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Category: Hobbies & Sports (Page 1 of 2)

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JP SP21 INT/ADV: Hyakunin Isshu, Waka, Renga

This topic can be done in a class or two classes.

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 14, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Make Renga 

Goal of the class:  

  • Understand a movie trailer  

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 12 – 15, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Hyakunin isshu 
  • Renga 

Goal of the class:  

  • Understand a movie trailer  
  • Understand hyakunin-isshu, waka poetry, and other ideas around waka
  • Make some renga 

How did you structure the class?  

  1. Trailer #1 (20 min) 
    1. https://youtu.be/ZjNlJLjDzjk  
    2. What kind of characters? 
  2. Karuta or Hyakunin isshu (15 min) 
    1. What is this? 
    2. A collection of Waka poems 
      1. 100 poems from 100 poets throughout the history  
      2. Created in the early 13th century 
      3. Who are poets? 
        1. Emperors, aristocrats, monks 
    3. There are lots of other waka collections 
      1. Some of them include regular people’s poems and poems with writers unknown from ancient times  
    4. What Is waka? 
      1. Haiku (5.7.5) vs. Waka (5.7.5.7.7.) 
      2. 柿くへば鐘が鳴るなり法隆寺 by 正岡子規 
      3. ちはやふる 神代もきかず 竜田川 からくれなゐに 水くくるとは by 在原 業平 (9th century) 
    5. As a game 
      1. How the game works 
    6. Renga 
      1. Difference between waka 
  3. Trailer #2 (15 min) 
    1. https://youtu.be/MU6FqgKawxQ   
    2. What’s new here 
    3. New Character? What’s she like?  
    4. What’s a message shown throughout the trailer? 
    5. The effect of adopting story that was originally written in a manga format. 
  4. Let’s make renga (30 min) 

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

Zoom, Sharescreen, Youtube, Whiteboard 

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

Intermediate:

  • Today’s trailer was a lot easier to understand for them. They were able to guess the relationship of 3 main characters. 
  • They know some sort of card game is related, but they had little idea. One student was able to guess that it would be something with poems. That was great. 
  • Introduced this game, Hyakunin Isshu, Waka, and Renga. I talked a lot for this to explain what they are. It was like I’m doing a Japanese class in a junior high school in Japan. At least they got the new ideas and cultures around Hyakunin Isshu and Waka poems. 
  • The trailer #2 was fun. This time we guessed what’s going on and also tried to listen carefully each phrase in the trailer. From these phrases, we thought about shared value that these characters are having (team work) in contrast to the best player (individualistic). 
  • Renga was a fun activity. This is a collaborative poetry, so you have to follow 5-7-5 and 7-7 format and also develop the idea and theme that previous people present. They created funny poems collaboratively. 
  • I used whiteboard for this collaborative activity. They just type their work on to whiteboard by themselves. This worked out very well. 
  • I shared music when they were working on poems. It was a good and fun addition to the class. 

Advanced:

  • Today’s trailer was a lot easier for them to grasp the story. They were able to find more details than 11.1 students 
  • We talked a lot about Hyakunin Isshu, Waka, Haiku, and Renga. They knew Haiku but they didn’t know Waka. 
  • We discussed the difference between Karuta and Hyakunin Isshu, which also called karuta occasionally  
  • With trailer #2 we talked about certain values that Japanese society likes to hear and see in pop cultures and entertainment. Some elements, friendship, collaborative work, hard work, are so popular and they are seen a lot of pop cultures 
  • We also talked about a little strange cinematography. This might be because the film tries to adopt the styles of comic. 
  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • I used white board for the renga making activity, and it worked well 

How could this class be improved/ modified? 

  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • Renga activity can be done in breakout room instead of whiteboard. I was thinking which way to do. This time I used whiteboard. But I think breakout room works as well 

Trailers

Haiku, Waka, and Renga Whiteboard

Students’ Renga Works

DE SP21 Study Break: Easter Escape Room

Excel file used for Easter-themed virtual Escape Room:

(Each group of students playing against each other gets a separate file. We used Google Sheets so they can all work on the same sheet within their group. The Excel file can be imported into Google Sheets, if necessary).

The Key file has one tab with the solutions and one “Student” version tab that can be copied for the files to be used and filled by the students.

DE SP21 INT/ADV – Student Presentations

Note: This is a two-part class! I did one class brainstorming and then one to two classes presenting.
ADV: 15-20 minutes per presentation, over several classes
INT: 5-10 minutes per presentation, can be held in one class, depending on number of students.

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/15/2021, 4/20/2021, 4/22/2021,

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

Class theme/topics discussed: Presenting

Goal of the class: Learn interactive ways to present a topic

How did you structure the class?

Class 1

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Trantüte”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Presentations Discussion: What makes a good presentation? Which ones do you remember best? Tell us about your favorite and worst presentations you have heard or seen. As the teacher, filter out bullet points of Do’s and Dont’s that the students can have access to.

C) Brainstorm: What you could do in your presentation? Each student deliberates for themselves. The questions are asked one after another, so the students have to sit with them for a bit to give them a chance to go deeper.

1) If you had to talk about a topic, what would you talk about and why? – everybody gets 5 minutes to think about a topic (or optional: topics can be assigned, but I found they enjoy picking their own more)

2) How would you put a new spin on it? – 5 minutes

3) Think of an interactive exercise to incorporate in your presentation – 5 minutes

4) Which other aspects of what we reviewed earlier (your bullet points) can you incorporate in your presentation? Brainstorm for 10 minutes (or until the end of class)

D) Optional homework: Pick a topic and prepare a 5-10 (INT)/10-20(ADV) -minute presentation. Think of an interactive exercise and a new way to present your topic.

Note: If you don’t want to do it as homework, students can work on a shorter presentation in the next class in the first half and present in the second half of the class

Class 2:

Students present their topics. Afterwards you can have a discussion about what they liked, what new things they learned, etc.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom for presentations, Google Doc to write down bullet points

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

This class worked very well, the students were very engaged talking about presenting in the first half. The second half was quiet work where they could start preparing the concept of their presentation and brainstorm ideas about how to present it. Every five minutes I changed prompts to help them brainstorm.

How could this class be improved/ modified?

You could have less prompts and more talking about presenting, but with four people we had a good chunk of time at the end for prep. It reduces some of their homework time to let them start on it in class and gives them a chance to really think about it and take their time.

JP F20 INT/ADV: Music Videos

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday November 9, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

Goal of the class:  

  • Get to know some contemporary attempt of Japanese traditional music 
  • Describe music videos, what do you see? What do you hear?

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
    1. We are trying to stay calm with the presidential election result being updated.
  1. Today’s plan (3 min) 
  1. Breakout room (30 min): Each group has a different music video
    1. Watch the videos 
    2. How many people are there?  
    3. What are they doing? What are the instruments? 
    4. What do they wear? 
    5. What kind of music? 
    6. What is traditional and what is not traditional? 
    7. Do you like it or not and why? 
  1. Main room (20 min) 
    1. Explain the music video and watch video 
    2. Wrap up. Stay positive, and stay calm,  

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

Class agreement, breakup rooms 

Zoom, breakout rooms, youtube videos 

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

  • Students were a little tired at the beginning with upcoming exams and all the homework they have 
  • Each breakout room had a different music video. So I told them to describe the video really in detail. 
  • They enjoyed the videos.  
  • We learned some way of describing music, terms such as “traditional,” “contemporary,” and other terms used for traditional clothing.  
  • In breakout rooms, they asked me some words that explain musical moments, things artists are wearing, or the scenery. They used these terms when shearing in the main room. 
  • I first let all the groups explain what they watched. After that is done, I shared my screen and played all three videos at once. They loved it.  
  • Students enjoyed the music, costumes, the techniques of artists, and other details.   
  • This is one of classes students chose as the best.

Advanced:

  • Students enjoyed the music, costumes, the techniques of artists, and other details. 
  • We ended up with talking a lot about Japanese arts and elements in videos. 
  • Students have a little more knowledge about Buddhism in this class, and it made some discussions very interesting. 

How could this class be improved/ modified? 

  • I noticed that students used chat a lot as we all watch the videos together. Probably I can make use of the chat function more effectively with music moment. I don’t know how yet though. Something to keep thinking for the next 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. 

Videos Shared:

Vocabulary that we learned: 

袴:はかま 
ばち 
伝統的:でんとうてき:traditional 
楽器:がっき:musical instrument 
稲荷:いなり 
畳:たたみ 
和室:わしつ 
襖:ふすま 
和紙:わし 
障子:しょうじ 
きつね 
竹:たけ 
竹林:ちくりん 
帯:おび 
頭巾:ずきん 
お経:おきょう 
般若心経:はんにゃしんきょう 
袈裟:けさ 
邪道:じゃどう 

Students’ comments on chat for each video

https://youtu.be/KHna8ngTaOg
17:06:41     From Lena She-Her : This lit 
17:06:50     From Mason Cai : ^^ 
17:06:54     From Marina Aina : ^^^ 
17:07:00     From Ruby Hoffman : ^^ 
17:07:10     From Ashley Cheng : ^^^^^ 
17:07:32     From Marina Aina : The mv visuals are so nice too 😮 
17:07:48     From Alyssa Zhang : those masks damnnnnn 
17:08:06     From Mason Cai : :OOOoOOO: 

https://youtu.be/cbObLy5MjWU  
17:10:24     From Marina Aina : Ive never felt more untalented in my life LMAO they’re so good 😮 
17:10:32     From Kate McHale : this really slaps 
17:10:34     From Ashley Cheng : It really do be one of those days 

https://youtu.be/nvIGCMhjkvw?t=120  
17:12:03     From Kano Cheng : I want to be this man when I grow up 
17:12:29     From Ruby Hoffman : yes oh my god 
17:12:37     From Marina Aina : i think you can accomplish that dream :,) 
17:12:40     From Kate McHale : immaculate vibes 
17:12:42     From Ashley Cheng : I wonder if my buddhist grandma would appreciate this 
17:13:07     From Alyssa Zhang : i want to know what hes saying 

F20 Online: Hobbies

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Hobbies

How did you structure the class?

Warm up – what can you do with this object? (//Rosina SP LR 2015)

The LR writes a word on the board (eg: lamp). Then, they divide 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. Online, the chat could be used, or a padlet where each student/team would write down their words as they come up with them.

General discussion questions

  • What is a hobby?
  • What is your hobby?
  • Why do people have hobbies?
  • Why did you start your hobby?
  • Does your hobby influence your choice of friends?
  • Which hobbies are the most popular in your country?
  • Did you have any hobbies when you were a child?
  • Can you think of any hobbies which are popular with children and adults?
  • Do you think a hobby is different from a sport?

Activity 1 – Lost on a deserted island

  • Each student is asked to write down two/three objects that represent something they enjoy doing (it doesn’t have to be realistic handy objects eg could be a swimming pool, the ocean, a horse) —> hobbies. The class is divided in two/three groups. Each student presents to the rest of their group the object and explains why it represents them. 

— Variant 1.

  • Once every student has described and explained their item, the class is divided in smaller groups. They are now on a deserted island and only have the objects they had chosen with them. They must work together to improve their chance of survival by combining all the objects of the group in fun and innovative ways. 
  • To wrap-up the activity, ask the students to discuss in their small groups or in pairs one of their hobbies. 

— Variant 2.

  • Students draw 2 objects instead of just one, and then they exchange pictures without seeing them *online, we could probably use a folder?*. 
  • Students pick 2 pictures that someone else drew. Their task is to come up with ideas of how these two objects would help them to survive on a deserted island. 

Activity 2 – Creating a club, American campus style

  • Students who have very different kinds of hobbies are paired up/put in groups of 3. Together, they must create a club that they would present to the next Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each group presents their club to the rest of the class. The other students must find, with their partner(s), at least one question to ask to each group.

Activity 3 – Jeopardy

  • In small groups, students have to make small presentations on a hobby’s’ categorie, such as, sports, music, audiovisual, cooking. They should include fun & interesting facts about these categories in relation to the countries where and people who speak the target language. For example: Soccer is the most popular sport in Latin America; Guillermo del Toro has won over 10 awards. 
  • The instructor creates a game on https://jeopardylabs.com/ using info students had mentioned during the class, diving the game into the same categories. 
  • This activity would work better if the presentations and the game are done on 2 separate classes. If you have the presentations on a Tuesday and you play the game on a Thursday to make sure all the questions you include in the game are going to be based on information your students already know from the previous class.

Activity 4 – Hobbies charades

  • Using vocabulary reviewed during the class, on zoom, the instructor sends a private message with a hobbie they had mentioned in class (ex: wine tasting) to a student. The student pantomimes the activity mentioned and the class guesses. The student who guesses gets to pantomime next and so on.

Extra activity  – Guess who

  • Part 1: At the beginning of the class ask students 10 questions about hobbies ( Who likes cooking/baking? What do you like to cook/bake?). The instructor asks students to reply the yes/no question using the “thumbs up” icon on zoom. Whoever has clicked the icon has to write down on the chat what it is that they like to do (Baking cakes).  *Check if it’s possible to clear the chat on zoom”
    • Do you like playing sports? Which one?
    • Do you like cooking? What do you  like to cook?
    • Do you like baking? What do you like to bake?
    • Do you like arts and crafts? What do you like to do?
    • Do you like watching films? What genre?
    • Do you play any instrument? Which one?
    • Do you like reading? Which one is your favorite book?
    • Do you like listening to music? What genre?
    • What’s your favorite thing to do? (If previous questions don’t provide enough info)
  • Part 2: At the end of the class, the whole class plays guess who. The instructor randomly chooses one student and the rest of the class starts asking questions to guess who is the chosen student. Repeat a few different times
    • Do you like ball sports/extreme sports/water sports/ outdoor sports?
    • Do you like savory/sweet/hot/cold/spicy/ food?
    • Do you use thread/paint/pencil/paper/etc?
    • Do you like action/comedy/crime/drama/fantasy/historical/horror/thriller/romance/etc.?
    • Is the instrument you play a woodwind/percussion/string/brass/keyboard?

Extra activity version 2 – Guess the sport

  • Display on your screen/Send to your students a picture with about 20 sports. Either the instructor or one student chooses a sport from the display. The rest of the class has to guess which sport was chosen by asking questions to gradually get rid of the different sports. Specify that they have to ask broad questions like: 
    • Do you like ball sports/extreme sports/water sports/ outdoor sports?
    • Do you like savory/sweet/hot/cold/spicy/ food?
    • Do you use thread/paint/pencil/paper/etc?
    • Do you like action/comedy/crime/drama/fantasy/historical/horror/thriller/romance/etc.?
    • Is the instrument you play a woodwind/percussion/string/brass/keyboard?

ES S20 INT Sport (2)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

  • Credit: Ivan Lucic

Day and Date: 4th March

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

Class theme/topics discussed: Sports (2)

Goal of the class: 

  • To learn about cultural facts related to sports
  • To exchange information about famous athletes 
  • To simulate a sports interview and record it for the conversation project 

How did you structure the class? 

  • Warm up: Students create a list with the sports that they believe are the most famous in the United States. They do the same with Spanish sports. Then they see the real rankings. 
  • Activity 1: Each student receives a sport and students have to look for the best athlete of that sport. They will have to fill in a table with concrete data (e.g. trophies, salary, funny facts about childhood, etc.). Then they share their person with a classmate and discuss some extra questions (e.g. which sport is more difficult or which one deserves a better salary). 
  • Activity 2: Role-play. Students act as sport journalists and athletes. They answer a set of questions as if they were the famous person about whom they made some research. 
  • Extra final activity: Speaking about unsportsmanlike actions and reading about some of the most polemical cases. Agreeing on the suitable punishments for each of those actions. 

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

  • PowerPoint Presentation
  • Handout with table and interview questions
  • YouTube

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

  • The interview worked well and some of them were really creative with their responses. They also did a very well job while researching about famous athletes.  

How could this class be improved/ modified?

  • The research part was individual and took quite long, so it would be better to look for fewer questions so that they can focus more on the speaking part without spending too much time working individually. 
Conv_Sport-2

Conv_Handout_Sport-1

ES S20 INT Sport (1)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd March

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

Class theme/topics discussed: Sports (1)

Goal of the class: 

  • To review and use vocabulary related to sports 
  • To exchange information about sport interests
  • To design a new sport and rules for it

How did you structure the class? 

  • Warm up: Students answer some general questions about sport (how often they practice it, why they practice sport, etc.). 
  • Activity 1: Students play a memory game about sports to review some vocabulary and learn new words. They will have to match the name of the sport with one rule about that sport.
  • Activity 2: I show them some pictures of myself when I was a child and used to play basketball on roller skates. I explain some basic rules of the sport. 
  • Activity 3: Students explain to a class mate the rules of their favorite sport.
  • Activity 4: Students invent a sport mixing up two different sports and create some basic rules. 
  • Activity 5: Students present their sport to the rest of the class. First they will not speak and will only mimic the sport and the rest will have to guess what it consists on. Then they will explain which rules they made up. 
  • Extra final activity: Watching some of the weirdest sports ever invented and commenting on them. 
  • Extra final activity (2): Speaking about extreme sports. 

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

  • PowerPoint Presentation
  • Memory game cards

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

  • Students enjoyed the mimic activity and inventing a new sport. I think the memory game was also a good warm-up activity.  

How could this class be improved/ modified?

  • I like the class as it is, however whether this class is successful or not will also depend a lot on students’ interests, so it is important to know if they enjoy practicing sports.
Conv_Sport-1

Cards_Memory-game_Sport

FR F19 INT Hobbies & clubs

Goal of the class:

Review vocabulary about hobbies, talk about what they like doing + frequency, using the Turf dinner that had just happened. 

Structure:

Input 

To introduce vocabulary related to hobbies, I told the students a story about my hobbies throughout my life, using slides to illustrate what I was saying.

Activity 1

  • Survey: what do you do in your free time? What kind of activities? Each student has a short survey and must interview another student to fill it in. For the advanced class, I asked them not to tell what their hobby was and their partner had to guess based on their answers. 
  • Each student then briefly presents their partner’s hobby to the rest of the class.

Activity 2

  • Students who have very different kinds of hobbies are paired up. Together, they must create a club that they would present to the Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each pair presents their club to the rest of the class. The other students must find, in pairs, at least one question to ask to each group (asking for more details, for clarifications etc)

Resources used: 

  • Powerpoint presentation
  • Table for the survey/for the creation of the club
Lesson-plan-Hobbies

ES 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

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

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