an archive of lesson plans

Category: Traditions, Culture and Stereotypes (Page 1 of 10)

About traditions, customs, holidays, celebrations, festivals

FR F22 INT/ADV Les Stéréotypes/clichés sur les Français

Goal of the Class: Students discuss on stereotypes they have on French people; they also learn about the various stereotypes existing in different regions of France and also different kind of expressions used in daily speech and referring to these stereotypes. Students practice their listening and speaking skills by watching videos in French on the topic, and then discuss about it both in groups and then with the whole class

Warm-up : 10/15 minutes

Intermediate and advanced : Par groupes trouvez 5 clichés que vous avez sur les Français (in groups find 5 clichés/stereotypes that you have about French people). I gave students 10 minutes to talk about it in groups and then I asked each group to share what discussed. Then I showed them a picture of different typical stereotypes existing about French people around the world with vocabulary included and further explanation of them if needed.


As a transition towards the first activity, I gave them three commonly used expressions in French that are related to stereotypical traits generally assigned to French people: Grande gueule (talk too much, is too direct), dragueur (flirty), nul en langues (bad at languages)

Advanced: for advanced I added more specific cultural input on various stereotypes depending on the regions in France:

  • En France, selon les régions il y a aussi des clichés différents: Par exemple, on dit qu’en Bretagne il pleut tout le temps, à Paris les gens sont hautains et arrogants (haughty and snobbish), en Alsace ils mangent que de la choucroute (plat traditionnel avec du chou), la Normandie est principalement peuplée de vaches.
  • Ce ne sont que des stéréotypes et donc pas totalement vrai! par exemple, en Bretagne il ne pleut pas tout le temps (mais souvent) et beaucoup de Parisiens sont très gentils (pas tous)

Activity 1: In groups still I then asked them to discuss the following questions revolving around stereotypes on Americans:

  • Quels sont d’après vous les stéréotypes que les personnes étrangères ont sur les Américains ? (What do you think are the stereotypes that foreign people have about Americans?)
  • Est-ce qu’il y a des stéréotypes spécifiques pour chaque états des Etats Unis? Donnez des exemples (Are there specific stereotypes for each state in the United States? Give examples)
  • Est-ce que vous connaissez des clichés sur d’autres pays Européens comme l’Italie, l’Angleterre, l’Espagne, etc.? (Do you know any clichés about other European countries like Italy, England, Spain, etc.?)

After they discussed for about 10-13 minutes, we exchange as a class and then I gave them some stereotypes we have in France about Americans:

  • Les Américains mangent mal et il y a des fast foods partout
  • Les Américains sont très patriotes
  • Il y a plus d’armes (guns) que d’Américains
  • Les Américains n’ont pas d’assurance santé
  • Les gobelets rouges (red cups) dans les fêtes étudiantes
  • Les ‘Hugs’ pour dire Bonjour

Activity 2: this second activity is centered on a video I showed them. One is on how Europeans living in France and speaking French fluently view French people, and the other one is similar but is an interview of non-European people living in France.


  • En regardant la vidéo, notez les mots que vous ne connaissez pas sur une feuille de papier ou votre téléphone portable (While watching the video, write down the words you don’t know on a piece of paper or your cell phone)
  • Les Français vus par des Européens (how Europeans see French people) :
  • Quels sont les clichés/stéréotypes mentionnés dans la vidéo? (What clichés/stereotypes are mentioned in the video?)

Then I showed them some slides I created with photos on new vocabulary mentioned in the video, here is an example:


Quels sont les clichés que certaines personnes hors d’Europes ont sur les français?

Quelles sont les habitudes / les comportements typiquement français ?

Last activity : Les gestes et expressions typiquement francais – French also speak using gestures. This video is very funny and explains some of these common gestures used in the common speech in France:

1- j’ai les chocotes/ça fait peur/c’est flippant/j’ai peur

2- I’m drunk

3- j’en ai par-dessus la tête/j’en ai marre

4- ça m’énerve!

5- et toc! / dans ta face

6- les doigts dans le nez (it was easy)

laquelle intégreriez-vous dans votre vie de tous les jours ? (Which one-s would you incorporate in your everyday life?)

Est-ce que vous utilisez des gestes quand vous parlez?  (do you use gestures when you speak?

Feedback/end of the class: give one or two words that you learnt today, how many times do you think people do ‘la bise’ in France to introduce themselves?

Ressources used: Powerpoint, Youtube videos, images

Reflection: This class went so well both in the advanced and intermediate classes. The students were participating a lot and we ended up having very interesting points and elements of discussions raised all throughout the class. These classes definitely showed that conversation classes are much more than just practicing the target language, they can also be an opportunity to learn and enlarge point of views, knowledge on various topics/issues, etc. This class led to deep and meaningful exchanges as a whole class.

JP F22 INT/ADV 政治や外交・歴史や人権、人種差別の問題について話そう!Let’s talk about complex subjects such as Politics, Intl relations, History, racism and Human rights!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 14th week (29th Nov and 1st Dec 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Conversation project

Goal of the class: To be able to express on the academic interest they have

How did you structure the class?

29th November 2022


              Talking about bilingualism and economical success in California

              Talking about a documentary film about heritage language

and social exclusion in Korea


1st December 2022


              Talking about microaggression and racial justice

              Talking about minority / majority issues in Japan


What technology, media or props did you use?  

   Handout, YouTube video

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

It was great two consecutive session to talk about their themes that they’re passionate about. They learned many higher / abstract words.







RU S22 ADV: Limericks (Chastushki)

Language Resident Name: Aleksandra Bystrova

Date: 02/08/2022

Class theme/topics discussed: Russian Limericks (Chastushki)

Goal of the class:

  • Learn about Russian folklore – limericks
  • Develop translation skills

How did you structure the class?

  1. Warm up (10 mins): Discussion
    1) What is the definition of “chastuska”?
    2) Why do you think people compose them?
    3) Which topics do they raise?
    4) Do you have something similar in your culture/country?

I ask students to discuss those questions. Even if they don’t know what is chastuska, they can be creative and just guess. Students present their thoughts and results of a discussion by writing the main ideas on the board. Then, I show them a slide with an official definition and main elements of “chastushka”.

2. Activity 1. Read “chastuski” and translate (10 mins).
I give my students a handout with several limericks to read them and analyze. While they translating them, I add some cultural background for them to better understand the lyrics. We read it together and I also show the rhythm.

3. Activity 2. Watch a piece of the cartoon and translate the limerick (25 mins).
I show my students a piece of a cartoon. (11:03-12:50). In the video, folklore characters sing a limerick. Before watching I give my students handouts with lyrics. After watching I put them in two groups and ask to come up with an English translation of the limerick. While translating they realize, how unexpected the lyrics are.

4. Activity 3. Chastuskki in Modern Russia (10 mins).
We watch youtube videos of limericks in modern Russian culture.
TV-show “Voice”
Political Satire

What do you think of limericks now? Do you like them?

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

Students loved the topic. During the warm-up students found a lot of facts about limericks and managed to create the right understanding of their implementation. Their research made it easier to work later. Even though listeners of chastuska have to possess the certain cultural background to understand the content, students were open-minded and tried hard to understand them. While working in groups, students managed to come up with correct translations of Baba Yaga’s chastuska and were surprised, when we summarized the meaning of it.

How could this class be improved/ modified?

The activities did not take as long as I expected. Students managed to finish the activity very fast. We had 15 minutes left, so I had to improvise and show them videos of modern performances of chastuska. If I could modify this class, I would provide students with lyrics of those songs as well. If the students are comfortable with composing rhymes, the instructor could ask them to come up with their own limericks.

FR S22 ADV- La Francophonie

This class is designed to introduced students to the French speaking world. After this class, students will know about the French speaking countries, the distribution of the french language in the world, some linguistic specificities/differences between the various French-speaking countries

Activity 1:

  • 1) Par groupes de 3, au tableau, notez tout ce que la Francophonie représente pour vous​ (In groups of 3, on the board, write down everything that ‘La Francophonie’ means to you)
  • 2) discutez et choisissez dans votre liste l’élément qui représente le plus la France pour vous. Justifiez votre choix​ (Discuss and choose from your list the item that most represents France to you. Justify your choice)

Activity 2:

  • – Que nous apprend cette vidéo sur la présence et l’importance de la langue Française dans le monde?​ (What does this video tell us about the presence and importance of the French language in the world?​)
  • Combien de personnes parlent le Français dans le monde? ​(How many people speak French in the world today?)
  • Quel est le top 5 des langues les plus parlées dans le monde? (what are the top 5 languages most spoken in the world today?)

Cultural Input:

Liste des pays ou régions où on parle français (list of the countries/places where French is spoken): ​

La France et:

• La Belgique, le Luxembourg, la Suisse, Monaco. ​

• En Afrique: l’Algérie, le Burkina Faso, le Bénin, le Cameroun, le Congo, la Côte d’Ivoire, Djibouti, le Gabon, la Guinée, Madagascar, le Mali, le Maroc, la Mauritanie, la République centrafricaine, la République démocratique du Congo (ex-Zaïre), le Sénégal, le Tchad, le Togo. ​

• Certaines îles: les Comores et les Seychelles, Vanuatu, Haïti. ​

• Le Québec,  Louisiane aux États-Unis, Nouvelle-Écosse et Nouveau-Brunswick

• En Inde (Pondichéry), au Moyen-Orient (Égypte, Israël et Liban), au Cambodge, au Vietnam, au Laos, à l’île Maurice et en Afrique du Sud. ​

Activity 3 + cultural input:

  •​ (8 Colloquial French Expressions You Should Know)
  • Parmi les expressions qui sont mentionnées dans cette vidéo, quelle est votre expression favorite? (What is your favorite expression amongst those presented in this video?)

mots et expressions de la Francophonie (words and expressions from the Francophone world)​:

  • chafouin rusé, sournois. Il viendrait de l’ouest de la France (je l’utilise pour dire que je suis de mauvaise humeur = ‘Grumpy’)​
  • « il est fada! » (Il est fou!) ou « fada! » comme ponctuation de phrase (Dingue! / fou!)​
  • vigousse, en Suisse, signifie « vif »​
  • tap-tap: un mot haïtien pour désigner une camionnette servant de transports en commun​
  • poudrerie: un mot québécois pour désigner la neige poussée par le vent…​
  • lumerotte: mot belge pour parler d’une source de lumière de faible intensité​
  • dracher: s’emploie lorsque la pluie tombe à verse (pouring rain), en Belgique​
  • champagné: un mot d’Afrique centrale pour désigner quelqu’un qui a de l’influence, ou de multiples relations

To wrap up this class, the last activity can be the following:

Activity 4:

Par groupes de 3, trouvez et partagez avec les autres des situations/anecdotes personnelles durant lesquelles vous vous êtes sentis (In groups of 3, find and share with others personal situations/anecdotes in which you felt):​

  • chafouins (de mauvaise humeur)​
  • Vigousses (Energiques)​
  • BG (beaux)​
  • En PLS (mal/malade)​
  • Frais (se sentir bien)​
  • Enjaillé (motivé)​​

Ça peut être des situations de tout les jours, des souvenirs spécifiques, des moments embarrassants ou drôles 

RU F21 INT: Russian Cuisine

Language Resident Name: Aleksandra Bystrova

Date: 11/16/2021

Class theme/topics discussed: Russian Cuisine

Goal of the class:

  • Talk about most famous Russian meals
  • Learn vocabulary about cooking
  • Prepare for a cooking class

How did you structure the class?

  1. Warm up (5 mins)
    I ask my students to discuss the following questions in pairs:
    1) Which traditional Russian meals do you know?
    2) Have you ever tried Russian cuisine? What was your experience like?
    3) Have you ever been to a Russian restaurant?

2. Activity 1. Do you know this meal? (10 minutes)
I show my students pictures of the most famous meals and ask them to guess names or ingredients.

3. Activity 2. Cooking Vocabulary (10 mins)
I show my students a PowerPoint slide with cooking vocabulary and ask if they know those words. I prepared a handout for them with those words.

4. Activity 3. Game: Describe an action (10 mins).
After that, I ask my students to come in front of the class and show a cooking action without using words. Other students should guess what they are showing. Then they change.

5. Activity 4 (20 mins)
I divide my students into two groups and ask them to choose one meal that is easy to cook. They should write a recipe on a board using the vocabulary they learnt. Then they present their recipe and we vote for the meal that the majority would like to try. Next class we will cook the meal using their recipe.

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

The class went well. Food is one of the most favorite topics of my students since they had been asking me to talk about Russian cuisine or cook something from the very beginning of the semester. This class is good for practicing the vocabulary dedicated to food and cooking. It also includes the cultural element.

How could this class be improved/ modified?

I would leave it as it is. This class was created with the help of the Spanish language resident Natalia Cano. You can include an activity, where students should describe a picture to practice food and cooking vocabulary.

FR F21 ADV – La Musique et vous

Warm up/ice breaker (15minutes):

  • Qu’est-ce que vous avez fait ce Week-end? est-ce que vous êtes allé quelque part, vous avez regardé la casa del papel sur netflix, vous avez dormi?
  • Small Game : ‘Tu préfères…’ – Tu préfères vivre sans café ou sans chocolat ? Tu préfères pouvoir voler partout où être invisible ? Tu préfères voyager dans le passé et rencontrer tes ancêtres ou aller dans l’avenir et rencontrer tes arrière-arrière-petits-enfants ?
  • Create groups: Depending on the number of students one has in their class, they can make 2 to 3 groups of 3/4 people.
  • Give the students a vocabulary sheet with words, expressions, idioms about music, musical instruments, types of musics, celebrations, verbs, etc.
  • Vocabulary sheet I designed and provided to the class:
  • Activity 1: ‘La musique et vous’ (15/20 minutes) in groups.
  • Start by asking them to discuss the following questions: Quel-s genre-s de musique préféré vous / vous écoutez? pourquoi? (What type of music do you prefer listening to and why?) – I personally first gave my example using elements I included in the Vocabulary sheet and we discussed with the class my musical tastes. I asked them to also share with their group why do they like listening to a specific type music: Does it relax them? help them to focusing on a specific activity? help them sleep, etc.
  • Cultural input: Les expressions/ proverbes qui s’inspirent du vocabulaire de la musique (French expressions and famous saying that include music-related words/phrases): La musique adoucit les mœurs = la musique est un bon moyen d’éduquer les gens / mettre un bémol = lorsque deux personnes discutent ou débattent de quelque chose, l’une d’elle peut interrompre l’autre pour expliquer qu’elle n’es pas d’accord avec cette personne, elle pourrait dire «je mets un bémol sur ce que tu dis», ce qui veut dire, «I disagree» d’une manière plus subtile et moins directe / ça me chante = ça me dis, «I feel like-doing it», «if I want to»
  • Activity 2: La fête de la musique
  • Start by asking them if they have ever heard of or have ever been to a ‘fête de la musique’ in France which occur every summer (generally around the end ofJune) in almost every French cities and villages.
  • Video screening of Paris’ 2017 ‘Fête de la musique’: ( – after watching the video, discuss with the whole class the following questions: Avez-vous déjà participé à une fête de la musique en France ou dans votre pays d’origine? si oui décrivez votre expérience, si non pensez-vous qu’il existe une fête similaire dans votre pays / région? (Did you ever participated in one before? if yes describe your experience/opinion of it; if no, is there any similar celebration-s/annual event-s where you’re from?)
  • I used a powerpoint to structure and guide the unfolding of the class. This class was very interesting because I noticed how curious and interested students were when I talk about French cultural aspects, traditions and linguistic peculiarities of the French language. From there a lot of them started asking questions and compare/associate with how it is back home for them, or in California.They really liked the fact that I showed a video on «la fête de la musique” in France, which is a well-known musical celebration taking place all around France in Juneevery year in June all around France. I had prepared a comprehensive and detailed vocabulary sheet on vocabulary and expressions in relation to music but they seem to have not needed it that much which showed me that the advanced class needed more to learn idioms, specific expressions and even colloquialism.

RU F21 INT/ADV: New Year in Russia

Language Resident: Aleksandra Bystrova

Date: 12/1/2021

Class theme/topic discussed : the New Year in Russia

Goal of the class :

  • Introduce traditions of the New Year celebration in Russia
  • Practice the usage of adjectives in the text
  • Practice the food vocabulary
  • Listening and comprehension of a song

How did you structure the class?

  1. Warm-up.
    I put my students in pairs and ask them to discuss the following questions: 1) Do you celebrate the New Year? How and with whom? 2) Do you sum up the results of the year? 3) Do you create goals to accomplish in the following year?
  2. Activity 1. The New Year’s table
    I show my students a picture of a traditional Russian New Year’s table with different meals. I ask them to name what they see and come up with more dishes. This activity is focused on creating a perfect table for the New Year’s celebration and practice food vocabulary.
  3. Activity 2. Prepare a traditional New Year’s toast
    I give my students a handout with a long traditional Russian toast. There are blank spaces that students should fill up with adjectives. They can be creative and funny while choosing words.
  4. Activity 3. A song about 5 minutes
    I show my students a video of a must-listen Russian song, which sounds in every house 5 minutes before the New Year. I also provide students with lyrics of the song. I ask them to feel free to sing along.
  5. Activity 4. President’s Speech.
    It is impossible to imagine Russian New Year without the President Putin’s speech. We watch a piece of a video from 2020 and discuss the content of this speech. This activity was performed with Advanced students.
Activity 3. A song about 5 minutes

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

The class went well. Students enjoyed talking about New Year in Russia. We focused more on the activity dedicated to food. I wanted to practice vocabulary with them, since they hadn’t known many words before we had our class about Russian cuisine. I decided to skip the activity with the President’s speech, because the language of the speech is too difficult to comprehend. We also didn’t do the “toast” activity because I felt like it could be too challenging for them. I decided to spend more time with the song instead. I asked my two students to come up with a translation of this song and give their opinion about it.

Advanced. What worked well in this class? What did not work?
My advanced students enjoyed this class. They knew a lot of words dedicated to food and Russian cuisine. The activity with inserting words turned out to be amusing. They came up with funny and sometimes unsuitable words. That made the toasts activity very lively. We skimmed the song and spent more time with the President’s speech. Students had a hot discussion about the content of his speech because some of them found it ambiguous.

How could this class be improved/ modified?

The president’s speech is an interesting text to analyze and discuss with advanced students. It consists of many topics, which students find curious to talk about. I would make a separate class about politics to discuss leader’s speeches. In the context of New Year and holiday atmosphere it is a challenging issue to discuss.

FR F21 INT – La Fête (celebrations)

Theme/topic: La fête –Parties/celebrations in France –This class is designed to last for two sessions

Warm-up: What are some celebrations/French holidays you know or have heard of before?

  • Quick cultural overview of the most important French Holidays
  • Video screening of a typical French holiday – le 1er Avril – On this day it is customary for a lot of French people to prank others and/or stick a paper fish on their back
  • Provide a few expressions in French for specific holidays – New Year, Christmas, etc. –
  • project pictures of objects and actions related to either one important holiday – Christmas, etc.- or Birthdays. Ask the class if they can associate what they see on the pictures with any words they know. Then provide them the vocabulary
  • Example – Birthdays:
  • Activity 1:
  • Create groups: Put the students in pairs or groups of 3/4
  • The students will have first to individually brainstorm for 5 minutes on the best birthday they had had so far and their best birthday memories. They can jot down some notes and then share them with the rest of their group
  • The instructor can also add more questions to ask them in order to make them practice expressing themselves on the topic in relation to their own experience using the past tense and the vocabulary provided beforehand: Quel est l’anniversaire dont vous vous souvenez le plus? (What is your best birthday experience?), Quels sont vos meilleurs souvenirs d’anniversaire ? (What are your best birthday memories?)
  • Activity 2: keeping the same groups, ask them to discuss their favorite celebration in their home country/region/where they’re from and tell their group about it and why they like it specifically. They can list various elements -activities, actions, foods, costumes, traditions, music, etc.- they associate with that particular celebration/holiday -.
  • Before starting the activity, give an example to guide them: je préfère mon anniversaire parce que ma famille et mes amis m’offrent des cadeaux / parce que il y a un gâteau d’anniversaire OR: ma fête préférée est mon anniversaire parce que…
  • I Personally loved how responsive and engaged into the conversation the students were. They put a lot of work in writing about their best birthday’s memories and then when I put them into groups to share what they had written with their classmates, they couldn’t stop talking, and I realized how good their French speaking skills were when they were really into something/interesting into a certain topic, especially when it concerns sharing a personal, intimate story.09/22-Warm-up:For the second session of this class on Celebrations/Holidays, I started by making them brainstorm on French words they associated with celebrations, celebrating and partying. I wrote on the board the words they gave me and tried to help them find out new ones by mimicking,for instance,‘blowing candles’, ‘opening a present’, ‘baking a cake’, etc. I didthat to introduce some input-mainly vocabulary and expressions-related to birthdays and other parties/celebratory events, such as graduation for instance, at the beginning of the class -I gave them ahandout with vocabulary including the vocabulary we had mentioned during the brainstorming. I gavethem 5 minutes to read it through and ask me questions if they neededto.It helped them a lot to complete serenely the main activity (organize your own party in groups)-I showed them pictures and asked them what the persons on the pictures were doing –blowing candles, baking a cake, opening a present, etc.-and what was on the pictures -some food/drinks you know of?–Main Activity:I dedicated the second part of the class (30 minutes) to the main activity. In groups of 3-4 they had to organize theirown party/celebrationand then present them to the class -They presented/describedtheir party to the rest of the class. I really liked that all members of the groups participated both in giving ideas for the party, and at the end, they all described an aspect/element of the party they’d organized together-To conclude the class,I asked them to give me 3 words they learnt today in relation to parties/celebrations

RU F21 ADV: Russian Folktales

Language Resident: Aleksandra Bystrova

Date: 09/16/2021

Class theme/topic discussed: Russian Folktales

Goals of the class :

  • Learn about Russian folklore and rules of creating a traditional fairytale
  • Practice storytelling

Class structure:

  1. Warm-up.
    I ask my students to discuss the following questions:
    1) What is “сказка” (traditional Russian verbal fairy tale)?
    2) Did you like reading fairy tales or listening to them when you were a kid?
    3) Do you know any Russian fairytales?
  2. Activity 1. Reading a fairytale “Сказка об Иване-царевиче, жар-птице и о сером волке” (The fairytale of Ivan-tsarevitch, a firebird and a grey wolf) (one and a half page, adapted, with vocabulary).
    Students seat in a semi-circle. We read the text aloud making stops at the end of each paragraph. I make sure they understand everything by asking them questions. I draw a plan of a fairytale on a board while they are reading. At the same time, I have a powerpoint presentation opened with drawings of this fairytale, so students have a visual image of what is going on.
  3. Activity 2. Analysis of a fairytale 
    I ask students to name all characters from the fairytale (7). Then, I ask them about the role of those characters. What do they do? We do it on purpose, so later we could discuss the thesis from the book “Morphology of the Folktale” by a Soviet folklorist and scholar Vladimir Propp. After we wrote all characters and their role (functions) on the board, I present my students Propp’s concept and give them a handout with a plan of creating a folktale.
  4. Activity 3. Create your own fairytale!
    I ask students to use the Propp’s concept of creating a folktale (7 main characters and 31 functions, which constitute the plot). They can choose any quantity of characters and functions to create a folktale.

What worked well in this class? What did not work?
While reading the folktale in the class, I tried to use visual materials, gestures and paraphrasing as much as possible. Students seemed interested in the plot, because they laughed when something funny happened and answered context questions. The fairy tale was not long (adapted 1.5 pages), but it took almost 30 mins to fully analyze it (which was more, than I expected). Students seemed overwhelmed with Propp’s concept, but I was ready for it — I simplified the functions, put pictures to them and printed it out in a handout. We did not have time to complete the last activity (composing a folktale), but when students discussed their plots, they were very engaged and came up with really funny ideas. We will continue talking about it next class.

How could this class be improved/ modified?

I would devote two classes to this topic. I would spend more time reading and analyzing a folktale and explaining to students the Propp’s concept, and during the next class I would ask students to create a folktale and present it (in a form of a performance).

PowerPoint Presentation:

ES F21 INT Food and Beverages II

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages II

Goal of the class:

Students will be able to:

  • Describe food and use expressions to order food in a restaurant (for example: “me gustaría ordenar”, “quisiera pedir”, “¿Qué lleva el ___?”, “¿me podría traer la cuenta?”, etc)

Class structure:

Warm up:

Students remember vocabulary of ingredients of food by seeing last class’ images of Chilean food and saying the ingredients that they can see.


-Students watch a video on “how NOT to order food in Spanish” and are asked to identify the expressions that are used to order food, as well as answering: how should the customer have said those expressions in a better way?. After that, the facilitator writes on the board relevant expressions for ordering food.

-Students see an open-ended dialogue at a regular restaurant setting and practice the expressions filling in the blanks the information that they want to add to the situation. They practice asking about ingredients and describing plates in the process.

Roleplay: One of the students is the waiter and the others are customers. They simulate a restaurant setting in which some difficulties happen (they take turns so that someone is not always the waiter):

  1. Their favorite plate is not available that day and they have to find something that could be enjoyable for them.
  2. While eating, they realized that there was meat on what they ordered. They are vegetarians.
  3. While eating, the restaurant is about to close, but they only started eating about 5 minutes ago.

Wrap up:

Adivina el plato de comida: Each students describes a plate, and the rest of the participants guess what the plate is.

Resources used: Projector, Power point presentation, youtube video 

Reflection: What worked/did not work? How can it be improved?

Students participated well during the class. They had practiced describing food on the previous class, so it was easier for them to do it that class. It was surprising for me that they remembered so many things about Chilean food ( I thought that they would forget it right after the class). In general, they seemed to have fun, but I realized that, even though I still tried to model before each activity, I could have done it more; because there were a couple of situations in which students were not so sure about how to proceed, so then I would try to show them again.

Food ordering dialog (for controlled practice stage)

Mesero: Buenas tardes, bienvenido/a al restaurante ____________. Mi nombre es ____ y voy a ser su mesero. ¿Qué desea tomar/beber?

Cliente: Me gustaría pedir____ / Quisiera ordenar _____ / Déme un/a _________

Mesero: ¿Qué le gustaría de entrada/entremeses? Tengo para ofrecer ______, ______

Cliente: ¿Qué trae la ______ ? (Nombre del plato)

Mesero: Trae ____ , _____ , (descripción del plato)

Cliente: Déme el / la ________ / Me gustaría ordenar el / la _____

Mesero: ¿Qué le gustaría de plato principal / plato de fondo? 

Cliente: ¿Tiene _______?



Cliente: ¿Me trae la cuenta por favor?

Mesero: Con mucho gusto. ¿Con qué medio va a pagar?

(Indica el medio)

(Se despiden)

ES F21 INT Food and Beverages I

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages I

Goal of the class

Students will be able to:

  • Describe different kinds of food and ingredients.
  • Use food vocabulary and expressions to indicate place (encima, al lado de, sobre, debajo de, etc.)

Class structure:

Warm up:

Students see an image of different kinds of foods and answer the question: “¿what’s your favorite food/restaurant?”


-Students see images of Chilean traditional food and beverages  (cazuela, humitas, empanadas, mote con huesillo, leche asada, terremoto) and mention the ingredients that they think they might have, how they think it could be prepared and whether it looks similar to a plate from another country or culture.

-“¿Qué comida es?”: Each student gets small pieces of paper that can have either an image, name of a meal or a description on it. They go around the room and try to exchange information with their classmates in order to match each image with the name of the plate and its description. Some of them are the ones that were shown before and some others were new.

-“Encuentra las diferencias”: Students get a sheet of paper with the image of a man in a kitchen. Some of them got the A form and others the B form. Both have a similar image on it, but many of the elements in the image are different. Without seeing their classmate’s sheet, they ask questions to them in order to find out what the differences are. (for example: “hay un trozo de queso al lado del vaso de leche?”)

Wrap up:

Students remember the Chilean food that they learned about and talk about which one they would eventually like to try and why.

Resources used: Projector, laptop, pieces of paper.

Reflection: What worked/did not work? How can it be improved?

Students seemed to like the topic about food and asked questions about Chilean food. One of my students has Mexican relatives and we realized that there were some plates that were similar, although they differ in aspects of how they are made or the ingredients. We also spent some time talking about the vocabulary difference of some ingredients (for example “porotos” vs “frijoles” or “choclo” vs “maiz”). The activity in which they had to ask questions about the other person’s image also worked well and it gave them the chance to ask questions about prepositions and more vocabulary. 

What was a little bit more challenging were the descriptions of food on the sheet of paper. They ended up doing it well, but it took them a while to understand everything, so they asked questions on vocabulary and expressions. Maybe a simpler version of those descriptions could have worked better, but at the same time, I think that the little challenge that they had could also have been helpful, since it wasn’t extremely hard for them.

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):  


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):  


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) 
    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 ( 
      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) 
    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?   


  • 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. 


  • 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 


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 SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

  1. Language Table Reminder (5 min) 
  1. Study Break date? (1 min) 
  1. Good News? (10 min) 
  1. Asian Stereotypes (45 min) 
    1. What kind of Stereotypes exist towards Asians and Half Japanese?  ? 
    2. Have you had such experiences?  
    3. High school experiences? students hang based on race? 
    4. What is stereotype?
    5. Why does this happen? 
    6. Internalized racism in Japanese people?
    7. Why do we need to talk about?  
    8. What stereotype do we have?
    9. What can we do for that? 
  2. Asian history and now
    1. Idea of model minority  
    2. At the same time no matter how hard we work, there are hate crimes against us 
    3. Hate crime against Asians over covid 
  3. Japanese history 

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


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


  • Today’s topic was complicated and not easy to talk about. So I was wondering how long this was going to last. But students shared a lot of experiences and thoughts around the topic.  
  • We are all Asians in this class. I believe that this fact helped them to talk more honestly and share their own personal stories.  
  • I appreciate their honesty and effort to discuss the complicated and sensitive issues. And they had a lot of ideas, thoughts, and experiences related to it.  
  • They said that the more they think the more difficult and complicated the issue looks, but they said that such complexity shouldn’t discourage them to keep talking about it.  
  • There are a little more silent this time as they needed to think and find a way to say in Japanese. At the same time, things that they said were a lot longer and more complicated than other classes.  


  • We talked about stereotypes. This turned into a little different topic from the 11.1 class. Students in the 11.1 class are all Asian Americans who live in the USA. Students in this class are half Japanese and lived in Japan. Experiences around stereotypes created the topic around “why do Japanese people think about us that way?” 
  • They also witnessed Japanese people’s reaction to their white fathers and had some thoughts around that.  
  • They also think about their Korean friends and Japanese people, and how different their attitudes towards their own cultures. 

How could this class be improved/ modified? 

  • Depending on students’ awareness on the topic, some introductory video or a good ice breaker might be helpful. This particular group of students have some awareness already, and all are Asians. This situation might have made it easier to discuss the topic.  
  • I also shared some of my own experiences for a few times, which helped them encourage them to share their stories and related ideas.  
  • It was interesting to hear what they say about the topic. They have a lot to talk about. It is possible to spend multiple classes for this topic.
  • Also it would be interesting to spend another hour to think about Japanese culture as national culture and more regional cultures, such as Kyoto culture, Osaka culture. Some peole think that their culture is Japanese culture. Some Japanese people think their culture is their regional culture (Tokyo, Kyoto, Osaka, Tohoku, Okinawa, etc.) instead of general Japanese culture

CN SP21 Facts or Hoaxes

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:


Language and Level (intermediate or advanced class):

Chinese Advanced level

Class theme/topics discussed:

Delicious Chinese food

Goal of the class:

  1. By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
  2. By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
  3. By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
  4. By the end of this class, students will be able to build conversations on food-related topics such as personal preferences (express likes and dislikes).
  5. By the end of this class, students will be able to identify facts and hoaxes.

How did you structure the class?

  1. Take attendance and greet the students 4:18
  2. Presentation: main cuisines and regions 4:25
  3. Discussion: have you had any? 4: 35
  4. Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
  5. Discussion: Which one is your favorite? 4: 43
  6. 77 4: 45
  7. Game: facts or hoaxes? 5:15


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

  1. I used PowerPoint to create the slides (13 in total)
  2. I used 笔记本 to create notes
  3. I used google drive to share handouts.
  4. I used Bilibili to play video clips.

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

  1. They were very interested in food-related topics and activities.
  2. They had sufficient prior knowledge about Chinese food.
  3. More supporting details for the facts than yesterday.

What did not work:

  1. No one had any experiences with 麻辣。
  2. They did not had much to share about East Asian food.
  3. 素食主义者,过敏,pronunciation with 鱼* you, 昆虫 and 乌龟。
  4. Had trouble explaining #6.
  5. E did not talk much in the breakout room.

How could this class be improved/ modified?

1. Some brief introduction of Korean and Japanese food. 2. Discourage over self-corrections.

Myth or fact?

1. 美國人最喜歡很甜的中國菜,比如說宮 gōng 保 bǎo 雞 jī 丁 dīng Kung Pao chicken/美国人最喜欢很甜的中国菜,比如说宫保鸡丁。
2. 大多數 shù the majority of 外國人不喜歡吃辣/大多数外国人不喜欢吃辣。
3. 外國人不喜歡嘴巴麻 má numbness 的感覺/很多外国人不喜欢嘴巴麻的感觉。 4. 外國人不喜歡帶骨 gǔ 頭 tou bone 的菜/外国人不喜欢带骨头的菜。

5. 外國人不喜歡動物內 nèi 臟 zàng internal organs /外国人不喜欢动物内脏。
6. 外國人不喜歡昆 kūn 蟲 chóng insect 和烏 wū 龜 guī turtle /外国人不喜欢昆虫和乌 龟。
7. 美國人不常常吃羊肉/美国人不常常吃羊肉。
8. 很多的美國人是素 sù 食 shí 主 zhǔ 義 yì 者 zhě vegetarian /很多美国人是素食主义 者。
9. 很多外國人對花生和麵 miàn 筋 jīn gluten 過 guò 敏 mǐn be allergic to /很多外国人 对花生和面筋过敏。
10. 美國人認為味 wèi 精 jīng MSG 不健康,因為他們吃味精會頭 tóu 痛 tòng headache /美国人认为味精不健康,因为他们吃味精会头痛。

CN SP21 Hometown

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:


Language and Level (intermediate or advanced class):

Chinese Intermediate level 

Class theme/topics discussed:


Goal of the class:

  1. By the end of this class,will learn how to introduce a city or state in six aspects (基本信息,地圖,歷史文化,地方方言,地理位置,地方美食
  2. By the end of this class, students will learn basic information about Shandong. 
  3. By the end of this class,students will understand some main differences between the Northern and Southern parts of China.
  4. By the end of this class, students will be able to introduce their own hometowns in different aspects.
  5. By the end of this class, students will be able to talk about the differences between their hometown(s) and Claremont. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: asking them questions based on a Map of China 
  3. Presentation: six aspects of Shandong 
  4. Pair-up activity: tell your partner something about your hometown 
  5. Discussion: what is something you like and dislike about your hometown? 
  6. Class discussion: what is the differences between your hometown(s) and Claremont?
  7. Wrap-up: comment on students’ speeches, introduce the topic of the next week 

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

  1. I used PowerPoint to create the slides (9 in total) 
  2. I looked up pictures at and
  1. I used Google Doc to create handouts
  2. I searched videos about Shandong and Shandong Kuaishu on

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

What worked well: 

  1. Students participated actively in identifying places they knew on the Map. 
  2. Students were excited to talk about their hometown. Compared to students at the intermediate level, these students have more living or studying abroad experiences, so they had more stuff to share when it comes to geography, climate, etc. 
  3. I could feel that the time management in class had become easier for me. 
  4. When students came back together as a class, I encouraged them to do critical thinking instead of just focusing on what had been demonstrated to them. I did this to prevent them from worrying too about meeting my requirements. It worked well. They shared some additional information about their hometown(s) such as the local sports and celebrities.
  5. At this level, students are more capable to do comparisons and contrasts. So, I added one question—- what is the difference between your hometown and Claremont. They did a good job answering it.

What did not work: 

  1. 2.Students had not been exposed to sufficient Chinese history to understand certain terms (e.g., the four great novels) 

How could this class be improved/ modified?

  1. Just like the intermediate class,Some students have chosen sampled characters in their Chinese learning. So, starting from Week 3, both simplified and traditional characters will be provided on the slides and handouts. 
  2. If historical stories have to be include for some reason, I need to make sure that sufficient explanations are provided to help students understand. 

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.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them “How is the weather today? Is it still very hot in your hometown?”  -Ask 3 students to share what the summer is like in their hometown – Connect their devices  – Greet the instructor  – Answer questions

-Volunteer to share 
Presentation  (5 mins) -Demonstrate the slide of Shandong, go through each bullet point on each slide, expand it on these points:  省會簡稱;溫帶季風氣候(和洛杉磯的地中海氣候的差別);人口大省;孔子和孟子;水滸傳;魯菜的口味特點;山東話的三種分支 -Play 好客山東 TV commercial  -Ask students if they have recognized some sights  -Play the video of 山東快書 -Ask them to how much they can understand  -Ask them what the difference between a mandarin dialect and a cantonese dialect-Read the questions 

-Watch the videp 
-Answer questions 
-Watch the video 

-Answer the question
Communicative practice  (35 mins) -Ask the students which state and city they are from  -Separate students that come from the same city or area into one group -Send each group to one breakout room  -Join each breakout to discuss with them  -Bring the class together -Ask them to share differences between their and their partners’ hometowns  -Ask them to share the similarities of their hometowns (e.g., Zach is from San Jose and Skyler is from Palm Springs) -After all groups are done sharing, ask volunteers to talk about the major differences between their hometown(s) and Claremont -Answer the question 

-Join the breakout rooms 

-Leave the breakout rooms -Answer the question

-Answer the question 
Wrap-up   (5 mins) -Give feedback on students’ speeches  -Introduce the topic of next week  -Wish everyone a happy long weekend-Listen and ask questions 


DE F20 INT/ADV – Baking Bread & Brotzeit

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/22/2020 & 9/25/2020 (Two-day class!)

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

Class theme/topics discussed: Prep & bake a bread & “Brotzeit” (Bread Time)

Goal of the class: Learn how to read recipes and make your own bread

How did you structure the class?


A) Warm-Up Discussion: Tell us about a food you like to cook and describe how you would cook it (learn words for preparation)

B) Look at a simple, no-knead bread recipe steps 1-3 (see attached) and go through the verbs necessary in each step. (In my kitchen, I showed them kitchen items that we will need for baking the bread and made sure they have them accessible.)

C) Ask the students to tell you what to do in German to prep the dough for the bread, reading the recipe out loud.

D) Homework: The students shall prep their bread the night before the next class! Make sure to let them know to put a note on the oven so roommates/family know that the dough is proofing in there (so nobody turns it on and accidentally bakes the pre-dough). If they have high traffic in their kitchen, they can proof it on their counter overnight alternatively.


A) Start with preheating dutch ovens and preparing utensils (10 mins). Go through the rest of the recipe with them and make it together.

B) Bread goes into oven (20 minutes). Meanwhile, talk about “Brotzeit” and where it came from. Show some examples on what you can have on bread. Discussion with students: How will you eat your self-made bread?

C) Remove lid from bread and bake for another 25 minutes. Meanwhile, continue discussion: What is a beer garden, what utensils do we use to eat? What do we call our table setting? Learn new words that they are not familiar with yet.

D) Homework: Take a photo of what you’re eating the bread with and who you’re eating with. Describe how it tasted in the next class.

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

Prop: Share Screen function in Zoom, Images, Google Docs, Chat, Course Website as a resource for homework and reference

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

The students were nicely engaged, baking along. When showing them how to make the recipe I could tell they were a little bored so I had them taking turns directing me. The bake-along might be more difficult in a larger class, I only had three students.

How could this class be improved/ modified?

I could have given the students a bit more notice for the ingredients. They need water, flour, salt and yeast. And maybe one could find a way to have my laptop in the kitchen, so I don’t have to run between my desk and the kitchen while the bread is in the oven and we talk about “Brotzeit”.

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

Virtual Handout in target language  (Password: GERMAN) and (Password: GERMAN)

Example for vocabulary related to Brotzeit, from DK “Bilingual dictionary” ISBN: 978-0-7566-1295-5

JP F20 ADV: Reading Kanji

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Tuesday November 24, 2020   

Language and Level (intermediate or advanced class):  


Class theme/topics discussed:  

  • Last class: kanji games 

Goal of the class:  

  • Guess how to read unusual kanji

How did you structure the class?  

  1. How are you doing? Hanging in there? Good news if any??? (7 min) 
    1. Hawaiian Thanksgiving dishes – lots of Asian food included  
  1. Guess and read the kanji (45 min) 
    1. Veggies
    2. Fruits 
    3. Things in the water 
    4. Family names 
  1. Most complicated kanji (10 min) 
    1. Some legendary mysterious kanji 
    2. Officially registered real kanji

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

Class agreement, breakup rooms 

Zoom, white board 

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

  • We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.  
  • We talked a bit about Hawaiian Thanksgiving food 
  • Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that. 
  • One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃) 
  • We guessed some strange and rare family names and some super complicated kanji as well. 
  • We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc. 

How could this class be improved/ modified? 

  • There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this. 

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. 

Below are what we did with whiteboard



Things in the water 

Rare and strange family names 

Complicated kanji 

Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji)

Biang – From Chinese kanji

Jin ジン – dust

DE F20 INT/ADV – St. Martin’s Day & Lantern crafting

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/12/2020

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

Class theme/topics discussed: St. Martin’s Day

Goal of the class: Learn about German culture and master casual conversation

How did you structure the class?

A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?

Watch short cartoon about St. Martin:

B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like  “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.

Here is an example for an easy lantern:
This one is made poking holes, alternatively you can have the students cut out shapes with small scissors and glue tissue paper behind it.

Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).

C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?

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

I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).

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

The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.

How could this class be improved/ modified?

I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.

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

Virtual Handout in target language:   (Password: GERMAN)

DE F20 INT/ADV – Christmas Escape Room

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/24/2020

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

Class theme/topics discussed: Christmas & the holidays

Goal of the class: Learning about German customs and escaping Krampus’ mine

How did you structure the class?

A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)

B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.

It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.

C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.

D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie (this is my own production, but available publicly). Find traditions and words we talked about in the movie.

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

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

The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!

How could this class be improved/ modified?

I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.

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

Virtual Handout in target language (Password: GERMAN)

Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.

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