В ролике рассказывается о том, как бабушка прислала любимому внуку Андрюше в далёкую Великобританию тёплую спортивную форму и картошечку с огурчиками и укропом.
9. Google. Для тех, кто любит читать
Cтереотип: Россия — самая читающая страна в мире
Ролик Google из цикла «То, что вы любите» рассказывает о том, как продукты компании помогают любителям литературы. Если верить стереотипам, в России любителей литературы особенно много. В ностальгическом ролике появляются кадры, напоминающие те времена, когда за книгами в России выстраивались очереди. В рекламе снялись писательница Виктория Токарева и её внучка Екатерина Тодоровская.
10. Hitachi в России. Непонятно
Cтереотип: русские ничего не понимают в технологиях
Этот ролик можно было увидеть на японских телеканалах в 2012 году. Компания Hitachi сняла добрую, но в то же время ироничную рекламу о своём сотрудничестве с Россией. Японский представитель пытается наглядно объяснить российским товарищам, как работает продукция Hitachi, но на его уточнение «понятно?» получает единогласное «нет». В то же время в ролике можно увидеть пример идеального российского тимбилдинга с дружескими кулачными боями и баней.

FR F15 “Leisure Time”

Language Resident Name: Julien Moniz

 

Day and Date : 11/24

 

Language and Level (intermediate or advanced class): French intermediate

Class theme/topics discussed: Leisure time

Goal of the class : Get the students to mobilize vocabulary about leisure activities.

 How did you structure the class

First the students were asked about the vocabulary they already knew about leisure activities. Then they discussed in pairs about their pastimes, favorites activities, etc… and were then asked to introduce their counterpart in front of the class. Finally they drew two random activities from a hat and were asked to find 5 pros for one and 5 cons for the others, still in pairs and tell them to 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?

The students spent almost all of the time speaking so the class was really effective.

 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.

FR 11 class 25

ES F15 Family and relationships

 

Class theme/topics discussed:

 Family. Relationships

Goal of the class:

To firmly remember vocabulary about family and have deep conversations about new and current changes on the concept of family in society.

 How did you structure the class?

Activity 1 (5min): Introduction. We talk about the weekend and upcoming events.

Activity 2 (10min): Warm-up: I give them an empty genealogical tree and, in pairs, they have to fill in the name of the different relationships.

http://www.abueling.com/Imagenes/arbol_genealogico_para_pensar_3.gif

Activity 3 (15min): Video and Discussion. I show a video from a news program that talks about new kinds of family (non-conventional families).

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

Activity 3 (15min): Debate in little groups: Different topics are written in different pieces of papers inside of a bowl. The groups pick up one of the papers and discuss (or try to answer) what is written in the paper. From time to time, I will stop the conversations to have them speaking loudly their opinions.

ES F09 INT Familia

Activity 4 (15min): Famous’ genealogical tree. One by one, students pick a picture of a famous person and put it on the board making a genealogical tree. They have to say all the possible relationships between the picture they put and those that are already on the board.

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

How could this class be improved/ modified?

Students enjoyed the class, they found the topics very interesting and were very involved and participative. The last activity is super fun, choose any kind of famous people (from Obama to Putin, Cleopatra, Shakira…).

CN F15 INT Describe A Person

Language Resident Name:

Ting Cao

Day and Date:

09/30/2015

Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

How to describe a person

Goal of the class:

By the end of this class, students will be able to:

  1. recall some words that can be used to describe a person;
  2. find someone’s unique characteristics from his/her appearance, and describe him/her appropriately.

How did you structure the class?

1.Warm-up:

Brainstorm: when you see someone’s picture, how can you use words to describe the person?

Through this activity, students will recall some words they have learned before, such as words of body parts, color and gesture.

2.Activity: You Describe, I Guess

Students will be divided into a few groups and stand in different lines. The first student of each line will be shown a same picture. Then they go back to their lines and describe the picture to the second students. The second students describe it to the third students …… After the last students get the description, they come to the teacher and find the right one from two similar pictures. The first team who find out the right picture will win.

3.Closure:

Summarize new words and phrases. During the activity, there must be some words and phrases that students are not familiar with. Teacher can write them down and ask students to review them together.

4.Talk about the project.

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

A few pairs of similar pictures.

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

This class went well, students like this game.

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.

Picture example:

1 u=2720575174,1601098451&fm=21&gp=0

RU F15 INT Daily Routine

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Wednesday, 09/23/2015
Language and Level (intermediate or advanced class): Russian, Intermediate
Class theme/topics discussed: Daily routine
Goal of the class: to learn / remember the vocabulary for the daily routine

How did you structure the class?
1. Warm up. Look at the Handout 1 and say whether your everyday life is different.
5 minutes.
2. Have a look at the words and expressions from Handout 2, add the words for the actions you do every day.
15 minutes
3. Describe your typical day.
15 minutes
4. Discussion: is there any difference between weekday and weekends?
What do you usually do at the weekends?
15 minutes
5. Fill in the handout “My day” in writing (Handout 3).
10 minutes
6. Watch the video on how the morning is different for boys and girls:

Share your impressions on the video.
5 minutes

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

What worked well in this class? What did not work?
The discussion went very well. Finally the students started using the full sentences, not just separate words. The video was definitely a success. I’ll try to find videos with not many words as they react better and don’t feel the pressure to understand every single word then.
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

Handout 1

Handout 1

Handout 2

Handout 3

Handout 3

RU S15 ADV April Fool’s Day

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13 

Date: April 2, 2015

Class theme/topics discussed:

April Fool’s Day

 Goal of the class:

Talk about pranks and practical jokes for April Fool’s Day

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

Activity 1 – Warm-up Talk about April Fool’s In Russia and the US: differences – 10 minutes

Activity 2 Discuss my fake “Translation prize” 🙂 – 5 minutes

Activity 3 Best April Fool’s pranks of the 20th century – 15 minutes

Look at pictures, predict what the prank is, then read and discuss http://lifeglobe.net/entry/1557

Activity 4 More April Fool’s – 15 minutes

http://www.adme.ru/svoboda-kultura/samyj-krasivyj-v-mire-uchitel-po-matematike-887860/

http://www.adme.ru/svoboda-narodnoe-tvorchestvo/15-genialnyh-shutok-na-1-aprelya-884060/

Activity 5 Create your own prank! – 15 minutes

Work in pairs, describe what you would do and how

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

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

It was super fun 🙂

How could this class be improved/ modified?

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

 

 

RU F14 INT/ADV Russian habits and Intsrumental case

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

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

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band https://www.youtube.com/watch?v=r9dhtXsEalg

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”. http://www.buzzfeed.com/azazello/16-things-russians-do-that-americans-would-find-we-cqjf?fb_ref=Default&fb_source=message

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications. http://www.adme.ru/zhizn-semya/13-privychek-kotorye-est-tolko-u-russkogo-cheloveka-802560/

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution. https://www.youtube.com/watch?v=Qc5hySGdBXg

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

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

The class went exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

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

PDF ALL CASES REVIEW SHEET Cases Review Sheet

PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises

LESSON PLAN WITH HANDOUTS CC_RUSS11_Russian_habits_Nov17

HANDOUT 1   РУССКИЕ ПРИВЫЧКИ – RUSSIAN HABITS RUSS11 November 17

 

  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.

 

  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

присядем на дорожку”.

 

  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.

 

  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).

 

  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.

 

  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).

 

  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!

 

  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).

 

  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.

 

  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!

 

  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.

 

  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!

 

  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).

 

 

HANDOUT 2

 

(1)

Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?

 

C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?

 

За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)

 

(2)

Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?

 

Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?

 

С чем ты любишь пить чай/кофе? С молоком?

 

RU F13 ADV/INT Akinator and 20 questions game

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: October 15, 2013

Class theme/topics discussed:

20 questions – people and things

 Goal of the class:

Play the 20 questions game about people and objects – practice listening comprehension and short-term memory

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

Activity 1 – Warm-up + Video

Do you know the principle of the game? Let’s see how it works using “akinator”, a Russian alternative web site (only characters/people)

http://www.youtube.com/watch?v=9LjhNPH2wJA – a teenager shows how the site works and narrates as he goes along. Watch once – 5 minutes

Activity 2 – Using the website http://ru.akinator.com

Go to http://ru.akinator.com projected on the screen, students thinks of a character together and them take turns in reading out the questions (one student) and answering them (another student). They negotiate if they are not sure and have to produce an answer everyone agrees with. – 10 minutes

Activity 3 – Game!

Handout 1 – Go through questions and expressions as well as sample questions – 5 minutes

Play using words in Handout 2 – only objects – 40 minutes Again, 1 student has the word and the others have to negotiate between themselves.

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

Video, Internet text

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

The class went very well, although we only did 3 words in the game sections – but everyone had fun and practiced a variety of language expressions.

How could this class be improved/ modified? 

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

Handout 1

ИГРА 20 вопросов

Варианты вопросов:

Живое/неживое

Материал: натуральный/синтетический, ткань/бумага/пластик/железо/стекло и т.д.

Цвет

Размер

Использование: как, где, зачем

Качества/умения

Ценность

Например:

  • Это больше по размеру, чем компьютер?
  • Это можно есть?
  • Это используется в учебных целях?
  • Этот предмет обладает памятью?
  • Это дорого стоит?
  • Этот предмет летает?
  • Этот предмет можно использовать дома?
  • Этот предмет – источник вдохновения?
  • С помощью этого предмета можно сделать человека красивее?
  • Этим можно писать?

 

Варианты ответов

Да, нет, маловероятно, возможно, иногда, редко, зависит от ситуации, отчасти, затрудняюсь ответить (вопрос не может быть применен к этому предмету)

 

 

Handout 1

Айфон

 

Шоколадка

 

Ключ

 

Пластиковая бутылка воды

 

Степлер для бумаги

 

Кроссовки

 

Телевизор

 

Апельсин

 

Вечернее платье

 

Крем для лица

 

Книга «Есть молиться любить» Элизабет Гилберт

 

Автомобиль «Понтиак Firefly»

 

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