Language Residents

an archive of lesson plans

Category: Traveling (page 1 of 2)

JP S19 INT Traveling

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, February 25th

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

Class theme/topics discussed: Traveling 

Goal of the class: To be able to arrange a travel discussing in Japanese and to be able to present their plans. 

How did you structure the class?

Activity1 (10 min): Warm-up

We casually talk about weekends.

Activity2 (10 min): Small Discussion

Students talk about the place they want to travel most right now. 

Activity3 (10 min): Reviewing Expressions

We review expressions related to travelling. Students shout words out and I write them down on the whiteboard.

Activity4 (15 min): Arrange Your Travel

Students make a pair and arrange their travel. Suppose they’re a university student in Tokyo and arrange Japan domestic travel. Each person is given $500 budget to travel. 

Activity5 (10 min): Presentation

Each pair presents their travel plan. 

Activity6 (5 min): Wrap-up

I briefly announce the upcoming cultural activity. 

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

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

This plan went really well. When students were making their own plan, everyone was really engaged into the activity and conversation. Time management could have been done better since we had to a little hurry to share their plans today. I showed pictures on the Internet as each group was presenting their plan, which took time than I had planned.

How could this class be improved/ modified?
I would keep it as it is with this class size.

10 – 15 minutes could be used to share their plan, showing pictures.  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 F18 INT/ADV Thanksgiving

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, November 27th

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

Class theme/topics discussed: Thanksgiving

Goal of the class: To be able to talk about / listen to Thanksgiving Holiday. 

How did you structure the class?

Activity1 (10 min): Warm-up

I talk about my Thanksgiving holiday. This is going to be a game, two truths and a lie. I write three key words that are related to my Thanksgiving holiday on the whiteboard and talk a bit about each word. Then students ask one question each. After everyone asks one question, they guess what key word is a lie. 

Activity2 (45 min): Two Truths and A Lie

I give students a few minutes to think about their key words. Then, one student presents his/her Thanksgiving as I showed. Every student gets a chance to talk about theirs. 

Activity3 (5 min): Wrap-up

We choose who was the best liar and who was the most honest one. 

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

It worked really well. Students were really engaged into the game, paying attention to everyone very carefully. I tried to manage the time but it didn’t go well as I calculated. So not everyone had a chance to talk about. However, I believe it would have been better this way than dividing the class into two groups because students are very close each other and they wanted to know each one’s Thanksgiving story.  

How could this class be improved/ modified?As for time management, the class could be divided into two groups or warm-up could be shorter. 

ES S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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 activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

RU S18 INT Traveling

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 01.29.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Traveling

Goal of the class: review related vocabulary, develop argumentation skills, practice storytelling

How did you structure the class?

  1. Greetings, general questions and announcements. – 5 min
  2. Warm-up: What countries have you visited? When? Was it traveling, studying or working? – 10 min
  3. What do we need to travel? Students work in couples. They are given 3 minutes to discuss and come up with a list of 5 items they can’t imagine travelling without. While presenting the list, they have to explain why the items are important. – 15 min
  4. Storytelling: The LR asks the students to use on of their Instagram or Facebook posts to tell about any of their travelling days: they are to show pictures and tell what they have done that day. The students may use any picture from the internet if they are not comfortable showing their private accounts, and they can also make up a story without telling the truth. The students have 5 minutes for preparation and 2-3 minutes for telling their story. The LR tells his story as an example.

Hint: remind the students about the linking words like сначала, затем, потом, в конце дня etc. and using the correct past tense. – 25 min

  1. What are your future travel plans/expectations? The students share their ideas for future trips using constructions like: – 5 min

– Я бы хотела/хотел поехать в ______

– Я бы хотела/хотел увидеть _______

 

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

TV, laptop

RU S18 INT Holiday and Traveling Experience

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 01.22.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Holiday and travelling experience

Goal of the class: share holiday stories, start the discussion of the travel topic, practice listening and creative writing skills

How did you structure the class?

  1. Greetings, general questions etc. – 5 min
  2. Creating a word cloud: What is travelling for you? Students take turns writing the words (at least 3) they associate with travelling on the blackboard. After the cloud is done, the students and the LR explain to the class their word choice. – 25 min
  3. Talking about the break: Speed dating. The students are given a list of suggested questions connected with travelling and the winter break. They rotate in the class so that they can ask questions every student. Every turn lasts for only 1 minute. (handout 1) – 30 min

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

Handouts

Handout 1.

  1. Как прошли твои каникулы (break)?
  2. Куда ты ездил/ездила?
  3. Какое было самое интересное событие (event)?
  4. Были ли у тебя проблемы во время путешествий (travels)?
  5. Какие праздники (holidays) ты праздновал/праздновала?
  6. Какие фильмы ты посмотрел/посмотрела на каникулах?
  7. Ты рад/рада (glad) вернуться в колледж?

ES S18 ADV Traveling

Language Resident Name:  Hugo Briones Cáceres

Day and Date: Tuesday, April 10th

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

Class theme/topics discussed: Traveling

Goal of the class:

  • To plan vacations in a Spanish speaking place.

How did you structure the class?

  1. We start the class by discussing everyone’s weekends. Students can share whatever they want during the beginning of the class.
  2. In pairs or threesomes, students are asked to plan their dream vacations to a Spanish speaking country. They have a budget of U$2,500 per person. They have to look for actual prices of flights, visas, vaccines (if necessary), stay and leisure. Then, they have to be ready to show their plans to the rest of the class.

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

Handouts, Students’ cellphones to look for information.

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

Students were very resourceful to get the information they needed for their trips. They liked the idea and some of them were even considering to actually make use of their plans. The idea works out well in Intermediate, but some input in regards to vocabulary has to be given.

 How could this class be improved/ modified?

In terms of time, it is necessary to have maybe two classes back to back, one for organization and one for presenting.

¡Vamos a viajar!

CN S18 Off-campus Cultural activity China town

ES F17 ADV Arrange your trip!

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/09/2017

(Class in the FLRC)

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Traveling

Goal of the class: Students learn travel related vocabulary, and tools to travel in Spanish

 

How did you structure the class?

 Head’s up: Movie night “Vivir es Fácil con los Ojos Cerrados”

 Warm-up (5’): Students watch a travelling video on Youtube to set the tone of the class

 

Activity 1(10’): Small discussion ¿Why do you travel? Students are divided into groups and each of them will argue about the following reasons to travel. Then they share with the rest of the class.

  • To learn languages
  • To learn about other people’s culture
  • To escape from reality
  • To show off on Instagram

 

Activity 2 (15’): As a group, we brainstorm different webpages and apps that help us travelling. I will provide some that I know in case they don’t. We will also learn quickly how to use them. Skyscanner, Couchsurfing, Civitatis, Workaway.

 

Activity 3 (20’): (in pairs) Students get a worksheet with a template of a trip planner.

They are given a budget of 1000$.

They will have to arrange their own trip, using the real tools they have seen before. They will have to pick a place, look for accommodation, transport, restaurants. Since this class takes place at the FLRC, they all have the resources to make the reservations and to know exactly the prizes of the things they will need.

 

Activity 4 (10’): Students will present the trip they have organized to the rest of the class. They will have the screen to do it, and also pictures of the places they want to see.

 

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

6 travelling worksheets templates https://www.eleinternacional.com/

Computers at the FLRC

Youtube

Access to Internet

 

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

I think students found this class very original. They really enjoyed having to create their own real trip and some of them took it very seriously since many were seniors and were planning trips after graduating.

 

How could this class be improved/ modified?

Something that I could have done better here is the time management. The trip planning process takes a while and some students would have liked to arrange more elaborated trips.

 

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

_VIAJAMOS-_ELE_INTERNACIONAL

CN S17 INT Vacation & Traveling

Conversation Class Lesson Summary 

Language Resident Name:

Ting Cao

Day and Date:

01/23/2017

Language and Level (intermediate or advanced class):

Chinese, Intermediate 

Class theme/topics discussed:

Vacation & Traveling

Goal of the class:

By the end of this class, students will be able to talk about their winter vacation and share their travelling experiences.

How did you structure the class?

  1. Warm up: Teacher introduces a game “who is the spy” to student, and use this game to help students review words that are related to travelling.
  2. Interview: Students work in pairs and interview each other about their winter vacations. After the interview, students share the information they get in front of the whole class.
  3. Group discussion: Students discuss the following questions in groups:                                                                                   a. Do you like travelling? And why?                                                                                                                                                                     b. Share one of your favorite travelling experiences.                                                                                                                                  c. How do you make travelling plans? Can you share some useful information or website for travelling?                                                                                                                                                          d. Do you like travelling along or with friends? Did any conflicts happen when you travelled with other people?
  4. Students work in groups and design plans for spring break. 

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

PowerPoint, useful Chinese website:

蚂蜂窝 http://www.mafengwo.cn/

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

Class was good! Especially the warm up activity worked very well. 

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.

FR F16 ADV Living on Mars

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet

Day and Date: Tuesday, November 15.                                

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Mars 

Goal of the class:

Using the projects about living on Mars to make the students work on argumentation.

How did you structure the class?

  1. Warm-up: If you have a free ticket to travel, where would you go ?
  2. Video about Life on Mars: questions for the listening comprehension (Why do we want to live on Mars and not the other planet of the solar system? What are the two solutions to make life on Mars possible?)
  3. Role-Play: two friends in a café are talking. One wants to apply for Mars One project, the other try to prevent him/her to do so.
  4. Pair work: Mars One can send people on Mars, but there are too many of them. So, each students pick a job in the list and each group have to make an argumentative speech about how useful their skills can be for Mars One project. The other students can ask questions. At the end, we make a vote to eliminate the group which didn’t manage to convince the others.

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

https://www.youtube.com/watch?v=jLEcXEM9_e0

A list of jobs (see below)

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

The last activity was a bit similar to what we previously did (last week), but it works especially fine with this class! Overall, the class worked well. I choose a video with slower-pace speaking (because the students asked me so), but it was still a bit difficult for them. I think it’s because they lack some basic vocabulary.

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.

jobs-for-mars-one

DE F16 ADV Berlin: Orientation and Adverts

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Tuesday, September 27, 2016

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

Class theme/topics discussed:

Students re-learn to tell easy stories, to improvise and to orientate. 

Goal of the class:

Students re-learn to tell stories fitted to their capabilities and to improvise. They learn to provide directions and guidance to orientate themselves on a given map and start to understand short film scenes.

How did you structure the class?  

15-20 minutes: Warm-up story-telling with story cubes. Students get into two groups so everyone has more opportunities to speak. Students choose after each round which story is the best.

10-15 minutes: Students get in pairs. They get parts of a Berlin map. One of them is marked, the other isn’t. One student describes the starting point and how to walk through the map. The other student tries to find out as well as possible where he ends up. During the description game, they are not allowed to compare the maps. Only at the end they can share the original and the result. They take turns. Depending on how much time they needed, they get another pair of maps. In the end, the LR shows pictures and gives short information about the history of these destinations.

10-20 minutes: BVG Video: https://youtu.be/2pic3FnvUrY

Video about public transportation in Berlin. LR hands out questions. The students watch the video and answer the questions together with their partner and discuss their ideas. 

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

TV-screen, youtube video handout questions, story cubes, prepared maps, pictures of the mentioned important Berlin landmarks.

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

Everything worked out fine. Students like the “noun”-story-cubes better than the “action”-story-cubes.

How could this class be improved/ modified?

Only use the “noun”-story-cubes.

 

Sheets:

BVG  Werbespot

 

Was kostet das Jahresabo im Monat?

Warum ist das Ticket so teuer?

Welche Leistungen gibt es für diesen Preis?

Leistung 1

Leistung 2

Leistung 3

Leistung 4

 

Ist das ein guter Werbespot?

Warum? Warum nicht?

CN F16 ADV Time Traveling

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/06/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced  

Class theme/topics discussed:

Time Travel 

Goal of the class:

By the end of this class, students will be able to talk about where they want to go and what they want to do, if they have a power to time travel.   

How did you structure the class?

  1. Group discussion: Discuss the following questions in groups:

              Is there any thing that you really regret?

              If you could go back to the time before the thing happened, would you change it?

              If you could travel to the future, what would you do?

      2. Time travel movies and TV drama

           a. Ask students to introduce some American movies and dramas about time travel.

          b. Introduce some Chinese movies and dramas to students, and watch some clips.

      3. Discussion: If you got a chance to time travel, where and when would you go?                                                               

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

PowerPoint, and Chinese TV drama: https://www.youtube.com/watch?v=CyMCqHlR99o

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

Class worked very well. Students were interested in this topic, and had so much fun with imagining about having the super power.

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.

JP F16 INT Traveling

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Monday, Nov 21, 2016

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

Class theme/topics discussed: Traveling

Goal of the class:

Students will be able to know how to get to a destination by using a Japanese website and introduce about their trip.

How did you structure the class?

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

I check students’ attendance and then ask them about their thanksgiving days. Students talk about it in pairs and then share it in the class.

Activity 2 (5 min) Opening

I show some pictures of Japanese famous spots in Tokyo, Chiba, and Kanagawa, and I introduce them a little bit with the pictures.

Activity 3 (10 min): Introduction of Yahoo! Japan & Norikae Annai

I introduce them a popular website/application which Japanese people usually use when they travel. Students use their own cellphone opening that website/application. Then I demonstrate how it works to the students and they play with it. I also explain briefly to the students about Japanese metro & JR railway lines network and currency (exchange rate between Japanese yen and US dollars).

Activity 4 (15 min): Pair-work

I make pairs in the class and give each pair a piece of paper written about the certain locations on the Japanese railway map and another handout. And then I introduce the activity which they are going to that location marked by blue from the designated place marked by red. They will use Norikae Annai in order to get there in each pair. They will work on it and make a plan for visiting that place with their partner.

Activity 5 (15 min): Main Activity

After they make a plan, each group introduce about their trip. They explain the following things at a minimum.
How do they get to the destination from their designated place??
How long does it take?

How much does it cost?

What are you going to do in your destination?

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

Powerpoint, handout

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

The class was great in general. All students engaged a lot and participated in the activities I prepared. They collaborated in making plans for visiting that places in their group by using Norikae Annai. Their presentations were also good. Today I forgot to cover some important parts of the website/application when explaining it to the students, so I need to make them up in the next class. Since this was the second time I did the activity, it was better than the first time, overall.  

How could this class be improved/ modified?

I think it will be great if I use the whiteboard during the class putting some points on it, which definitely should have been helpful to them in some ways. Also, I could consider extra questions for those who finished the activity early, so they are further motivated to work on it. This activity makes the students speak up and interactive because they need to talk with their partner, so I would like to conduct it again in the near future.

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

CN SP16 ADV LARGE CITY VS SMALL CITY

Language Resident Name:

Ting Cao

Day and Date:

02/23/2016&02/25/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Large city VS Small city

Goal of the class:

Through this class, students will be able to talk about the characters of large cities and small cities, and have a debate about choosing to live in a large city or a small city.

How did you structure the class?

Session 1

  1. Group discussion: work in pairs and discuss the following three questions: how to define large and small cities? Is your hometown a large or small city? What are the characters of this two kind of cities?
  2. Watch a video that compares the lives in large cities and small cities of China. After watching, report what differences have shown in the video.
  3. Introduce some Chinese TV series that reflect how young people fight for their lives and future in large cities.
  4. Discuss about the project.

Session 2

  1. Warm up: recall the characters we talked about of these two cities last class.
  2. Watch a Video. In this video, the reporter interviewed some Chinese college students about their opinions of choosing large or small cities after graduation. Afterwards, summarize the opinions that are given in the video.
  3. Students are separated into two groups, one stands for large city, the other one stands for small city. They have ten minutes prepare for the debate.
  4. Debate time.
  5. Teacher comments on the debate and correct language errors.

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

PowerPoint, video: https://www.youtube.com/watch?v=f73Vbn3DTho

https://www.youtube.com/watch?v=IOSAyIbrqS8

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

Class was good generally. However, they didn’t find many characters about these two different cities at first time.

How could this class be improved/ modified?

When students compare these two cities, teacher can give some suggest, for example, they can start from economy, transportation or environment. They will have a broader way to think about this question.

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 INT Reading a city map interactively

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

 Day and Date: Wednesday, 3 February ‘16

  

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

 

 Class theme/topics discussed: Reading a city map

 

 Goal of the class: To practice the preposition “zu”, to name different places in a city, like theater, parking spot, crossroad, etc.

 

How did you structure the class?

 

  • My German language fellow came to class and introduced the fellow program at Mason Hall. We talked also about the upcoming FLRC Open House and Oldenborg Open House. (10 min)
  • I put a large map of Berlin on the table, in which metro stations, sights, and public places were indicated (a typical tourist map of Berlin). Each student had a figure from a board game to mark a place in the city. Students said sentences like “Go to a parking lot”, and every student looked for a parking lot on the map to put their own figure on. Then the next student called another category, and everyone searched again. (50 min)

 

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

 

A tourist map of Berlin

 

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

 

This worked really well. Students were very creative and wanted to learn all the symbols on the map. The acitivity went on for more than 45 min and it was so simple.

 

How could this class be improved/ modified?

 

This could also work for beginners. Works with any city map (even of L.A., if you don’t have a large German city plan here).

 

 

 

CN F15 ADV Gap Year

Language Resident Name:

Ting Cao

Day and Date:

09/17/2015

Language and Level (intermediate or advanced class):

Chinese, advanced

Class theme/topics discussed:

Gap Year 

Goal of the class:

Address your views on taking a gap year during university.

How did you structure the class?

1. Warm-up: Q&A

Do you like travelling? Why? What are the advantages of travelling?

  1. Play two videos to introduce Chinese students’ opinion about gap year/working holiday.
  2. Role play: Students are separated into 3 groups. Each group represents a family. They are given this situation: children want to take a gap year to work and travel abroad, but parents reject it. They need to write down five reasons for parents and than pass the paper to the group next to them. After that, children will show how to negotiate with parents.
  3. summarise the advantages and disadvantages of gap year/working holiday.

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

PowerPoint, internet

Video: http://www.iqiyi.com/w_19rs2qsn15.html

http://www.tudou.com/listplay/1sKIA24DCZE/ebaGphO9-4U.html

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

Students like this topic. They are very active in the role play activity.

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.

RU F14 INT Russian cities

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11 

Date: November 24, 2014

Class theme/topics discussed:

Big cities and famous places in Russia, traveling

Goal of the class:

Talk about plans for Thanksgiving, revise verbs of motion, learn about four interesting cities in Russia and other famous places (ходить/идти/ехать/ездить/лететь/летать, доехать/прилететь) 

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Thanksgiving plans – 15 minutes

General discussion – who is going where for Thanksgiving? We revise verbs of motion quickly.

Activity 2 Video “Iz okna” – 10 minutes – HANDOUT 1

https://www.youtube.com/watch?v=uW4UqmQQbRQ

NB! A funny video about a band touring Russian cities. First, we revise slang/curse words without looking at the lyrics, then listen to the song and try to pick out 8 names of Russian citite – do you know which part of Russia they’re in? We then we look at the lyrics and I explain a few constructions.

Activity 3 10 miracles of Russia – 10 minutes

http://10russia.ru

We look at the website of the national contest/project “10 miracles of Russia” and talk about where these places are, has anyone been? Does it sound interesting etc. 

Activity 4 Four cities – 25 minutes

Using Handout 2, students research one of the four cities in pairs – Ekaterinburg, Vladivostok, Kazan, and Kostroma (geographically very wide in scope). They spent about 15 minutes doing research (location, population, sightseeing, claim to fame, how to get there) and discussing their destinations, then each group gets 2 minutes to “advertise” their city and we all decide whether we want to go.

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

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

The class went well and the students definitely enjoyed working together and learning about new cities in Russia. I think it would be a good idea to develop on this topic – Russia is so huge but even major cities are not really well-known to Americans. I am also really pleased with how they use verbs of motion – they all seem to be getting really comfortable!

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any. 

CC_RUSS11_Russian_Cities_Nov24

HANDOUT 1

NOIZE MC – ИЗ ОКНА

В рот я ебал ваш первый канал

И второй канал тоже в рот ебал,

Третий канал тоже тот ешё кал

Да и четвёртый если честно

Смотреть бы не стал.

По мне так что пятый канал

что шестой, такой же отстой,

Как седьмой и восьмой,

Девятый десятый бля пятидесятый.

Куда не включи кругом одни дегенираты.

Сколько кнопками не щёлкой на пульте

Нормально не чего не показывают ни где

Я так устал от всего это говна

И вот именно поэтому

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

Привет Самара! Ой, то есть Саратов! То есть Волгоград!

Я крайне рад сегодня в вашем классном городе играть

Я где только не был, но самые красивые девушки в мире,

Честное слово, зуб даю, у вас в Сибири!

 

У вас тут так красиво – море, мосты разводные

В общем, Тверь теперь мой самый любимый город России!

То есть Казань! То есть, конечно, Пенза, я хотел сказать!

Калуга! Где ваши руки? Не слышу ваши голоса!

 

Вы бы знали, что сейчас творится за кулисами –

Там к нам приехали дяди какие-то лысые

Говорят – не по понятиям вниз кидать телевизоры

Если правильный пацан тачку припарковал поблизости.

 

Как широка и необъятна наша страна,

До чего плотно и густо населена она

Занудами типа братвы этого быдло на

Нет, ну, подумаешь… Да, ну и что, что…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

А завтра снова в новый город нас поезд утащит

Продюсер нам сказал, что скоро отпуск, но он обманщик

Так что DJ, басист, клавишник и барабанщик

Ещё не раз посмотрят вниз на летящий ящик

 

Опа! На асфальте мелкие осколки кинескопа

Хозяин тачки смотрит наверх со злобой

Смотрите, вот он – уже на ресепшен потопал

Давайте выпьем за меткость, куда же делся штопор?

 

Как широка и необъятна наша страна

Каждый день – новые лица, новые имена

Безумный гастрольный график сводит меня с ума

И вот именно поэтому…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

HANDOUT 2 

ИНТЕРЕСНЫЕ МЕСТА РОССИИ

  1. ______________________ находится на юге/ юго-западе/ западе/ северо-западе/ севере/северо-востоке/востоке/юго-востоке России.
  1. Это большой/небольшой/маленький город. Численность населения – __________­­­­­_________________________________________­­­­­__ тысяч/миллионов человек.
  2. Город был основан в ________________________________________________ году.
  1. _______________________ знаменит(а) своим/своей/своими

(+Instr. e.g. музеями/парками/природой/музыкальной традицией/красивыми девушками/атмосферой/вкусной едой/ промышленностью – industry) ______________________________________________________________

______________________________________________________________

  1. Три самых интересных места в (+Prep) _______________________ – это __________________________________________________________________________________________________________________________________________________
  1. Город красивый/интересный/необычный/ со своей атмосферой______________________________________________________________.

 

  1. Нужно обязательно съездить в (+Acc.)___________________, потому что там можно___________________________________________________________________

 

  1. Из Москвы в ________________________ можно долететь на самолете/доехать на машине/автобусе/поезде/собаках…..

Билет стоит около _____________________ рублей.

 

КАК ВЫ СЪЕЗДИЛИ?

Летом мы с друзьями ездили в __________________________________.

Мы прилетели на самолете/приехали на ___________________________________. Мы ходили в _________________________________________________________________________

 

Больше всего нам понравилось/ не понравилось

________________________________________________________________________

 

 

ES S15 INT ADV Backpacking Trip

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 2nd // Monday, April 6th

 

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

 

Class theme/topics discussed: Viaje Mochilero

 

Goal of the class: To formulate hypothesis and act out real life situations (negotiation with your parents)

 

How did you structure the class?

 

  • Reminding students of the next cultural activities.

 

  • Warm-up: Hypothetic situations and reactions. Each student thinks of a hypothetic situation and writes it down in a piece of paper using the appropriate grammatical structures. I collect all the sentences and hand them out again. Each student needs to act out the reaction and the other students (split in 2 groups) guess the situation.

 

  • Show students a picture and discuss over its topic: would you take a gap year and go backpacking around the globe? Why/why not? Where and when would you go? Do you think it is a necessary “life” experience? Why/why not?

 

  • I divide the students into different groups of 3 and assign different roles (parents and son/daughter). They have to come up with reasons for parents not to allow their children to go to a backpacking trip in Asia/Africa. The “children” have to come up with reasons to do the trip and convince their parents.

 

  • After all groups came up with a list of 5 justifications, they have to give the lists to the group to their left, which has to do a role play based on the lists handed in by their fellow classmates.

 

 

 

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

 

My laptop, TV Set, pieces of paper, markers.

 

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

The students loved this class! The warm up worked well and helped them review grammatical structures. The “backpacking” activity led to great discussion and the learners had great fun during the role play activity.

 

How could this class be improved/ modified?

 

I am going to modify this lesson for my Intermediate class, with a review of grammatical structures of “possibility”.

 

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.

 Screen Shot 2015-05-08 at 10.33.42 AM

 

RU F14 INT Verbs of motion

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: November 19, 2014

Class theme/topics discussed:

Verbs of motion (ходить-идти)

Goal of the class:

Revise verbs of motion (ходить-идти), talk about public transportation

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Funny video Cheburashka & Crocodile Gena – https://www.youtube.com/watch?v=wEjByRLInMo parody – 3 minutes

Activity 2 – Russian anecdotes i.e. jokes – 2 minutes

I read a few jokes with verbs of motion from “Russian grammar in anecdotes”, making sure they understand what the jokes mean.

Activity 3 Verbs of motion (ходить-идти) Revision – 5 minutes

I explain the difference between the unidirectional “идти” – “be going somewhere” and the multidirectional “ходить” – “go somewhere regularly and come back”. The main difference is process “идти” / result “ходить”.

Activity 4 – Where are they going? (идти) 5 minutes

First, we write down places people can be going to on the white board. Then, I show them street style/paparazzi pictures of Hollywood celebrities on the screen and they work in pairs asking each other “Where are you going? Where are they going” and answering.

Activity 5 – Where do you go? (ходить) 5 minutes

Again, we start with writing down ideas on the white board – what can you ask your partner using the verb “ходить”: Do you go to the movies often? Where do you and your friend usually go on Saturday? Where did you go last Friday? They then discuss in pairs.

Activity 6 – Revision exercise (ходить-идти) – HANDOUT 1 – 10 minutes

They do the exercise in pairs, then we revise together. 

Activity 7 – Draw the map – HANDOUT 2 – 10 minutes

I read a story with a lot of verbs of motion with prepositions, one student draws the map on the white board, the rest on their handouts, then we revise.

Activity 8 – How to get there? – HANDOUT 3 – 15 minutes

Working on passive understanding of a variety of motion verbs. I give them a handout with directions on how to get from LAX to Claremont using public transportation. The email is broken into 9 parts and rescrambled, and their job is to restore the original order in pairs. Then put in together and then we read it aloud together

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

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

The class went well, now they seem very comfortable using verbs of motion we practiced. They also loved the funny video and the jokes, it always sets a good mood. I decided against using handouts in Activities 4 and 5, but I think in the end they would have benefited from a traditional conversation ideas handout I always give (with questions, ideas). Intermediate is tricky in that they know things passively, but cannot always recall structures and vocabulary in a “stressful” situation of real-time oral communication (as opposed to writing). To really be talking and using the language, they still need to rely on something solid (e.g., a written handout), so I’ll keep that in mind in the future. Activity 7 went very well – great occasion to remind them how fabulous it is that after 2,5 semesters of Russian they are able to make perfect sense of a totally real, 100% authentic Russian email!

How could this class be improved/ modified? 

Please attach your lesson plan and handouts for this class below – if you used any.

FA2014 RUSS 11 HANDOUT VERBS OF MOTION

FR F14 ADV French Geography

Conversation Class Lesson Summary

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Thursday, November 13th

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

Class theme/topics discussed:
French Geography

Goal of the class:
– To check their knowledge of the French geography
– To teach them some fun facts about the French geography
– To talk about the stereotypes between the different regions of France

How did you structure the class?
I tell the class that we are going to do a little contest. I divide them in pairs (plus one group of 3)
After every test, a group corrects the work of another and counts the points. We do the correction orally and I add some cultural information or fun facts.

Test 1: I give them a blank map of France. They have to place and name the main mountains and rivers.

Test 2: Quiz; they must answer eight questions about the regions/cities/departments/geographical position of France in Europe.

Test 3: they have a blank map of the regions of France and a list of those regions. They must find where each region is located.

Test 4: Each group has a “map of stereotypes”. They have to prepare a short presentation of what are those stereotypes and guess where do they come from.
I also show them the trailer of “Bienvenue chez les Ch’tis” about the North/South stereotypes http://www.youtube.com/watch?v=fY5cWL4SUmw
To relax in the end, I show them a funny PowerPoint about the Google suggestions about the regions of France and all the stereotypes that it implies.

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

They all learnt about the French geography in previous classes (in high school, college) but forgot a lot. That was a good reminder. I am always surprised to see that they are confused between cities and regions. It was the occasion to clean things up.
It was also an opportunity to talk about the new law about the “découpage territorial”: France division will change from 22 to 13 regions soon.

 

Les cartes et leurs corrigés :

Les clichés français

Les Français selons Google

ADV Géo française

DE F14 ADV I would if I could – conditional tense

Language Resident Name: Mirja Schoderer

Day and Date: Thursday 09/11/2014

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

Class theme/topics discussed: Hätte, würde, könnte: Konjunktiv II, use grammar and tell about the things you would like to do

 Goal of the class: getting to know each other (new student), repeating the mode “Konjunktiv II”

How did you structure the class?

 Ice Breaker: Video “Haus am See” by Peter Fox. He presents his dream of having a house at a lake and all the features this house has.

Short presentation and repetition of how the conditional is built in German

Activity One: Think of something you have to do a lot but don’t like to do. Think of an excuse. Present the excuse to the class, using the conditional.

-> I would take out the trash, if only it wasn’t raining…

Activity two: What would you like to do but can’t? Again, conditional

Activity three: “best case scenario” Use the wishes from activity two and turn them into reality by exchanging the conditional for the future tense.

Activity four: “If I could do whatever I wanted to”. In groups of two, plan an ideal trip or an ideal way to spend a few days, observing one condition that is written on a card (for example: you have to take your grandma with you / You only have two days / you can only spend $300 / …)

Tell the rest of the class what you would do, using the conditional

Class votes on who come up with the best trip

 Activity five: Compare your fantasies to that of Peter Fox. Which one do you like better? Why?

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

Video, board, paper sheets

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

They loved coming up with the trip and put a lot of thought into their ideal holiday. I also feel like they enjoyed turning the conditional into the future tense. It had a certain therapeutic feeling to it.

How could this class be improved/ modified?

Spend less time making sure they got the grammar right (meaning: cut short activity one and two) and spend more time on creating/ talking about the trip.

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.

CN F14 INT Travel in China

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Wednesday, September 17, 2014

Language and Level (intermediate or advanced class): Chinese Intermediate 011

Class theme/topics discussed: Travel in China

Goal of the class: Students will know how to plan travel in China in an effective way

How did you structure the class?

  1. Discuss what preparations you should make for travel in the US (Brainstorming);
  2. Invite some students to share their experience in travelling;
  3. Introduce how to plan travel in China: luggage (clothes, shoes, etc), documents (passport, visa, etc), travel itinerary (how to book flight tickets, how to book a hotel room), insurance for travel, money (cash, credit card), electronic devices (cellphone, iPad, MacBook, etc), contact details
  4. Recommend some tourist attractions in China;
  5. Work out your future travel plan in China.

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

Handouts, powerpoint

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

Students’ personal stories about travelling and my recommendations on some tourist attractions worked well in this class. Some of them are quite excited to visit China next summer.

How could this class be improved/ modified?

Some Chinese words about travel are difficult to intermediate learners, which I should explain more and translate into English next time.

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

常用旅行词汇

飞机 plane
火车 train
轮船 ship
汽车 car
单程票 one way ticket
往返票 round trip tickets
直飞 direct flight
转机 layover
从place1 直飞到place2
从place1 飞到place2, 在place2 转机,再从place2 到place3
到达arrive
出发 depart
靠窗的座位window seat
靠走廊的座位aisle seat
经济舱economy class
头等舱first class
行李luggage
机场 airport
海关custom
护照 passport
签证 visa
旅行社travel agency
行李领取处 luggage claim

 

CN S14 INT Travel

Class theme/topics discussed:
Travel Agency and Customer

Goal of the class:
Students will learn how to book tickets from travel agency and talk about their needs by asking and answering questions.

Structure of the class:
1) 20 questions as warm up activity
2) Learn new words
3) Role play: One student will a travel agent, the other one is customer. They will use the new words we just learnt to practice and talk about their needs

What technology, media or props did you use?
None

What worked well in this class? What did not work?
Students talked a lot during the warm up activity. Also they used new words to practice.

How could this class be improved/ modified?
I should count time for the 20 questions warm up activity because one student is always slow. Other students had to wait for her.

Please attach your lesson plan and handouts for this class below – if you used any.

飞机 Plane
火车 train
轮船 boat
汽车 car
单程票 one way ticket
往返票 round trip tickets
直飞 direct flight
转机 layover
从place1 直飞到place2
从place1 飞到place2, 在place2 转机,再从place2 到place3
到达arrive
出发 leave
靠窗的座位window seat
靠走廊的座位aisle seat
经济舱economy class
头等舱first class
行李luggage
机场 airport
海关custom
护照 passport
签证 visa
旅行社travel agency
顾客customer

ES F13 INT Traveling

Lesson #1: Traveling

Date: October 9th 2013

The class level: Intermediate

Size of the class: 10 students

Class time: 1 hour

Lesson Plan

Overall Goal: Students interaction and trip vocab

Teaching Objectives:

–       Review vocabulary connected to travelling and journeys

–       Showing different Spanish regions and spots

–       Practice commercial language: the awakening of senses.

–       Establish their preferences when travelling

–       Practice role-play and improvisation in the target language

 

Media/ supplies needed: handouts, video projector

Procedures and time needed:

Greetings + warm–up (5 min): Who doesn’t like traveling? How was their last trip and where?

Activity #1 Survey (20 min): They work in pairs One student is the interviewer and the other a potential client. By asking the questions in the questionnaire (see item 1), interviewers need to guess the kind of trip his/her classmate would like. Then, they have to find a destination and elaborate a touristic package. Both students ask questions and think of a destination for their partner. We share the information with the rest of the class

 

The rest of the activities are on this lesson plan ConClass1009Viajes

DE S13 ADV German dialects

German Advanced Conversation

Date: 01-29-2013

Class theme/topics discussed: Introductory small talk, Dialects

Goal of the class: Knowledge about the dialectal variety in Germany, Talk about and imitate sounds and patterns

Structure of the class:

–  The class was asked about their experiences with dialects in Germany

–  Dialect vs. accent

–  What dialects are there in Germany?

–  We focused on the following: Plattduetsch, Schwiitzerdiitsch, Bavarian, Saxon, and Swabian

– We watched a video about each dialect on youtube

– Students were asked to describe the sounds and think about possible problems for non-native and native speakers

– We repeated sounds and words not known in standard German

– Eventually focus on Bavarian

– We watched part of the show of a Bavarian comedian

– Students were asked to listen carefully and reproduce several concepts that the comedian explains in her show

– After that, students were given a paper with a dialogue in Bavarian.

– We read the text and students practiced the pronunciation by repeating

– Students were asked to act out the dialogue

– The teacher asked individual students questions in Bavarian and students answered respectively.

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

Paper, tv, internet, you tube

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

All worked extremely fine, students enjoyed themselves A LOT.

How could this class be improved/ modified?

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