Language Residents

an archive of lesson plans

Page 3 of 57

RUS S20 Adv/Int: Hometown (online)

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 04/09/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Hometown

Goal of the class:

To talk about students’ hometowns, so they could make a virtual tour for everyone.

How did you structure the class?

  1. Greetings, announcements, general questions.

2.   Activity 1: [all together] Are you in your hometown now? How does it feel going back home? Did you notice any changes in the city you grew up in, or is it you who has changed?

3.   Activity 2: [in groups of 3 in Break-Out Rooms] Write down a list of locations that people usually associate with their hometowns (for example, this is my school, this is my grandparents’ house, where I eat my favorite ice-cream, etc.). Does this list seem to be similar to everyone?

4.   Activity 3: [all together]: sharing the results + the discussion. After that: the LR opens Google Maps and shows the students her hometown. Navigating in the city, the LR gives the students a tour using as much vocabulary as possible related to location, movement, description, etc.

5.   Activity 4: [in pairs in Break-Out Rooms]: The students should do the same: to show their classmates around their hometown with a guide-like narration. 

6.   Activity 5: [all together] Some of the students present their hometowns to everyone.

7.   Conclusion and a follow-up discussion.

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

Zoom, Google Maps

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

The class worked out great! I was very happy with the results and the atmosphere of it.  

How could this class be improved/ modified?

I would leave it as it is.

RUS S20 Adv/Int: Traveling (online)

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Tuesday, 04/07/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Where would you go after Corona?

Goal of the class:

To talk about travel plans and about different ways of traveling (moneywise, company, etc. )

How did you structure the class?

  1. Greetings, announcements, general questions.
  2. Activity 1: [all together] What is the most exotic place you have been to? Did you go there by yourself, or with other people? Why?
  3. Activity 2: [in groups of 3 in Break-Out Rooms] Discuss the advantages and disadvantages of traveling solo. Write down as many pros and cons as you can come up with.
  4. Activity 3: [all together]: sharing the results + the discussion. After that: there is a famous Ukrainian (and Russian) TV show about traveling called ‘Орёл и Решка’. It is about traveling, and there are two people in it. Why do you think the show is called that? Make predictions.
  5. Activity 4: [in pairs in Break-Out Rooms]: Watch the first 5 minutes of the TV show (Miami episode). Were you right about the main idea? Discuss the structure and key features.
  • Activity 5: [in pairs in Break-Out Rooms] After we discussed the idea of the show together, students work in pairs. They should go to https://34travel.me/post/destinations2018 and get a random country. They flip the coin, and one student has to plan the trip to this country with $100, while the second has an unlimited amount of money.
  • Activity 5: [all together] Student present their travel plans to everyone.
  • Conclusion and a follow-up discussion.

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

Zoom, YouTube

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

The class worked out well!

How could this class be improved/ modified?

I would leave it as it is.

ES S20 INT/ADV Traveling

Language Resident: Katherine Pérez Gutiérrez (Credit to Marie Segura)

Class theme/topic discussed : Travel

Goal of the class 

  • Practice vocabulary related to traveling and means of transport
  • Get to know popular touristic destinations in Spanish speaking places

Class structure

  • Warm up: Questions (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:  Story about one of my trips (emphasis on means of transport and activities I did there)
  • Activity 1: What type of traveller are you? Students have been given a free trip but they can’t choose where to go. In pairs, students fill in a chart explaining what type of traveller they are and rank a list of things they like to do the most when traveling.
  • Activity 2: Organize the trip. Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of preferences. Now they 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 Spanish-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. Each group presents the trip they organized to the rest of the class (and especially to the group who receives it who has to react)
  • Activity 4: Customs role-play. Students are on their way to their destinations. In small groups they have to recreate getting to the airport, checking their luggage, going through customs and everything people usually have to do when in the airport.
  • Activity 5: Filling a complaint. Students come up with a complaint about something going wrong with their trip (the flight got delayed, the airline lost their luggage, the place they where staying at wasn’t clean enough, etc.) 
  • Activity 6: COVID-19. ¿How has traveling changed since the virus started spreading? What measures have been taken by airlines/airports? Do you think this is going to have a more permanent effect on traveling in the future? How are airports and airplanes going to look like after the pandemic is under control? 

Resources used

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

  • The class worked okay. Trying to use the handout was hard because of zoom, but after trying to make the questions in a more conversational way, it worked okay. Because only 2 students joined the class, we only did the first 3 activities.

Annex

  • Traveler’s handout
Viajero-handout.pages

ES S20 INT/ADV Literature/Idioms

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Literature & Idioms

Goal of the class 

  • To practice literature related vocabulary
  • To become familiar with Spanish speaking authors and popular titles
  • To recognize common idioms

Class structure

  • Warm-up: Questions about reading taste & habits (Do you like reading? How often do you read? What was the last book you read? Who is your favorite author? Which one is your favorite book? Do you have any favorite character? Do you have any reading routine?) 
  • Activity 1: I show students the book covers of 6 Spanish literature classics. After randomly reading  the back cover of the books, students have to match them to the book cover and come up with a title for the books. At the end students comment on which book seems the most interesting for them.
  • Activity 2:  Santiago en 100 palabras: I show students a Micro-stories. After reading 2 examples,  in groups, using a template provided by the organization in charge of this contest, they have to write a micro-story.  (https://www.santiagoen100palabras.cl/web/#libros)
  • Activity 3: Don’t judge a book by its cover. Students have a list of idioms commonly used in Spanish. In groups they have to guess the meaning of each idiom. I explain what the real meaning of each idiom is before jumping onto the next activity.
  • Activity 4: Using story cubes,  in groups, the class comes up with a short story where they put the idiom in context.
  • (extra) Activity 5: Childhood texts stories. I tell students a story about how this children story that marked me greatly when I was a kid. They do the same. 
  • (extra) Activity 6: Students are randomly assigned one of the idioms we have been using all along the class. They have to write the idiom for their classmates to guess, but only using emojis.
  • (extra) Activity 7: Students watch a video where you have to guess new idioms based on emoji phrases.

Resources used

  • PPT
  • Youtube
  • Story cubes
  • “Santiago en 100 palabras” handout

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

  • The class worked well. Even though we didn’t go pass activity 3, they seemed quite engaged when reading and commenting on the books’ blurb.

Annex

Santiago en 100 palabras handout

S100p-¿Y-cómo-es-el-cuento

S100p-Periodista-por-un-día

ES S20 INT/ADV End of Term Report

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed: End of term report

Goal of the class:

  • To look back on the year and prepare some goals for the upcoming year.
  • To practice past tenses, conditional
  • To  exchange information about the future to be able to hypothesize 

Class structure

  • Warm-up: Students discuss  whether they know or the meaning of the following words: Goals, balance, accomplishments, to achieve a goal, to be thankful.
  • Activity 1: Students discuss the following questions: What goals people usually propose for themselves? Can you think of 2 or 3 goals related to these areas of life? (Health, work, money, family, couples, studies, friendship.
  • Activity 2:  Year’s balance/ recap: in pairs students complete each other’s chart of memorable things that happened to them during whatever period of time you are talking about. Then they share. (In case the conversation his going to slowly, use the questions in the annex) 
  • Activity 3: (cred. Marie Segura & Mikiko Saigo) New Year’s Resolutions: (This activity takes place during a family dinner/dinner with friends) Students are separated in groups. In turn, they roll the dice and discover their new year’s resolution. Then, they have to convince skeptical friends/family that they are actually going to keep their resolution this year and to explain why it is so important to them and how are you going to do it.
  • Activity 4: Students become fortune tellers and predict each other’s future with the help of the story cubes and some images. They will make predictions about health, success in work and education, and love. 

Resources used

  • Resolutions sheet
  • PPT

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

  • As the last class of the semester, it worked pretty well. For activity 2, if it’s an online class, it’s better to have the questions in hand.

Annex

  • Activity 1 Table: 
SaludTrabajoDineroFamiliaParejasEstudiosAmistades
Ej.: comer más sano





  • Activity 2 Chart: 

Cosas divertidas que hice: …
Algo nuevo que aprendí: …
Gente interesante que conocí: …
Lugares que visité: …
Algo que nunca olvidaré: …
Algo de lo que estoy orgulloso/a: …

  • Extra questions for Activity 2: 

¿Cuáles han sido los momentos más destacados?

¿Qué cosas nuevas has probado durante este año?

¿Cuáles han sido tus momentos más felices?

¿Qué has aprendido durante este año?

¿Cuál ha sido tu mayor éxito personal? ¿Y cuál tu mayor éxito profesional?

¿Cuál ha sido el mayor aprendizaje sobre ti mismo?

¿Qué harías de forma diferente?

¿Qué quieres mantener durante el próximo año? ¿Qué te gustaría cambiar en el año nuevo?

  • Resolutions sheet

ES S20 INT/ADV Music

Language Resident Name: Katherine Pérez Gutiérrez

Class theme/topic discussed: Music taste and music genres

Goal of the class 

  • To work on music related vocabulary
  • Learn about music culture in Spanish speaking countries

Class’ structure

  • Warm-up: Introductory questions about music taste and word cloud on music instruments. 
  • Input: Small presentation on Cueca. It includes instruments usually used to play that music, exponents and dance (how is it and how the costumes look like).
  • Activity 1: Students choose between different Spanish speaking countries music styles. They have to make a small a presentation and include the same information as in the presentation the teacher gave (cumbia, ranchera, flamenco, rumba, timba, tango, salsa, merengue) 
  • Activity 2: Students describe a picture in which writing and music is related and discuss whether music should also be considered poetry. Students receive fragments of different reggaeton songs and poems and have to distinguish which are which. They listen to all of them, read as if they were poems and share their results
  • Activity 3: Each group of students works with one of the fragments which corresponded to reggaeton songs and have to invent a new fragment. We listen to the songs and I pause them right before their fragment comes, so that they sing it. 
  • Extra Activity 1: Discussing the content of some reggaeton songs and their cultural significance: Yo perreo sola – Bad Bunny
  • Extra activity 2: I play different songs linked with the styles they talked about in their presentations. Students have to guess the music genre. 

Resources used

  • Youtube: 
  • PPT

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

  • Students enjoyed the discussions at the very beginning, but doing the zoom presentation was a bit hard. When talking about online classes, it’s better to avoid those “group research projects” because some students may just be on their phones or have a harder time doing group research.
  • As an extra activity we created a playlist in Spotify and I’ve heard students commenting on the songs, which is fun and engaging for them.

Annex

CN S20 ADV Travel (Zoom Class)

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Thursday, April 23,2020

Language and Level : Advanced Class

 Class theme/topics discussed :Travel to China(make a plan to travel to China)

Goal of the class:

Students are able to use China’s travelling website to book a airplane ticket ,hotel and tickets of tourist attractions.

 How did you structure the class? 

 1.Warm up: Review words related to travelling by playing a game: each student got two flashcards and need to describe the words while others guess the words.

2.Activity: Google search “Tóngchéng”(同程旅游)and try to book a airplane ticket/hotel/ticket of tourist attraction referring to the handout.

Teacher briefly introduces the website and  students need to book a airplane ticket/hotel/tickets of tourist attractions on this website. Then students pair up and finish the task together.

During the activity, the teacher walks around and makes sure students are on the right track (I found some students talk about tourist attractions in English instead of doing the activity). They need to show and talk to teacher about their booking. Meanwhile, reminder students to look through comments which other users leave before booking.

3.Close lesson: Share your trip with each other. These includes:

State the hotel’s name you booked and reasons why you booked this hotel.

State the tourist attraction and what it is like. 

What technology, media or props did you use?  

 PowerPoint

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

 Students had fun planning a trip with using actual website. And It’s very useful to let students do such a activity since nowadays people tend to book tickets online.      

Planning a trip was a little bit difficult for the Intermediate Class. It need to be simplified or more supports need to be provided.    

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.

 去中国旅游

Google搜索“http://ghotel.ly.com”:

1.订一张机票:

出发城市:                    到达城市:

出发日期:                     返回日期:

2.订一家酒店

酒店/宾馆名字:________________________________

选择这家酒店的原因:

___________________________________________________________________________

3.选择1-2个旅游景点

景点一:____________________________________________________

景点二:____________________________________________________

10月1日-去中国旅行

CN S20 ADV Dating

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Tuesday,18thFebruary,2020

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Dating

Goal of the class:

  1. To talk about the advantages and disadvantages of being single and falling in love.
  2. To talk about important factors which people will take into consideration when they try to find their soulmate.
  3. To improve the oral level by imitating “speed dating”.

How did you structure the class? 

  • Warm up: The teacher will start the lesson by discussing what are advantages and disadvantages of being single and falling in love. Then, write students’ points of view on whiteboard.
  • Provide input: Ask students factors which people will take into consideration when they look for soulmate. Then show students general or common factors which people think important in China. There are related vocabulary on presentation 
  • Activity 1: Imitating “speed dating”(Handouts are provided for this activity): There are some basic questions such as job, education experience, interests and hobby, personality etc. included on handout. First, students need to list at least three important questions which will be put forward during dating. Second, students are divided into 4 boy-girl pairs randomly. Then they will ask each other questions and imitate “speed dating” scenario.

 Follow-up: ask students how it is going with dating with someone. Is the dating successful or unsuccessful? Why?

Activity 2:Talk about the following common questions asked during the dating:

1.长相(颜值)更重要,还是性格更重要?

2你介意男朋友/女朋友年龄比你大5-10岁吗?

3.找男朋友/女朋友时,你会找一个喜欢你的,还是你喜欢的?

3.结婚以后,你愿意和父母住在一起吗?

4.描述一下理想的男朋友/女朋友是什么样子?

        Activity 3: Watch Chinese TV show FeiCheng WuRao, which is a popular speed dating   TV show. Talk about what are similarities and difference between China’s and American  dating TV show.(This activity is for advanced conversation class.)

  • Close lesson 

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 were very engaged in this topic. They talked a lot during the “dating”. This activity gave students chance to get to know each other with various and comprehensive questions.

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.

Dating handout:

关于我
姓名 
年龄 
学历(本科/研究生/博士) 
职业(工作) 
收入💰 
爱好 
性格 
择偶要求 

 第一次约会时,最想问对方的三个问题:

1.____________________________________________________

2.____________________________________________________

3.____________________________________________________

CN S20 INT Gift-giving(Zoom Class)

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Wednesday, April 8th,2020

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Gift-giving culture in China

Goal of the class: 

  • To introduce the gift-giving culture to students.

How did you structure the class? 

  • Warm up: When you visit your friends, will you bring something to your friends or not? What will you usually bring?

Activity 1: Use break-out room to divide the class into pairs and make students talk in pairs according to the first page of PowerPoint. Student were told to download PowerPoint from Sakai in advance.

Activity 2: What gifts do Chinese bring with them when visiting friends? Please say out those items according to PowerPoint. Make comparisons between China’s gift-giving culture and America’s.

Activity 3:Take a look at the following pictures (Page 10 on the PowerPoint)and guess why these items are listed into taboo. Is there any taboo gifts which means bad luck when Americans give each other gifts.

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

  • PowerPoint Presentation
  • Zoom

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

 This topic worked very well .Comparison is a good way to better introduce Chinese culture to students. In this way, students could make easier connection between China’s and American culture. We can always find some similarities between them.

How could this class be improved/ modified?

We spent too much time in talking about “normal” gifts in China. Therefore, we didn’t have time to talk about gifts taboo and we have to move this part to next class. I should control time appropriately.

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.

PDF Embedder requires a url attribute Gift-giving

CN S20 INT Dream

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date:Wednesday, 5thFebruary ,2020

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

 Class theme/topics discussed: what’s your dream? (梦想)

 Students are able to communicate about their dreams or goals.

 How did you structure the class? 

1.Warm-up: Teacher will start lesson by greetings.

2.Provide Input: Teacher will  play a video which is there are  a lot of young people who share their dreams with each other(  https://www.youtube.com/watch?v=Ww-eyaW6fZA)Meanwhile , teacher provided students with the handout, which covers some keywords from the video.

3.Task: Teacher guide students to express their ideal occupation or what they want to do in the future. Then students pairs up and share their dreams in around 5-8 minutes. Then student say out their dreams one by one. Teacher will provide feedback individually. 

4.Close lesson:  teacher will pick a few prominent examples to make a summary .

What technology, media or props did you use?  

Youtube & handout

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

 As students get to know each other, this topic is good for students to know each other deeper. I am trying to help build a friendly community in Conversation Class. Since students have different dreams, our topic covers all kinds of occupations. It’s beneficial for students to expand their vocabulary.

How could this class beimproved/ 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 is as follow:

 我的梦想

职业:商人/生意人(businessman)歌手(singer) 老师  设计师

想做的事情:

成为有钱人/亿万富翁(billionaire)

跳舞  打好篮球

去韩国看帅哥   

跟朋友家人一起 环游世界

考到好成绩/进好大学/找到好的工作

开一间咖啡馆(café)

变得更帅/更漂亮

ES S20 ADV Street Art

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente 

Day and Date: 26th February

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

Class theme/topics discussed: Street Art

Goal of the class: 

  • To be able to describe a painting and express own feelings
  • To exchange information about street art

How did you structure the class? 

  • Warm up: Students see some graffiti images and have to decide whether they are art or not. What is considered art and what is considered vandalism?
  • Activity 1: Students complete a quiz about graffiti vocabulary in order to learn more words of street art (https://quizlet.com/140617233/vocabulario-graffiti-flash-cards/).
  • Activity 2: Students review a handout with expressions used to describe pictures. In pairs, one student will solve a puzzle of a painting and the other student will describe the painting.
  • Activity 3: Students discuss different controversial questions related to street art.
  • Extra final activity: Students see a picture of a graffiti and comment on the author (Banksy, an anonymous street artist). Students see the video of a polemical auction in which one of Banksy’s pieces of art is sold and auto destroyed.  

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

  • YouTube
  • Quiz with graffiti vocabulary
  • Puzzles
  • Discussion questions about street art

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

  • Students shared very interesting opinions about street art and they were specially engaged during the puzzle solving activity. 

How could this class be improved/modified?

  • This class served as introduction for the conversation project about street art, allowing students to discuss basic issues revolving around the topic and to learn basic street art vocabulary, so I would not modify it for this specific purpose. 
Conv_Street-Art

Conv_Handout_Street-Art

ES S20 ADV Advertisements

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

  • Credit: José Gómez 

Day and Date: 20th February

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

Class theme/topics discussed: Advertisements

Goal of the class: 

  • To understand cultural differences through advertisements 

How did you structure the class? 

  • Warm up: Students answer some questions about publicity (e.g. Which was your favorite advertisement of the Super Bowl? Where is publicity more effective?) 
  • Activity 1: Students watch a controversial US commercial and comment on it. They will then compare it with Spanish commercials. 
  • Activity 2: Students get a handout with different slogans and they have to guess which product the slogans are selling. Then they watch the real advertisements.
  • Activity 3: Students speak about the importance of adapting the different advertisements according to the target culture. In small groups, they analyze the existing differences in the same Coca-Cola spot for Spain, Mexico, Argentina and Peru. 
  • Extra final activity: Debating the advantages and disadvantages of personalized advertisements. 
  • Extra final activity (2)Speaking about subliminal publicity. Testing students by placing blue pictures of idioms with eyes over Oldenborg and asking them to choose a part of the body and a color to see if these subliminal posters had some effect on their choice. 

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

  • PowerPoint Presentation
  • YouTube 
  • Handout with slogans 
  • Posters for the subliminal publicity activity

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

The whole class worked very well. They talked a lot and were engaged all in the activities. They specially liked the last activity of the subliminal test, since they were not able to notice the signs around them and were very surprised. 

Conv_Advertisements

Conv_Advertisements_Handout

Conv_Subliminal-pictures

ES S20 INT The Bar (Virus)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 15th April

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

Class theme/topics discussed: The Bar (Film)

Goal of the class: 

  • To exchange information about the main topic of the film
  • To analyze the characters of the film and their evolution throughout the film
  • To relate the topic of the film with recent events that have taken place in our society 

How did you structure the class? 

  • Warm up: Students share general opinions about the film and their cinema preferences: What did you like most about the film? And the least? Do you like these kinds of films? What is your favorite cinema genre?  
  • Activity 1: Students discuss the significance of the title and analyze the intro of the film: Why did the director choose those images for the intro? How does the music of the intro make you feel? What are your expectations of the film after seeing that intro? Does it match the rest of the film?
  • Activity 2: Students analyze some cultural expressions and events that happen during the first part of the film, learning colloquial idiomatic expressions.  
  • Activity 3: Students focus on the characters, analyzing the first impression that they portray and possible derived prejudices, also describing their personal problems and how their behavior changes throughout the film. Who is your favorite character and why? Is there any character that you specially dislike?
  • Activity 4: Analysis of the use of humor in the film. Students talk about humor scenes. Is humor compatible with a horror movie?
  • Activity 5: Students relate the topic of the film with the current global crisis. Are there any aspects that appear in the film that also show the behavior of people these days in real life? They will also be given some speaking prompts with quotes from the film.  
  • Activity 6: Debate of a hypothetical situation. Students write down the most essential professions during the Coronavirus crisis according to their opinion. The vaccine for the virus is out, but there is not enough for everyone: Which working collectives should have priority and receive the vaccine as soon as possible and why?
  • Extra final activity: Analyzing the advertising of products throughout the film. E.g. the abundance of Coca Cola drinks in the bar. 

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

  • Netflix 
  • Handout with questions and activities

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

  • They had nice discussions with the activity of the vaccine, and they were able to answer all of the questions, however the film and the topic might be too hard for some students. 

How could this class be improved/modified? 

  • They did not have as much to say as I had expected with the first activity, about the intro of the film, so since there are lots of activities, I suggest simply skipping that one. 
Conv_Handout_The-Bar-Virus

ES S20 INT Sport (2)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

  • Credit: Ivan Lucic

Day and Date: 4th March

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

Class theme/topics discussed: Sports (2)

Goal of the class: 

  • To learn about cultural facts related to sports
  • To exchange information about famous athletes 
  • To simulate a sports interview and record it for the conversation project 

How did you structure the class? 

  • Warm up: Students create a list with the sports that they believe are the most famous in the United States. They do the same with Spanish sports. Then they see the real rankings. 
  • Activity 1: Each student receives a sport and students have to look for the best athlete of that sport. They will have to fill in a table with concrete data (e.g. trophies, salary, funny facts about childhood, etc.). Then they share their person with a classmate and discuss some extra questions (e.g. which sport is more difficult or which one deserves a better salary). 
  • Activity 2: Role-play. Students act as sport journalists and athletes. They answer a set of questions as if they were the famous person about whom they made some research. 
  • Extra final activity: Speaking about unsportsmanlike actions and reading about some of the most polemical cases. Agreeing on the suitable punishments for each of those actions. 

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

  • PowerPoint Presentation
  • Handout with table and interview questions
  • YouTube

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

  • The interview worked well and some of them were really creative with their responses. They also did a very well job while researching about famous athletes.  

How could this class be improved/ modified?

  • The research part was individual and took quite long, so it would be better to look for fewer questions so that they can focus more on the speaking part without spending too much time working individually. 
Conv_Sport-2

Conv_Handout_Sport-1

ES S20 INT Sport (1)

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd March

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

Class theme/topics discussed: Sports (1)

Goal of the class: 

  • To review and use vocabulary related to sports 
  • To exchange information about sport interests
  • To design a new sport and rules for it

How did you structure the class? 

  • Warm up: Students answer some general questions about sport (how often they practice it, why they practice sport, etc.). 
  • Activity 1: Students play a memory game about sports to review some vocabulary and learn new words. They will have to match the name of the sport with one rule about that sport.
  • Activity 2: I show them some pictures of myself when I was a child and used to play basketball on roller skates. I explain some basic rules of the sport. 
  • Activity 3: Students explain to a class mate the rules of their favorite sport.
  • Activity 4: Students invent a sport mixing up two different sports and create some basic rules. 
  • Activity 5: Students present their sport to the rest of the class. First they will not speak and will only mimic the sport and the rest will have to guess what it consists on. Then they will explain which rules they made up. 
  • Extra final activity: Watching some of the weirdest sports ever invented and commenting on them. 
  • Extra final activity (2): Speaking about extreme sports. 

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

  • PowerPoint Presentation
  • Memory game cards

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

  • Students enjoyed the mimic activity and inventing a new sport. I think the memory game was also a good warm-up activity.  

How could this class be improved/ modified?

  • I like the class as it is, however whether this class is successful or not will also depend a lot on students’ interests, so it is important to know if they enjoy practicing sports.
Conv_Sport-1

Cards_Memory-game_Sport

DE S20 INT: Traveling (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Monday, 04/27/2020

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

# of Students: 3

Class theme/topics discussed: traveling

Goal of the class: Students repeat traveling vocab, practice a common German grammatical construction, practice presenting information.

How did you structure the class?

  1. Warm-up (Prior knowledge):

I put questions in the google doc, that the students talk about in pairs in breakout rooms. 1. What was the best trip that you ever went on? What was so great about it? 2. Can you imagine living in a different country one day? Where would that be? 3. Where would you travel to if money was not an issue? 4. Is traveling important to you? Why/why not?

  • Activity 1 (Input):

The students brainstorm as many terms that are connected with traveling as possible. After two minutes, we look at all the terms together and talk about them.

  • Activity 2 (Guided Practice):

The students answer the question “Why do people travel?” with the “um…zu”-Construction (in order to). Together we collect as many reasons to travel as possible. When the students run out of ideas, we look at a website together that gives ten reasons for traveling.

  • Activity 3 (Task):

Students prepare a mini-presentation about the most interesting trip they ever went to. They explain where they went, for how long, how they got there, what they did there, what was most interesting, etc. They also explain, why traveling is important to them. They can also show pictures with the screenshare function. After about 5 minutes of preparation time, they get together in breakout rooms and present to each other.

  • Activity 4 (Follow-up):

We meet in the main room, everyone quickly summarizes what they talked about, before we say our goodbyes.

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

Google Doc, DeepL, website : https://www.auslandsjob.de/10-gruende-reisen.php,

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

The class went pretty well. The students talked a lot and were active and engaged all the time. The activities were not as dynamic as I had hoped, but I think that was because half of the class was missing. Also, I had one more, pretty big task prepared for the students, but we did not have the time to do it. But because I did not try to squeeze that activity in, the timing worked out very well.

How could this class be improved/ modified?

Finding a short video or some other kind of input with travel-related vocabulary would have been good to stimulate more ideas in the brainstorming activity.

DE S20 INT: Impressions

Language Resident Name: Tilman Viëtor

Credit to Katherine Pérez, Mariia Glukhova

Day and Date: Monday, 02/03/2020

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

# of Students: 6

Class theme/topics discussed: Physical appearance

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

How did you structure the class?

  1. Warm-up (Prior knowledge):

Focused Freewriting: What do you think about when you think about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5min) We talk about it and come up with categories for describing physical appearance. Then the students get to the board and fill the categories with as many expressions as possible.

  • Activity 1 (Input):

I show students a picture of me and friends of mine. I then describe some people in the picture, before I have the students describe the remaining people based on what they see.

  • Activity 2 (Guided Practice):

While the German 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. Repeat a couple of times.

  • Activity 3 (Task):

Detective role play: Each student gets a picture of someone who “has gone missing”. One of the students is a detective and the other one has to tell what 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).

  • Activity 4 (Follow-up):

What do students guess the occupations of the people on the pictures are?

After guessing and giving reasons for their guesses, in two groups, they each look up one of the people, then present their findings to the group.

  • Extra final activity:

What do you think the German saying “Kleider machen Leute” could mean?

We talk about it.

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

Song, pictures of German celebrities

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

The class worked very well, even though we did not get to the extra activity.

First-impressions

DE S20 ADV: Youth Slang (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 04/16/2020

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

# of Students: 3

Class theme/topics discussed: German youth slang

Goal of the class: Students learn about German youth slang

How did you structure the class?

  1. Warm-up (Prior knowledge):

I post questions in the Google Doc, that serve as conversation starters. They talk about the questions in Breakout Rooms and if they look up vocabulary, which I encourage them to do, they put them in our shared vocab list. The questions were 1. What is good about winter if you compare it to summer? 2. What are the most essential food items for you? 3. What three things are the most important for you in life right now? 4. Who is your favorite musician?

  • Activity 1 (Input):

In the Main Room: I give the students three lists of youth slang words and short phrases in the Google Doc. I give each one of them a list and they do a short research on Google.de to find out what the words/phrases mean and what language they are from. I demonstrate the process via screenshare quickly, so that they know that they should also enter “meaning youth slang” into the search bar after the word/phrase. We then go through the words together.

  • Activity 2 (Guided Practice):

We read a website together that is about German youth slang, its history and its important elements and characteristics. They can later use the forms on that website for their dialogues.

  • Activity 3 (Task):

I give the students four different little scenarios, to choose from and write a creative dialogue around, using as many youth slang words as possible for them. They write the dialogues in pairs in breakout rooms, and then they present them in the Main Room

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

Google Doc, Google.de, Website : https://online-lernen.levrai.de/deutsch-uebungen/jugendsprache/0_jugendsprache_regeln.htm

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

The class went well, we had good conversations and the students had a lot of fun with writing and performing the dialogues. I had to skip the website bit, and we did not have a lot of time left for the dialogues, so they were short.

How could this class be improved/ modified?

I should have reduced the amount of warm-up questions and the amount of words every single student had to research.

DE S20 ADV: Storytelling

Language Resident Name: Tilman Viëtor

Credit to Mariia Glukhova

Day and Date: Thursday, 02/06/2020

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

# of Students: 3

Class theme/topics discussed: Storytelling

Goal of the class: To practice improvisational speaking

How did you structure the class?

  1. Warm-up (Prior knowledge):

Exercise on “Deutsch Perfekt” to practice the simple past form.

  • Activity 1 (Input):

Students play two truths and a lie. Each of the students should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch them on lying. After that they take turns.

  • Activity 2 (Guided Practice):

I write a phrase on the whiteboard. It can be something like: “Paul woke up, and immediately realized that something was different today”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

  • Activity 3 (Task):

We get together in pairs. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

  • Activity 4 (Follow-up):

We play “Black Stories”.

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

Story cubes, website (https://www.deutsch-perfekt.com/deutsch-ueben/das-praeteritum), Black Stories (game)

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

The class was great, and the students had a lot of fun. We did not get to the last two tasks, so maybe a time limit for two truths and a lie would be necessary.

ES F19 INT Shopping

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 2nd December

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

Class theme/topics discussed: Shopping

Goal of the class: 

  • To exchange information about shopping preferences
  • To learn how to bargain in flea markets
  • To find the best present for an assigned student

How did you structure the class? 

  • Warm up: Students answer some questions about shopping: how often they shop, what is the best / most useless thing they have ever bought, etc. 
  • Activity 1: Brainstorming about the different possibilities of shopping and sharing preferences about where to shop. This will lead to the introduction of special shopping places such as flea markets. Students watch a video of the most famous flea market of Spain and answer some comprehension questions (what can be bought there, when it takes place, etc.). 
  • Activity 2: One of the main things that happens when buying at this flea market is bargaining. Therefore, students practice bargaining with other students to get the best prices for different products. Then they share different advices and techniques for bargaining. 
  • Activity 3: In pairs, students have to “go to this flea market” and find the best present for other randomly assigned students in the class. They will have to agree on what the best presents are according to their personalities.  
  • Extra final activity: Discussing extra topics about shopping preferences (local vs. shopping malls, second hand vs. new, branded clothing, etc.) 
  • Extra final activity (2)What would you buy if you won the lottery? Sharing ideas. Explaining how the Christmas lottery works in Spain, since it is a very important event. 

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

  • YouTube 
  • PowerPoint Presentation

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

  • They were really into the bargaining part, so the role-play worked pretty well. 
  • Some of the questions of the warm-up were not suitable for all students because they did not go shopping that often, but they were still able to share their ideas and preferences, which was one of the goals of the lesson. 
Conv_Shopping

« Older posts Newer posts »

© 2021 Language Residents

Theme by Anders NorenUp ↑