Language Residents

an archive of lesson plans

Category: Traditions, Culture and Stereotypes (Page 4 of 10)

About traditions, customs, holidays, celebrations, festivals

ES S17 ADV Spanish Proverbs

May 5, 2017 /

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

May 5, 2017 /

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

December 9, 2016 /

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?

 

 

JP F16 ADV National Holiday

December 2, 2016 /

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

December 2, 2016 /

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

December 2, 2016 /

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

December 2, 2016 /

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.

JP F16 INT Paper-crane

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 28, 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 about the historical person, Sasaki Sadako and then think about a peace.

How did you structure the class?

Activity 1 (7 min) Attendance check and announcements

I check students’ attendance and give them three announcements.

Activity 2 (5 min): Review of the Last Class

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

Activity 3 (8 min): Introduction of Hiroshima

I show some photos related to Hiroshima to the students and then introduce it to the students. I also ask some questions to the students, and they talk about it in a pair and then share it in the class.

Activity 4 (15 min): Introduction of Paper-crane

I show some related photos to the students and ask some questions about it. The students consider it and then discuss it in a group. I also introduce general information of it to the students with the photos.

Activity 5 (20 min): The Story of Sasaki Sadako

I give the students a handout and then have them read it in a group helping one another. Then we will read it together with the powerpoint. I explain some vocabulary to the students and then give them some questions based on the story they’ve just read.

Activity 6 (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, handout

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

The class was good in general. Some students found today’s lesson interesting, but the others found it boring due to the historical thing. But they did good in reading the handout I gave them, trying to comprehend the content of it. But Considering it from my viewpoint, it was irrelevant to the intermediate conversation class today since they were not used to this kind of task. Although it was boring to some of the students in the class, however; at least they were able to achieve one of the goals by participating in the class. They were able to learnd what Paper-crane means to us.

How could this class be improved/ modified?

I should have modified the way to explain about the topic to the students, not reading but some other ways or combined ones, which could help them motivate the activity and let them talk about it freely 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 S16 ADV “solo” activities

May 6, 2016 /

Language Resident Name:

Tasuku Sasaoka

 Day and Date:

Tue. Apr. 26th, 2016

 Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

 Class theme/topics discussed:

Doing activities alone / the Japanese point of view of doing things alone

 Goal(s) of the class:

   Students will learn about the collectivism prevalent in Japan.

Students will discuss what they can and cannot do alone.

Students will conduct class evaluations.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T will check Ss’ attendance and talk T will check Ss’ attendance and talks about a topic related to the class theme. about a topic related to the class theme.
8(13) Pre-Activity Ss participate in an activity with a worksheet given by the T. On the worksheet there are twenty activities that are generally thought to be more fun when done by more than two people. The Ss will decided if they can do each activity on their own and place yes or no next to each activity.

After five minutes, T will collect the worksheets and put the results on the white board anonymously. The results will also be provided with a number next to each so that only the owner will know which one is his/hers.
10(23) Activity 1 Open discussion

Ss participate in an open discussion. T will facilitate the discussions by asking questions such as “Which result seems impressive to you? Why?” “Which one do you think belong to whom? Why?” “Which two or more do you think share similar point of view?” T will also highlight some outstanding features in the results providing Japanese points of views and general ideas.
5(28) Activity 2 1-on-1 convo and guessing

T will give Ss quite short time like three minutes that Ss talk with others to identify the owners of the results.

After certain time Ss write down their guess on the board and then they will learn the answers.
12(40) Activity 3 Open discussion II

After all the Ss learned which results are whose, they participate in an open discussion again.

In this discussion, T will lead Ss to focus on how Japanese people feel about doing activities by themselves, introducing online news articles and his own experience.

Ss will try to identify what is unique to Japanese culture, at the same time what is common between Japanese and American (or other) culture.
5(45) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments on their comment sheets.
15(60) Class Evaluation Ss will conduct class evaluation.

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

powerpoint presentation

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

   What worked:

I think it was fun for students’ to learn about the different preferences or personalities among them. Getting the result on the white board was also good because it has a lot to talk about.

  What did not work:

The topics of the class were little bit too much. Especially under the limited time, I could not cover all of them.

How could this class be improved/ modified?

I think limiting topics to fewer numbers would help students to concentrate and learn something in the class time.

 

CN SP16 ADV SPRING FESTIVAL

May 6, 2016 /

Language Resident Name:

Ting Cao

Day and Date:

02/02/2016&02/04/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Spring Festival

Goal of the class:

Through this class, student will be able to talk about how Chinese people celebrate Spring Festival, and they will know more traditional culture about this festival. They will also learn to sing a Spring Festival song.

How did you structure the class?

Session 1

  1. Q&A: Have you celebrated Spring Festival before? When and where? Do you know how people celebrate Spring Festival in China?  Do you know which animal is used to represent this year? What’s the animal for your birth year?
  1. Group Discussion: work in pairs and look for the similarities and differences between SpringFestival and Christmas.
  1. The teacher use powerpoint to introduce some traditions that students don’t know.
  2. Listen to a song and write down the lyrics.                                                                                                                                  Distribute the handouts to students. On the handouts are the lyrics of a Spring Festival song, but some words are missing. Students read the lyrics one by one. Teacher explains new words by using pictures. Afterwards, students listen to the music and write down those missing words. They check the words in pairs. Teacher shows the right words. Learn to sing these two songs with videos.

Session 2

  1. Teacher uses a powerpoint to explain the rules of debate.
  2. Teacher shows a video about debate.
  3. Teacher introduces two questions for debate: ”Should parents take the red envelope from their children?”, “Should Chinese people celebrate foreign festivals?”
  4. Students are separated into four teams. Each question has two teams to debate, one is for positive point and the other is for negative point. Prepare for the debate.
  5. Debate time. When two teams are debating, the other two teams will be judgments to decide which team wins.

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

Handouts, powerpoint, videos

http://music.baidu.com/search?fr=ps&ie=utf-8&key=%E8%B4%A2%E7%A5%9E%E6%9D%A5%E5%88%B0%E6%88%91%E5%AE%B6%E9%97%A8

http://www.letv.com/ptv/vplay/24521851.html?ch=baidu_ald

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

Class was good. Almost all the students have experience of celebrating this festival. When we talked about the traditions, they shared many stories. They really like the music part. During the debates, students listened carefully to opposite team and responded to their questions. Both two debates were very intense. They had a lot of fun.

How could this class be improved/ modified?

No

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

财神来到我家门

来来来来来来来来来

财神来到我家门         ，  

yáng

喜气洋洋                     。

                         压岁钱，

                      年复年。

                         都团圆，

成群结队                     。

xī

孩儿                 笑嘻嘻，

穿上           换             。

一对对         多           ，

手拉着手儿去看戏。

mànbù

花园漫步                     ，

ŏu     sī

偶偶私语一家亲。

xiăng

爆竹声声响不停，

赶走心中不如意。

一切要从                 起，

创造                 新天地。

 

                   年年从心愿，

万事如意                       ，

财神来到我家门。

RU SP16 ADV Russian Poetry

May 6, 2016 /

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 02/04/2016

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

Class theme/topics discussed: Russian poetry

Goal of the class: practice reading skills

How did you structure the class?
1. Warm up. Make a short poem of 4 lines using the words that student brainstorm at the beginning.
10 minutes.
2. Do you have a favorite poet? What Russian poets do you know?
Reading poems in turns and drinking tea.
20 minutes
3. If time is left, the game “Interview”. Students write 5-10 questions on a piece of paper. Then they exchange their papers and ask the questions they have received from the other student. At the end they should present the other student to the class using the questions.
20 minutes

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

What worked well in this class? What did not work?
The students did a great job with the first task, they are very creative! They like to read Russian poetry out loud so it was a good practice for them before the traditional Russian tea event. They also wanted to keep all the poems we read. As to the 3rd task, it was a lot of fun!

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.

You’re welcome to use any poems and here’re the variants that I used:
CC RUS13 Summary 6

CN SP16 INT&ADV CUISINE

May 6, 2016 /

Language Resident Name:

Ting Cao

Day and Date:

04/25 & 04/26/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

Class theme/topics discussed:

Cuisine

Goal of the class:

By the end of this class, students will be able to:

  1. talk about their favorite cuisine;
  2. compare the Chinese and western cuisine.

How did you structure the class?

  1. Group discussion: a. What is your favorite dish? Why? b. Do you like Chinese food? Which dishes? c. Can you tell the differences between Chinese and western food? How about the differences between Chinese food in China and American Chinese food?
  2. Introduce students a documentary of Chinese cuisine: A Bite of China.
  3. Group activity: Students work in different groups to design a menu for their own Chinese restaurant, for example, the name of the restaurant, special dishes and beverages. Share the menus with other students.

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

Internet, Powerpoint

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

Both the advanced class and intermediate class were successful. Food is the basic topic for everyday, so teacher don’t have to worry students have nothing to say. The group discussion and activity provided equal chance for them to practice. By the way, heir menus were very creative.

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).

CN SP16 INT PARENTS

May 6, 2016 /

Language Resident Name:

Ting Cao

 Day and Date:

02/17/2016

 Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

Parents

Goal of the class:

In this class, students will compare the differences between Chinese parents and western parents, and discuss about the characteristics that good parents should have.

How did you structure the class?

1.Students introduce and describe their parents in pairs.

2.Students discuss in pairs: what will your parents do in following situations, for example, if you get a low score from an exam; if you are going to have a tattoo?

3.Watch a video that compares the differences between Chinese parents and western parents.

4.Disscuss the reactions of the parents in the video.

5.Group discussion: What are the factors of being good parents?

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

PowerPoint, internet

https://www.youtube.com/watch?v=38mKn2nIjcE

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

Class was good. Last class we watched a TV show about the “Tiger Mom” in China, so they were interested in this topic. This topic was also very close to their own lives, so they had many opinions and experiences to say.

How could this class be improved/ modified?

No.

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

DE SP16 ADV Carnival speech

May 6, 2016 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Tuesday, 9 February ‘16

 

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

 

 Class theme/topics discussed: Die Büttenrede (Carnival speech in Germany)

 

Goal of the class: Writing a funny speech and rhyming about Pomona college

 

How did you structure the class?

 

  • Warm-up: I gave them some rhyming words and they had to come up with two lines for each pair. (10 min)
  • I explained to them what a “Büttenrede” is and that at carnival, people make funny speeches about things that the audience can relate to, like institutions, places and people. Then I asked them to think of typical places and persons representing Pomona college and interesting characteristics of these. From this information, we started to make rhyming couples and wrote a little speech. (50 min)

 

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

Paper and pen

 

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

 

This worked great! The students told me that they had a lot of fun.

 

How could this class be improved/ modified?

 

For intermediate, you could also write a speech. But instead of rhyming, you set a rule that each sentence has to start with the last word of the sentence before.

Lesson Plan

Lesson Plan advanced 9. februar 

 

 

 

CN F15 ADV Dialects

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

11/12/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Dialects

Goal of the class:

By the end of this class, students will be able to talk about the dialects in China and the U.S., and express their opinions about teaching dialects to their children.

How did you structure the class?

  1. Warm-up: Teacher says one sentence in a Chinese dialect, and students guess the meaning.
  2. Dialects in China:

What dialect do you know? Can you say some words or sentences in that dialect?

What are the characteristics of Chinese Dialects?

Can you share some interesting stories or your own experiences concerning dialects? Watch a video about dialects in China which is from a very popular TV show.

  1. Dialects in the U.S.:

Are there many different kinds of dialects in the U.S.? What are they? Watch a video about the dialects in the U.S.. Introduce the dialect in your hometown. Which accent is popular among people? Which is not?

  1. Discussion

Does dialect have any bad effects on job application or other events?

Will you teacher your own children speak dialect in the future?

Do you think dialects will disappear? Why?

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

Handout, youtube, powerpoint

Video: http://www.letv.com/ptv/vplay/23782689.html

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

Students were very interested in this topic. They shared their many experiences and opinions related to dialects. Class was good.

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).

 

CN F15 ADV One-child Policy

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

11/03/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

China’s one-child policy

Goal of the class:

By the end of this class, students will be able to discuss the advantages and disadvantages about the one-child policy, and express their own opinions about the new policy.

How did you structure the class?

  1. Background: discuss the reason for carrying on this policy, think of other solutions for Chinese population problem.
  2. Advantages & Disadvantages:
  3. Watch a video, which is an interview about some Chinese people’s opinions about this policy and discuss what advantages and disadvantages have been mentioned in the video;
  4. Talk about the present society issues which were brought by one-child policy, such as the aging population, abandoned girls and spoiling children.
  5. New policy: Discuss the reason why the government ends the one-child policy and introduces a new policy, do you think the new policy will solve China’s present problems.

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

Youtube, handout,

https://www.youtube.com/watch?v=3gaNqdGIHkM

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

Class went very well. Students were all engaged and they came up with a lot of new topics and questions to discuss.

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).

11/03 Conversation Class (Advanced)

1、独生子女政策/计划生育政策 n. one-child policy

政策 n. policy

2、实施 bring something into effect 实施政策

3、少数民族 n. ethnic minority

4、农村   n. countryside

5、大陆     n. mainland

6、失衡 out od balance 男女比例失衡

7、养  v. raise 养孩子、养狗

8、复读 这里指高考考得不好，再读一年。

9、人口老龄化 aged tendency of population

10、发展 v./n. develop/development 发展中国家developing country 发达国家 developed country

11、人性 n.   humanity

12、同龄人   n. contemporary

RU F15 ADV Russian Proverbs and Sayings

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 09/17/2015

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

Class theme/topics discussed: Russian proverbs and sayings

Goal of the class: learn about the meaning of the Russian proverbs and sayings. Try to apply them in the real life situations.

How did you structure the class?
1. Match the two sides of proverbs and sayings (Handout 1).
Try to explain its meaning (5 proverbs to each student).
Do you know any American proverbs? Do you use any of them? Do you know the Russian equivalent?
20 minutes.

2. Imagine situation where you can apply these proverbs.
10 minutes

3. Russian Fairy tale – read (Handout 2) and answer the questions:
1. Как получился Колобок?
2. Кого колобок встретил первым?
3. Как Колобок обманул волка?
4. Кого Колобок встретил после волка?
5. Удалось ли Колобку обмануть лису? Как лиса обманула Колобка?
30 minutes

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

What worked well in this class? What did not work?
Only 1 of my 2 students showed up today so all the tasks were completed much earlier. During the time left we discussed whether the language table with the beginners went well yesterday. It was the first time when they all came.
Proverbs were definitely a success. It turned out that the student didn’t know many of them in Russian so he had to think carefully about its meaning.
The fairy tale was also good as in the end we discussed what proverbs can be applied to 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.

Handout 1. Proverbs and sayings for matching

Без труда не вытащить и рыбки из пруда.
Терпенье и труд все перетрут.
Друзья познаются в беде.
Не место красит человека, а человек место.
Язык до Киева доведёт.
Рыба ищет где глубже, а человек – где лучше.
Слово – не воробей, вылетит – не поймаешь.
Не было бы счастья, да несчастье помогло.
Заставь дурака Богу молиться, так он себе и лоб расшибет.
Встречают по одёжке, провожают по уму.

Handout 2. Колобок

Жили-были старик со старухой.
Вот и говорит старик старухе:
— Поди-ка, старуха, по коробу поскреби, по сусеку помети, не наскребешь ли муки на колобок.
Взяла старуха крылышко, по коробу поскребла, по сусеку помела и наскребла муки горсти две.
Замесила муку на сметане, состряпала колобок, изжарила в масле и на окошко студить положила.
Колобок полежал, полежал, взял да и покатился — с окна на лавку, с лавки на пол, пó полу к двери, прыг через порог — да в сени, из сеней на крыльцо, с крыльца на двор, со двора за ворота, дальше и дальше.
Катится колобок по дороге, навстречу ему заяц:
— Колобок, колобок, я тебя съем!
— Не ешь меня, заяц, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
От тебя, зайца, подавно уйду!

И покатился по дороге — только заяц его и видел!
Катится колобок, навстречу ему волк:
— Колобок, колобок, я тебя съем!
— Не ешь меня, серый волк, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
От тебя, волк, подавно уйду!

И покатился по дороге — только волк его и видел!
Катится колобок, навстречу ему медведь:
— Колобок, колобок, я тебя съем!
— Где тебе, косолапому, съесть меня!

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От тебя, медведь, подавно уйду!

И опять покатился — только медведь его и видел!
Катится колобок, навстречу ему лиса:
— Колобок, колобок, куда катишься?
— Качусь по дорожке.
— Колобок, колобок, спой мне песенку!
Колобок и запел:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От медведя ушел,
От тебя, лисы, нехитро уйти!

А лиса говорит:
— Ах, песенка хороша, да слышу я плохо. Колобок, колобок, сядь ко мне на носок да спой еще разок, погромче.
Колобок вскочил лисе на нос и запел погромче ту же песенку.
А лиса опять ему:
— Колобок, колобок, сядь ко мне на язычок да пропой в последний разок.
Колобок прыг лисе на язык, а лиса его — гам! — и съела.

FR F15 “Advertisement and Tongue Twisters”

December 11, 2015 /

Language Resident Name: Julien Moniz

Day and Date: 09/24

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

Class theme/topics discussed: French advertisements + tongue twisters

Goal of the class: teach the students about some famous ads that are famous in France.

How did you structure the class? I showed many iconic French ads to the students. We discussed them a bit and reviewed the vocabulary. Then they had to come up with little skits/ads for products I chose. Finally we worked on the tongue twisters.

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

Youtube

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

The students were puzzled at the ads because the language is varied, but I still think they should be exposed to those many different ways of speaking French. They loved to do the skits and loved the tongue twisters even more.

How could this class be improved/ modified?

Subtitles might have helped but then they might have not focused on the language.

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.

 

Lesson Summary FR13 #8

ES F15 INT Predictions and Superstitions

December 11, 2015 /

Class theme/topics discussed: The future and superstitions

Goal of the class: to practice future tense and predictions

How did you structure the class?

How was their Halloween? What did they wear?

Open discussions: do they believe in any superstitions or anything without scientific proof? Can you really predict your future? Horoscopes?

Can they name some supersitions?

Activity 1: In pairs one person is the fortuneteller and the other one wants to have their cards read. I give each group some pictures (that represent love, money, luck etc). The “client” chooses three cards, one is the past, the other the present and the last one is the future. The fortuneteller has to interpret these cards and come up with a story. After this they change roles and do the same.

Students share the results of their visit to the fortuneteller

Activity 2: I ask students to tell me their zodiac signs; they pair up with people of the same sign. I give each group the “personality profile” of their sign and they have to discuss how accurate it is. We comment as a class. After this each group has to change the profile to fit their personalities, change what wasn’t accurate and we share the new profiles with the class and we discuss if they actually describe the people or not.

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

They really liked the activity of predicting the future; they came up with funny stories. They were also very open to sharing superstitions.

For the horoscope activity there weren’t enough students to make pairs so I handed each of them their sign and we discussed what characteristics they share and what was totally off. Since there were some Asian students they also shared their horoscope.

How could this class be improved/ modified?

Perhaps next time I could print some superstitions from around the world so we can comment on those instead of relying on their own experience.

ES F15 Bullfights

December 11, 2015 /

 Goal of the class:

 To know more about this Spanish reality which sometimes is seen as a mere stereotype.

 How did you structure the class?

 Activity 1 (10min): Warm up. Students talk in partner about what would they do if
–     The world ended in 24 hours

  • They had 1 billion dollars
  • They had one year on vacation
  • They had a time travel machine

Activity 2 (15): A video from youtube is played on the screen. The clip is made with real images of bullfights and a song. After the first time, they speak briefly what it is about. Then, they are given the lyrics with some gaps that they have to fill in after listening the song the second time. Vocabulary is discussed before that.

Activity 3 (15): I show them news about the bullfight reality in Spain. We have a political open debate.

Activity 4 (15): I show them a powerpoint about the history of bullfights. Afterwards, they discuss in groups about the difficulty of erasing a old tradition in a country.

 

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

Youtube : https://www.youtube.com/watch?v=8WeCTMzCb9s

websites: http://www.elnuevoherald.com/noticias/mundo/article26514106.html

http://elpais.com/elpais/2010/07/28/actualidad/1280305017_850215.html

http://pacma.es/

powerpoint: Toros

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

The class work well. Students were very curious about it. Even, I had to stop the political debate because they were too involved. I used a non-related warm-up activity, but you can use another one.

How could this class be improved/ modified?

This topic is very intense, there should be a very relaxing class either the day after or previous in order to counterbalance it.

 

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 13 FS15 Adv. Max and Moritz- Wilhelm Busch

December 11, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Thursday, 3 December 2015

 

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

 

Class theme/topics discussed: “Max und Moritz” by Wilhelm Busch

 

Goal of the class: Read out parts from the classic children’s book, understand the text, describe the pictures.

 

How did you structure the class?

 

  1. There was only one student present this day. I copied three chapters from the classic German children’s book “Max und Moritz” and let her read out parts of it. Then we talked about vocabulary and meaning.
  2. The second chapter, I let her only describe the pictures to see if we could figure out the story by just talking about the pictures, because the language is a bit difficult to understand for non-native speakers.
  3. Then we talked about our favorite children’s books in Germany and Russia, and what typical children’s books looked like in our countries.

 

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

 

The book « Max und Moritz » from the German lounge. Author : Wilhelm Busch, 1893.

 

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

 

The text was great fun and we laughed a lot about the story. However, the language was difficult for my student to understand because of the rhyme form and the old-fashioned language.

 

How could this class be improved/ modified?

 

Find an audio file of the book online if possible and play it. Then let them order the audio files to the right chapters of the book.

 

FR F15 “Proverbs”

December 11, 2015 /

 

Language Resident Name: Julien Moniz

Day and Date: 09/03

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Proverbs

Goal of the class: Make the students learn some French proverbs that can be really useful in everyday French speaking.

How did you structure the class? The first part of the class ~40 min consisted in the students trying to reconnect beginnings and ends of 30 proverbs that I had selected for them, cut in two and mixed. The second part consisted in explanations and playing little scenes to make the other students guess a proverb.

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

I used 30 proverbs cut in two.

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

It was a lot of fun. I think the students really loved it. Proverbs are an important and very interesting part of a language. They asked that I sent them the list. Also the skits were really fun

How could this class be improved/ modified?

I had no problem whatsoever with all the bits of paper and in the end I think everyone had fun.

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.

Lesson Summary FR13 #2

Inspired by this class. But with an original set of proverbs.

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