Language Residents

an archive of lesson plans

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JP F22 INT/ADV 政治や外交・歴史や人権、人種差別の問題について話そう!Let’s talk about complex subjects such as Politics, Intl relations, History, racism and Human rights!

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


              Talking about bilingualism and economical success in California

              Talking about a documentary film about heritage language

and social exclusion in Korea


1st December 2022


              Talking about microaggression and racial justice

              Talking about minority / majority issues in Japan


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.







CN F22 INT 自我介绍Self-introduction

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?


  1. Greetings and some chitchats with students;

2. Mini presentation about myself (7 min):

  1. 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?
  2. About me:

① Basics  ② Some fun fact about me  ③ My summer vacation in Britain


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


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

CN F22 ADV 传统节日Traditional Festivals

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?

  1. 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!

  1. Make a video to your family/friend and give him/her your best wishes on this festival.


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.

FR F22 INT La ville du futur, quelle sera votre ville du futur idéale ? (The city of the future, what will be your ideal city of the future?)

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

DE F22 INT Stereotypes

Goals of the ClassKnow stereotypes and describe them with adjectives. Form opinions about them and be able to explain them
Warm UpCity land river game
Activity 1Video 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 2What is your experience with stereotypes? What do you think about them? True often/ True sometimes/ Not true at all?
Activity 3What 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.

DE 22 F22 Castles in Germany – Middle age

TopicMiddle age + describe and argue in relation to castles and palaces
Goals of the ClassDescribing buildings and arguing on the basis of personal feelings
Warm UpHow did you spend the weekend? How was your first week of the semester?
Activity 1Input about Germany in the Middle Ages Presentation and description of Neuschwanstein Castle
Activity 2Castles 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 3Why 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.

JP F22 INT/ADV: 言語学習する上でのあるある〜!Momentについて語ろう!Why do you study Japanese?!的な

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



              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?


Q3. 逆に、どんな時に「勉強してて良かった〜!」って感じる?


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。


Q5. 将来、◯◯語を使ってどんなことしたい?


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,,,



What technology, media or props did you use?  


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.



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 →そうだね

Q2. ◯◯語を勉強してる時、どんなことが難しい?





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?














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。






ちまちまやる →

Q5. 将来、◯◯語を使ってどんなことしたい?




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。








CN F22 INT 相亲 Speed Dating

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?


  1. Take attendance and greet the students (5 min)
  2. What adjectives do you use to describe a person? Write them on whiteboard. (10 min)


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/她的所作所为(what they do & what they say)和他/她说的一致。



他/她很真诚,并且你们彼此(each other)信任(trust)。





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

JP F22 INT/ADV: Let’s rent a house in Japan!! 日本で家を借りよう〜!

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


              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


              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


              Start using the website “Suumo” in Japanese

              Students should follow the direction of slide 5, find best room


              Presentation of the best room as the role of owner of the house

              Audience should ask many questions

              Landlord should give merits



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.

DE F22 ADV Job Interview in Germany

TopicJob Interview in Germany
Goals of the Classstudents 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 Uphave you ever had a job interview? How did you prepare? How did it go?
Activity 1We 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 2We 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 3conduct 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?”.


Students see the extract of a videio in which discrimination situation occured in the middle of an interview.

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 

22 de abril de 1973, la primera protesta en Chile de disidencias sexuales  por sus derechos | Artes y Cultura | BioBioChile
LasPortadasDeTuVida📰 Twitterissä: "1984 Agosto 23 - "Murió paciente del  cáncer gay chileno" Así se retrataba entonces el SIDA en Chile. ¿Qué te  parece?" / Twitter
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