Language Residents

an archive of lesson plans

Category: Shopping

DE F20 INT/ADV – Octoberfest

December 1, 2020 /

Language Resident/Assistant Name: Eva Saunders

Day and Date: 10/1/2020

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Oktoberfest

Goal of the class: Know how to order foods and drinks & how to give compliments/small talk

How did you structure the class?

A) Warm-Up:  Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)

*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)

Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)

B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.

Fun Examples: – Watch “Bavarian Line Dance” https://youtu.be/BcU38jrw5ew

C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on https://www.youtube.com/watch?v=N5oEn5y0H10

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference

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

The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.

How could this class be improved/ modified?

Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.

For the wordsearch, you can make your own here: https://www.bookwidgets.com/blog/2017/01/make-word-search-puzzles-for-your-classroom

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.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/10/02/13-1-class-12-10-1-2020 (Password: GERMAN)

Oktoberfest-conversations

Oktoberfest-Vocabulary

Wordsearch-Oktoberfest-10_2-food_word_search

DE F20 INT – Grocery Shopping

December 1, 2020 /

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/17/2020

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Food & Groceries

Goal of the class: Identify food in a recipe and know how to buy it

How did you structure the class?

A) Warm-Up Discussion: Who enjoys cooking? Who does it regularly? Has it changed with the pandemic? What’s your favorite food?

B) Quick food quiz about fruit & vegetables: ask them which German fruits and veggies they already know. Then use a Google Doc with pictures and German words underneath to let them fill out the English equivalent and read them out loud for pronunciation.

C) Corona e-shopping: Look at different shopping carts I pre-loaded online and guess what food it might be for, show them photo of finished dish.
(For more advanced group or extra time: ask them how ingredients might be used.)
Then learn each of the ingredients’ words and identify structure and words of the shopping cart.

(Example dishes: Pasta w tomato sauce, Schnitzel with potato wedges, Currywurst with fries, buttered bread/pretzels)

D) Homework/Extra activity: Go over to getnow.com (German equivalent to Instacart), enter 80333 (Munich) as post code and gather ingredients of a dish you make a lot. Bring a screenshot of your shopping cart and a photo of what the dish will look like. (And you can have the students guess each other’s in next session).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Google Sheets, Website getnow.com, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?
The students enjoyed learning the different groceries and learning to shop on their own online.

How could this class be improved/ modified?
If it’s a larger class (more than 4-5 students), it can be done in groups. For more advanced students, you can pick harder fruits/vegetables or practice plural/pronouns.

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.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/09/17/1-13-class-8-9-17-2020   (Password: GERMAN)

Obst-und-Gemuse-Sheet1

JP S20 ADV Gadgets

May 11, 2020 /

Language Resident Name: Miki Saigo

Day and Date: April 21, 2020

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Handy gadgets from Japanese dollar stores

Goal of the class:

  • Describe how to use something

How did you structure the class?

  • Warm-up: Greetings
    – Ask what students did in the weekend. Ask what they think about the P/I grading policy in Pomona.
  • Activity I: Guess how to use these gadgets
    I show pictures of handy/funny/cute gadgets from dollar stores in Japan (e.g. kitchen tools, cleaning tools, stationeries). I ask students to guess what they are for/how to use them. We watch video clips that show how to use them afterwards. I ask students if they would buy any of the gadgets we saw.
  • Activity II: Discussion
    I ask students if they know any handy gadgets from daily life. (e.g. smartphone stand, cheese grater, tiny stapler)
  • Activity III: Advertisement
    We watch a video clip from a tv shopping channel to observe how people advertise a product (with great energy!):
    https://youtu.be/KBrWprkHt6o (first 30 seconds)
    I ask students what they noticed (“They speak energetically and without pause,” “They use many onomatopoeias”). We pick one of the gadgets from Activity I and try to make sentences to advertise it like a shopping channel.

What technology, media or props did you use?

  • Google Slides
  • Youtube videos
  • Pictures from the internet

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

  • Students seemed to have had fun seeing the funny gadgets.
  • Activity III could be developed more if it’s done in a physical classroom.

How could this class be improved/ modified?

  • If I do this class in person, I would develop Activity III more: I would bring a gadget to class and have students explain how to use it and advertise it like a commercial. (I found it awkward to do it when you don’t actually have the item in your hands.)
  • It would be smoother if you ask students to bring/think about a gadget for Activity II before class.

Material: Google Slides:
https://docs.google.com/presentation/d/1Qpt32B8ED56OAuu5QjO1Q80MfTDv0OJ4m7OTdVUhk4Y/edit?usp=sharing

ES F19 INT Shopping

December 17, 2019 /

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd December

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

Class theme/topics discussed: Shopping

Goal of the class: 

  • To exchange information about shopping preferences
  • To learn how to bargain in flea markets
  • To find the best present for an assigned student

How did you structure the class? 

  • Warm up: Students answer some questions about shopping: how often they shop, what is the best / most useless thing they have ever bought, etc. 
  • Activity 1: Brainstorming about the different possibilities of shopping and sharing preferences about where to shop. This will lead to the introduction of special shopping places such as flea markets. Students watch a video of the most famous flea market of Spain and answer some comprehension questions (what can be bought there, when it takes place, etc.). 
  • Activity 2: One of the main things that happens when buying at this flea market is bargaining. Therefore, students practice bargaining with other students to get the best prices for different products. Then they share different advices and techniques for bargaining. 
  • Activity 3: In pairs, students have to “go to this flea market” and find the best present for other randomly assigned students in the class. They will have to agree on what the best presents are according to their personalities.  
  • Extra final activity: Discussing extra topics about shopping preferences (local vs. shopping malls, second hand vs. new, branded clothing, etc.) 
  • Extra final activity (2): What would you buy if you won the lottery? Sharing ideas. Explaining how the Christmas lottery works in Spain, since it is a very important event. 

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

  • YouTube 
  • PowerPoint Presentation

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

  • They were really into the bargaining part, so the role-play worked pretty well. 
  • Some of the questions of the warm-up were not suitable for all students because they did not go shopping that often, but they were still able to share their ideas and preferences, which was one of the goals of the lesson. 
Conv_Shopping

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