Language Residents

an archive of lesson plans

Category: Traditions, Culture and Stereotypes (page 2 of 9)

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

RU F17 International Crepes Party

DE F17 ADV Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Tuesday, Nov 28, 2017

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

Class theme/topics discussed: Thanksgiving

Goal of the class: Students use vocabulary learned and talk about their Thanksgiving holidays

How did you structure the class?  

4.15-4.20 (5mins): Save the date – 4 Cultural activities

4.20-4.30 (10mins): Review Thanksgiving vocabulary; bomb-game (use bomb from the game “Tick Tack Bumm” in German LR apartment): each person has to say one word related to thanksgiving and after that they can pass the bomb to the next person. The person who holds the bomb when it explodes cannot participate in the regular game anymore, but has to act as a “lifeline”. Each player can ask for help from these students, but only once during the game.

 4.30-4.45 (15mins): students come up with questions about their Thanksgiving holidays: 2 groups (5 and 6 students); 12 questions (number questions like: 1., 1.1, 2., 2.1, …) for each group – they type them in the MacBook; LR assists and makes sure that the final questions are grammatically correct.

 4.45-5.15 (30mins): students dice and answer the question with the number they get; if they get the same number again, they use the second question for that number (e.g. 3. and 3.1). After approximately half of the time, the groups swap the questions they came up with.

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

mac books for students, dice

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

They liked to talk about Thanksgiving but one group was much more energetic and motivated than the other. This happens a lot; maybe switching people between the groups could help to improve that.

How could this class be improved/ modified?

make 10 questions (1.1, 1.2, 2.1, 2.2….) and if they dice 6, the person should switch the group.

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 Debate on Current Latin American Music

Language Resident Name: Hugo Briones Cáceres

Day and Date: Thursday, October 5th

Language and Level (intermediate or advanced class): Spanish Conversation Advanced

Class theme/topics discussed:

  • Debate
  • Latin American Music

 Goal of the class:

  • Debate in Spanish about two popular Latinamerican songs

 How did you structure the class?

  1. Students are introduced to their next activity, which is a debate on which contemporary Latin American song is better (Despacito and Mi Gente). They will have to come up with arguments and counter arguments during the class and have a debate on the topic. Two students will be the moderators of the debate and will help to determine the winning team.
  2. Students work in their arguments and counterarguments for the debate. The moderators prepare questions and will guide the whole activity.
  3. The students take turns to defend their songs with arguments. Then, they take a 4-minute break to come up with their counterarguments against their opponents’ song. They continue with the counterargument section of the debate.
  4. Finally, moderators make questions to both groups and define a winner.

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

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

Students really liked the idea of the debate. They enjoyed it and were passionate about defending their songs. The arguments were really strong and their Spanish was really up to the task.

How could this class be improved/ modified?

I should have included better guidelines in regards to the time they should spend defending each argument (1.30). I should have also made it clear that they could take notes and share ideas among groupmates.

 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.

Instrucciones

Junto a tu equipo, desarrollen argumentos e ideas que ayuden a respaldar que la canción de su grupo es mejor que la del grupo adversario. Cada integrante tendrá un papel importante en el debate. Estos papeles deben ser asignados democráticamente entre los integrantes del equipo.

Integrante 1: Introducción y argumento 1 (Presentar la canción y el primer argumento a favor)

Integrante 2: Argumento 2 y 3 (Presentar los dos siguientes argumentos a favor de la canción)

Integrante 3: Contraargumento (Presentar un argumento en contra de lo propuesto por el otro equipo)

Integrante 4: Conclusión (Presentar las ideas centrales expuestas y cerrar)

Tipos de argumentos a presentar:

Esta canción representa mejor el español porque…

Esta canción representa mejor a Latinoamérica porque…

Musicalmente, esta canción es mejor porque…

Tipos de argumentos no admitidos:

Me gusta porque…

DE F17 INT Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

 Language and Level (intermediate or advanced class): German, intermediate, 3 students

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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.

JA S17 INT “Japanese Song & TV Show”

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 6, 2017

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

 Class theme/topics discussed: Japanese Song & TV Show

 Goal of the class:

The students will be able to understand the basic contents of Japanese song and TV show.

 

How did you structure the class?

Activity 1 (2 min) Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min) Warm-up

I casually ask the students about their weekend and Japanese New Year’s Party held last Friday.

Activity 3 (25 min) Review of the song “Mirai-e”

The students listen to the song with lyrics and fill in the rest of blanks while listening. Then I introduce some vocabulary and we review the meaning of lyrics sentence by sentence together in the class. Then I give them several questions related to the song and students talk about them in the class. In the end, we sing the song together in the class. https://www.youtube.com/watch?v=f6Eyu2V4iDs

Activity 4 (25 min) Japanese Show

I ask a question about what you would do if you pick up some money. Students share the idea by demonstrating themselves in the class. Then, I introduce the show in the class and give them a question related to the theme on the show. We exchange the ideas in the class and watch the show together in the class. Then we review general information of what they have seen. I also give them explanation about some vocabulary not familiar with the students. https://www.youtube.com/watch?v=n-vmsFO_mMc

Back-up Activity (15 min) Listening to Japanese short comedy

I give them the theme before watching the clip. Students brainstorm what the story is about by sharing the ideas in the class. Then, we watch a clip together in the class and review general information of it. I also give them explanation about some vocabulary not familiar with the students.
https://www.youtube.com/watch?v=O1zDi9_nxCA
https://www.youtube.com/watch?v=wi_cgVxlJCw&t=17s

 

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

Powerpoint

 

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

The class was good in general. I was able to get the song activity done quickly and to move on to the next activity. I just found the short comedy, which was supposed to do in the class today, difficult, so I switched the activity with another one that I just came up with right before the class. Honestly, it was not prepared enough because of that sudden change, but I did my best. I could prepare enough before conducting the class, so that I could instruct the class well.

 

How could this class be improved/ modified?

When I conduct new activities in my intermediate class, I often failed as I feel in that way, and I find many points needed to be revised by the next class of teaching. This semester I usually try new activities in my intermediate class, so I need to be prepared enough more than I did in the last semester; otherwise, the class goes terrible. I need to be more aware of my delivery, explanation, and instruction for guiding the class from now on.

JA S17 INT “Valentine Day around the World & White Day in Japan”

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 13, 2017

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

 Class theme/topics discussed: Valentine Day around the World & White Day in Japan

 Goal of the class:

The students will be able to get to know the Valentine day and compare it with the ones of other countries.

 

How did you structure the class?

Activity 1 (2 min): Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min): Warm-up

I casually ask the students about their weekend and lead discussion by asking the questions to the students since we had beautiful sunny skies during the weekend.

Activity 3 (20 min): Introduction of Valentine Day

I simply ask the students about the Valentine day upcoming this week and announce the today’s topic. I also ask them about general information of it with the perspectives of both America and China and write them down on the whiteboard. Then, I ask them about their memory of that day and share them in the class. After that, I lead the discussion by giving them the equal chances where they are able to express their ideas in the class. Then, I talk about the recent trend of Japanese one by introducing the types of chocolate that one gives it to the other with some illustration on the whiteboard.

Activity 4 (30 min) Watching a Japanese Warmhearted Story

I briefly introduce the story in the class and give them some questions which the students need to pay attention to while watching it. Then, we watch the whole story together in the class. After that, we review about the summary of that story together in the class by asking them questions and getting the answers in the class. https://www.dailymotion.com/video/x3r7izr

 

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

Powerpoint

 

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

The class was successful in general. Today’s topic did help a lot the class be more productive and interactive. Basically, I was able to lead the class as planned, conducting each activity in an appropriate order. The story that we have watched in the class today was also relevant to their level of Japanese, so it seems to me that they understood the story very well. However, I found some parts needed to be revised.

 

How could this class be improved/ modified?

The PowerPoint I used today was simple, so I can put more photos in the slides, which makes it creative.  By doing so, it would be also a good help for their understanding when they get lost during the class. Before watching the short story in the class, I need to give the students basic background of the story such as main character, key points, and new vocabulary, which would motivate the students to watch it with those views. Also, I need to clarify well about the activity after watching it.

ES S17 ADV Immigration in Spain

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

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

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

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

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.

 

 

JA S17 ADV “3.11 & Reading a Short Story”

Language Resident Name: Yohichi Tagami

Day and Date: Thursday, March 9, 2017

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

Class theme/topics discussed: 3.11 & Reading a Short Story

Goal of the class:

Students will understand a story of Disneyland on March 11 of 2011 and then consider true nature seen within Japanese people.

 

How did you structure the class?

Activity 1 (5 min): Attendance check & Announcement

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (20 min): Warm-up & Introduction of 3.11

I ask some questions about natural disaster to the students. Then the students discuss them in pairs and class. We review related vocabulary together by showing the images and writing them down on the whiteboard. Then, I introduce a today’s topic in the class, and I give them some questions and they share their experiences in the class. Finally, I introduce a little bit history of earthquakes with some videos, which we had a lot in the past. Then the students freely share their ideas and comments in the class.

Activity 3 (25 min): Reading & Comprehension

I make pairs in the class and then give them a handout. The students read aloud the story sentence by sentence while switching. After reading, we review the story together in the class asking some questions to the students. Also, students learn some vocabulary from the reading. I give them several critical questions and they think about them in groups. We share the ideas and discuss each question in the class and consider the true nature of Japanese people.

 Activity 4 (10 min): Conclusion

I back to the main topic of 3.11, and then we review the key points together in the class. And I will show them a special video created by those in stricken areas and then students watch that video. After that, I lead open-conversation where students freely share their ideas and comments about 3.11 in the class.

 

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

Powerpoint

 

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

The class was successful in general. Today I was able to lead the class as planned, conducting every activity in time. Today’s topic is something deep and sentimental, but students demonstrates their active interest towards the theme. I tried to give them as many chances as possible where they can share their ideas and comments in the class. As a result, we had great class today overall, and their performance in the class today was great.

 

How could this class be improved/ modified?

Well, I might be able to conduct the reading activity more effectively and efficiently. Today, I led the activity, but there would be some other ways which makes the activity work and more interactive. Since I have a small class, it is hard to apply the other teaching techniques that I know to that class. I am going to research the teaching methods for small class over the weekend and would like to use them in the class in the near future.

JA S17 ADV “Graduation Ceremony”

Language Resident Name: Yohichi Tagami

Day and Date: Tuesday, April 18, 2017

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

Class theme/topics discussed: “Graduation Ceremony”

 

Goal of the class:

Students will understand the Japanese graduation ceremony and compare it with theirs.

Students will read an article related to that topic and understand the story.

 

How did you structure the class?

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

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class. I will mainly ask them about their Easter and summer vacation.

Activity 2 (8 min): Introduction of Today’s Topic

I announce the today’s topic and discuss them in the class. Students talk about their experiences of graduation ceremony and share them in the class.

Activity 3 (10 min): Discussion in the Class

We discuss general information of graduation ceremony in America and Japan. And then we compare the results and talk about some points in the class.

Activity 4 (10 min): The Features of Japanese Graduation Ceremony

I introduce some of the features of Japanese graduation ceremony with the images on the powerpoint and explain them one by one while interacting with students.

Activity 5 (17 min): Reading a Story

I give them pieces of paper and briefly introduce a story. Students read them and try to put them in a right order in pairs. After that, they summarize the story and then we review the story and discuss it in the class.

 

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

Powerpoint

 

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

The class was good in general. We talked about graduation ceremony in the class. One of the students had sick, so she was not active in the class at all. The other students were okay and participated in the activities. But their attitude towards the class was rude overall. Two of the students were really like a child, the other students were like a robot. If this happens in the next class on Thursday, I need to do something in order to improve the class and students’ attitude.

 

How could this class be improved/ modified?

Today I did a new style of activity related to reading in the end of the class. It went well and students liked it, but some of the students spoke English, not Japanese during the activity. Also, I found many parts needed to be revised while they were working. So I am going to modify the plan tonight for intermediate class tomorrow.

 

FR S17 ADV French Slangs

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date : Monday, May 1                          

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: French Slangs

Goal of the class:

Discover about French interjections, slangs and cursed words. This is supposed to be a light class about how to sound more French with vocabulary they can only use in an informal context.

How did you structure the class?

  1. Warm-up: We watch a short excerpt from Matrix and students have to recognize the French cursed words. We will brainstorm on French cursed words: Oh la vache, Zut, Flûte, Putain, Merde, Bordel, Dégage!, Sacrebleu, Bon sang, etc.
  2. How to sound more French? Use of interjections like Bref/Euh/Bah/Donc/Beurk/Miam/Pfff/Ohlala/Pitié/Chut/Tiens/Oups : I asked the students to draw one of the word and either to give an example with the word or to explain a situation in which we could use this word.
  3. The students are given handouts (see below) and have to match the slang with their academic translation.
  4. With all the vocabulary they’ve learnt, by pair, they have to invent dialogs using the more vocabulary they can. The other students who listen have to count the slangs.

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

https://www.youtube.com/watch?v=IaU3bE7M2UA

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

I made four groups of two students: two groups worked on the first list and two groups on the second list. Then I asked to one student in each group to pair with another student who worked with a list they didn’t work on: consequently, everybody had the chance to work on both list and to exchange their opinion! They had a lot of fun, it worked great because some students studied abroad and were very curious about some expressions they’ve heard! It was more dynamic for everyone…

How could this class be improved/ modified?

Be prepared to give clues to the students, explain the “verlan”, and some concepts (like how “abusé” is not used in its literal sense for example) that can be evident for a native-speaker but are not for foreigners, etc. This class is challenging for the instructor!

 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.

2017-05-01 ADV.2 Slangs (handouts)

CN S17 ADV Family Value & Kinship Terminology

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

01/31/2017

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Family Value

Goal of the class:

By the end of this class, students will be able to discuss the differences between the Chinese and American opinions on Family Value, and learn more about Chinese family relationship.

How did you structure the class?

  1. Group discussion: Do you know some differences between the Chinese and American opinions on family value? What are they? What are the reasons behind this?
  2. Role-play: Teacher collects some common Chinese family conflicts and gives them to different groups. Every group work on thier issues and find out what you will do in this situation.
  3. Kinship terminology: The Chinese Kinship System is very complicated. Distribute pictures of a family tree to every group, and ask them to figure out how to call those people on the family tree in Chinese.

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?

Class was really good. Students had a lot of fun, especially when they talked about the kinship terminology.  

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).  

Common family conflicts:

1、过春节的时候常常有夫妻因为去谁家过年而吵架。如果你遇到这样的事情你会怎么做?

2、你生活在城市,你有三个亲戚从农村来办事,他们觉得住在酒店太过了,想要在你家住半个月。但是你的丈夫/妻子不太愿意,你怎么办?

3、你在城市工作,农村的亲戚想要你帮忙介绍工作,但是这个亲戚没上过大学,工作能力和知识一般。现在不好找工作,你会帮他吗?怎么帮?

4、有亲戚找你借钱。他的经济条件不是很好,你会借给他吗?如果不想借,你怎么拒绝他?如果想借给他,为什么?以后如果他没按时还钱,你会怎么提醒他还钱?

ES S17 ADV Spanish Proverbs

Language Resident Name: Joaquin Garcia

Day and Date: 02/14/2017

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

Class theme/topics discussed: Spanish proverbs

Goal of the class: Students get to learn expressions and proverbs which are commonly used in Spain and other Latin-American countries.

 

How did you structure the class?

Heads-up: upcoming cultural activities

Activity 1: We watch a couple of videos about Spanish sayings and we comment them openly.

https://www.youtube.com/watch?v=1DCaFtr262k

Activity 2: I put students in little groups and I distribute Spanish proverbs, however, each of them is separated into two parts. Students in the groups must match up the proverbs.

Grupo A

A quien madruga,

Dios le ayuda

No dejes para mañana

lo que puedas hacer hoy

Más vale pájaro en mano

que ciento volando

Mala hierba

nunca muere

Ande yo caliente,

ríase la gente

Grupo B

No por mucho madrugar

amanece más temprano

Más vale tarde

que nunca

Quien no arriesga,

no gana

No hay mal

que cien años dure

Allí donde fueres,

haz lo que vieres

Activity 3: Some of the proverbs mean the exact opposite things as others. Students must stand up and try to find those proverbs.

Grupo A

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

  1. A quien madruga, Dios le ayuda
  2. No dejes para mañana lo que puedas hacer hoy
  3. Más vale pájaro en mano que ciento volando
  4. Mala hierba nunca muere
  5. Ande yo caliente, ríase la gente

Refrán para aquellas personas que en vez de conformarse con las cosas seguras que tiene, prefieren arriesgar.

Hace referencia a las personas que tienen un mal comportamiento. Este refrán nos dice que el mal nunca desaparece y, por tanto, las personas malas no cambian.

Recomienda ser rápido, ágil –y no vago o perezoso– para tener éxito en las tareas que se realizarán a lo largo del día.

Se dice cuando una persona prefiere actuar con su propio criterio y conciencia, sin tener en cuenta la opinión de los demás.

Aconseja no dejar pendiente para otro día los trabajos o actividades que menos nos motivan y agradan.

 

Grupo B

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

1. No por mucho madrugar amanece más temprano

2. Más vale tarde que nunca

3. Quien no arriesga, no gana
4. No hay mal que cien años dure
5. Allí donde fueres, haz lo que vieres

Para conseguir aquellas cosas que deseamos, es necesario arriesgar. De otro modo, no podremos conseguirlas.

A veces, no importa si las cosas las hacemos demasiado tarde. Lo importante es que las hagamos.

Recomendación para adaptarse a las costumbres de otras culturas y países. Aconseja comportarse como la gente que tenemos alrededor para evitar conflictos.

No debemos precipitarnos o ir rápido en aquello que queremos hacer porque los acontecimientos deben seguir su ritmo natural.

Con este refrán, consolamos a aquellos que tienen problemas de difícil solución. Es un mensaje de esperanza que nos dice que las desgracias no son para siempre.

 

Activity 4: I distribute one more proverb to each student and they have to describe it to the rest of the class.

https://www.buzzfeed.com/jameschapman/spanish-proverbs-translated-literally-into-english?utm_term=.uy48k325LL#.tfeeOXRzKK

 

Activity 5: In pairs, they must act a situation and use the proverb correctly in front of the rest of the class.

 

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

Laptop, hands-out, youtube.

 

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

How could this class be improved/ modified?

 

They loved to learn this kind of vocabulary, specially the last list of proverbs and acting them out. Plus, it was a good training for the Open House activity. I definitely recommend this class.

 

 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.

 

 

 

RU S17 ADV Working with video fragments

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 04/04/2017

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: working with video fragments 

Goal of the class: practice listening and speaking skills

How did you structure the class?

  1. Warm up. General questions on how their day went.
  2. Watch a video: http://fizruk.tnt-online.ru/s01e01 and answer the questions:

– Who are the main characters?

– Describe the main character.

– What is happening in the video?

– What do you think will happen next?

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

Internet, TV

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

The class went well, we discussed the show and why it was difficult to watch it.

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.

 

 

RU F16 ADV Soviet Cartoons

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 10/04/2016

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Soviet cartoons

Goal of the class: to get acquainted with Russian cartoons. Discuss pros and cons of living in a village

How did you structure the class?

  1. Warm up. The game “On the spot”. Students should invent funny answers as quick as possible.

10 minutes.

  1. Watch a cartoon: https://www.youtube.com/watch?v=6aamATyJa48

Discuss pros and cons of living in a village.

30 minutes

  1. Wrap up. Test “What city you should live in?” http://www.adme.ru/svoboda-puteshestviya/test-v-kakom-gorode-vam-stoit-zhit-1102960/

Discussing the results of the test.

15 minutes

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

Internet, laptop

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

The class went vey well. All the students were engaging in all activities. I love how debates are going in this class!

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.

Activity 1. Questions:

  1. Чем вас легко разозлить?
  2. Где кончается горизонт?
  3. Что вы носите дома?
  4. Как съесть целого слона?
  5. Что вы любите делать в дождливую погоду?
  6. Кто в доме хозяин?
  7. Откуда в сыре дырочки?
  8. Какая ваша первая ассоциация на красный цвет?
  9. Без чего вы не можете жить?
  10. Какая фамилия была у вашей матери до замужества?
  11. Как легче всего заснуть?
  12. Почему трава зеленая?
  13. Что вы делаете, когда вам грустно?
  14. О чем мечтают зомби?
  15. Что делает вас счастливым?
  16. Сколько звезд на небе?
  17. Что можно увидеть с закрытыми глазами?
  18. Чего от вас никто не ожидал?
  19. Где взять денег?
  20. Что вы едите на завтрак?

 

 

ES F16 Dia de los Muertos flyer

dia-de-los-muertos

JP F16 ADV National Holiday

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 20, 2016

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

Class theme/topics discussed: National Holiday in Japan

Goal of the class:

    Students will learn one of the national holidays in Japan called Keirounohi.

    Students will learn about the nature within Japanese people.

How did you structure the class?

Activity 1 (10 min) Attendance check and announcements

I check students’ attendance and give them four announcements.

Activity 2 (10 min): Warm-up

I ask the students about the last weekend and I let them talk about it freely in the class.

Activity 3 (8 min): Review of the Last Class

I ask some questions about Babanuki to the students and review the key points together with PowerPoint.

Activity 4 (27 min): Introduction of “Keirounohi”

I give a handout to the students and ask them to write down about their grandparents based on the questions on the paper. The students share it in a pair and then in the class. I introduce one of the Japanese national holidays called Keirounohi to the students while giving some questions to the students. After that, they discuss it in the class and talk about such a day on their own country.

Activity 5 (5 min) Consolidation

I ask the students about how it was and gather the ideas in the class. Then I give them a handout and they write down the comment and give them back to me.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

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

Powerpoint

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

The class was great; the students were able to talk about their grandparents with their partner in the class. Also, they learned one of the Japanese holidays called Keirounohi. The students talked a lot and learned the Japanese culture as well. I think it is very good giving them a certain topic of Japanese aspect and let them talk freely about it by using Japanese or asking them to compare it with their own culture. Sometimes, I also can learn something new in this type of lesson from the conversation with the students.

I could not manage the time for the class today, so I could not cover all activities. I modified it during the class not asking them to write down their ideas on the sheet. But in order to construct their ideas and explain it to the others, I would like to spare the time next time when students are able to consider the specific topic on their own, which helps them a lot to organize their thoughts.

How could this class be improved/ modified?

In order to develop the class smoothly, I need to pick up one topic (not two or three) and focus on it in the class.

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.

JP F16 ADV Card Game

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 15, 2016

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

Class theme/topics discussed: Sport Festival at school in Japan & Japanese Card Game

Goal of the class:

Students will learn about Japanese sport festival at school called “Taiikusai”.  

Students will learn and play the card game popular in Japan.

How did you structure the class?

Activity 1 (5 min) Attendance check and an announcement

I check students’ attendance and give them an announcement.

Activity 2 (5 min): Warm-up

I ask the students about the dinner yesterday with Japanese international students and I let them talk about it freely in the class.

Activity 3 (8 min): Review of the Last Class

I ask some questions about Taiikusai to the students and review the key points together. I also introduce other events to the students with PowerPoint if possible. I also show them some related videos to the students. After that students freely talk about it in the class.

Activity 4 (35 min): Introduction of Babanuki

I ask the students about what games they have played before by using playing card in their country. Students think about it and share the ideas in the class. Then I introduce the Japanese popular game called Babanuki and some phrases used in the game to the students. I explain to the students about the rules of it and they play it in a group a couple times.

Activity 5 (7 min) Consolidation

I ask the students about how it was and gather the ideas in the class. Then I give them a handout and they write down the comment and give them back to me.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

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

Powerpoint, youtube

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

Everything was great in general. Students had fun playing the Babanuki with the new vocabularies. Also, they learned the Japanese popular card game. Just I could not manage the time to ask them to write down their comment of today’s class on their own sheet within the class.

How could this class be improved/ modified?

I should have shortened the Activity 4 so that everything would be okay as planned.

 

 

 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.

JP F16 ADV Sport Festival in School

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 13, 2016

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

Class theme/topics discussed: Sport Festival at school in Japan

Goal of the class:

Students will learn about Japanese sport festival at school called “Taiikusai”.  

Students will talk about their experiences of sport festival in their school.  

How did you structure the class?

Activity 1 (8 min) Attendance check and an announcement

I check students’ attendance and give them two announcements.

Activity 2 (10 min): Warm-up

I ask the students about last weekend and I let them talk about it freely in the class.

I give a topic about school events in Japan to students. They brainstorm it and share the ideas in the class.

Activity 3 (22 min): Introduction of “Taiikusai

I introduce the students about what it is like with PowerPoint and give some related vocabulary and questions to them. Students also watch some videos of it on the youtube.

Activity 4 (15 min): Sharing Your thought or experience at School in Your Country

I make a group of around two or three. And then students talk about their ideas about the “Taiikusai” or experiences freely and openly in a group. Then I gather their ideas or any related experiences in the class.  Also, students discuss which game Americans people would love and dislike, and they discuss the reason of each in the class. After that, students vote their best and worst game in the class. Or they can create their original game and suggest it in the class.

Activity 5 (5) Consolidation

I ask the students to think about the reason why there is such an event “Taiikusai” in Japan. I gather the ideas from them and share them in the class.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

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

Powerpoint, youtube

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

Overall, the class was successful. Students were able to know the one of the Japanese school events called “Taiikusai” and its objectives. Also, they were able to discuss it from their own perspectives and to share the ideas and experiences in the class.

When I introduced some vocabularies of that event in the class, I sometimes had tough time to explain it to the students. I should have used the whiteboard to explain them to the students.

How could this class be improved/ modified?

I should have put more photos when introducing new vocabularies to the students, so that they would be able to imagine those words from the photos at the same time. It would be more helpful for their understanding. Or I should have used the whiteboard to explain effectively about it to the students in the class.

 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.

JP F16 INT Paper-crane

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Oct 3, 2016

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

Class theme/topics discussed: The Meaning of Paper-crane

Goal of the class:

Students will learn the true meaning of paper-crane folded by Origami.

Students will learn to fold their own paper-crane.

How did you structure the class?

Activity 1 (10 min) Attendance check and announcements

I check students’ attendance and give them three announcements.

Activity 2 (10 min): Warm up

I make a group of three and ask them a question about last weekend and I let them talk about it freely in a group and then in the class.

Activity 3 (5 min): Review of the Last Class

I ask the students some questions about the material we covered last class and review the key points together with PowerPoint.

Activity 4 (30 min): Let’s Fold our own Paper-crane and others

I make a group of three and give a piece of origami to the students and then we fold the paper-crane together while watching the demo-video. I introduce the students some vocabulary used in the process of folding it. I also show them others and let them fold it freely in the class.

Activity 5 (5 min): Consolidation (What is your idea of peace?)

I ask two questions to the students, and they think about it. Then I gather the ideas from the students and conclude it in the class.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

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

Powerpoint, origami

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

The class was successful in general. All students engaged a lot and participated in folding the paper-crane and other works. They had fun and communicated with other classmates and taught one another how to make it in Japanese. I was so surprised that they loved to do this kind of activity folding the paper-crane in the class with the support of other classmates if needed. I have spent much time on folding the paper-crane in the class, so I could not move on to the next activity today which was supposed to be a consolidation of the class.

How could this class be improved/ modified?

I need to play back-music while they are folding the origami which will make the class better. Also, in order to be able to move on to the next activity (consolidation), I must manage the time setting a time limit for each activity in detail from now on.

 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.

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