Language Residents

an archive of lesson plans

Category: Traditions, Culture and Stereotypes (page 1 of 9)

ES SP19 ADV: Latinoamérica – Calle 13

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Tuesday, January 29th
  • Language and Level: Spanish Conversation Advanced

  • Class theme/topics discussed: Latin American history, Latin American music
  • Goal of the class:

To promote talking through small talk

To get to know about Latin-America through music

  • How did you structure the class? 
  • Ice Breaker: In pairs, students talk about the question “With what historical figure would you have dinner with?”, so they can practice conversation. We follow up by sharing their answers and working on questions regarding vocabulary or grammar. This is to activate their Spanish conversation abilities before moving forward.
  • Activity 1: We listen to the song “Latinoamérica” by Puerto Rican duo Calle 13. Students pay attention to the lyrics and topics in the song. Students get the lyrics with highlited topics.
  • Activity 2: In pairs, students are assigned one theme tackled in the song Latinoamérica alongside a set of questions related to the topic. They are related to the life, history and culture of the subcontinent. They are asked to research on the topic and present it to the rest of the class. (Refer to the appendix to see the topics). 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Latinoamérica – Calle 13
  • What worked well in this class? What did not work?

The class worked out very well. Particularly in advanced, students are really eager to talk to each other, so the first activity worked out quite well. The second activity worked out well too, but this activity requires more than one class.

  • How could this class be improved/ modified?

The class worked well. Maybe it is important to consider two classes to work on this instead of one.

SPA S19 Cultural Event “Volver”

RU SP19 INT Writing Cards

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 04.17.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Greetings and congratulations

Goal of the class: Teach the grammar and the vocabulary for making greetings and writing wishes in Russian

How did you structure the class?

1. Greetings, general questions, announcements. – 5 min

2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min

3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min

4. Writing cards. – 30 min

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

handouts with card templates and examples

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

Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.

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.

DE S19 ADV Tim Bendzko

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 16/04/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Tim Bendzko

Goal of the class:

Talk about social phenomena and German society using the example of Tim Bendzko and one of his songs, practice discussion skills

How did you structure the class?

Activity 1 (15 min): Partner interviews. In pairs, the students will talk about their music preferences. The questions on the screen will prompt thoughts and discussion between them.

Activity 2 (10 min): In the group, we would brainstorm everything they would associate with Germany. I would write that down on a big paper.

Activity 3 (10 min): Discussing pictures. In pairs again, they would receive a picture. They would talk about the picture and say what/if they associated something with Germany. Now having talked about the bright sides of German society, I would also ask them what kind of problems they could imagine. Pictures in presentation.

Activity 4 (10 min): I would show them a video of a guy “escaping” from Germany and living on an island. We would have a discussion on that why he might do that and what the students think about that. Link in presentation.

Activity 5 (10 min): After watching the muted video, the students would share their thoughts in the group. We would also watch the music video with audio, aided by lyrics. Discussion after that. Link in presentation.

Activity 6 (10 min): Wrap up and final thoughts. Also critique on the music video by a comedian. If there is still a lot of time left, you can ask the students if they see any similarities to the US. Or also show them another video of Tim Bendzko “Nur noch kurz die Welt retten”. Link in presentation.

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

Lyrics from the song

Pictures

Paper for brainstorming

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

The students seemed to like the topic!

How could this class be improved/ modified?

It was good. I would keep it as it is.

 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 SP19 Cultural Event Flier: Mon Laferte Concert

JP S19 ADV Japanese New Year Traditions

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, February 5th

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

Class theme/topics discussed: New Year Traditions 

Goal of the class: To be able to explain their new year traditions and to learn Japanese new year traditions to details. 

How did you structure the class?

Activity1 (5 min): Warm-up

We talk about the game we’ll be having during the Open House next week and discuss what words are interesting sounds for Americans. We decide 5 words that visitors to our lounge has to guess what that it. 

Activity2 (10 min): New Year Tradition

I group students by cultures they’re familiar with. In the group, students talk about what they do as new year’s tradition in their culture. How do they celebrate? What do they eat? Where do they go? What do they see? Etc… After a several minutes, we share what they talked about with the whole class.

Activity3 (10 min): Japanese New Year Tradition

I tell students what we do in Japan, showing some pictures.

Activity4 (10 min): Osechi

I introduce Osechi, Japanese new year’s food, with a picture and ask students what they know about it.

Activity5 (15 min): Meaning of Each Dish in Osechi

We check each name of dishes. Then, students make pairs and guess what its meaning of each dish. Then, I’ll read out true meanings of each dish. Students guess what that is. 

Activity6 (5 min): Wrap-up

We have casual conversations about Osechi. What would you like to try eating? Cooking? Have you ever eaten Japanese Osechi? Is there anything similar to your culture? 

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

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

It worked well. I also learned many things about Japanese new year tradition of food. Time management was good today. 

How could this class be improved/ modified?

The topic with this plan could include more active speaking activities somehow. 

 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 SP19 Study Break Flier: Fiesta Mediterranea

RU SP19 Ice-Skating Party

DE S19 Fondue Study Break

RU SP19 Maslenitsa (Масленица) Study Break

RU F18 INT Repka

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 10.24.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Repka (Репка)

Goal of the class: Practice storytelling, read a classic Russian fairytale

How did you structure the class?

  1. Greetings, news, general questions. – 5 min
  2. Open mic: How did we spend our break? Students and LR share their stories/show pictures from October recess. – 15 min
  3. Репка. Reading the story, translating unknown vocabulary. (handout 1) – 5 min
  4. Rewriting the classic: Students work in groups of 2. Their task is to rewrite the classic story transforming it into different genre/placing them on different planets etc. – 20 min
  5. Presentation. Students act out their stories. The authors get to assign the roles to people from other groups, read their stories and other students act them out. – 10 min

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

handouts

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

Rewriting worked very good, but took more time

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.

Handout 1.

Репка

Посадил дед репку — выросла репка большая, пребольшая.

Стал дед репку из земли тянуть: тянет-потянет, вытянуть не может.

Позвал дед на помощь бабку.

Бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Позвала бабка внучку. Внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула внучка Жучку. Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула Жучка кошку. Кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула кошка мышку.

Мышка за кошку, кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку тянут-потянут — вытянули репку!

RU F18 ADV Halloween

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 10.30.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Halloween

Goal of the class:  practice talking about American traditions in Russian, practice storytelling

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. How did Halloween appear? Students tell the LR about the origin of the holiday. (It is OK to google together) – 5 min
  3. Survey: Students work with the survey (handout 1). – 20 min
  4. Russian horror stories for children: Reading and discussing. (handout 2) – 10 min
  5. Telling a страшилка (horror story) to each other: One by one, students and the LR tell a collective horror story. – 20 min

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

handouts

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

Had to change the last activity to just telling personal stories because there were not many students in the class that day. + I brought candy, students were very happy.

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.

Handout 1.

Словарь

Праздник – holiday

Праздновать/отмечать – to celebrate

Наряжаться (+Кем? Чем?) – to dress as

Наряд – gown/costume + костюм

Украшать – to decorate +  декорировать

Кошелек или жизнь!

Конфеты

Сладости

Вкусняшки, вкусняхи

Ништячки (Ништяк!)

           
Ты празднуешь Хэллоуин? Как?          
Кем или чем ты наряжался/ Наряжалась в прошлом?          
Будет ли у тебя костюм в этом году? Какой?          
Ты ходил/ходила в детстве за конфетами? Какой был самый удачный год? Что ты получил/ получила?          
Ты смотришь фильмы ужасов? Какие тебе нравятся?          

Handout 2.

Красная роза

Одна тетка пошла в магазин. Дочка ее увидела там красную розу и стала просить купить ее. Но мать сначала не хотела покупать. Девочка заплакала, и мать решила купить ее.

Когда они купили розу, они пошли домой и поставили на пианино. Вечером они легли спать. Но девочка не спала и любовалась розой. И вдруг она увидела, что роза стала расти и становилась все больше и больше. Вдруг роза стала совсем большой, и из нее вышел красный человек. Он пошел по коридору, шел долго, а потом зашел в какую-то дверь и исчез.

Наутро девочка рассказала об этом отцу с матерью. Мать пошла в милицию и позвала милиционеров на ночь. И они спрятались, стали наблюдать за этой розой.

Роза опять стала большой и оттуда вылез красный человек. Милиционеры стали стрелять в него, но все было без толку. Он все шел и шел. Наконец, он зашел в ту комнату и через некоторое время зашли туда и милиционеры.

Там они увидели этого человека. Он купался в бассейне, а там была кровь. Потом он вылез и умер.

Стеклянная кукла

Однажды одна семья — мама, папа и дочка — пошли в универмаг. Девочка увидела на витрине очень красивую стеклянную куклу. Она была волшебная. Дочка попросила купить эту куклу. Но отец сказал дочери, что эта кукла волшебная и она приносит несчастье. Девочка тогда стала просить у матери. Мать сжалилась и купила куклу.

Отец на следующий день уехал в командировку и оставил девочке записку:

«Дочь, не одевай на новую куклу голубое платье.»

Не послушалась девочка и одела. Ночью она услышала стук. Кукла подошла к постели девочки и спряталась под подушку. Она стала шептать девочке:

— Ляг, я тебя задушу.

Девочка подумала, что это ей кажется, и легла. Кукла её задушила. То же повторилось с мамой девочки.

Папа вернулся домой и увидел, что все мертвы, а кукла сидит на телевизоре и смеётся. Он подбежал к ней и разбил её об пол. Мама и дочка сразу ожили.

ES F18 Cultural Event Flier

ES FA18 Cultural Event: Día de los Muertos, Hollywood Forever Cemetery

ES FA18 Study Break: Completada

ES FA18 INT Jeopardy

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, November 26th   
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed:  Vocabulary, games, pop culture
  • Goal of the class:

To play games to review and acquire new vocabulary

  • How did you structure the class? 
  • Activity 1: with the help on an online webpage, students play a game of jeopardy to review and acquire new knowledge on vocabulary, grammar and pop culture.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Super Teacher’s Tools http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=2522676#.W_Sf1C2ZOt8

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

Even though I thought out the activity as an ice breaker, we ended up playing the game for the whole class. It helped to tackle some vocabulary and grammar doubts and to learn some interesting facts about pop culture. It is very important to follow up each question with some explanation or discussion in regards to students’ doubts.  

  • How could this class be improved/ modified?

The class worked out well. 

ES F18 ADV Rosalía (Spanish culture and music)

ES-ADV-F18-Rosalía

Conversation Class Lesson Summary

Language Resident Name: José Gómez

Day and Date:

09/18/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:  

.Goal of the class: To learn and discuss about traditions in Spain.  To discover new music artists in Spain

How did you structure the class?

Activity 1:

Students get a piece of paper with prompts to discuss about their musical taste

They stand up and walk around asking each other

Activity 2:

Students are asked the features that a good artist needs to have. We write those words in the whiteboard

Activity 3:

Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.

Activity 4:

We brainstorm different elements from the Spanish culture. Students are guided with a powerpoint presentation in order to get them to discuss about semana santa, bullfighting, suburbs…

Activity 5:

Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.

Activity 6:

Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.

Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.

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

We used prompts to bring up the topic at the beginning of the class.

We also used a powerpoint presentation to bring the imagery of the artist to the classroom and make it more fun to engage in the topic.

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

This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing. 

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.

There is a PowerPoint presentation attached.

ES FA18 ADV Argentinian Spanish

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Tuesday, November 27th    
  • Language and Level:Spanish Conversation Advanced
  • Class theme/topics discussed: Gender violence, Argentinian accent
  • Goal of the class:

To discuss gender violence in the Latin American context

To analyze the Argentinian accent.

  • How did you structure the class? 
  • Activity 1: Students watch a PSA video against sharing personal pictures online. The video is from Argentina and the dialogues have a strong Argentinian accent. 
  • Follow up: A set of questions about the topic is discussed and pairs and then in the class. 
  • Follow up 2: A set of questions about the Argentinian accent are discussed in the class. Students pose questions and doubts in regards to the dialect. 
  • Activity 2: In groups, students enact a given situation using the Argentinian accent and dialect.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handouts

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

Bringing audiovisual material always works well in class. Analyzing both, the topic and the Argentinian Spanish, worked out quite well as students could get acquainted with a less standardized Spanish. Even though the topic might be a little bit difficult or even triggering for some people, students were able to provide their insights while being responsible about it. 

  • How could this class be improved/ modified?

The class worked out quite well as it was. Though, it is always important to ask the class whether the topic might be triggering or make them uncomfortable. 

ES FA18 ADV Telenovela

  • Language Resident Name:  Hugo Briones Cáceres
  • Day and Date: Tuesday, October 2nd
  • Language and Level:Spanish Conversation Advanced
  • Class theme/topics discussed: Acting, telenovelas, use of pronouns
  • Goal of the class:

To analyze and discuss Telenovelas as cultural resources 

To act in a telenovela skit

  • How did you structure the class? 
  • Activity 1: we watch an extract of the 1998 Mexican telenovela “La Usurpadora”. Students are asked to pay attention to the tone of the clip, the relations among the characters and the whole plot of it.
  • Follow up 1: we discussed the questions and pay extra attention to relationship markers, such as the use of “Tú” vs. “Usted”.
  • Follow up 2: students are asked to enact a common situation, such as “order a coffee” or “first date” with the same tone and melodrama shown in the clip. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handout

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

The activity worked quite well. Students were able to test their listening comprehension and also have a little peek to Latin American culture. This class would work pretty well with intermediate students too.

  • How could this class be improved/ modified?

The activities and the timing worked out pretty well. 

CN S18 Off-campus Cultural activity China town

DE S18 Welcome Back Party – Hüttengaudi

ES F17 Study Break: Completada Chilena

ES F17 Off-Campus Cultural Activity: Día de los Muertos

DE F17 Oktoberfest

RU F17 Russian Tea

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