an archive of lesson plans

Category: People (Page 4 of 8)

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

CN S13 ADV Chinese Americans

Date: April 30, 2013

Class theme/topics discussed:
Chinese American

Goal of the class:
To introduce Chinese American life to students
To talk about different concepts

Structure of the class (unless you attach your lesson plan below):
1 Boba Life song
2 Talk about ABC (American born Chinese) and some new words.
3 Discussion: how many Chinese students in your high school? What is the ratio? How about your hometown? Do you feel any culture difference? Do you know their parents?
4 Introduce Amy Tan’s book
5 Introduce Tiger Mom
6 Chinese American comedian- Joe Huang
7 Chinese American in China

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






What worked well in this class? What did not work?
Students talked a lot during the discussion part. I should let them talk more.
They are interested in this topic because there are so many Chinese American around us. They do experience the culture difference a lot.

How could this class be improved/ modified?
None

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

CN S13 ADV Same-sex marriage

Date: April 25, 2013

Class theme/topics discussed:
Same sex marriage

Goal of the class:
To practice students’ speaking skill;
To know what is happening around us.

Structure of the class (unless you attach your lesson plan below):
1 pair-work: If there is no television, what will our world look like?
If cloning is legal, what will happen?
If people can live for 150 years, what will our world be?
If everybody studies on line, what will happen?
2 Videos about future world
3 Introduction to today’s topic: Kindle ads; handout with new vocabulary and questions
4 What is your opinion?

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


Handout

What worked well in this class? What did not work?
The students love the topic. They learnt some new words during the class and also expressed their opinion with others.

How could this class be improved/ modified?
None

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

你是否支持同性婚姻合法化?

支持 support 反对 against
合法 legal 非法 illegal
同性婚姻 Same-sex marriage 法案 bill
出柜 out of closet 同性恋 Homosexual
同志 comrade, guy 拉拉 lesbian
伴侣 partner 性伴侣 sexual partner
安全套 condom 性病 sexual disease

1. 4月24日法国通过了同性婚姻法案,现在世界上有哪些国家承认(admit)同性婚姻合法?
2. 美国哪些州承认同性婚姻合法?
3. 你是否支持同性婚姻合法化?为什么?
4. 支持同性婚姻合法化有什么好处?有什么坏处?
5. 我们不应该问同志哪些问题?

FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

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

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

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

Guess My Life

JP F12 INT Speed Dating

Conversation Class
Lesson Summary

Language and Section: Japanese intermediate

Date: November 27th

Class theme/topics discussed: Speed dating and new vocabularies sheet

Goal of the class: Students learn new vocabularies and interact with others in Japanese without being shy!

Structure of the class (unless you attach your lesson plan below):
Students spent about 15 minutes learning new beginners to intermediate vocabularies/expressions from a sheet of paper I prepared for them.
Then, students were given a piece of paper with simple facts of the character they have to act during speed dating. Students add some interesting facts on their character and three questions they want to ask to speed dating partners.
After they finished preparing questions, they did speed dating for two minutes with each partner and try to find potential partner!
After the speed dating, each student share their character and their favorite partner!

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 worked very well!! Students were comfortable talking with each other and because it was short so that they talked more promptly.

How could this class be improved/ modified?
Time management.

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

CN F12 ADV Marriage in China and in America

Language and Section: Chinese Class—Advanced Conversation (13)

Date: Sep. 13th, 2012

Class theme/topics discussed:
Marriage in China and in America

Goal of the class:
To let students learn Chinese people’s opinion on marriage and to let students to talk about his personal opinion on marriage

Structure of the class :
1 Watch the video < No car No house No girlfriend > (5 minutes)
2 Talk about your opinion about this video (10 minutes)
3 When will you get married?
What are your standards for your wife or husband?
What do you need to prepare for your wedding?
What is your opinion about things listed below?
Puppy love
Gold digger
One night stand
Cheat on marriage
Sex before marriage (40 minutes).
4 Watch another video (5minutes)

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

What worked well in this class? What did not work?
The topic is very interesting to students. They love it. And their levels are good enough to talk about their opinions.

How could this class be improved/ modified?
Some topics are so private. Next time maybe make up stories then ask students to solve the problems.
Please attach your lesson plan and handouts for this class below – if you used any.

RU S12 ADV Dreams

Language and Section: Russian – PO Russ 13.1

Date: 31 January 2012

Class theme/topics discussed: Dreams

Goal of the class:

To practice speaking skills; to exchange opinions on the topic

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

1) Warm-up: follow-up from the previous lesson “Home” – students talk about a house of their dreams;
2) Discussion on dreams and plans: i) Do you plan your life far in the future or just act spontaneously? ii) What did you dream about when you were children? iii) Which of these dreams came true and which didn’t? iv) Have you ever had a situation when your dream came true but you didn’t like it? v) What do you dream about now? vi) Do you dream often? vii) Do you have the main, cherished dream?

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

None

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

Everything worked very well. Students loved the topic and spoke a lot – we didn’t even have time to discuss all the questions.

How could this class be improved/ modified?

If I do this class again I would use some video about what young people dream about/want nowadays at the end of the class to compare students’ dreams to overall statistics.

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

DE S12 ADV Love

Language and Section: German Advanced

Date: Apr 19, 2012

Class theme/topics discussed: Love

Goal of the class: Using the new expressions we learned before and learning more expressions about love

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

1) Read the text and explain vocabulary)
2) Role-play: Students work in groups of 2 or 3, write down a dialogue and then present that to the class. Topics for the dialogue could be: Asking someone out for a date, breaking up with someone, meeting someone at a party etc.

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

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

Worked very well, students were very engaged, especially those who are going abroad soon.

How could this class be improved/ modified?

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

Head over heels

Andrea und Simone sitzen gerade in einem Kaffee und quatschen über die Liebe und Beziehungen. Andrea hat sich in der letzten Woche Hals über Kopf verliebt. Simone ist im Moment solo. Auch sie ist sehr in einen Typen verknallt. Schon seit Monaten
himmelt sie ihn an.

Andrea (D): Ich fühle mich wie im siebten Himmel. Ich bin total in Thomas verschossen. Ich kann nur noch an ihn denken.

Simone (D): Ja, das muss ein schönes Gefühl sein. Thomas liebt Dich genauso abgöttisch wie Du ihn. Wenn Jan mich nur auch so vergöttern würde….

Andrea (D): Du hängst wirklich an diesem Jan. Aber du darfst nicht vergessen, dass er schon vergeben ist. Wie findest du denn Patrick? Er ist noch zu haben und sieht zum Anbeißen gut aus!

Simone (D): Hmm…. Nein, Patrick fehlt einfach das gewisse Etwas! Er reizt mich überhaupt nicht.

Andrea (D): He, mal etwas anderes. Hast du schon gehört, dass Christine einen neuen Macker hat? Sie hat ihn sich letzte Woche auf der Geburtstagsparty angelacht! Sie hat erzählt, dass seine Anmache anfänglich ganz schön blöd war. Er war wohl anfänglich ein richtiger Schleimbeutel. Außerdem hatte sie gesehen, wie er davor auch anderen Mädchen hinterher gegafft hat. Sie dachte: „Mensch, der Typ ist wirklich zum Abgewöhnen!“.

Simone (D): Und wie kam es dann dazu, dass sie jetzt doch etwas miteinander haben?

Andrea (D): Irgendwie hat sich die Geschichte im Laufe des Abends doch noch zum Positiven entwickelt. Ich habe ihn auf jeden Fall am Donnerstag kennen gelernt und er ist wirklich in Ordnung. Ehrlich gesagt ist er mehr als nur in Ordnung. Er ist ein ganz schön toller Hecht! Am Liebsten würde ich ihn ihr ausspannen!

Vokabeln

to fall head over heels in love with s.o. sich Hals über Kopf in jdn verlieben

to be single solo sein

to be head over heels about someone; verknallt sein;
to be infatuated with someone; verschossen sein
to be nuts about s.o.

to fall madly in love with s.o. sich verknallen

to adore s.o.; jdn anhimmeln;
to look up enraptured at s.o.; jdn vergöttern
to idolize s.o.

to be on cloud nine im siebten Himmel sein/ schweben;
auf Wolke sieben sein/ schweben
to love s.o. like crazy jdn abgöttisch lieben

to cling to sb an jdm hängen

to be already taken; vergeben sein
to be unavailable;
to no longer be up for grabs

to be unattached; to be available noch zu haben sein

to look good enough to eat zum Anbeißen (gut) aussehen

to have the „je ne sais quoi“ das gewisse Etwas haben

to attract s.o.; to appeal to s.o. jdn reizen

boyfriend; flame der Macker; die Flamme; der Stecher (vulgar)

to pick s.o. up sich jdn anlachen

the come on die Anmache
sleazeball; scuzzball; servile flatterer der Schleimbeutel; der Schleimi; der Schleimer

to gape at; to ogle jdm hinterher gaffen; jdm hinterher geiern

to be a real turnoff; zum Abgewöhnen sein
to be bad news; to be no good
to get it on with s.o. etw miteinander haben

to be alright in Ordnung sein

to be a devil of a man ein toller Hecht sein (often also used ironically); ein toller Typ sein; ein klasse Mann sein

to unhitch; to pinch someone’s partner; jdm jmdn ausspannen
to move in on; to entice away

CN S12 ADV Finding My Soul Mate

Language and Section: Chinese/ Advanced

Date: 24/1/2012

Class theme/topics discussed: Finding your soul mate

Goal of the class:
1) Practicing negotiation of meaning.
2) Constructing complex questions to find out specific information.
3) Exchanging as much information as possible in a short period of time.
4) Practicing agreement and disagreement structures to come up with solutions to specific problems.

Structure of the class:

Activity 1: 15 minutes
This activity is based on ranking through discussion. Students are given lists of different characteristics that they could find in partners. They have to rank them according to what they consider to be more or less important in a relationship.

Activity 2: 5 minutes
Individually, they have to come up with three meaningful questions that they would like to ask to potential partners.

Activity 3: 20 minutes
Speed-Dating: Students are divided into two groups, they have to sit in circles looking at each other. Each couple has a minute and a half to ask each other the questions they thought of in activity two and talk about any other information they want to find out.

Activity 4: 20 minutes
The students will work in groups of three or four. Each group is given a specific situation that describes a problem regarding relationships. They will have to come up with the best solution to each issue. For example: long distance, cheating, break-ups and misunderstandings with the family.
What technology, media or props did you use?

• Handout

What worked well in this class? What did not work?
• This class works very well. Students are highly motivated to speak. They speak a lot and the class participation is high.
• Students finish the rehearsing for the role-play and we run out of time. So we will finish the role-play next class.

How could this class be improved/ modified?

• No. Students like the dating topic so much.

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

FR S12 ADV Love

Lesson Summary

Language and Section: French 11 SP 12

Date: 31/01/12

Class theme/topics discussed: Health: Dating and relationships
Goal of the class: learn about dating in France, the vocabulary of relationships; make the students know each other better

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

-Warm up activity with the previous vocabulary (10 minutes)
-Conversation about the vocabulary of relationships (15 minutes)
-Speed dating, guess who’s who in the class with a 2 minutes dating (25 minutes)
-Analyse of a song by Bénabar dis lui oui -2004-(20 minutes)

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

-Whiteboard
-Paper Sheet to write down the vocabulary for warm up activities for next class
-TV and computer

What worked well in this class? What did not work?
-The students were interested in the topic. The song was perfect to get new vocabulary. The students had a lot of fun playing the dating game.

How could this class be improved/ modified?

-A scheme of the modern family would be necessary to recap all the different names of family relatives which are quite intricate in French.

Dis-lui oui _ Bénabar
Je sais bien, Muriel, que ça ne me _________ _____
Tu l’as foutu dehors et je respecte _____ ________
Mais il voudrait revenir… d’accord, j’insiste pas
C’est mon ami quand même! Non, C’est pas lui qui _ ________
ça me fait de la peine, vous alliez si bien ensemble
____ ______ de vie commune mais je veux pas le défendre
Avec tout ce que vous avez vécu, avoue que c’est dommage
Et j’ te dis pas combien il souffre, ça serait du _________
Muriel je t’en prie
Je t’en __________
Dis-lui Ouiiii
Depuis qu’ tu l’as ____________, il habite chez moi
Je ne peux plus le supporter, Muriel aide-moi
Il veut toujours qu’on parle et qu’on parle que de lui
La discussion consiste à l’écouter, à dire ” oui ”
Le seul moment tranquille c’est quand il t’écrit
Mais les poèmes de cinq pages, après ___ ___ ___ ______
Il me raconte votre vie dans les moindres détails
Ce qui s’ passe ____ ____ ___ depuis vos fiançailles
Je suis un gentleman, j’ répéterai pas, c’est intime
Rassure-toi Muriel… Espèce de _______ _________
Il va et vient la nuit à n’importe quelle heure
Il _______ dans ma chambre pendant que je dors
J’ai frôlé la ____ ________, j’en ai encore mal dans le bras
Il a fait semblant d’être somnambule pour que j’ l’engueule pas
Tu sais, c’est un mec bien mais j’ veux pas _’________
Il gagne pas mal sa vie, à deux c’est mieux pour le loyer
Voyons les choses en face, t’es pas non plus __________
Regarde-toi dans une glace, Muriel, faut être ___________
Bon, il a des torts, il t’a __________ c’est vrai
Avec ta ________ d’accord mais ramène pas tout à toi
Muriel, mon enfant, je t’aide parce que je t’aime bien
Mais on ne s’en sortira pas, si t’y mets pas __ _________.

JP S12 INT Feelings

Language and Section: Japanese Intermediate

Class theme/topics discussed: Let’s learn useful expressions for describing your feelings.

Goal of the class: Students learn/use useful expression when want to describe their feeling.

Structure of the class (unless you attach your lesson plan below):
Students share their recent news on academic/personal life (15 minutes)
I described students how they have limited vocabularies when they talk about their feelings. It is an uninteresting when people say, “How are you?” and you say, “ I am fine” or “I am not good”. And having useful expressions helps students to have good communication with others.
Therefore I taught 15 useful expressions on feelings from the lists of expressions I found on Internet. (30 minutes)
When the vocabularies are taught, teachers should describe the words with gestures/mimes or play and students guess them.
Each student describes their feelings that they feel recently with new vocabularies!
(15 minutes)

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

What worked well in this class? What did not work?
Because most of my students are planning to go to study abroad in Japan, this kind of exercise was very useful to them so students were very motivated to learn new vocabularies.

How could this class be improved/ modified?
Students were so eager to learn new vocabularies, so I should have prepared more of vocabularies!

ES S12 INT/ADV S. Valentine

Language and Section: Spanish intermediate 01

Date: 14.02.2012

Class theme/topics discussed: S. Valentine

Goal of the class: Talk about love in Spanish and new vocabulary about it.

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

We started up with a warm-up. They explained me how this tradition is celebrated in the US and what people normally buy.
We brainstormed about Saint Valentine and talk about these concepts (Business, love, engagement…). They also asked some vocabulary (cursi, almas gemelas,comprometidos…)
Then I asked them if they knew where the tradition comes from. They didn’t know so I wanted them to read an explanation of it but after a student read the first paragraph I realized that it was going to be very difficult and boring. That is why I explained to them where the tradition came from.
After that I asked them to rank in pairs/three some adjectives and things that they thought are the most important ones in order to find a partner. (I gave them a paper with the adjectives). I asked them to imagine a character and take into account all those adjectives that they had ranked. After that we played speed dating representing the person that they have created.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Paper and information from the Internet.

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

They seemed bored with the reading of the tradition, so I changed and explained it myself.

How could this class be improved/ modified?

Unlike in advanced, here I did not tell them to write three questions that their character would ask to a potencial partner. That was an easier way to carry out the activity with advanced so I should have told them to do that. Without the questions the purpose of the activity was pretty blurry and did not make much sense.

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

– Inteligente 1.
– Rico/a 2.
– Buena salud 3.
– Persona amable/buena 4.
– Educado/a 5.
– Sexy 6.
– Honesto/a 7.
– Misma religión 8.
– Cultura similar 9.
– Personalidad similar 10.
– Mismos hobbies 11.
– Edad similar 12.

FR S12 INT Pets

Conversation Class
Lesson Summary

Language and Section: French 11/ SP 12

Date: 03/27/12

Class theme/topics discussed: Pets and animals

Goal of the class: learn the extended vocabulary of animals and create a debate about it

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

-Conversation about the animals possessed by the students (10 minutes)

-Reading and commenting the vocabulary of animals in the handout (20 minutes). What are the symbolic animals you know?

-First debate between the “cat” team and the “dog” team. What animals do you prefer and why (15 minutes)

-Second debate, who is the strongest? The elephant or the rhinoceros? (15 minutes)

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

-Animal vocabulary handout.

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

-Some students really own crazy animals. They loved the class. But commenting the vocabulary paper was a bit “dry”.

How could this class be improved/ modified?

-Maybe using a video including animals (the jungle book?) would have been stimulating.

RU F11 ADV Feelings

Language and Section: Russian – PO Russ 13.1

Date: 12 September 2011

Class theme/topics discussed: Feelings 

Goal of the class: to repeat/learn words for feelings and to learn how to express them in a foreign language 

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

Lesson Plan attached

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

None

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

Everything worked very well. Problem solving activity made students talk a lot.

How could this class be improved/ modified?

Next time I would try to initiate more discussion after the first activity with more precise questions about why they think this or that feeling is positive or negative, if boredom or anger can be positive feelings in some situations, if life would be easier without negative feelings, and if they personally would like not to feel something at all in their lives.

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

DE F11 ADV Roommates

Language and Section: German advanced

Date: Nov 15th, 2011

Class theme/topics discussed: Roommates

Goal of the class: vocabulary and general things about finding a place to live and a roommate

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

I had 3 pairs of students who were looking for a roommate and 3 people who were looking for a room. The pairs had to think about questions they want to ask to the people who want to become their roommates. The people who are looking for a room have to think of questions they want to ask the people who live there.

Then we had roommate interviews. At the end I asked who wants to have whom as a roommate and who would like to live where.

Writing on the board

Form for the students who had a room for rent

Form for the students who were looking for a room

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

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

Worked very well

How could this class be improved/ modified?

IMPORTANT TIPS:

  • You should have as many groups looking for a roommate as people looking for a room
  • Works better for bigger classes

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

ES F11 ADV Love

Language and Section:  SPA 13.2

 Date:  10/25/2011

 Class theme/topics discussed: Love and love terminology

 Goal of the class: To introduce vocabulary related to relationships and love, to use the topic of love as a springboard for discussion.

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

–        Warm-up: Brief discussion on Karaoke Night (5-10 mins.)

–        Introduction of vocabulary: (20 mins) I will write and explain phrases and terms common when discussing love / relationships in Uruguay. The students will be paired up and will have a brief time to create a dialogue that uses the terms. Terms to be introduced:

–        Te Quiero / Te Amo

 

–        Estar con alguien

 

–        Estar enganchado con alguien

 

–        Tener un roce / tener derecho a roce

 

–        Hacer un levante

 

–        Hacer un trabajo fino

–        Discussion on Love (30 mins): We will listen to two songs by Argentinian singers showing different views on Love: one that shows love as the “essence of souls” and the most important part of existence; another that states “one cannot live off love”. We will discuss these ideas and the students will state with which they agree the most.  Songs: “Al Amor Después del Amor”, de Fito Páez; “No se Puede Vivir del Amor”, de Andrés Calamaro

 

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

 

Whiteboard, computer, youtube videos of songs, TV.

 

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

 

The class worked very well; the students were engaged and participated a lot. The songs specially motivated discussion, since they showed very different views on love. The students loved talking about different relationships and some even spoke about their own romantic history.

 

How could this class be improved/ modified?

 

 

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

No se puede vivir del Amor – Youtube

El Amor después del amor – Youtube

 

 

 

 

CN F11 INT Zodiac signs

Language and Section: Chinese/ Intermediate

Date: 06/10/2011

Class theme/topics discussed: 12 zodiacs in China. This class is about Chinese culture and animals. I believe it is important to cultivate students’ cultural competence in learning the language.

Goal of the class:

Students will understand the origin of 12 zodiacs in China. A short video introducing the origin of the zodiacs will be played.

Students will learn vocabulary and expressions about 12 zodiacs and legends behind them

Structure of the class:

What technology, media or props did you use?

  • Handout

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

  • Students talk a lot and they love the origin and histories of zodiacs. The videos are interesting. Students’ participation is balanced. They know what is their zodiac and they love their own zodiac. The video is a bit hard for them.

How could this class be improved/ modified?

  • There is an exhibition in a nearby museum about zodiac. Maybe next time we can have  an off-campus class.

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

 

FR F11 INT/ADV Dating

Language and Section: FR 13/FR 11

 

Date: 11/10/11 

Class theme/topics discussed: dating, relationship and professions.


Goal of the class: make the students have a romantic conversation and play with stereotypes.

 

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

Handout dating/Relationships

-Warm up with previous class’ vocabulary (5 minutes)

-Students are given lists of different characteristics that they could find in partners. They have to rank them according to what they consider to be more or less important in a relationship (20 minutes)

-Individually, they have to come up with three meaningful questions that they would like to ask to potential partners. (5 minutes)

-Speed-Dating: students have 2 minutes to ask their questions. (15 minutes)

-The students will work in groups of three or four. Each group is given a specific situation that describes a problem regarding relationships. They will have to come up with the best solution to each issue. For example: long distance, cheating and break-ups. (15 minutes)

 

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

 

-Whiteboard

 

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

 

-The students were very enthousiatic about this class, and learned a lot of vocabulary. The level of participation was high and everyone played the game.

 

How could this class be improved/ modified?


Gendered activities are hard when you have queer students. That’s why I made them choose a character they would play during the speedating (Trader, lawer, Baker, Professional soccer player). They had to guess who was who at the end of the class. It worked perfectly.

RU S11 INT/ADV Telling Anecdotes

Class theme/topics discussed:
Conversation practice – telling anecdotes.

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

How did students react?
Students LOVE this activity.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Vocab Follow-up Presentation: PowerPoint – Lesson 26_Phraseology Follow-Up (OR use an alternative PDF if the PP doesn’t work/ format got messed up – Lesson 26_Phraseology Follow-Up (alternative))
Anecdotes to retell: Lesson 26_April 21_FML Anecdotes
Anecdotes Presentation: PowerPoint – Lesson 26_April 21_FML Stories Presentation OR use an alternative PDF if the PP doesn’t work/ format got messed up —Lesson 26_April 21_FML Stories Presentation (alternative)

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages spontaneous monologues in the target language + introduces students to colloquial language.

Intermediate Russian
Lesson 26
April 21, 2011

1. Warm-up: discussion –

Над чем нельзя смеяться, но люди все равно это делают?

+ Follow-up on previous class material: presentation (1st slide – question, 2d slide – answer).

2. Retelling anecdotes –
Cut the handout Lesson 26_FML anecdotes in strips, students take turns drawing one and retelling anecdotes on them to the group. Before that they write on the board words that they are going to use/ consider important.

Before the activity, suggest various ways to say FML in Russian –
From more acceptable ones to ones that are closer to the English original.
Also, ask the student if they know the FML website. If yes, ask to tell the rest about it. If no, tell them what it is.

3. Presentation:
Slides #1 / #3 – students describe the picture, suggest what story is behind it;
Next slide – #2 / #4 – read the actual story in English, retell in Russian.

4. Making up own anecdotes: tell about smth annoying/ embarrassing/ misfortunate that happened to you or your friends (doesn’t have to be true!).

DE S11 ADV DDR

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: April 19th, 2011

Class theme/topics discussed:
The German Democratic Republic

How did you pick this theme or topic?
It’s interesting, because it’s history that’s not too long ago.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I had two groups, one had questions about the beginning, the other about the end of the GDR. They had to get the information from the internet and had to prepare to talk about their questions in the next class.

How did students react?
They found it very interesting and enjoyed it.

Did they engage with each other and you?
Yes, setting them up in pairs was helpful to create communication.

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

Would you recommend this activity for a future class?
Definitively

Why or why not?
Students loved the topic.

DDR Fragen
Die DDR

JP S11 ADV Blind Date

Class theme/topics discussed: “Feeling Couple” (blind date)

1. Warm up activity: who is your type?
1)I gave a list of personalities. Students check the meaning of each vocabulary.
2)Rate personalities on the basis of their type.
3)Share the result with classmates and discuss the difference among them.

2. Make a profile
Students create their own profile. They can pretend to be a different person.

3. Blind date (Interview)
Talk with classmates and decide one person who he/she wants to have a relationship

4. Declare love
It is the time to express their love to the person who he/she like. How many couple do they make?

How did you pick this theme or topic?
I thought this class needed more chances to have a conversation especially after the project. So I decided to pick up the topic. Since I know my students love to talk about romances, I thought the topic of blind date would be good for them.

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

How did students react?
They loved to do blind date activities. Some students made a very funny profile and got attention from classmates.

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.
I put documents on Sakai.

Would you recommend this activity for a future class?

Sure, students love it.

Why or why not?
This lesson plan let students talk a lot. Also, students really enjoyed talking about themselves/different person. Since this activity needs many vocabulary to attract classmates, it would be very useful and educational lesson plan.

CN S11 ADV Chinese people

Class theme/topics discussed:

What do you know about Chinese people?

How did you pick this theme or topic?

Inspired by a video addressing “Chinese from a foreigner’s eyes”, students work in groups find out what they are curious about Chinese and write up their questionnaire. In the later project, they will have a one hour long interview with 6 Chinese students from 5Cs.

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

How did students react?
good

Did they engage with each other and you?

yes

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

N
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

It’s an interesting topic for students and also they learn a lot in making strictly grammatically correct sentence when they write up the questionnaire.

RU S11 INT/ADV Taboo Game (facts/ names/ places)

Class theme/topics discussed:
Taboo Game

How did you pick this theme or topic?
This type of activity allows checking students’ knowledge of basic places/ dishes/ personalities from the target culture and encourage spontaneous speech.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
PowerPoint presentation.
How did students react? They enjoyed the game.
Did they engage with each other and you?.
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PowerPoint presentation.
Please attach a copy. Presentation1

Would you recommend this activity for a future class?
Yes.
Why or why not?
Works perfectly to keep students alert and motivated and promotes conversation in the target language.

Advanced Russian
Lesson 21
April 5, 2011

Taboo Game: PowerPoint.
One student is sitting with their back to the screen, the others try to explain the words that they see on the screen to make him/her guess them. At the end this student may look at the slide to see all words. Students take turns. Can be played with or without time limit.

Could be improved by adding a second slide after each task-slide with pictures illustrating words in the task. This way at the end of each turn you switch the slide and the student who was guessing and the rest of the class can see the answers with pictures.
(More fun ☺ )

DE S11 INT Song

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 5th 2011

Class theme/topics discussed:
German Song “Berlin City Girl” by Culcha Candela

How did you pick this theme or topic?
Culcha Candela is a very popular Band in Germany right now. Also this song talks about different cities in Germany and uses a lot of youth language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Listings to the song, and filling in words in spaces I blanked out before,
Talking about where the different cities are in Germany
Talking about youth language, idioms and vocabulary in the song

How did students react?
Liked it.

Did they engage with each other and you?
Yes.

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

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

Why or why not?
Students are interested in German music.

Lueckentext Culcha

RU S11 ADV Clothing

Class theme/topics discussed:
Clothing

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, student presentations, general discussion.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 14_March 3_Words to say WEAR

Would you recommend this activity for a future class?
Yes.
Why or why not?
Provides an efficient vocabulary review.

Advanced Russian
Lesson 14
March 3, 2011

1. Handout “Words to say TO WEAR” – revision. Students read the handout; you explain along.
Ask them to give detailed examples for each point on the list.

2. Handouts “WOMEN’S CLOTHING” and “MEN’S CLOTHING”: tagging pictures with Russian words.
• variation: develop in a lotto-type game.

3. Practice: using vocab from all handouts interview each other about each other’s wardrobe, then report about your partner to class.

RU S11 ADV Urban Subcultures

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

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

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy. Lesson 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.


Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

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