Language Residents

an archive of lesson plans

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CN S19 ADV/INT ICE BREAK

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

01/28&29/2018

Language and Level (intermediate or advanced class):

Chinese, Intermediate/Advanced

Class theme/topics discussed:

Self introduction and game.

Goal of the class:

This lesson plan is good for the first class. By the end of this class, students will be able to know all the students (including you ) in this class and remember their name. etc.

How did you structure the class?

  1. Students work in one group. One student introduces her/him selves with name (Chinese and English name), how long have they studied Chinese? What is their hobby, Chinese food and movie?
  2. After first student introduce her/him self, the second student should repeat the first student’s information and then introduce her/him self, the third student should introduce the fist student and the second one. And so on, all the students will get to remember others name and some personal information.
  3. Game: Cat catch mouse, students works in one group, play this game. A fox tail toy is cat. A cup with questions inside is mouse. Cat take around the body one time, mouse take two times. When the cat and mouse hold by the same person, that person should pick up one question in the cup and answer it in Chinese.
  4. By the end of the class, teacher asks students to write done the things they want to talk about in this class, and what kind of activities they would like to see during the Study Breaks and Cultural Activities.

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

PowerPoint, useful Chinese website:

 PowerPoint, Chinese background music

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

Students really enjoyed the class, after one class they knew all the classmates in their class. Everyone was involved and had fun.

How could this class be improved/ modified?

No

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

ES SP19 Cultural Event Flier: Mon Laferte Concert

JP S19 ADV Japanese New Year Traditions

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, February 5th

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

Class theme/topics discussed: New Year Traditions 

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

How did you structure the class?

Activity1 (5 min): Warm-up

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

Activity2 (10 min): New Year Tradition

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

Activity3 (10 min): Japanese New Year Tradition

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

Activity4 (10 min): Osechi

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

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

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

Activity6 (5 min): Wrap-up

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

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

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

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

How could this class be improved/ modified?

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

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

SPA S19 ADV Weather

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 02/19/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: The Weather

Goal of the class: To practice weather vocabulary, describe atmospheric phenomena and give their own weather forecast

How did you structure the class?

Warm-up: (10’) Describe the weather in a picture as best as they can

Activity 2 (5’): Students divide in 4 groups.

Each group gets a different picture. They have to give at least 6 activities they could do with that weather, using the conditional tense in Spanish “I could go on a hike because it is sunny”

They have to put the weather flashcard that fit depending on the picture. In a sunny picture they would attach It’s hot, it’s warm, it’s sunny, it is daytime, sunset… and so on

Students present their pictures and the others have to guess which flashcards they used for their pictures, removing them as the other guess them

Activity 3:

Students see a video of a weather forecast in Spanish.

(10’) Students are given a blank map of a country. They have to look up in the internet the current weather forecast for that country. Fill the map with the symbols, and prepare the forecast. They have to use the expressions that they have learned. They must include the use of the conditional, describe activities that they could do, and new vocabulary properly.

Then, they present their own weather forecast.

Music while they present: https://www.youtube.com/watch?v=UxIsWauHEyc

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

  • 6 handouts with weather-related vocabulary
  • 3 sheets with Celsius-Farenheit
  • 11 word search activities
  • 6 print blank country maps for the presentation

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

How could this class be improved/ modified?

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

– Handout with weather expressions

– Word search activity for the warm-up

– Maps for the weather forecast presentation:

  • Argentina, Bolivia, Chile, Colombia, Cuba, Mexico, Spain
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ES SP19 Study Break Flier: Fiesta Mediterranea

RU SP19 Ice-Skating Party

FR S19 INT – CINEMA Part I

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Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date: 01/29/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part I: Culture  

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 5 minutes – warm up – By groups of two they answer basic questions about cinema and French films (see ppt.) 

2) 10 minutes – cultural input: I give them explanations on what is iconic in term of French cinema, we talk about the Nouvelle Vague movement and so on.

3) 15 minutes video comprehension:  Funnypresentation about Godard. I ask them to listen first, then to explain to the person next to them who Godard is, with the help of the notes on the Powerpoint they have to remember biographic elements. Then they switch so everyone gets to talk about this director.

4) 10 minutes – We watch trailers of the movies nominated this year for the Césars, we talk about the importance of trailers for them in general, they tell which movie they preferred according to their trailers. 

5) 20 Minutes  – Time’s Up Game about cinema. 1rst Round: they can make other people guess their secret celebrity with all the words they want. 2nd Round:  only 1 word. 3 round: mimes.

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

-Powerpoint presentation with pictures  

-Paper cards for the Time’s Up  

-Printed questions about trailers.

-Arte video about Godard.  

https://www.arte.tv/fr/videos/051682-010-A/tout-est-vrai-ou-presque/

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

-They really enjoyed the Time’s Up activity.

DE S19 INT Movies and series

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Monday, 04/02/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Movies and series

Goal of the class:

Being able to talk about movies and series (using German words)

How did you structure the class?

Activity 1 (15 min): Introductory questions. First, the students talked briefly in pairs about the questions I gave them. They talked about how often they went to the movies, which movie they liked best etc.

Activity 2 (10 min): What fits together? I gave every pair of students several flyers of movie posters. At the same time, I gave them summaries of movies they had to fit to the movies. The fastest pair would win!

Activity 3 (15 min): Being a film critic. I gave the students movie flyers. In pairs, they had to think of the plot that could have happened in the movie. Then, they should rate the movie as a film critic. At the end, they would present the movie to the group. The LR gives the true summary of the movie at the end.

Activity 5 (20 min): Inventing your movie. The students were told they would invent their own movie. For that, they would draw cards with different tags on them. They would have to draw a genre card and four plot cards. The things on the card had to be added to their idea. At the end, the students would present it to the group again.

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

Whiteboard and marker

9 pieces of paper for the game «problem on the forehead»  

Powerpoint presentation (attached)

Fill in the blank exercise (see attached)

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

The students had a lot of fun: especially the film critic part and the movie inventing were a lot of fun.

How could this class be improved/ modified?

I would keep it as it is. It was a great class.

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

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JP S19 ADV Working Environment in Japan

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, May 2nd

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

Class theme/topics discussed: Working Environment in Japan

Goal of the class: To learn the current movement regarding working environment improvement in Japan and to be able to say opinions on it using appropriate words.

How did you structure the class?

Activity1 (10 min): Warm-up

Students talk about their good or bad working experience. 

Activity2 (10 min): Vocabularies

Students make a pair and write at least 5 Japanese words that are used to talk about working or one’s company life. I also add some new vocabs that are useful to know.

Activity3 (10 min): Japan’s recent movement to improve working environment

I introduce a movement initiated by the government to improve the working environment in Japan. 

Activity4 (20 min): Discussion

We discuss why is a job so important? What do we work for? What makes the environment harder and harder in Japan? Old generation (workaholic) vs New generation, which do you agree with?

Activity5 (10 min): Wrap-up

I ask the whole class some wrap-up questions. 

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

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

It worked pretty well. There were many new words that students didn’t know, so I tried to check on them if they know the words and tried to make the class environment comfortable so they can always ask questions. It was interesting enough for them, hopefully. 

How could this class be improved/ modified?

This class could be more interesting and a peer-learning style with tasks in which students look for any problem the movement initiated by the government, think about them and present them to the class. 

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

CN S19 Study Break Board Game

CN S19 INT/ ADV who is the spy

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Intermediate and advance

Class theme/topics discussed:

Game: Who is the spy

Goal of the class:

Practice students’ oral Chinese skills

How did you structure the class?

The game: Who is the spy

This game will help students practice the skill of using Chinese to describe a thing.

8 students, 8 cards with pictures (7 of them is A, 1 of them is B, B is the spy) for example, A is ORANGE, B is LEMON.
Everyone has a card and doesn’t let other players know what you get.
Everyone needs to say a word or a sentence to describe what you get in turns. You cannot directly say the word you get. The purpose of your describing is to make players who have the same card with you know you are not the spy. At the same time, you can’t make the spy know what you get. What’s more, yourself don’t know if you are the spy or not. If you are the spy, your purpose is to make others think you are on their side. It means that you need to make others think you have the same card with them and the spy is someone else.
After everyone describes for a round, I will say three, two, one, and everyone point to someone who you think is the spy. Who get the most votes die.

If there are only 3 players alive, the spy wins. Or, the spy loses.

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

PowerPoint, useful Chinese website:

Cards with pictures

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

The students truly love this game, they had fun and learned a lot of new words.

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.

CN S19 Chinee off-campus activity

SPA S19 ADV Work

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/21/2019

Language and Level (intermediate or advanced class):

Spanish Advanced

Class theme/topics discussed: Unemployment, politics, Spain.

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

How did you structure the class?

Head’s up: cultural events

Warm-up (10’): Memory game about professions

Students will be divided into two groups and handed a set of cards with professions. They will have to play a memory game and say the name of the profession aloud every time they uncover one card.

Activity 1 (video and discussion)

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  • (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

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

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain.

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

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.

Find attached below the possible job interview questions that I have given them in a handout

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DE S19 Fondue Study Break

JP S19 INT Past and Future

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, February 6th

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

Class theme/topics discussed: Past and Future 

Goal of the class: To be able to explain their past using past tense and to be able to talk about their future plan using future tense. 

How did you structure the class?

Activity1 (10 min): Now 

Students tell a partner about how their usual days go on. What time do they get up? Where do they eat breakfast? What do you do in the morning? What are your favorite things to do? Who are your close friends?

Activity2 (10 min): 10 Years Ago

Students talk about what they were doing, what they liked, who were their best friends, etc. with their partners.

Activity3 (20 min): In 10 Years

Students draw a picture that represent himself / herself in 10 years. Then, we share with the whole class.

Activity4 (15 min): The world in 100 years

The whole class draws a big picture, predicting how the world would be like in 100 years from now. They draw a big picture together on the white board.

Activity5 (5 min): Wrap-up

I ask them wrap-up questions. I also 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 worked very well. This topic interested students very much and they were really engaged in the activities. 

How could this class be improved/ modified?

I would keep it as it is. 

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

RU SP19 Maslenitsa (Масленица) Study Break

DE S19 Die Welle Cultural Event

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.

RU F18 INT Fairytales

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 10.29.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Fairytale

Goal of the class: practice storytelling, reading more of classic Russian fairytales

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Tell us about what you read/listened to when you were a child. – 5 min
  3. Reading a fairytale, discussing the main characteristics of this type of narration. (handout 1) – 5 min
  4. Adapting a story: each student gets a movie genre they have to adapt a story to. While reading the adapted stories out loud, other students guess the genre. (handout 2) – 15
  5. Storytime: using story cubes, students have to write their own completely new fairytale. As a wrap up, hey read the stories at the end. – 30 min

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

handouts

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

Everything worked very well. Implementing cultural element was an easy task based on materials used.

How could this class be improved/ modified?

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

Handout 1.

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Handout 2.

Фильм ужасов

Романтичная комедия

Триллер

Приключения

Детектив

Документальный фильм

Военная драма

Фентези

RU F18 INT Repka

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 10.24.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Repka (Репка)

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

How did you structure the class?

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

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

handouts

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

Rewriting worked very good, but took more time

How could this class be improved/ modified?

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

Handout 1.

Репка

Посадил дед репку — выросла репка большая, пребольшая.

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

Позвал дед на помощь бабку.

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

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

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

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

Кликнула кошка мышку.

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

RU F18 ADV Job Interviews in Russia

Language Resident Name: Mykyta Tyshchenko

Day and Date: Thursday, 11.08.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Job/internship interview in Russia

Goal of the class: Learn related vocabulary and grammar. Practice interviewing each other

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. What is a job interview? Open discussion. – 5 min
  3. How to prepare for an interview? First, students and LR discuss the common rules of going through interviews successfully. Second, students read the handout 1 and discuss every point. – 15 min
  4. Practicing: students work in groups of 2. They are given situations when they are to do interviews for different companies. They change a partner every 5 minutes. (handout 2) – 20
  5. Wrap-up: with the last person, students demonstrate their interviews. Other students give comments at the end (what was good, what was bad etc.) – 15 min

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

handouts

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

Good class, I would dedicate more time to demonstrational interviews

How could this class be improved/ modified?

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

Handout 1.

Интервью на русском

Интервью – это всегда сложный опыт, который вызывает много нервов и стресса. Интервью на иностранном языке – еще сложнее. Предлагаю вам несколько советов, которые помогут успешно пройти интервью на русском языке.

  1. Оденьтесь красиво. В России судят по одёжке. Хорошая прическа, макияж, уместная одежда и немного парфюма создадут правильное и хорошее впечатление о вас.
  2. Не забудьте резюме. Хорошо знайте информацию, которая там есть.
  3. Будьте готовы ответить на такие базовые вопросы:

– Расскажите о себе.

– Что Вы знаете о компании?

– Какие Ваши сильные и слабые стороны?

– Почему вы уволились с Вашей предыдущей работы?

– Чем вы занимаетесь на Вашей работе сейчас? Расскажите о деталях. Какая атмосфера у Вас в офисе?

– Почему Вы хотите работать на нас?

– Кем Вы видите себя через 5 лет?

– Какой вы человек? Расскажите о своем характере.

  • Знайте такие фразы, как «взаимно» или «будьте здоровы». Будьте вежливыми.
  • Задавайте вопросы во время интервью.
  • Не нервничайте.
  • Попрактикуйте интервью на иностранном языке с другом/подругой/репетитором/в онлайн-сервисе.

Handout 2.

  1. Интервью в компании Майкрософт на должность главного инженера.
  • Интервью в новой кофейне на должность баристы.
  • Интервью в МакДональдсе в Апленде на должность ночного кассира.
  • Интервью на должность нового Русского Резидента (even though I am irreplaceable 😉 ) в Олнедборге.
  • Интервью на должность нового Ректора Колледжа Питцер.
  • Интервью на должность системного администратора в Пентагоне.
  • Интервью на должность титистера в компанию Липтон.
  • Интервью на должность главного СММ менеджера в Л’Ореаль.
  • Интервью на должность Инстаграм-менеджера Рианны.
  • Интервью на должность нового ведущего кулинарной программы.
  • Интервью на должность шпиона в Эстонии.
  • Интервью на должность повара в новом отеле Трампа.

RU F18 ADV Halloween

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 10.30.2018

Language and Level: Russian, Advanced

Class theme/topics discussed: Halloween

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

How did you structure the class?

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

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

handouts

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

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

How could this class be improved/ modified?

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

Handout 1.

Словарь

Праздник – holiday

Праздновать/отмечать – to celebrate

Наряжаться (+Кем? Чем?) – to dress as

Наряд – gown/costume + костюм

Украшать – to decorate +  декорировать

Кошелек или жизнь!

Конфеты

Сладости

Вкусняшки, вкусняхи

Ништячки (Ништяк!)

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

Handout 2.

Красная роза

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

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

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

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

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

Стеклянная кукла

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

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

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

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

— Ляг, я тебя задушу.

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

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

RU F18 Bliny Party

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