Language Residents

an archive of lesson plans

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DE F19 INT Housing

Language Resident Name: Tilman Viëtor

Day and Date: Wednesday, 09/11/2019

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

Class theme/topics discussed: Housing: How do you live? How to shop for furniture and decoration at IKEA.

Goal of the class: Learning vocabulary about furniture and housing, negotiating, talking about your living situation

How did you structure the class?

  1. Warm-up: What do you like in your dorm room? Why? (Talking with their neighbor)
  2. Brainstorming for words for furniture and decoration. First make individual lists of all words that come to mind, then say a word one after the other until you don’t know another word (no words twice). Everyone has three lives. You lose one life if you don’t know a word when it is your turn. When you lose three times, you are out. The last person standing wins a prize.
  3. Input: IKEA ad, talking about the ad to assure understanding.
  4. Shopping at IKEA: Budget constraint of 700 EUR, time constraint of 20 minutes, work with a partner to furnish your new one-bedroom apartment together.
  5. Explain to the other pairs what you bought, and why.

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

Powerpoint, Whiteboard, Pens, Banana with a small German flag as the prize

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

The Brainstorming did not go very well. After about two rounds no one came up with any more new words. The shopping at IKEA bit was great. They had a lot of fun doing that and learned new words and phrases.

How could this class be improved/ modified?

It will probably work way better with a big group, because more people usually mean more ideas for words. Also, it would be more interesting to see more than just two different ways to furnish apartments, so the students get exposed to more words. Maybe it would also be good to lower the budget to about 600 EUR, so they feel the constraint more.

Int.-presentation-wohnen

ES F19: Welcome & Orientation Flyer

RU F19 Int/Adv: The First Impression

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 09/04/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

The first impression vs. after we get to know each other better

Goal of the class:

Keep getting to know each other

How did you structure the class?

[5 min]: Greetings, announcements, general questions.

[5 min]: Focused Freewriting. A teacher writes a famous Russian proverb on a blackboard: «Встречают по одёжке, а провожают по уму». After we make sure that every word is clear, the students should write down everything that comes to their minds related to that proverb. They keep writing for 3-4 minutes.

[10-15 min]: Discussion. A volunteer reads what they have written, and a teacher facilitates the following discussion (in my group no one knew this proverb and they came up with different interesting interpretations).

[15 min]: “Back to back” (credits to F. Klippel, “Keep Talking”). While the [Russian] music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance («я думаю, на тебе синие джинсы», etc.). – Repeat a couple of times.

[15-20 min]: Everyone gets a paper with an empty square in a middle. They should draw themselves in that square / [write their name if the drawing doesn’t seem to work out well]. They exchange papers in pairs. The task is to ask each other questions and discover and write down 5+ facts about a person that might not be obvious at a first sight («Я думалa, что ты любишь смотреть фильмы ужасов, а оказалось, что мелодрамы» etc.). The last task is to tell these facts about another person to the whole group.

[5 min]: Reflection time. How do they understand the proverb now? What have they learned from their classmates?    

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

Whiteboard, pen

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

The students loved the class! I think everything went well.

How could this class be improved/ modified?

I would keep it as it is because it reflects on both parts of the proverb (meeting by the clothes + getting to know each other’s minds). I think it is a good option for the first or second meeting. 

CN Fall19 INT/ADV Social Media

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date: 4th/5th November

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

Class theme/topics discussed: Social Media

Goal of the class:

  • To learn about common social media in China
  • To analyze the pros and cons of the use of social media in Chinese
  • To master some common vocabulary related to social media, like post(发)/follow(关注)/click like(点赞)etc.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking some questions:
  • What social media do you usually use?
  • What do you do on social media?
  • Imagine what it will be like without social media?
  • Activity 1:  Fill in the questionnaire and share it with your partner. (8minutes)

Then the teacher will go through the questionnaire with students and guide students to discuss the pros and cons of the use of the social media.

  • Activity 2 : Try to use Wechat.

We will experience multiple functions on Wechat.

Students can post the first moment on Wechat in Chinese and share it with others.

  • Close lesson: The teacher will close the lesson by asking learnt questions to help students review.

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

  • PowerPoint Presentation
  • Handout

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

Students love to share their opinions about social Media. And we had fun using China’s Wechat.

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.

关于社交媒体使用的调查问卷

Q1:您平时使用社交媒体吗?

 a)是

 b)否

Q2:您平常使用什么社交媒体?

 a)微信(Wechat)

 b)微博(Weibo)

 c)QQ

 d)INSTAGRAM

 e)FACEBOOK

 f)其他________

Q3:您平常什么时候使用社交媒体?

 a)起床后或睡觉前

 b)吃饭时

 c)上课时

 d)学习间隙

 e)闲暇休息时

 f)其他___________________

Q4:您一天之内会在社交媒体上花多长时间?

 a)0-1个小时

 b)1-3小时

 c)3-5个小时

 d)5个小时以上

Q5:您会在哪些地方使用这些社交媒体?

 a)宿舍

 b)教室

 c)食堂

 d)图书馆

 e)其他________________________

Q6:您一般使用社交媒体做什么?

  a) 消磨时间

 b)获得资讯(information)

 c)与朋友家人交流,联系

  d)记录自己的生活

 e)其他________________________

Q7:您认为使用这些社交媒体对自己有什么不良影响?

 a)影响身体健康

 b)影响学习

  c)浪费时间

 d)现实社交活动减少

 e)被虚假信息欺骗

 f)其他________________________

Q8:总的来说,您对社交媒体的态度是?

 a)利大于弊                   b)弊大于利                   c)中立

Social-Media-pdf

FR F19 Study Break Crêpes Flyer

FR F19 Welcome & Orientation Flyer

JP F19 INT Folk Tales & Superstitions

Language Resident Name: Miki Saigo

Day and Date: September 11, 2019

Language and Level: Intermediate Japanese

Class theme/topics discussed:

Folk tales and superstitions/customs in Japan

Goal of the class:

  • Become familiar with Japanese folk tales, superstitions and customs

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Thomas Mann House Tour & Screening, Sep. 21st
    – Language Partners
    – Tell unregistered students to register
  • Activity I: Japanese folk tale ‘Urashima Taro’
    In this activity, I use a 3.5-minute YouTube video that narrates a Japanese folk tale called ‘Urashima Taro’ along with visual images:

Before we watch the video, I read the vocabulary list in Handout and explain what they are, using the drawings beside the list. Then, we watch the first three minutes of the video until I stop for comprehension check. I ask students to complete the Plot in Handout. After we summarize the story together, I ask what they think is going to happen next and what would they do if they were in the same situation.
Finally, we watch the rest of the video and discuss what the lesson of the story is.

  • Activity II: Superstitions in Japan
    Students make groups of three and I give each group a set of cards (See the attached file). Each card describes a famous superstition in Japan with a picture. Students have to guess if the superstitions on the cards are something they should or should not do in terms of good fortune/manner. After they separate the cards into do’s and don’ts, I give them the correct answers and explain.
    I also ask students if they have superstitions in their cultures.
  • Activity III: Cultural shocks
    I start with some examples of cultural shocks I have encountered since I arrived in the US (e.g. skateboard and scooters). Considering that not all students have traveled abroad a lot, I also add that different customs can be found in your neighbors, giving an example of my friend with weird habits. I ask students to discuss in groups and share some of the most interesting ones with the class.

What technology, media or props did you use?

  • PowerPoint
  • YouTube video
  • Handout
  • Picture cards

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

  • I told students to look up or ask me if they could not understand the words on the cards in Activity II: Superstitions, but in fact, they could figure out from the pictures. Having visual support worked well.
  • Students voluntarily mentioned many superstitions and cultural differences they know.

How could this class be improved/ modified?

  • I think this class went really well.

Picture cards:

Slides:

Sep.11_IntmJP_Slides

ES F19 INT: How do they look like?

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: People’s physical appearance.

Goal of the class: Learn vocabulary to describe someone’s physical appearance.

Class’ structure

  • Attendance (2 min)
  • Warm up: In small groups, students brainstorm words related to physical description. They also answer: What do you think about when talking about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5 min)
  • Input: I show students a picture of my friends and I give a mini description of almost each one of them. Students have to give a mini description of 2 people in the picture, who I haven’t described yet. (5-7 min)
  • Activity 1:  “Una mujer fantástica” trailer: Students watch the trailer of the movie and describe the main character’s appearance (height, hair, age, etc) in small groups. Then, they whole class comment on the description and add more traits to have a more detailed description of the  movie characters’ (5-7 min)  
  • Activity 2: In pairs, students describe each other. One by one, students get a paper with a classmate’s name written on it. They have to give a description of that classmate so that the rest of the class guess who are they taking about (emphasize that the descriptions have to be hard enough for the class to not guess immediately right after) (5-7 min)
  • Activity 3: Detective role play: Each student get a picture of someone who “has gone missing”. One of the student is a detective and the other one has to tell how does the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • The activities worked okay. Activity Nº2 worked fine because the class was small, but it could also be done with smaller groups in a larger class. The topic could have been developed in a bit more depth with a more complex activity to make it a bit more challenging.

CN F19 INT/ADV China Double 11(Single’s day)

Language Resident Name: Ruirui Zhang

Day and Date: 11th November, Monday/12th November,Tuesday

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

Class theme/topics discussed: China Double 11(Single’s day)

Goal of the class:

  • To know about China Double 11 or Singles Day.
  • To learn some vocabulary related to singles day and online shopping.
  • To improve the oral level by interview and debate.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking questions showing in the presentation:

1.China Double 11 is also called __________.

2.In Chinese, single could be called single_______.(Dog, cat or duck?)

Singles day or Guanggun Jie (Chinese: 光棍节) is a shopping holiday popular among young Chinese people[1] that celebrate their pride in being single. The date, November 11 (11/11), was chosen because the number “1” resembles an individual who is alone. The holiday has also become the largest offline and online shopping day in the world, 

  • Provide input:

Show students the vocabulary related to online shopping and singles day by presentation, like discount , online shopping and very new online new words such as “single dog” “sprinkle dog food”;

  • Activity 1:    Interview in pairs and know about your partner’s opinion about being single and shopping habits. (Please see the following attached handout. )

Then the teacher will briefly go through the questions with students and let everyone share their opinion. Meanwhile, compare Double 11 with Black Friday and Cyber Monday to help students understand Double 11 better.

              Activity 2 : Debate : which one is better, being single or making boyfriend/girlfriend?

              The class is divided into two groups. One goes for being single. The other support that to have a

              boyfriend or girlfriend is better than being single.

              Students from two groups take turns to debate until one group couldn’t have reasons to

              contradict.(This activity is for advanced class)

Close lesson: The teacher will close the lesson by  showing students a song called <<Dan shen qing ge>>(The link is https://www.youtube.com/watch?v=eEvJqxJs8pw)

  •  

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

  • Handout & Presentation

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

Students love this topic. They were happy to know about some online new words. And they were engaged well in the debate. The debate made students be more active to talk.

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.

Interview handout:

 1.你的大多数朋友都是单身吗?

2.你觉得怎么可以脱单?

3.你喜欢网购吗?你网购时,一般会买什么?

4.你觉得购物会让你变开心吗?

   你不开心时,会购物吗?

   如果你不开心,你会做什么让自己开心?

 5. 你在“黑色星期五(Black Friday)”会剁手吗?

双十一光棍节pdf

FR F19 INT Hobbies & clubs

Goal of the class:

Review vocabulary about hobbies, talk about what they like doing + frequency, using the Turf dinner that had just happened. 

Structure:

Input 

To introduce vocabulary related to hobbies, I told the students a story about my hobbies throughout my life, using slides to illustrate what I was saying.

Activity 1

  • Survey: what do you do in your free time? What kind of activities? Each student has a short survey and must interview another student to fill it in. For the advanced class, I asked them not to tell what their hobby was and their partner had to guess based on their answers. 
  • Each student then briefly presents their partner’s hobby to the rest of the class.

Activity 2

  • Students who have very different kinds of hobbies are paired up. Together, they must create a club that they would present to the Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each pair presents their club to the rest of the class. The other students must find, in pairs, at least one question to ask to each group (asking for more details, for clarifications etc)

Resources used: 

  • Powerpoint presentation
  • Table for the survey/for the creation of the club
Lesson-plan-Hobbies

RU F19 Russian Tea

RU F19 La Bayadere: The Mariinsky Ballet Performance

FR F19 INT/ADV Dorms

Goal of the class: 

Revise furniture vocabulary & revise the structures “I want”/“I need” while talking about a subject they are familiar with as they have probably just moved in. 

Structure:

Warm up

Questions about them: in what kind of dorm they live, on campus, in Oldenborg, first time…

Input

Story about my arrival here, description of my apartment, then mentioning the one I used to have in France that was empty and that I needed to furnish. ➔ Introducing vocabulary + structure they will need + questions about their own dorms to check their comprehension. 

For the intermediate class, I would use a powerpoint with pictures of furniture to give them more vocabulary before starting. 

Guided practice

Together, establish a list of the furniture a student might need in their new room. You can use a word cloud and ask each student to give 3 words for the advanced class. 

Task

  1. You just arrived in your new dorm and it is completely empty so you need to buy everything. In pairs, go on the website ikea.fr. You have a budget of 400 euros to refurbish your room. What would you buy? 
  2. Change of plan: you are now real estate agents. In pairs, think about the best arguments to rent the room you just furnished. Present your selection to the rest of the class and convince the others that your room is the best (because it looks good, because it is very practical…)
  3. Creating rules for the ideal flat-share (eg sharing food/having friends over/cleaning). If they were to live together, what would their 5 main rules be?

Resources used:

  • Ikea website/students’ laptops 
  • Paper to write the rules

DE F19 Study Break: Musik & Feierabendbier

RU F19: Oldenborg Welcome and Orientation

DE F19 Movie Night: A German Youth

ES F19 ADV: Migration

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: Migration.

Goal of the class:

  • Talk about current immigration affairs (both on a personal and general level)
  • Practice the use of past tenses (preterite & preterite imperfect) 
  • Practice storytelling (1st & 3rd person)

Class’ structure

  • Attendance (2 min)
  • Warm-up: Students and I go over the talk we went to on the previous class (“Commonsense Racism and Latin American Mobility in the Time of Trump”)  and comment a bit on what the speaker said.  In small groups, they start discussing: What where some common phrases used by Trump? What group/s of people is he usually referring to when talking about migrants? Why do you think people leave their countries? Which ones are the largest groups of migrants in the US? Do you have any idea about immigration in other places, like Chile?  (5-7 min)
  • Input: 1) Students look up on their phone where do people who migrate to Chile come from. After discussing their findings, I showed them a video about a Foundation in Santiago. During the video they had to answer: When was the foundation created and by whom?Around  how many students and volunteers where participating there? What was the role of the more advanced students?

2) I also talk about how my experience working in that foundation was. (5-7 min)

  • Activity 1:  In groups, students tell each other wether or not they have had any experience related to migration, and, if so, they share it to one another. Afterwards each group share their stories with the whole class, but each student has to tell one of their classmate’s story. (10-15 min)
  • Activity 2: Aporofobia (fear and rejection towards poverty and poor people): Students look up the meaning of that word and comment on it. They have to answer: Have you seen an example of that in the U.S? Where? When? Does that sound similar to what I’ve told you about Chile? (5-7 min)
  • Acrivity 3: “Linguistic barrier”: I read a paragraph from a news article about Haitians in Chile and how language is a barrier for them as well. Students comment on that as well, comparing and contrasting U.S. situation with Chile’s one (5-7 min)
  • Activity 4: Migration explained with kitties: I play a video that explains Central American migrants situation with kitties. In groups, students answer some questions related to the video:  Why are they using cats to explain the migratory situation? Why do Central American migrants travel in caravans? What are some of the issues they face along the way? Mention 3 reasons why they leave their countries. (10-15 min)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • .The class worked really well in spite of how sensitive the topic can be. If you emphasize that they should not feel pushed to share anything they don’t want to, as long as you pay attention to how students are feeling, the class should work just fine.

RU F19: The Critical Language Scholarship (CLS) information session

CN F19 ADV Interview

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: 4th December (Wednesday) /5th December (Thursday)

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Interview

Goal of the class:

 To learn some expressions related to interview.

To improve conversational skills pretending that you were employers or employees.

 How did you structure the class?

1.Warm up:  Ask students whether they have had an experience of interview before and share it with others.

Activity 1: Work in group of four for the interview of language resident. Two students will be interviewers and two will be interviewee. Imagine what questions you will be asked if you want to apply for the position of Language Resident? And How will you respond to those questions?

3.Provide Input: Go through some important expressions provided by the presentation with students. So students will learn some vocabulary and phrase related to interview.

Activity 2: Work in pairs. Imagine one of you are applying for ideal job, which could be     whatever you like. The other will be interviewer. The interview will go according to the interview sheet.

4.Close the lesson:  Pick one or two groups to model the “interview”. And emphasize on the unfamiliar words for students.

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

  • Handout &Presentation

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

The activities worked very well and students were very engaged. I recommend this topic for other LRs.

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 :

 面试官:________  

你好,欢迎来参加面试。

  1. 请问, 你叫什么名字?
  2. 你是哪里人? 你现在住哪里?
  3. 你认为自己是什么性格的人?

你性格比较内向(introverted)还是比较外向(extroverted)?

  • 你有什么特别的优点和缺点吗?
  • 你和别人相处(get along with others)得怎么样?
  • 你的爱好是什么?
  • 你空闲时间一般做什么?
  • 你毕业于哪所大学?你在大学主修的专业是什么?
  • 你获得了什么学位?
  • 你大学的成绩如何?
  1. 你有相关的工作经验吗?你做过哪些工作?
  2. 你为什么想应聘(yìng pìn)这个工作?你为什么认为你能胜任这个工作?
  3. 你期待的薪资是多少?

好了,面试到此结束,谢谢你来参加我们的面试!

  求职者:_____ 应聘工作:_________

你好,我叫______,我毕业于_________大学,我在大学主修的专业是_______,我 现在获得了我的(学士/硕士/博士)学位。 因为______________________(对这个工作感兴趣/专业/工作经验等等),所以我想申请这个工作。

请问,我什么时候能知道你们的决定?期待听到你们的消息。

FR F19 INT Traveling – Surprise trip

Goal of the class: Practicing vocabulary related to traveling, discovering different French-speaking places. 

Structure:

Warm up (5-10mn)

Do you like traveling? What does traveling mean to you? What are the advantages and disadvantages of traveling? Do you think traveling is a form of education? What places have you been to? Would you like to travel on your own? 

Input (3mn)

Story about my trip a year ago to Montreal, mentioning the different means of transport I used, the different kinds of activities I did there etc. 

Activity 1 – What type of traveler are you? (10mn)

Tell the students, in pairs, that they have received a free trip but they can’t choose where they will go. The only thing they can do to get a trip they would actually enjoy is fill in a chart explaining what type of traveler they are. They have to choose and rank the 5 things they most like 

Activity 2 – organizing the trip (10-15mn)

Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of travelling preferences. They then have to organize a surprise trip, by first choosing a destination (4 destinations are proposed on a handout with the main activities you can do there but they can also choose another French-speaking destination and look up for information online) and then deciding on different aspects of the trip: length of the trip, means of transport, housing, activities organized there… 

When they’re done, students pick 10 items out of a list that they would pack for this trip. They can add things if they want to. 

Activity 3 – Presenting the trip/receiving the gift (5-10mn)

Each group present the trip they organized to the rest of the class. The group who receives the surprise trip has to react using expressions proposed on a powerpoint.

Post-activity – traveling habits

Show a chart that presents different ways of travelling and discuss.

Lesson-plan-Surprise-Trip

Voyage-surprise

DE F19 Oldenborg Welcome Event

FR – S19 – Painting & Art

Advanced Conversation Class – Lesson Summary week 5 – Tuesday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/11/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Art – Painting – Depiction

Goal of the class: To review vocabulary and culture related to art + daily life

How did you structure the class?

1) 5 minutes :

I ask them to discuss 3 questions related to art to their partners in class by groups of two then we discuss.

2) 15 minutes: Making Art Memes:

This activity is inspired by the Facebook site : Classical Art memes. I ask them by groups of 3 or 4 to create art memes with French paintings.

 4) 40 minutes : Painting activity

This is the main activity :  a painting competition : by groups of two they have to reproduce a famous French painting in only 20 minutes. One of the students has the painting in his hands and he has to describe the painting to his partner (he, himself cannot see the painting) the reproduction of the painting his only done through the listening and the skills of the person describing.

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

-Prints of French paintings

-Painting

-Brushes

-Hard paper

-Water

What worked well in this class? What did not work? -The fact that it includes painting is very fun for the students. They really focus since they have a real aim at the end : they have to be the closest the original French painting

ES SP19 INT: Selling Objects

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, March 4th 
  • Language and Level: Spanish Conversation Intermediate
  • Class theme/topics discussed:

Selling things

  • Goal of the class:

To come up with an innovative product and sell it 

  • How did you structure the class? 
  • Ice breaker: Students are asked to talk with a classmate about their weekends. Then, they share their anecdotes with the rest of the class.
  • Activity 1: Individually, students are given a random object (a ruler, dvd case, pokemon cards) and are asked to come up with an innovative idea about said object. They sell this object creating their own campaigns to the rest of the class. The rest of the class prepare questions that the pair has to answer. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

Students were really creative and enthusiastic with the activity. They worked individually as we only have six students in class. Even though they had a lower level than the advanced class, they came up with great ideas and with very good grammar and vocabulary.  

  • How could this class be improved/ modified?

The class worked out excellent. This works pretty well in an advanced class too. If the class was bigger, it would be better to make students to work in pairs so they can talk with someone while coming up with their idea.

FR S19 – ADV – Future – Tarot Cards

Advanced Conversation Class – Lesson Summary week 4 – Thursday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/05/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: The future

Goal of the class: To review the future tense  

How did you structure the class?

1) 5 minutes: Warm Up & questions

I ask to each of them how is their week going, I introduce the topic: the future.

2) 15 minutes: Video – Norman – The 30 years crisis

-I introduce Norman – I ask them questions to make sure they understood the video.

3) 30 minutes: The tarot card activity

-Played by groups of two, one plays the psychic, the other plays the customer. They have fake tarot cards that I printed. We do a quick reminder about the future tense before the activity. The main goal of the activity is for them to have fun while reviewing the future tense. Each person have to tell their partners’s future and then they switch.

4) 10 minutes : “Horoscope Activity” reality vs horoscope

-They tell me which sign they are and I give them their horoscope of the week. They have to discuss with a partner in the class if they think it is possible that the things in their horoscope happen or not. Then we discuss all together.

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

-Powerpoint presentation with pictures  

-Fake Tarot card

-Horoscope copies

What worked well in this class? What did not work

They love using materials like cards, it is a fun activity that works well.

ES SP19 INT: Connecting Random Topics in Small Talk

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Wednesday, February 20th   
  • Language and Level: Spanish Conversation Intermediate
  • Class theme/topics discussed:

Improvisation

Connecting random topics

  • Goal of the class:

To improvise conversation based on random topics

  • How did you structure the class? 
  • Activity 1: In pairs, students come in front of the class. They have to choose two random topics from two pits on the table: one of them very simple (e.g.: “cheese”, “chocolate” or “pets”) and the other one complex (e.g.: “The Cold War” or “Plato’s Allegory of the Cave”). They have to start a conversation with the first topic and find a way to get to the other topic without forcing it. 
  • Activity 2: Following the same idea as before, students are assigned a different topic each. One of them starts talking about their topic. Then, when the time is right, someone else takes over the conversation with their topic and so on until everyone gets to speak. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

The class worked out quite well. Students had fun and were very creative on coming up with ways to connect the topics.

  • How could this class be improved/ modified?

The class worked out pretty well.

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