Language Residents

an archive of lesson plans

Category: Traveling (Page 2 of 3)

About traveling, tourism, geography, transportation

DE SP16 INT Reading a city map interactively

May 6, 2016 /

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

December 11, 2015 /

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

May 26, 2015 /

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

May 8, 2015 /

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

December 12, 2014 /

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

December 12, 2014 /

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

December 12, 2014 /

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

December 5, 2014 /

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

May 9, 2014 /

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

December 13, 2013 /

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

May 10, 2013 /

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?

—

ES F12 INT Holidays

December 14, 2012 /

Language and Section: Spanish 11-01

Date: 15.November.2012

Class theme/topics discussed: Holidays and touristic spots in Spain

Goal of the class: talk a little bit about holidays and show them some cities in Spain, which are tourists’ attractions

Structure of the class (unless you attach your lesson plan below)
We did a discussion between life in the cities and in the countryside. There were two teams and one team had to come up with advantages of living in a city and disadvantages of living in the countryside and the other team the other way around. After that we had a discussion among all the students with their arguments.
I asked them to form two groups and talk about their favorite holidays. They had to share their experiences with the class. After that I asked them if they knew any cities and traditions/fests in Spain. I asked them to get in pairs and I gave them a document with different pictures on them. Each document had pictures of a city in Spain and they had to talk and try to figure out what the city was, what kind of tourism would have, what people could do, etc.
I projected a map of Spain on the screen and they had to point the place they thought the city was. I helped them and told them a little bit about the cities. They passed the documents around so that everybody could see the pictures.

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

What worked well in this class? What did not work?
They liked to talk about their own experiences. Also, they were pretty interested in know which one the cities were and where they are located. They asked some questions about the map and asked to pass around the pictures so that everybody could see.

How could this class be improved/ modified?
I should have left more time for the pictures and the map. I realised that if we had had more time we could have talked a lot more about the cities and the touristic spots. I could have shown them some more pictures on the screen.

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

1. HECHOS:

• VENTAJAS DE VIVIR EN UNA GRAN CIUDAD Y DESVENTAJAS DEL CAMPO
• VENTAJAS DEL CAMPO Y DESVENTAJAS DE LA GRAN CIUDAD

2. PARA VOSOTR@S…

• QUÉ DEBE DE TENER UNA CIUDAD?
• QUÉ ES IMPORTANTE QUE NO TENGA?

3. VUESTRAS CIUDADES…

• DE DÓNDE SOIS? OS GUSTA VUESTRA CIUDAD? POR QUÉ?
• SI TENÉIS UNA VISITA, QUÉ PUEDE HACER/VER ALLÍ?
• FOTOS?

4. SI…

• PUDIERÁIS ELEGIR: DÓNDE OS GUSTARÍA VIVIR? PAÍS O CIUDAD

5. EXPERIENCIA

• CUÁL ES EL LUGAR QUE MÁS OS HA GUSTADO HASTA AHORA?

DE S12 ADV Cities

May 4, 2012 /

Language and Section: German Advanced

Date: Apr 12

Class theme/topics discussed: Cities

Goal of the class: presenting a city to the class (this could be different classes, for example hometowns, cities in Germany, favorite holiday place etc.)

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

Everyone presented their hometown/cities they have been to in Germany to the class, using the Internet to illustrate everything with pictures.

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

What worked well in this class? What did not work?
Worked very well. Students were very interested in where their classmates have been or where they are from.

How could this class be improved/ modified?

This lesson plan could work for different topics about cities as explained above.

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

DE S12 INT Navigating on a Website

May 4, 2012 /

Language and Section: German Intermediate

Date: Mar 29, 2012

Class theme/topics discussed: Navigating around a German website:

Goal of the class: finding things out about the zoo in Dortmund, Germany

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

Asking questions and making the students find the answers to those on the website

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

Internet, Laptop, Tv, zoo website

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

It worked well, I think it’s an important ability to be able to find informations on websites.

How could this class be improved/ modified?

Choose different websites for example travel websites.

Please attach your lesson plan and handouts for this class below – if you used any.
Zoo: Tiere
• Von wann bis wann hat der Zoo an einem Wochentag geöffnet und wieviel kostet der Eintritt für 3 Erwachsene?
• Kommt man mit öffntlichen Verkehrsmitteln zum Zoo?
• Wann werden die Pinguine gefüttert?
• Gibt es einen Strechelzoo?
• Welches sind die Top 10 Tierarten im Zoo?
• Wie heißen die verschiedenen Tierarten?
• Wie teuer sind Gruppenführungen?
• Was kann man im Zoo alles erleben? → unter Erleben im Zoo
• Was sind Tierpatenschaften?
• Kann man im Dormunder Zoo heiraten?
Wem gehört der Dortmunder Zoo?

FR F11 INT Travelling in France

December 9, 2011 /

Language and Section: FR 11

Date: 09/15/11

Class theme/topics discussed: Transportation in France.

Goal of the class: make the students able to plan a trip in French and talk about it.

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

-Warm up with previous class’ vocabulary (10 minutes)

– Explaining the trip and the vocabulary (budget, departure and arrival, the French websites for subway, train, plane…) (15minutes)

– Planning of the trip in groups (20 minutes)

-Presenting the trip to the rest of the class (15 minutes)

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

-Computers (The class took place in the FLRC), whiteboards.

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

-The trip in France was interesting, though some students were tired. The experience of some students that travelled in France already led the group. Nevertheless, some of them were distracted by the computers.

How could this class be improved/ modified?

-The use of a map and more geographical elements concerning France could have been useful. And also some vocabulary about using the internet in French, maybe for another course.

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

 

JP S11 INT/ADV Role Play: If I were

April 19, 2011 /

Class theme/topics discussed: The expression of “If I were~, I would do~.”

1. Warm up activity: “Saikoro Talk” (deciding a topic what they talk using a dice)
At first, students decide six topics using subjunctive expressions and number cards. One student shoots a dice and talks about the topic on the card which is the same number of the dice.
2. Role Play: “If I were a manager of hotel, I would do~”
Half of students become a manger of hotel and the others are customers. Customers have to complain everything about hotel. The hotel staffs need to deal with a lot of problems. All managers have a meeting and make a decision what and how they improve the hotel’s situation.

How did you pick this theme or topic?
Sometimes I felt students did not correctly use the subjunctive expressions in conversation. So I decided to do the above activities.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, group discussion and group work

How did students react?
They loved to decide a topic by a dice! Some students asked me to do a dice talk again. As for the role play, they did not like it so much. They don’t want to pretend someone, but be themselves.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?

I will recommend an only dice talk.

Why or why not?

As for a dice talk, it would be great tool for leading conversation. On the other hand, role play was a little bit boring for students because students really need the real life situation. If they wanted to become a hotel staff in the future, the activity would be good for them. Role play might be good for the class in Mason, but not for conversation class.

DE S11 INT Song

April 5, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 5th 2011

Class theme/topics discussed:
German Song “Berlin City Girl” by Culcha Candela

How did you pick this theme or topic?
Culcha Candela is a very popular Band in Germany right now. Also this song talks about different cities in Germany and uses a lot of youth language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Listings to the song, and filling in words in spaces I blanked out before,
Talking about where the different cities are in Germany
Talking about youth language, idioms and vocabulary in the song

How did students react?
Liked it.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Song is on youtube.

Would you recommend this activity for a future class?
Yes.

Why or why not?
Students are interested in German music.

Lueckentext Culcha

DE S11 INT Street Signs

March 29, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Mar 29th 2011

Class theme/topics discussed:
Street signs in Germany.

How did you pick this theme or topic?
I did the same in my German 22 class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave them a list of German street signs and made them guess what the signs mean.

How did students react?
Liked it.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
List of street signs.

Would you recommend this activity for a future class?
Yes

Why or why not?
It’s educational and very useful, if the students want to drive sometime in Germany.

ES S11 INT Tourism

January 29, 2011 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011
Date: 01/29/2011

Class theme/topics discussed:
A general overview on two different Spanish countries through travel and tourismo: Mexico and Costa Rica

How did you pick this theme or topic?
I thought it would help them to understand the diversity of the Spanish Speaking countries and to arise some interest in them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First I gave them an introductory worksheet with questions about traveling which they had to discuss in pairs.
Second we revised a list of vocabulary useful for the topic of traveling and tourism
Third, I grouped students in small groups and gave them two different worksheets with information about Mexico and Costa Rica. They had to read it and brainstorm all they know about these countries. Then they talked among themselves to design a tour around these countries and reading it out loud for the rest of the class. Finally the class had to say which tour they liked the most and why.

How did students react?
They loved it and enjoyed it a lot.

Did they engage with each other and you?
Yes. All of them participated and talked in Spanish.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
1. A sheet with questions introducing the topic
2. A list of vocabulary
3. Two information sheets. One about Mexico and one about Costa Rica

Please attach a copy.
–

Would you recommend this activity for a future class? Why or why not?
Yes. They loved it and all of them had something to say and share it with the rest of the class.

VIAJES
VOCABULARIO Viajes
VIAJE 3

JP F10 INT/ADV Trip

November 23, 2010 /

Class theme/topics discussed:
-Checking Attendance (Language table, cultural activities, conversation attendance)
-Role Play: Trip Planning
(One student became a customer and the other student became a staff at tourist agency. Customers had to request many things and staff had to get a contract through negotiation with customer. This activity needs participation!)

How did you pick this theme or topic?
I wanted to do a “role play” in the conversation class because it generates a lot of interactions among students. This activity is a good topic for students to learn not only Japanese, but also culture. (I could explain about a hot spring.) Also, they could learn polite expressions.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout, pair work, general discussion

How did students react?

Since some students could not create long sentence/paragraph. The others did really enjoy and some of them are very talented and create many situations.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PC,
Please attach a copy.
N/A

Would you recommend this activity for a future class?
Sure!

Why or why not?
This topic is necessary for daily life. It motivates students to learn Japanese and also generates lots of chances to talking in the classroom

CN F10 INT Do you like Beijing?

September 10, 2010 /

Class theme/topics discussed:

Do you like Beijing?

How did you pick this theme or topic?

To show students the daily life of Beijing people and to introduce some Beijing dialects.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Handouts, group work, discussion, student presentation

How did students react?
They like the video but don’t understand very much. The discussion goes well and students learn some Beijing dialect through the handouts.

Did they engage with each other and you?

They engage with eache other very well to figure out the dialect in the video. The handout contains some words they don’t know and they ask me about new words after discussion.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

video
Please attach a copy.

Would you recommend this activity for a future class?
Yes.

Why or why not?

Showing students video can be lots of fun but need to choose the video carefully—the video should have subtitle in English and the language should be simple without accents..

CN F10 INT/ADV Travel Arrangement

September 9, 2010 /

Class theme/topics discussed:

Travel Arrangement1

How did you pick this theme or topic?

Students usually do travel a lot and it’s an interesting topic for them to learn useful words that related to this activity.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Handout, Group work, pair work

How did students react?

It’s really changeling for them to figure out all the task however, they really enjoy the challenge.
Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PPT
Please attach a copy.

Would you recommend this activity for a future class?

Yes.
Why or why not?

Students found it is quite useful for them to learn all the vocabularies, especially with the train, subway and long-distance bus.

Travel Arrangement2

Warm up:
Vehicles name in Chinese
http://www.qqwkids.com/view.asp?id=2786
Process:
Finish up the question sheet
Use google earth to record group’s tour according to the group assignment from previous class

Tips:
Under “layer”, choose borders and labels, places, panoramio photos, roads, 3D buildings, ocean, street view, gallery.
“Shift” to change the point of view.
Time line can help to view locations from different time periods.
By double clicking the red button with 360 on it can lead you view 360 sightseeing, which can be also recorded in the video. However, the 360 video quality is a little bit blurry.
Task:
1. Make placemarks on both your destinations and starting place. Save your placemarks under “my place” file/”sightseeing”.
2. Make a video tour of your group, including both starting place and destinations. Record your group tour.
3. Press “Save” after recording can save your work in the google earth.
* You may want to make a very quick test video before doing the whole group task.
Requirement:
1. Each group needs to finish tour video according to the form filled in the previous class.
2. Each member from a group needs to make statement in the video.
3. Video content should include but is not limited to:
Statement of start place, destination.
At least 3 sightseeing statement of the destination, which can includes: the location, ways to get there, personal experience about the location, description of the place, people of the location, local culture, etc.
After finishing the task, feel free to explore more on google earth to find other photos, videos, 360 view and other stuff to explore your destination. Ask me or your classmates if you have questions.
Talk in Chinese!

ES S10 INT Europe

April 29, 2010 /

Conversation Class
Lesson Plan

Section: SPAN011
Date: 04/29/10

Class theme/topics discussed:
EUROPE

How did you pick this theme or topic?
It is interesting to know and comment on different aspects of the different European cultures

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I showed a PowerPoint Presentation with some aspects of the different European countries. Students had to say everything they knew about this countries and make up a tour around Europe.

How did students react?
They had never been to Europe so it was difficult for them to talk about it

Did they engage with each other and you?
Not too much

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A powepoint presentation

Please attach a copy.
–

Would you recommend this activity for a future class?
Probably, but this time didn’t work because most of them did not know much information about the different European countries.

VEN A DESCUBRIR EUROPA presentacion power point

FR S10 INT – directions, French regions and dishes

April 22, 2010 /

Vocabulary related to directions
Regions in France + regional dishes

How did you pick this theme or topic?

I wanted them to know more about the French regions and geography, and to be able to locate things with the right prepositions.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Games
discussion

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handout with the map of the regions
Powerpoint presentation of the dishes

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to know more about French regions and food.

Intermediate 04/22

1. Vocabulary – 5 min

– à côté de
– au-dessus de
– en dessous de
– entre = between
– devant
– derrière
– sous
– sur
– à droite de
– à gauche de

→ locate 3 things in the room and make them guess (they have to ask questions using the prepositions)

Related to villes/regions
– à l’est/ouest/nord/sud de

2. Regions

– memorize the map
⇒ read the names of the regions
⇒ locate some famous cities (Paris, Lyon, Marseille, Montpellier, Bordeaux, Nice…)

– have them think about a region and the other has to ask questions to guess

– interactive map: have them guess the regions one after the other OR have to make the other move the mouse to the right region using the prepositions (en haut, a droite…)
http://www.xtec.cat/~ealonso/flash/francereg1f.html

3. Review food vocab

– PowerPoint presentation
– Have to name the ingredients
– And locate the regions

JP S10 INT/ADV Immigration

March 11, 2010 /

Class theme/topics discussed:
At the airport-単語の導入『パスポート』『税関』『滞在の目的』『入国審査』『観光者』
Creat passport
Write Post Card

How did you pick this theme or topic?
I chose this topic because today is right before spring break. I thought it must be fun to role play to be a tourist and custom officer at the airport

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
１）Picture cardを配布－どこの国か当てる。それから一枚好きな国の絵を選ぶ
２）I gave them world famous people’s picture （名前やプロフィールが記載されてある）
３）Create own passport
４）Role Play/ Ask your partner’s propose of visit, or made up any kind of questions and ask! If a custom officer think it is ok to let them enter the country, a custom officer should sign their autograph to visitor’s passport.

How did students react?
They reacted well. They seemed to be having fun!

Did they engage with each other and you?
Yes, I think so.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

有名人－http://genkienglish.net/birthdaycards.pdf
パスポート-http://genkienglish.net/passportj.htm
Picture of country-フランス・ドイツ・イギリス・エジプト・韓国・中国・スイス・・・

Would you recommend this activity for a future class?
YES!

Why or why not?
Intermと同じことをしたが、This activity also worked for Advanced students,少し幼いようなゲームだったが、パスポートを作ったり、日本の昔の有名人について話したり、なかなか盛り上がった。They enjoyed a lot and created unique questions. I am glad they kept on talking a lot.

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