Page 2 of 63
Conversation Class Lesson Summary
Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)
Day and Date: 14th week (29th Nov and 1st Dec 2022)
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Conversation project
Goal of the class: To be able to express on the academic interest they have
How did you structure the class?
29th November 2022
16:15
Talking about bilingualism and economical success in California
Talking about a documentary film about heritage language
and social exclusion in Korea
17:15
1st December 2022
16:15
Talking about microaggression and racial justice
Talking about minority / majority issues in Japan
17:15
What technology, media or props did you use?
Handout, YouTube video
What worked well in this class? What did not work?
It was great two consecutive session to talk about their themes that they’re passionate about. They learned many higher / abstract words.
ハーフ達
日本における「ハーフ」のリアルを描いたドキュメンタリー映画。本当に力強く、マジョリティの「純ジャパ」と自称する人たちこそ見て考えを改めるべきで、その参考になる作品。
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.08.29
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Self-introduction
Goal of the class:
1.Let the students and I get to know each other
2.Set the goals for the semester
3.Create a good atmosphere among the students
How did you structure the class?
Warm-up
- Greetings and some chitchats with students;
2. Mini presentation about myself (7 min):
- 开学第一天，今天你做了多少次自我介绍呢？How many self-introductions have you done during the first day of class?
- About me:
① Basics ② Some fun fact about me ③ My summer vacation in Britain
Activities
1.Ice-breaker (13 min)
1) Brainstorm different aspects about themselves, i.e. hometown, major/minor and hobbies etc.
2) Draw a picture briefly about yourself & introduce yourself to your partner.
My demo:
- Group work: Listen & Draw (25 min)
- Think about your summer break: Where did you go? What did you do? Etc.
- Tell them to your partner;
- Your partner draws them down on the worksheet;
- Introduce your partner & his/her summer break to the whole class.
- Regulations & Conversation Class Agreement (8 min)
Conversation Class requirements & regulations;
Sign Conversation Class Agreement.
- A survey (7 min)
Write down your expectations and goals for this semester: what would you like to gain from the class? What topic are you interest in?
1)Brief introduction of the class and my requirements (and why) about the lesson(Daily proformance & LT requirements); (3 min) I used some English here in this section.
2)Agreement form signing and returning. (3 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
Class Agreements
Attendance sheets
Handouts
What worked well in this class? What did not work?
Everything went as planned and turned out to be really well. I had 7 students in this group, with 2 repeating students and 5 new students whom I’ve already met in last year’s language tables. We got acquainted very fast, and I had a really good feeling about this class. The vibe was great! 3 students actually had a very good level of mandarin. We had a conversation them after class, but they told me 1) they are friends and really want to take the class together; 2) they are seniors and their time schedule won’t allow them to take ADV class on Tuesday and Thursday. During the class they did show patience and helped the other students quite a lot, especially in group work since I assigned them in pairs with real INT level students together, I think let them study should be OK. One thing that I could do better is time arrangement. 2 students didn’t finish the survey so I let them hand the survey to me next class.
How could this class be improved/ modified?
Shorten the Group work: Listen & Draw part a bit and give students a bit more time on the survey, or tell them it’s ok to answer in English for this time since it’s a lot harder to answer everything in Chinese.
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.
See attachment
【Handout】1.1 Survey
【Handout】1.2 Self-introduction
Day and Date: 2022.09.06
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 传统节日 Traditional Festivals
Goal of the class:
By the end of this class, students will learn more about Mid-Autumn Festival and the stories and legends of it. By the end of the class, they are expected to make a video to families and friends and send their best wishes to them.
How did you structure the class?
- Warm-up: Labor Day
Where did you go? What did you do?
- Do you know which Festival is coming soon in China?
- When is Mid-Autumn Festival? & How do Chinese people celebrate it? – Top Activities & Traditions
- Stories & Legends of Mid-Autumn Festival
- 嫦娥奔月 ‘Chang E Flying to the Moon’
- 玉兔捣药 Rabbit in the Moon
- 吴刚伐桂 Wu Gang Chops the Tree
- 朱元璋和月饼起义Zhu Yuanzhang and Moon Cake Uprising
- What phrases do people usually use for this Festival?
Make a lantern!
- Make a video to your family/friend and give him/her your best wishes on this festival.
写一段祝福，并录下来，发送给你的老师/朋友
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
Things that worked well:
The class went really well! Since I had some inventories(lanterns) from last semester’s study break, and I only got 2 students in this group, an idea popped up just before the class began: why not making lanterns, writing wishes on them & making videos to loved ones(families/friends)? So I added two slides of lantern-making traditions and did this activity in class. It went so well! I think my students love it!
The thing that did not work:
Actually everything worked really well. The students were not as shy as last week and I could see that they engaged more and more in this class. We had a conversation about their Labor Day break at the beginning of the class and they even started making jokes about each other. At the end of the class they asked me to airdrop them the videos and I think one student actually sent the video to her mom. Since I had the experience from last semester that the stories maybe too hard for them to understand, so instead of showing the videos on Youtube, I told the stories myself with easier sentences and phrases(+ an amount of body language). So I think they understood the cultural background and the stories really well.
How could this class be improved/ modified?
I’d say nothing much. Just this class would probably only works for a small group of students. Any class with more than 5 may not work as well.
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.
Goal of the class:
- learning new vocabulary on sustainability, ecology, urban spaces. Discussing current issues regarding the building of the citites of the future
- use of the future and conditional tenses in French
- Warm-up:
- Quelle est ta ville préférée, pourquoi?
- À quoi ressemblerait pour toi la ville du futur idéale?
- En quoi les villes du futur seront-elles différentes de celles d’aujourd’hui ?
- Si vous étiez maire d’une ville (city mayor), quels changements apporteriez-vous à votre ville pour qu’elle soit une vrai ville du futur ?
- Quelle ville choisirais-tu comme capitale du monde et pourquoi ?
Activity 1 : À quoi ressemblera la ville du futur ?
- Selon la vidéo, quel est le pourcentage de personnes qui vivront dans les villes en 2050? (According to the video, what is the percentage of people who will live in cities in 2050?)
- Quelles actions les villes d’aujourd’hui doivent prendre pour devenir des « villes vertes »? (What are the actions modern cities need to take to become “green cities”?)
Vocabulary input following the videos on words/expressions used in it:
- Pionnier – pioneering
- Climat – climate
- Vivre en symbiose avec la nature – live in symbioses with nature/the environment
- Consommation – consumption
- Urbanisation croissante – growing urbanisation
- Recycler – to recycle / recyclage (nom) – recycling
- Cultiver – to grow (food, etc)
- Citoyens – citizens
- Protéger/respecter l’environnement – protect/respect the environment
- Energie renouvelable – renewable energy/power
Activity 2: Construisez la ville de demain (imagine/create the city of tomorrow)
- Quels sont pour vous les critères de la ville idéale du future? (listez les au tableau/sur un feuille de papier ou votre ordinateur/telephone)
- 1) Imaginez que vous êtes des architectes célèbres. Vous devez réaliser un croquis et une brochure descriptive d’une ville du futur. Votre objectif est d’attirer des investisseurs pour pouvoir construire cette ville, quels seront les critères important pour rendre votre projet unique et pionnier? (nouvelles technologies? Respect de l’environnement/écologique?, etc). Soyez créatifs!
- 2) Présentez votre projet devant toute la classe (present your project to the class)
Ressources : Powerpoint, Youtube
| Topic | Stereotypes |
| Goals of the Class | Know stereotypes and describe them with adjectives. Form opinions about them and be able to explain them |
| Warm Up | City land river game |
| Activity 1 | Video about German stereotypes with subtitles. The text of the video was printed, and the most important adjectives underlined. Input on the descriptive features – adjectives of the video. I – You – We (Think – Pair – Share) What can you see on the picture? Describe what the picture has to do with Germany? |
| Activity 2 | What is your experience with stereotypes? What do you think about them? True often/ True sometimes/ Not true at all? |
| Activity 3 | What stereotypes are there about the 5Cs 😀 Which ones about other countries?Do you know any stereotypes from TV? NerdsCheerleaders egos?Athletes? What are these stereotypes like? Find adjectives to describe these stereotypes Think of a stereotype Act out the stereotype |
| What worked well in this class? What did not work (and how could it be improved)? | The topic of stereotypes was very well received by the class. Since many students in this class come from different countries, it was very interesting conversations about possible stereotypes. The warmup game also went very well, in which the students had to find a city, a land, a river, a food and a brand for a certain letter. Stereotypes is an interesting topic for multicultural classes. |
| Topic | Middle age + describe and argue in relation to castles and palaces |
| Goals of the Class | Describing buildings and arguing on the basis of personal feelings |
| Warm Up | How did you spend the weekend? How was your first week of the semester? |
| Activity 1 | Input about Germany in the Middle Ages Presentation and description of Neuschwanstein Castle |
| Activity 2 | Castles and palaces visit in Oldenborg Describe your castle or palace My castle has many towers ……Is surrounded by forest……..Is built on a mountainIs situated on a lake Is very big/small Has many windows/no windows Search 4 facts about the castle or palace on the internet Present us your castle |
| Activity 3 | Why is your castle the most beautiful? My castle is most beautiful because…….What is unique about my castle is……..What I especially like about my castle……..Vocabulary: Architecture, towers, forest, fully preserved, large, walls, color, shelter, view, rocks, mountains, size…. |
| What worked well in this class? What did not work (and how could it be improved)? | The presentation of the castles was a lot of fun for the students and the information about the castles was informative. The students showed great interest in the subject. The inclusion of my own examples was a good help for the students. You could have given a beginner course the infos about the castles – no research needed. |
Conversation Class Lesson Summary
Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)
Day and Date: 3rd week (13th and 15th September 2022)
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Why do you study Japanese?
Goal of the class:
To be able to talk about language learning related topics.
How did you structure the class?
13th and 15th September 2022
16:15
16:15
Gathered at intl’ theater, small talk among students to wait
for HVM students (Playing some J-POP music)
16:20 Introduction to the topic
Q1. なんで◯◯語を勉強しているの？どうして◯◯語を勉強しているんですか。
Q2. ◯◯語を勉強してる時、どんなことが難しい？
◯◯語を勉強している時、どのような点が難しいと思いますか。
Q3. 逆に、どんな時に「勉強してて良かった〜！」って感じる？
では、どういったタイミングで「勉強して良かった」
Q4. 勉強する時にいつもすることって何かある？例えば、コーヒーを飲む、とか。
勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。
Q5. 将来、◯◯語を使ってどんなことしたい？
将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。
Q6. 日本語以外に別の言語を勉強するなら何を選ぶ？その理由は？
Q1. Why do you study Japanese?
Q2. What is the most difficult thing while learning Japanese?
Q3. In contrast, when do you feel “I am glad to know the language~!!”
Q4. Do you have certain routines while learning Japanese? Such as listening to J-Pop, drinking green tea, etc?
Q5. Do you have a plan to use Japanese for your job / hobby in the future?
Q6. What language would you like to learn other than Japanese and why?
Changing partners, interacting,,,
17:15
End
What technology, media or props did you use?
Handout
What worked well in this class? What did not work?
Students really enjoyed this topic, so they required to repeat it since they could not finish to answer at the first class. And, when it came to the Q5, everyone was passionate talking about it.
↓Advancedで使った資料。実際の僕の回答を、大阪のことばで書くことによって、実際にネイティブスピーカーがどのような回答をするのか例を提示した。
＜回答例＞
Q1. なんで◯◯語を勉強しているの？どうして◯◯語を勉強しているんですか。
せやねー、もともと両親が日本語じゃない言葉話してたのを子どもの頃から見てきたから、言語とか文化にすっごく興味あってん。ほんで、大学生の頃言語学とかにも興味出てきたから、色々勉強してみた、みたいな。
そうですねー、幼い頃から両親が日本語ではない言葉を話していたのを見ていたため、言語や文化にとても興味があったんですね。それで大学で言語学にも興味が湧いて、色々な言語に触れてみたという感じです。
興味がある→
興味が湧く（わく）→
◯◯に触れる（ふれる）→
せやね →そうだね
Q2. ◯◯語を勉強してる時、どんなことが難しい？
◯◯語を勉強している時、どのような点が難しいと思いますか。
スペイン語やってた時はー、やっぱ何言うても動詞の活用がホンマに難しかってんなー。発音はたいしたことなかってんけど、ただ最初はものっそい速くて、何言うてるかわからへんかったけど。
スペイン語を勉強していた時は、やはり動詞の活用がとても難しかったですね。発音自体はそこまででしたが、始めの頃は速すぎて相手が何を言っているのか、わかりませんでした（笑）
動詞の活用（どうしのかつよう）→
ものっそい →ものすごい →物凄く
Q3. 逆に、どんな時に「勉強してて良かった〜！」って感じる？
では、どういったタイミングで「勉強して良かった」
と感じますか。
やっぱ僕の場合、少しでも言えるフレーズとかあって、言ってみると相手が喜んでくれたりとか、そういう会話のきっかけというか。それが嬉しいかな。あとは、誰か好きになった人がいてて、その人のことをもっと知りたいな思って勉強したっていうのはあるかな。なんやろ、スペ語とか。やっぱそれは動機付けとして強いよね、モチベーションの維持的な。
そうですね、例えばですが、少しでも話せるフレーズがある場合にそれを使ってみて、相手の反応を見るのが好きですね。良い会話のきっかけになりますよね。他のタイミングと言えば、誰かのことを好きになって、その人のことを深く知りたいと感じて勉強したというのはありますね。特にスペイン語はそうです。それは語学の動機付けとして強いですよね。モチベーションの維持に繋がるというか。
例えば（たとえば）→
〜〜な場合（ばあい）→
相手（あいて）→
反応（はんのう）→
きっかけ→
深く（ふかく）→
動機付け（どうきづけ）→
維持（いじ）→
繋がる（つながる）→
Q4. 勉強する時にいつもすることって何かある？例えば、コーヒーを飲む、とか。
勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。
うーん・・・あれかな、勉強法はシャドイングばっかやってんねんけど、歩きながらやることが多いかな。あんまり部屋の中でちまちまするんは好きちゃうから。
そうですね、勉強法としてはシャドイングを歩きながらしますかね。あまり部屋の中で机にむかってというのが好きじゃないので。
〜する際（さい）＝〜する時
部屋（へや）→
ちまちまやる →
Q5. 将来、◯◯語を使ってどんなことしたい？
将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。
せやなー、いまアラビア語勉強してんねんけど（笑）、そもそもアラブの人たちがどんなこと考えてんのか知りたい思って始めたから、色々対話してみたいなー思てるよ。
そうですね、いまアラビア語を勉強していて（笑）、アラブの人々がどのようなことを考えているのか知りたいと思って始めたので、色々と対話してみたいと考えています。
Q6. 日本語以外に別の言語を勉強するなら何を選ぶ？その理由は？
うーん、スラブ語系は一切やったことないから、興味はあるかな。チェコ語とかｗ キリル文字覚えんでええからｗ あとはタイ語もっかいやり直したいかも。適当に勉強してたから、もすこしちゃんと話せるようになりたいなー思てるよ。タイ語話す友達結構いてるから。
そうですね、スラブ語族にはまだ手を出したことが無いので、興味はあります。チェコ語なんかは新たにキリル文字を覚えなくて良いので、穴場かなと思っています。あとは、タイ語をもう一度やり直したいと思っています。これまであまりしっかり勉強して来なかったので、もう少し話せるようになりたいですね。タイ語話者の友人がいるので。
もっかい→
やり直す→
語族（ごぞく）→
穴場（あなば）→
話者（わしゃ）→
キリル文字→
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.08.31
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Speed Dating
Goal of the class:
dating/relationships/vocabularies to describe a person and have a date in the target language.
How did you structure the class?
Warm-up
- Take attendance and greet the students (5 min)
- What adjectives do you use to describe a person? Write them on whiteboard. (10 min)
Activities
Activity 1: Are these green or red flags? (15 min)
The following sentences will be presented on screen and students need to judge whether they are red flags or not and tell the class why.
他/她不喜欢高中音乐剧。
他/她不把你的感受当回事，说你是疯子。
两个人有一样的目标和生活方式。
他/她批评自己的前任（ex）。
他/她偷看你的手机。
他/她的爸爸妈妈拥有一家公司。
他/她对自己的家人不好。
他/她的所作所为（what they do & what they say）和他/她说的一致。
他/她认为你的工作并不重要。
他/她不知道Canada在哪里。
他/她很真诚，并且你们彼此（each other）信任（trust）。
他/她尊重你的个人空间。
你听他/她的，但她/他不听你的。
他/她已婚（married）。
他/她非常非常有钱。
Activity 2: Create your Hinge Homepage. (10 min)
Activity 3: Speed date. (20 min)
Draw lots: 1 red flag & 1 green flag.
Requirement: act as if you have the personalities during the speed date.
5’ each round (2’30’’ ask; 2’30 answer). 7 students+ me 4 rounds in total.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
The class went really well & students were really passionate about the topic. We had so much fun during this session and I could feel everyone enjoyed the class. We were running out of time a bit at the end since students were really into their characters, but we managed to finish the class at 17:20.
How could this class be improved/ modified?
A bit shorter on creating Hinge profile.
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.
See attachment
【Handout】2.1 Hinge 主页
【Handout】2.2 优点缺点
Conversation Class Lesson Summary
Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)
Day and Date: 4th week (20th and 22nd September 2022)
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed:
Goal of the class:
To learn expressions of comparison, recommendation, through activities of renting a house in Japan.
How did you structure the class?
20th September 2022
16:15
Showing the topic, reviewing the basic expression of comparison
Showing the topic, reviewing the basic expression of recommend
Reviewing useful vocabulary related to the topic
16:25
Example question: Comparing two rooms
Students should read the details of the room
Students should ask landlord (Me) the lacking information
Discuss with partner which room to rent
Discuss with everyone, stating pros / cons
16:40
Start using the website “Suumo” in Japanese
Students should follow the direction of slide 5, find best room
17:00
Presentation of the best room as the role of owner of the house
Audience should ask many questions
Landlord should give merits
17:15
End
What technology, media or props did you use?
Handout, ppt
What worked well in this class? What did not work?
Student liked to be both landlord and customer. They make up stories and everyone was laughing. It was one of the best class.
| Topic | Job Interview in Germany |
| Goals of the Class | students should be able to conduct parts of an interview in German. Prepare for possible questions and answer them correctly. Know the procedure of a job interview in Germany. |
| Warm Up | have you ever had a job interview? How did you prepare? How did it go? |
| Activity 1 | We watched a video of a job interview and then discussed and wrote down the typical mistakes. After that we watched the following video, in which the mistakes were pointed out. We compared them with ours and discussed them. |
| Activity 2 | We discussed the 4 stages of a job interview: Greeting Main part Questions Goodbye I gave the students questions for each category, to which they had to come up with individual answers and then present these answers to each other. |
| Activity 3 | conduct an interview Role play 2 persons play the interviewer – 1 person the applicantPick a job offer and try to conduct a job interview I brought the students 4 job ads with which they were to conduct a real job interview. After every Job interview, we gave each other feedback |
| What worked well in this class? What did not work (and how could it be improved)? | I would actually change very little about this class, as it worked out very well and the subject was also considered very important by the students. The only thing that could be done is to adapt the job ads to the students in order to make the interview more accessible and easier. |
Language Resident: Franco Rivas Quiroz
Level: Advanced
Class theme/topic discussed: LGBTIQ+ Issues II
Goal of the class:
Students will be able to:
- Discuss issues that affected the LGBTIQ+ both today and in the past.
- Compare struggles among the communities in the US, Chile or their own countries.
- Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.) and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.)
Class structure:
Warm up:
Students see an image of a piece of news of a recent piece of news in Chile that equal marriage is now officially legal since March 1st. Since there are students that took the class the previous semester, they compare the situation about that bill that they learned about the previous semester. They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.
Activity:
Students see the extract of a videio in which discrimination situation occured in the middle of an interview. https://youtu.be/qh7WNAG117w
In small groups they discuss the questions: ¨Do you know about any similar situation in the US or in your own country? What do you think about it?¨
Students see headlines of Chilean old news about different situations that involved the LGBT community. They discuss the way language was used and the normalization of instults to reffer to someone gay. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”).
Lenguaje Inclusivo: The facilitator briefly explains the general rules to use inclusive Spanish in order to refer to a neutral gender or groups. In small groups, they create a story – each person ads a sentence to continue the story– using inclusive Spanish.
Wrap up:
As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.
Resources used: Projector, Powerpoint.
Reflection: What worked/did not work? How can it be improved?
Students were very engaged with this topic. Students had a lot of questions about the situation in Chile and it was interesting for students who took the class last semester to see the progress that has been made over the last year. They practiced using inclusive Spanish and it was a bit challenging but they were able to do it. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. In general people seemed engaged.
Appendix: Newspapers’ headlines
