Language Residents

an archive of lesson plans

Category: Hobbies (page 1 of 2)

SPA S19 INT Sports

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 20/02/2019

Language and Level (intermediate or advanced class): INTERMEDIATE

Class theme/topics discussed: Sports

Goal of the class: To revise and review vocabulary and cultural aspects about sports

How did you structure the class?

Warm-up: Students get some questions about the Superbowl

Activity 1: Students play a memory game to learn new vocabulary about Sports

Activiy 2: Students sport ID

Activity 3: Students comment on their classmates sport tastes based on their Sport ID

Activity 4: Students get different cards with a different sport. They get prompts to learn how to talk about sports and how to describe them. The rest of the people have to guess which sport they are talking about.

Activity 5: Question formation game

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

  • Slips of paper with different athletes
  • Powerpoint presentation

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

It worked very well, the students in this class are very into sports so it worked great

How could this class be improved/ modified?

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

  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto?   El último evento deportivo que ha visto es…   Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Sperbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
  Persona 1 Persona 2
¿Cuál es el último evento deportivo que has visto? ¿Qué es lo que más te gustó? El último evento deportivo que ha visto es… Lo que más le gustó fue… Su parte favorita fue…
¿Por qué crees que la Superbowl es tan importante en este país? En su opinión, la Superbowl representa… El/Ella opina que…
¿Qué sabes del Halftime Show? ¿Cuál ha sido tu favorito? Su favorito fue… Su favorito fue…
¿Por qué es el himno americano tan importante en los deportes? El/ella piensa que es importante porque… En su opinión…
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    
EL DEPORTE Y YO  
Mi deporte favorito es…    
Soy bueno jugando a…  
Soy muy malo jugando a…    
Mi equipo favorito es (cualquier deporte)…    

ES F18 INT: Future

ES-INT-F18-Future-and-habits

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/11/2018

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

Class theme/topics discussed:Habits, and future.

Goal of the class: Review vocabulary about daily routines and talk about future events.

How did you structure the class?

Activity 1 (5’):

Students review quickly the grammar forms in the future.

Activity 2 (25):

Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.

Activity 3 (30’)

Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.

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

Powerpoint presentation

16 sheets of paper with visual material

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

The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.

How could this class be improved/ modified?

I had to divide this class in two because it took too much time.

 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.

DE FA18 ADV Sports

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 09/18/2018

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Talking about sports

Goal of the class:

Being able to talk about sports

How did you structure the class?

Activity 1 (20 min): First, I asked students if they were engaged in any sports or liked to watch/follow any.Then, I handed out a sheet with questions regarding sports (see attached). The students had to go through the classroom and meet other students. Doing that, they asked each other questions provided on the sheet. Afterwards, we gathered the answers in the big group.

Activity 2 (10 min): Guessing. I told them to guess what kind of sports would be the most popular in the US.In groups of four, they would vote and tell it to the group. Then, we would do the same for Germany. At the end, I showed the students a chart with the most popular sport in Germany and the US.

Activity 2 (15 min): First,we would discuss the regarding vocabulary in a cloud (see presentations). Then,I showed them a video of a soccer player answering to questions of a journalist. After talking briefly about the video, we would go on and “make an interview happen”.

Activity 4 (15 min): “Making an interview happen” The students should get into pairs of two. One would be the interviewer and the other one a soccer player. The students decided whether they would have a crazy, sad or happy interview. At the end, the students presented it to the whole class. They seemed to enjoy it.

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

Whiteboard and marker

Video of a soccer player

PowerPoint presentation (see attached)

Questions to answer (see attached)

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

It was a good class. I would keep it as it is. The students had a lot of fun guessing and making the interviews happen.

How could this class be improved/ modified?

For the next classes, I will use more pair or group work exercises.

 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.

Video:

Unterhalte dich mit den anderen Studenten.

  • Ist Sport wichtig für dich?
  • Welcher Sport ist dein Lieblingssport?
  • Was glaubst du: Welche Sportart ist die beliebteste in den USA?
  • Was glaubst du: welche Sportart ist die beliebteste in Deutschland?
ADV-18.09.2018

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

 

RU S18 INT Holiday and Traveling Experience

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 01.22.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Holiday and travelling experience

Goal of the class: share holiday stories, start the discussion of the travel topic, practice listening and creative writing skills

How did you structure the class?

  1. Greetings, general questions etc. – 5 min
  2. Creating a word cloud: What is travelling for you? Students take turns writing the words (at least 3) they associate with travelling on the blackboard. After the cloud is done, the students and the LR explain to the class their word choice. – 25 min
  3. Talking about the break: Speed dating. The students are given a list of suggested questions connected with travelling and the winter break. They rotate in the class so that they can ask questions every student. Every turn lasts for only 1 minute. (handout 1) – 30 min

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

Handouts

Handout 1.

  1. Как прошли твои каникулы (break)?
  2. Куда ты ездил/ездила?
  3. Какое было самое интересное событие (event)?
  4. Были ли у тебя проблемы во время путешествий (travels)?
  5. Какие праздники (holidays) ты праздновал/праздновала?
  6. Какие фильмы ты посмотрел/посмотрела на каникулах?
  7. Ты рад/рада (glad) вернуться в колледж?

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 ADV Arrange your trip!

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/09/2017

(Class in the FLRC)

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Traveling

Goal of the class: Students learn travel related vocabulary, and tools to travel in Spanish

 

How did you structure the class?

 Head’s up: Movie night “Vivir es Fácil con los Ojos Cerrados”

 Warm-up (5’): Students watch a travelling video on Youtube to set the tone of the class

 

Activity 1(10’): Small discussion ¿Why do you travel? Students are divided into groups and each of them will argue about the following reasons to travel. Then they share with the rest of the class.

  • To learn languages
  • To learn about other people’s culture
  • To escape from reality
  • To show off on Instagram

 

Activity 2 (15’): As a group, we brainstorm different webpages and apps that help us travelling. I will provide some that I know in case they don’t. We will also learn quickly how to use them. Skyscanner, Couchsurfing, Civitatis, Workaway.

 

Activity 3 (20’): (in pairs) Students get a worksheet with a template of a trip planner.

They are given a budget of 1000$.

They will have to arrange their own trip, using the real tools they have seen before. They will have to pick a place, look for accommodation, transport, restaurants. Since this class takes place at the FLRC, they all have the resources to make the reservations and to know exactly the prizes of the things they will need.

 

Activity 4 (10’): Students will present the trip they have organized to the rest of the class. They will have the screen to do it, and also pictures of the places they want to see.

 

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

6 travelling worksheets templates https://www.eleinternacional.com/

Computers at the FLRC

Youtube

Access to Internet

 

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

I think students found this class very original. They really enjoyed having to create their own real trip and some of them took it very seriously since many were seniors and were planning trips after graduating.

 

How could this class be improved/ modified?

Something that I could have done better here is the time management. The trip planning process takes a while and some students would have liked to arrange more elaborated trips.

 

  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.

_VIAJAMOS-_ELE_INTERNACIONAL

ES F16 INT Speaking about Hobbies

Language Resident Name: Joaquin Garcia

Day and Date: 09/05/2016

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Hobbies

Goal of the class: Students can speak about their hobbies confidently

How did you structure the class?

Heads-up: I introduce the LRs’ websites.

Activity 1: Warm-up High Five. I explain to the students how to say “give me five” (choca esos cinco!). Then, they stand up and walk around the classroom introducing themselves starting by saying “give me five”. They have to say at least name, age and home city.

Activity 2: Guess the hobby. Each student must give instructions on how to practice their favorite hobby to the rest of the class as if they were about to practice the hobby for the first time, but without mention the name. The rest of the class must guess the name of the hobby

Activity 3: Hobby discussion. In a bowl, I have a lot of pieces of paper in a bowl with different questions related to hobbies. Students in pairs or little groups pick up one paper after the other and answer the questions.

Activity 4: Apps. Students are divided in groups and I handle them a description of an app that helps creating habits. They have to read it and prepare a little presentation about it in front of the class. I handle a printed version so they can prepare what they are going to say and afterwards I display the website on the screen so everyone can see the pictures.

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

Laptop.

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

Students liked this class. It is the beginning of the year so students were a bit shy during activity 4 but still it was fun.

How could this class be improved/ modified?

I would wait until students feel confident enough to speak in front of their classmates.

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.

http://iteslj.org/questions/hobby.html

http://www.elandroidelibre.com/2016/01/aplicaciones-motivacion.html#

JP F16 INT Traveling

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Monday, Nov 21, 2016

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

Class theme/topics discussed: Traveling

Goal of the class:

Students will be able to know how to get to a destination by using a Japanese website and introduce about their trip.

How did you structure the class?

Activity 1 (15 min): Attendance check & Warm-up

I check students’ attendance and then ask them about their thanksgiving days. Students talk about it in pairs and then share it in the class.

Activity 2 (5 min) Opening

I show some pictures of Japanese famous spots in Tokyo, Chiba, and Kanagawa, and I introduce them a little bit with the pictures.

Activity 3 (10 min): Introduction of Yahoo! Japan & Norikae Annai

I introduce them a popular website/application which Japanese people usually use when they travel. Students use their own cellphone opening that website/application. Then I demonstrate how it works to the students and they play with it. I also explain briefly to the students about Japanese metro & JR railway lines network and currency (exchange rate between Japanese yen and US dollars).

Activity 4 (15 min): Pair-work

I make pairs in the class and give each pair a piece of paper written about the certain locations on the Japanese railway map and another handout. And then I introduce the activity which they are going to that location marked by blue from the designated place marked by red. They will use Norikae Annai in order to get there in each pair. They will work on it and make a plan for visiting that place with their partner.

Activity 5 (15 min): Main Activity

After they make a plan, each group introduce about their trip. They explain the following things at a minimum.
How do they get to the destination from their designated place??
How long does it take?

How much does it cost?

What are you going to do in your destination?

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?

The class was great in general. All students engaged a lot and participated in the activities I prepared. They collaborated in making plans for visiting that places in their group by using Norikae Annai. Their presentations were also good. Today I forgot to cover some important parts of the website/application when explaining it to the students, so I need to make them up in the next class. Since this was the second time I did the activity, it was better than the first time, overall.  

How could this class be improved/ modified?

I think it will be great if I use the whiteboard during the class putting some points on it, which definitely should have been helpful to them in some ways. Also, I could consider extra questions for those who finished the activity early, so they are further motivated to work on it. This activity makes the students speak up and interactive because they need to talk with their partner, so I would like to conduct it again in the near future.

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.

DE SP16 ADV Finding topics (1st class)

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Tuesday, 19 January ‘16

  

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

 

Class theme/topics discussed: Introduction and ice-breakers

 

Goal of the class: To get to know each other, assess students’ interests

 

How did you structure the class?

 

  • 2 truths and a lie: students tell three facts about themselves, of which one must be false. The other students try to guess what is wrong. (10 min)
  • Selecting topics of conversation and discussing which is interesting: Students get 14 cards with possible topics in the conversation class, e.g. German-American relations, culture, news, history, etc. They each pick 4 of them and explain why they find these topics interesting. They reveal interests and hobbies, course of studies etc. (30 min)
  • I asked the students what kind of topics they would like to add. They added some topics related to American politics. (10 min)
  • Class agreement and announcement of the welcome party. General advice on going to the language tables and information on my website, upcoming events. (10 min)

 

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

 

Flashcards with topics written on them (see Lesson Plan and also German lounge folder “advanced”)

 

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

 

Both students are pretty good at speaking, so the flow was very dynamic and I did not have any problem to fill the hour even though they are only two students in the class. Selecting topics worked very well because it gave me an idea of their interests and it gave a lot of opportunities to ask further questions about their hobbies, stories etc.

 

How could this class be improved/ modified?

 

The first game: 2 truths and a lie. Instead of guessing, students should ask tricky questions in order to make the student reveal what is not true by answering vaguely.

 

Lesson Plan

Lesson Plan 19. Januar

DE 11 FS15 Int. Party Committee

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Wednesday, 16 September

 

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

 

Class theme/topics discussed: 2nd part of free time activities / planning a party

 

Goal of the class: To repeat vocabulary of free time activities. To be able to talk about organizational topics and organize a (fake) Halloween-party.

 

How did you structure the class?

 

First activity: Repetition of the verbs of leisure activities from last time: Every student got a slip of paper with the beginning of a sentence. For example: On rainy days, I… / When my friends come over, we… etc. (5 minutes)

 

Second activity: We had some small talk and my students wanted to know about my experiences in California so far, general topics. (10 minutes)

 

Third activity: I presented them two choices: Would they like to work all together (there were 4 students present) or in pairs? And would they rather plan a Halloween- or a Thanksgivng-party? They decided they all want to work together on a Halloween-party. I gave them a handout with some expressions to use when planning a party and they talked about their ideas. For example, food, decoration, costumes, and who to invite. (10 minutes)

 

Fourth Activity: We also wrote an invitation together to show them some expressions for written invitations. (10 minutes)

 

Fifth activity: I gave them a handout with scenarios at partys and they had to discuss whether it is a do or a don’t. For example, dancing on the table, having a weird costume, bringing friends etc.

 

Sixth activity: We played the party game “Guess who”. Everyone gets a piece of paper with the name of a famous person. All the others can see the name, but not themselves. They have to ask yes/no questions and find out who they are. (20 minutes)

 

 

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

 

Handouts, sticky notes

 

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

 

Everyone had fun and there was a good atmosphere.

 

How could this class be improved/ modified?

 

Insert a simple role play of “You meet an old high-school friend at a college party. What do you say?”. This would be a bit more natural than the party game “Guess who”.

 

 

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 Party Kommittee

 

DE 11 FS15 Int. Free time activities

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Monday, 14 September 2015

 

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

 

Class theme/topics discussed: Freetime activities / hobbies

 

 Goal of the class: To be able to speak about likes and dislikes in connection to free time activities, repeat vocabulary of sports and leisure activities

 

 

How did you structure the class?

 

First activity: Every student got a picture of an activity, e.g. hiking, swimming, surfing… and had to describe the activity to all others. The other students had to guess which activity is on the picture. (It was said beforehand that the pictures all show some kind of leisure activity). (5 minutes)

 

Second activity: The students worked in pairs with a handout that I prepared. On the handout, there were 12 different pictures of activities. The students should interview each other and find out which activities the other one liked, disliked, or liked the most. After 7 minutes, I had the students report on the information to the larger group. (10 minutes)

 

Third activity: I divided the group in two groups and had each group write down as many verbs about leisure activities as they could think of. After appr. 2 minutes, I collected the results on the whiteboard. (10 minutes)

 

Fourth activity: The students worked in pairs again. They should imagine that they have a whole day off and make an appointment with their friend. They should plan their whole day together and make a schedule for the day. (For example, in the morning, they bake a cake, after that, they make a tour with the bikes, etc.) After 10 minutes, they reported their plans to the others. (15 minutes)

 

Sixth activity: We talked in a group. I asked them what they did on the weekend (to practice the verbs of leisure in the past tense). At last, we played a round of “Black stories” : A game where students have to guess the story behind a crime scene together. In the end, we even made one up together because we did not like the stories in the game. (20 minutes)

 

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

 

Handout with pictures, whiteboard

 

 

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

 

The handout and partner work went well, but it did not take as much time as I thought, partly because there were less students than expected. The game black stories is in theory a great game but the stories are so absurd that students never get to the right answer without major hints. That´s why we came up with the idea to create our own stories.

 

 

How could this class be improved/ modified?

 

Add some material to read and discuss, so that the students see how the verbs are used in context, have an exercise with verb conjugation

 

 

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 freetime activities

Cultural Activity Pomona College Museum of Art

flyer_max_thalmann

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

FR F14 INT Sports

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Thursday, November 20th

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

Class theme/topics discussed:
Sports

Goal of the class:
Learning vocabulary relation to sports and equipment.
Talking about the popular sports and athletes in France
Talking about the Olympics.

How did you structure the class?
1 Warm-up
Do they practice any sports? How often? If not, why?

2 Sports: vocabulary and Pictionary
I separate them in pairs. I give them pictures of different sports and a list of sports. They have to match them.
Second step: each of them has to draw a sport on the board and the others must guess.

3 Sports equipment
They fill up blanks in a text with vocabulary related to sport equipment.

Complétez les phrases avec les mots suivants.
balle – arc – pagaies – selle – gants – raquette – flèches
L’équipement sportif
1. Les combattants portent des , s’affrontent sur des rings et disputent des rounds de trois minutes.
2. Ce sport incarne : la précision, la tradition et l’élégance. Pour s’imposer, les athlètes doivent maîtriser leur et leurs grâce à leur concentration.
3. L’athlète contrôle son embarcation avec les , les hanches et les jambes.
4. Enfin, après plus de trois ans en , le cavalier et son vieux cheval sont arrivés au sommet de la montagne.
5. L’athlète utilise sa pour frapper une immobile, sans assistance.

4 General discussion
Did they win any trophies? Did their parents force them to do a sport they didn’t want to do? Then, I ask each of them to explain the rules of a sport they know.

5 Sports and France
Who are the famous athletes from France? In which sports France has good results (rugby, handball, swimming, fencing, judo,)
We watched some videos of unknown or unrecognized sports in the US.

imagier sport 1 imagier sport 2

RU S14 ADV Sochi Olympics

Conversation Class Lesson Summary – Winter Olympics 2014 in Sochi

Language and Section: Russian Advanced 13

Date: January 23, 28 and 30 2014

Class theme/topics discussed:

Winter Olympics 2014 in Sochi: optimistic (PART 1), critical (PART 2) and application (PART 3) 

Goal of the class:

Talk about the social and economic aspects of the Olympic games in Russia before the games begin, develop argumentation skills and critical analysis of language

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

PART 1: POSITIVE

Activity 1 – Warm-up

Handout 1 – Who do you root for? Who won what? Using Handout 1 we talk about the contents of the official website of the Olympics http://www.sochi2014.com: sports, medals, teams. We also look at http://o14.yandex.ru for content that the students comment on using the Handout.  What do you watch? Who do you support? Which teams/athletes won what?  – 15 minutes

Activity 2 –  Advantages and disadvantages of holding Olympic games – preparation for the video

Students list advantages and disadvantages of hosting Olympic games (blackboard) 10 minutes

Activity 3 – Video Opinion poll http://www.youtube.com/watch?v=rXXvGgTTByY

Before watching: what is the general consensus? What does that tell us about the people organizing the poll? Do they have an agenda? Watch the first half first for a general picture. Then watch question by question and discuss. – 25 minutes

Activity 4 – What would you ask Russian people if you were doing the poll?  Other students try to answer – 10 minutes

PART 2: CRITICAL

Activity 1 – Warm-up – general discussion, classes, news – 15 minutes

Activity 2 – Vocabulary revision (Handout 2) – Taboo game – 10 minutes

Activity 3 – Video Sochi Olympics –  Feast in Time of Plague

http://www.youtube.com/watch?v=HY6HYbYVpTY

Watch once for general comprehension, the speech is very fast but it’s very visual and all the numbers are shown on the screen – 5 minutes

Activity 3 – Article & Discussion (Handout 3) – 30 minutes

Students read an article summarizing foreign press articles about the Sochi Olympics. They each have one main problem to characterize based on the article. General discussion includes comparisons with the previously studied material (the optimistic opinion poll). Analysis of rhetoric strategies and specific language in the article and in the videos.

PART 3 – THE FUTURE – Presenting an application to host the Summer Olympics 2024

Activity After a 5-min warm-up, the students prepare their applications based on the handout (each one gets their own city) for 10 minutes, then each of them presents while the others ask questions.

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

Video, Internet

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

The class went very well because students are interested in the topic. Part 3 (presentation of cities) was especially successful, since students were able to recycle a lot of useful vocabulary from two previous classes. They also practiced their argumentation skills and, most importantly, asking questions.

How could this class be improved/ modified?

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

Conversation Class_RUSS13_SOCHI_OLYMPICS

FR S14 ADV Party (2 classes)

Language and Section: FR 13

Date: 04/15 & 17

Class theme/topics discussed: Student party/Parties

Goal of the class:
Learning vocabulary about party and partying.
Learning slang

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

1 Warm-up
Weekend? Did you go to a student party?
Dans votre pays d’origine, participiez-vous à des soirées étudiantes? Racontez-nous vos soirées étudiantes, vos meilleurs souvenirs et vos anecdotes.
Est-ce que vous aimez les soirées étudiantes ? Pourquoi ?
Avez-vous déjà participé à des soirées étudiantes dans d’autres pays ? En quoi sont-elles différentes ?
Quels conseils pouvez-vous donner aux étudiants qui s’apprêtent à aller pour la première fois en soirée étudiante aux Etats-Unis ?

2 Article
Read altogether an article about the French student parties.
Qu’est-ce que ces témoignages vous apprennent sur le mode de vie des étudiants français ?
Quelles sont les alternatives aux soirées étudiantes ?
On rentre chez les parents le week-end ; soirées étudiantes le jeudi ; pas de « vie de campus » à l’américaine

3 Brainstorming
What are the reasons to party? (talking about “la pendaison de crémaillère”)

4 Listening comprehension
Video from Norman about birthday parties
http://www.normanfaitdesvideos.com/2013/12/04/les-anniversaires/

Students then have to answer to 10 questions about this video

5 Scenario
You are at an American student party with a French friend. You have to explain him (in French) the meaning of two words or expressions of American slang.

6 Song
Tryo “Désolé pour hier soir”
https://www.youtube.com/watch?v=9f1yCKZMnbI
They have to “translate” the slang from this song into a “correct” French

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

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

This class took me actually two days instead of one. Students who already lived in France loved sharing their experiences about students’ parties. One of the good surprises was the scenario exercise: it worked really well, and it was a good activity to paraphrase something they know and realize the connotations and levels of language in their own language, so then they understand better the French slang as we worked on translations.

ADV 18 Soirées étudiantes

FR S12 ADV Workout

Conversation Class
Lesson Summary

Language and Section: French 13 SP 12

Date: 01/26/12

Class theme/topics discussed: Health: Sports and workout
Goal of the class: learn about sports and rules in French

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

-Warm up activity with the previous vocabulary (10 minutes)
-Mime different sports other have to guess (10 minutes)
-Conversation in pairs: what sports do you do, any trophies? Did your parents force you to do a sport you didn’t want to do? (10 minutes)
-Tell us in group about the rules of a sport (La Crosse, Hockey, Basket Ball) (20 minutes)
-Video of a populare French skit with Jean Dujardin (of the movie the Artist), Brice de Nice, a fake surfer in Paris (10 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 mime, the video and the conversation in pairs was great. But some students didn’t know about the rules of Hockey, They had to use French Wikipedia.

How could this class be improved/ modified?

-The girls didn’t speak enough, next time, they will have to start the demonstration.

RU F11 INT Sports

Language and Section: Russian; RUSS011-PO11

Date: 29 November 2011

Class theme/topics discussed: Sports

Goal of the class: to get the student to learn names of different sports and terms for discussing soccer

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.)

Laptop, TV set

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

The plan worked very well. The student loved the topic because he’s interested in sports and does sports a lot. He especially loved the last activity, where he should have commented the clip from a cartoon about soccer. It was fun!

How could this class be improved/ modified?

I had only one student in this class, so it was fine, that I asked him so many questions about sports (we discussed everything within 20 minutes). Probably, if it’s a bigger group, there wouldn’t be enough time to discuss everything, so it’s better to lessen number of questions then and choose those which are more personal. Also, while discussing controversial questions, it might be more interesting to divide the class into 2 groups “for” and “against” and ask them to think of as many arguments as possible.

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

FR F11 INT Sports

Language and Section: FR 11

Date: 09/20/11

Class theme/topics discussed: Sports and rules

Goal of the class: make the students familiar with the vocabulary of sports and able to describe the rules in French

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

-Warm up with previous class’ vocabulary (10 minutes)

-Tell us what sport you practice (10minutes)

-Listen to the rules of Soccer (10 minutes)

-Group activity : discuss the rules of Base Ball (group 1) and Football (group 2) 15 minutes

-Explain the teacher the rules of Base Ball and Football using the whiteboard. 15 minutes

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

-Whiteboard, sheets of vocabulary

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

-The students were passionate about sports and glad to talk about it. But some of them already knew the rules, and some of them didn’t. It was frustrating at the beginning but they actually asked questions in French, which generated a lot of talk.

 How could this class be improved/ modified?

-A video of a game could have been useful

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

FR S11 INT/ADV – Soccer

Soccer

How did you pick this theme or topic?

Marseille had just won the Coupe de la Ligue, so I based my class on it

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

Vocabulary handouts
Soccer game outside against the students of German convo class

How did students react?

They reacted very well. They liked learning about soccer and then getting to play

Did they engage with each other and you?

Yes!

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

An extract from the french news
Soccer ball from Rains

Please attach a copy.
Lesson plan: soccer

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

DE S11 ADV Soccer

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: April 26th 2011

Class theme/topics discussed:
Soccer

How did you pick this theme or topic?
I talked about it at dinner with Sandie.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First, I went over some soccer vocabulary with my students. Then we went to the Quad to play against the French conversation class. This was great, because if the students spoke in their foreign language they had an advantage, because the other team could not understand them

How did students react?
They loved it.

Did they engage with each other and you?
Yes.

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

Why or why not?
It was fun and students had an immediate use by staying in the foreign language.

FR S11 INT/ADV – sports and pétanque outside

Sports

How did you pick this theme or topic?

Sports are interesting and universal, also it can be useful for them to know more vocabulary about it.

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

General discussion
Handouts
Game: pétanque

How did students react?

Very well. They liked the topic, I think, and they liked playing pétanque on the quad. It was real fun and they learned about French culture.

Did they engage with each other and you?

Yes, they were talkative and engaged with each other and me.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Videos on youtube
Handouts
Game pétanque in the French apartment

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

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

Intermediate 1/27

1. Sports – 25 min
– Quelqu’un connait le symbole de la France? (le coq) symbole des US ?
– Le sport le + populaire ? football, tennis, équitation (licenciés)
– L’hymne ? Coupe du monde 98?
http://www.youtube.com/watch?v=mZMFLqBKXNI&feature=fvsr
http://www.ina.fr/economie-et-societe/vie-sociale/video/CAB98029169/nuit-de-fete-sur-les-champs-elysees.fr.html

– They have to list all the sports they know (white board)
– I erase it
– Then I give them the sheet with the drawings (they work in pairs or groups of 3) and they have to write down the names of the sports – 5 min
– Then I give them the list of words and they have to try and match images and words – 5 min
– Then they give their sheet to the group next to them and we correct – 5 min

2. Pétanque
⇒ Pétanque (8e sport avec 360 000 joueurs recensés)
http://www.youtube.com/watch?v=BW18KJIdct8&feature=related
⇒ Explain the rules
⇒ Go outside and play!

RU F10 ADV Football Hooliganism in Russia

Class theme/topics discussed:
Football Hooligans in Russia

How did you pick this theme or topic?
It’s part of contemporary Russian culture.

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

How did students react?
Understanding the video was difficult for them, but it was still interesting.
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, Internet.
Please attach a copy.
Lesson 23_Nov 18_Questions

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces students to contemporary political/ cultural issues in Russia.

Advanced Russian
Lesson 23
November 18, 2010

1. News of the day.

2. Reading the handout – discussing the questions and vocabulary (see attached file).

3. Watching the video –
http://www.youtube.com/watch?v=E8_-9YjfKF0

4. Answering the questions, discussing the video, expressing personal opinion.

DE F10 INT Sports

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 11th Nov 2010

Class theme/topics discussed:
Sport (in Germany)

How did you pick this theme or topic?
Everybody knows something about sport, so everybody can say something about this topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave the students pictures of the most popular German sports and asked them what they know about them and what rules there are. We listed up some new vocabulary on the white board. After that each of my students explained the rules for their favorite sport.
Finally, we played crab soccer for 5min.

How did students react?
Liked the topic and talking about their sport

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Pictures of the different sports.

Would you recommend this activity for a future class?
Yes

Why or why not?
Explaining the rules of different sports produced a lot of talk, was interesting/informative and students liked it.

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