Language Residents

an archive of lesson plans

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ES S22 ADV Fake News

May 6, 2022 /

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Fake News

Goal of the class:

Students will be able to:

  • Discuss the concept of Fake News, the ways it happens both in the US and in Chile 
  • Identify good ways to be informed about the news.

Class structure:

Warm up:

Think-pair-share: Students answer the questions: how do you usually get informed? How much time do you spend on that? Why do you think it’s relevant?

Activity:

-Students discuss in groups whether there is fake news in the US, how it usually happens and whether they want to share one in particular. They do that in groups and then they share to the class. 

-Students see images of news papers/ social media posts of fake news that had an impact on Chile. Some of them were true and others were false. They discuss which ones are true and which ones were false, choosing some criteria to affirm that.

-Mentiras blancas: In groups, students discuss the following questions about white lies: 

  • ¿Son buenas? ¿Pueden ser buenas a veces?
  • ¿Mienten mucho?
  • ¿Son buenos mentirosos?
  • ¿Te han descubierto alguna vez mintiendo?

-In couples, students select one piece of news that is real and they make up a fake one. They can use their phones to do that. After that, they tell both of them to the class and they have to decide which one is correct and which one is fake news.

Wrap up:

Students vote on which one was the most convincing of all. 

Resources used: Projector.

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

  The topic seemed engaging for students. They followed the activities and the discussion prompts well in their groups. Students got the chance to talk a lot in the groups and couples. It was fun to hear their make up news and some of them were very convincing. Maybe what didn’t work so well was that, since there were a lot of couples, it took longer for the whole class to share their news, but students would make comments on them, so it wasn’t like they weren’t participating while the groups shared. They seemed to have fun with it.

DE S22 INT/ADV: Music & The Voice

May 6, 2022 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Music

Goal of the class:
Learn about German music from the last ~25 years
Discuss music by elaborating on what you dis/like about it

How did you structure the class?

The class started of with an Introduction, explaining the rules of the game which focuses on German music. It doesn’t necessarily matter how many different artists you take and which one you focus on – I took 8 artists and tried to have a diverse range of artists (from Herbert Grönemeyer to Nena to Helene Fischer to Rammstein [the latter being rather well known in the U.S., though maybe not so much for their criticism, which can be talked about in class]).

The game works somewhat similar to “The Voice” – the students hear an artist for a maximum of 1 minute (they have the chance to raise their arms when they already know what they want to vote – if every student raises their hand, the song will be stopped before the minute is over – which happened when Rammstein was playing for example) and think about whether they like it and want to give it a vote to get to the next round or whether they dislike and want the artist to be “disqualified”. Then, they have 2 minutes to discuss the artist in the group and then vote on whether they want them to be in the next round or not.

In the first round there are 8 artists, in the second round 5, in the third 3 and then you can go for a winner. In my class I had 7 students, and when one artist had 4 upvotes they got into the next round. But that also means that when the students have already voted 5 artists in the next round before having heard the last ones, they won’t get a chance to go in to the next round (vice versa: if the students have already disqualified 3 artists in the first round before having heard the remaining artists then the remaining ones make it to the next round nevertheless the actual vote).

BUT there is one more rule to make it a bit more interesting: every student gets the name of one artist who bribed them. They get one point by having their candidate win “The Voice” (thereby you have students arguing for one artist who most dislike). Also, to give them something to “do” when “their” artist should have been disqualified in the first round – every student also writes down the name of one artist who they don’t want to win. If that candidate doesn’t win, they also get a point.

Rules for 2 students: For 2 students (in my conversation class intermediate) I slightly changed the rules. The students get 8, 7, 6, 5… points for the first round and can give each point-number to any artist. They listen to the song – they discuss it (which is a point where they can deceive or trick the other student, by saying they really like that artist but then giving only little points) and then they give points: for example student A gives 7 points, student B gives 4 points: artist has 11 points and depending on how many points the other artists get will make it to the next round or not. Student A cannot give 7 points to any other artist in this round, student B cannot give 4 points to any artist in this round.

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

Computer with music + music box
Whiteboard to write down names of songs, voting results and rules

What worked well in this class? What did not work (and how could it be improved)?

Generally, the class worked really well. The students learned about different German singers/bands (which they specifically asked) for and I incorporated that into a game which forced them to discuss and engage with each other, while trying to convince the others from their point of view and being somewhat embedded in the structure of a show that most of them know (“The Voice”).

I did not tell them the names of the singers before they were disqualified to make it more of a challenge for them to decipher which candidate is actually the one that they support (e.g. if their singer-name seems like a female, and there are 3 female singers, they know that one of them has to be their candidate, but they do not really know which one exactly is their candidate) – I’m not sure if this was necessary though and if it might not have been even more engaging when they would know the names right out of the gate.

Other than that I wouldn’t really change anything. The introduction took about 10 minutes, which was fine, because the timing of the rest worked out really well.

Intermediate: The rule change for the intermediate class (with 2 students) worked really well. They were very engaged and tried to deceive each other a lot – which was particularly fun for me, as I always knew why they would say or do something (because I knew who they supported). Great class here as well!

FR S22 INT/ADV – La routine matinale (the morning routine)

May 6, 2022 /

Warm-up (15 minutes): Questions to discuss in group around Morning Routines and habits

The students have to discuss the following questions in groups of 3 to 4 students: Avez-vous une routine le matin? Que faites-vous habituellement après le réveil? (petit-déjeuner? Douche? Sport? Yoga? Lecture? Méditation?) – Do you have a morning routine? What do you usually do after waking up?

Qu’est-ce que tu fais en premier le matin?–What is the first thing you do after you wake up? Quelles sont les bonnes habitudes que vous aimeriez prendre le matin?–What are some good/healthy morning habits you would like to develop?

Qu’est-ce que tu manges au petit-déjeuner?–What do you usually eat for breakfast?

Est-ce que tu es un/une «lève tôt» ou un/une «couche tard» – are you an early bird or a night owl?

Provision of a vocabulary sheet with a lot of words, expressions and idioms pertaining to the morning routine in French (I included more difficult expressions/turn of phrases and idioms for the advanced level class). This sheet is designed to be a support for the following activities as well.

Activity 1: (20/25 minutes)

The first activity is based on creativity (writing) in groups of 2/3 students. First, I ask them to individually write on a small sheet of paper one word in relation to the word ‘Morning’. Then they all give them to me, I shuffle them, I create groups of 2/3 students, and each group randomly picks two papers. Based on the words they picked, they have to come up with a short story of about 100 words. This activity not only calls on to students’ imagination and creativity, but the way it is designed (team work) also makes it a good way for them to practice speaking in French by working on writing their story. They really liked this activity and it took them approximatively 20/25 minutes to write their story, after which each group chose to either tell the story or act it out. The whole class had a lot of fun!

Activity 2:

Another activity that could be done in this class is the following:

Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris : Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk.

This video is very good not only for the vocabulary and expressions used by the persons interviewed but also because it teaches the most accurate ways of expressing one’s habits in a colloquial manner.

Instructions: Jot down what you understand about the interviewees’ daily routine; what did they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?

The last part of the activity can be a little quiz on words and expressions mentioned in the interviews that are either colloquial or idiomatic. Activity 2: Another activitythat could be done in this class is the following:•Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris -: Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk. This video is very good not only for the vocabulary and expressions used by the persons interviewedbut also because it teaches the most accurate ways of expressing your habits in a colloquial manner. •Jot down what you understand about the interviewees’ daily routine;•After watching the video, I ask them to tell me what they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?•The last part of the activity can bea little quiz on words and expressions mentioned in the interviewees that are either colloquial or idiomatic.Resources: PowerPoint, Vocabulary sheet, Youtube

ESINT SP2022 Money, money, money

May 6, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed: Conditionals and money

Goal of the class: The students revise the conditionals, subjunctive and vocabulary related to luxury/material things

Class structure:

Activity 1: 

Revision: conditionals and subjunctive

Activity 2:

The students had to tell me conditional situations they would think about, and we would translate it to Spanish and/or correct it.

Activity 3:

What would you do if you had 3 millon dollars?We make a list of all the things they would go. It was great to revise vocabulary.

Resources used: Lounge TV and powerpoint

What worked well? What did not work?

I would add a warmup to this class. This was not a easy class for them because we revised grammar. However I think it was helpful for them.

DE S22 INT/ADV: Rap & Poems

May 6, 2022 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rap & Poems

Goal of the class:
Learn about German poems & rap
Create & present your own poems

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel)

4.20 – 4.25:        Introduction to topic (talk about “Gedichte” and rap to introduce to the topic)

4.25 – 4.35:        Rap OR Poem (students receive 8 “texts” of which half are German rap and the other half are German poesy – students have to guess in groups which is which)

4.35 – 4.45:        Rap OR Poem – Solution (solution + discussion)

4.45 – 4.50:        Elfchen – Group/Modelling (teacher and students create an “Elfchen” together)

4.50 – 5.00:        Elfchen + Presentation (students have to create their own “Elfchen” and then present it to the class)

5.00 – 5.10:        Create your poem! (students are put in groups and then have to write down 1 topic and 2 words – they then give that topic and the words to the next group. The next group has to write a poem (at least 4 lines) about the topic that the other group gave them and include the two words that the other group gave them)

5.10 – 5.15:        Poem – Presentation (Students present their poems)

What worked well in this class? What did not work (and how could it be improved)?

The class worked well. Introduction was interesting for the students, as they were very curious to find out which text is rap and which is poem – the solution of that provided funny moments. The “Elfchen” was a nice way to get them going themselves on the poems, and the writing of a 4-liner, where the other group gave them a topic and words to be included provided creative and very funny poems. Well-rounded class without too much hick-hack.

Rap-Poems-1Download

ESINT SP2022 Music

May 6, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed: Music

Goal of the class: The students get to know the music their classmates like and they discover new songs in Spanish. They also (if they didn’t know before) get to know who Rosalia is.

Class structure:

Warm up: Interview your partner

  • When do you listen to music?
  • What type of music do you like?
  • Do you always listen to the same type of music?
  • Do you play an instrument? Which one? Which one would you like to play?
  • If you had a band, what type of music would you play?
  • What characteristics of an artist do you like?
  • Do you think music represents a country’s society?
  • Do you like artists that do social criticism?
  • Do you know Spanish speaker artists?

Activity 1:

They students write down in the blackboard some information about the Spanish speaker artists they like.

  • Name
  • Nationality
  • Music genre
  • Favorite song

Activity 2: La voz

First I showed them a video of La voz Spain and then they have to be the new judges. Students are asked to turn around from the projector. I play some songs and they write down their new ‘’playlists’’ on the blackboard.

Activity 3: Rosalia and cultural appropriation

  • Who is Rosalia?
  • Look her up on Instagram?
  • What do you think about her when you see her photos?

We played the video of Malamente and they identify all the typical Spanish cultural things in the video.

Resources used:

We played a little bit of this video because I wanted them to know who are the coaches in La Voz Spain:

This songs in YouTube:

  • Paquita la del barrio – rata de dos patas
  • Canelita: Juanito Juan
  • Manuel Carrasco: no dejes de soñar
  • Rels B: Reina de Pikas
  • Natos, Waor, Recycled J: sudores frios
  • Bad Bunny y Sech: Ignorantes
  • C.Tangana: Paris
  • Manolo Garcia: pajaros de barro
  • Maná: rayando el sol
  • La Oreja de Van Gogh – Muñeca De Trapo
  • Juanes: A Dios le pido
  • El sueño de Morfeo: esta soy yo

Rosalia: Malamente

What worked well? What did not work?

I think this class went well. The students enjoyed discovering new songs in Spanish and they also had the opportunity to talk about the kind of music they like and share this information with their classmates. I also think it was a good idea to do this class after the Spanish traditions one, so they already were able to identify the cultural examples in Malamente’s video.

RU S22 ADV: Myths and Mythical Creatures

May 6, 2022 /

Language Resident Name: Aleksandra Bystrova

Date: 02/01/2022

Class theme/topics discussed: Myths and Mythical Creatures

Goal of the class:

  • To learn more about Russian traditional mythical creatures
  • To practice storytelling
  • Ice breaking

How did you structure the class?

  1. Warm up (10 mins): Discussion
    1) What is myth/mythology?
    2) Why do people need myths?
    3) Do people use myths in the modern world?

2. Activity 1. Mythical creatures of your culture or region (20 min)
I present to students 3 most famous Karelian (Russian/Slav) mythical creatures and explain how you can “meet” them in real life. Leshiy (the host of the forest), Vodyanoi (the host of the lakes and ponds) and Domovoi (the house creature).

After demonstrating my students those creatures, I ask them to think about one example of mythical creatures from their home region. After small research, they share their characters with the rest of the class.

3. Activity 2. Create a story (30 minutes)
I ask my students to come up with a story, where every mythical creature (that students presented) meets each other. I explain my students the rules of composing any story before they begin. They create visual story (like comics), where their chosen creatures meet each other and deal with a problem.

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

It is easier for advanced students to discuss this topic. They have more vocabulary to answer questions about myths and mythology. I had only 5 students, so I decided not to split them in groups and let them work together as a team.

How could this class be improved/ modified?

I would dedicate two classes to discussing the myths and mythical creatures. It is a broad topic that deserves to be covered. I would find a cartoon or a Youtube video, where the characters from my culture are presented. For example: https://www.youtube.com/watch?v=Jva7QXMziL0

DE S22 INT/ADV: Role Playing

May 6, 2022 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rollenspiele

Goal of the class:
Communicative practice and fun!
Learn how to have an argument
Learn about basic vocabulary connected to state founding

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel while introducing the topic)

4.20 – 4.45:        Role play (students get a role card and have to discuss the topic on their card with their respective partner. They have about 5 minutes to come to a compromise. After that they draw a new card and thus get a new partner (if more than 4 people), a new role and a new topic to discuss about)

4.45 – 4.50:        Discussion (quick follow-up discussion on how students handled the different situations and what solutions they found)

4.50 – 5.10:        State foundation (students get a worksheet that gives them the task to found a new state)

5.10 – 5.15:        State foundation – Presentation (students present their new state to the other students – after that, students are asked which state they would like to join

What worked well in this class? What did not work (and how could it be improved)?

The class worked really well. The role playing was very communicative and lots of fun – students had to get into new roles all the time, adjust to the situation and the person they are talking to and at the same time trying to find a compromise with a person that has the opposite opinion to theirs. The short discussion afterwards was helpful in order to compare the different solutions – on one hand as an exchange of knowledge, but most importantly to give the students a stage to share their interesting/funny solutions. I decided not to do it after every round in order to give students the chance to experience a new situation without having heard before how another group has solved it.

The state foundation task was a nice addition, even though – for the sake of coherence – it would be nice to find a smooth transition from one task to the other. If not, it’s two really neat tasks – which is also fine.

Students were really creative and came up with “interesting” states – some of the vocabulary might be a bit too complex – but they also did not really have that much time to take a deep dive into all the aspects but should rather focus on a general idea and for that the task was certainly sufficient while giving them the chance to create something creative as a group together. The following presentation gave them the opportunity to present their state and make other people join that state – either because the idea is very funny or because the state seems really promising. Students can certainly take different paths to finding a solution to that task.

Rollenspiel-SituationDownload
StaatsgrundungsspielDownload

ES S22 INT My hometown

May 6, 2022 /

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: My hometown (Online)

Goal of the class:

Students will be able to:

  • Describe their home city/town and express what they like/ do not like about it. “Lo que me gusta de mi ciudad es que / lo que no me gusta es que” “Lo que más me gusta/ lo que menos me gusta”

Use comparatives and superlatives to express similarities and differences among cities “Sao Paulo es más grande que Valparaíso” “Santiago es la ciudad más grande de Chile”

  • Express desires for the future and explain the reasons for that. Example: “me gustaría vivir en Nueva York, porque hay muchos restaurantes allí”

Class structure:

Warm up:

Mi lugar favorito: Students will show us a picture of their favorite place in their hometown and explain why do the like that so much.

Activities:

  • -The facilitator describes his hometown (Valparaiso) and shows pictures using a powerpoint presentation. Students are encouraged to ask questions about it if they want to know something else about it.
  • -Students are divided in pairs or groups of three using breakout rooms. Each one in their corresponding groups describes their hometown and talk about what they like/do not like about it. After that, some students share with the rest of the class what they like the most and the least about their hometowns, while the facilitator shows pictures about their hometowns using the projector and Google Images.
  • -In groups or couples, students talk about the city where they would like to live, and explain why. Then they share it with the rest of the class.
  • -Students see 4 images of cities around the world (Santiago, Chile; Sao Paulo, Brazil; Morelia, Mexico; Singapur, Singapur). In breakout rooms, they discuss the following questions: what city do you think it is? Which one of them do you think is  more quiet? which one is it closer? which one is more similar to your hometown? They share with the rest of the class after that.

Wrap up:

Using Jamboard, students design how the perfect city would look like and they give it a name. Then they share to the class.

Resources used: Powerpoint presentation, Google Images, Jamboard.

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

Students participated well. They seemed engaged trying to figure out what cities they were and comparing them to where they came from. It seemed like students had fun with the last activity and laughed. What didn’t work that well was the fact that in one of the breakout rooms, students were not talking at all. I asked them about the questions and they started speaking, but maybe they were too shy to start speaking, or they had already talked about them quickly.

FR S22 ADV- La Francophonie

May 6, 2022 /

This class is designed to introduced students to the French speaking world. After this class, students will know about the French speaking countries, the distribution of the french language in the world, some linguistic specificities/differences between the various French-speaking countries

Activity 1:

  • 1) Par groupes de 3, au tableau, notez tout ce que la Francophonie représente pour vous​ (In groups of 3, on the board, write down everything that ‘La Francophonie’ means to you)
  • 2) discutez et choisissez dans votre liste l’élément qui représente le plus la France pour vous. Justifiez votre choix​ (Discuss and choose from your list the item that most represents France to you. Justify your choice)

Activity 2:

  • https://www.youtube.com/watch?v=1wIwTn61huA – Que nous apprend cette vidéo sur la présence et l’importance de la langue Française dans le monde?​ (What does this video tell us about the presence and importance of the French language in the world?​)
  • Combien de personnes parlent le Français dans le monde? ​(How many people speak French in the world today?)
  • Quel est le top 5 des langues les plus parlées dans le monde? (what are the top 5 languages most spoken in the world today?)

Cultural Input:

Liste des pays ou régions où on parle français (list of the countries/places where French is spoken): ​

La France et:

• La Belgique, le Luxembourg, la Suisse, Monaco. ​

• En Afrique: l’Algérie, le Burkina Faso, le Bénin, le Cameroun, le Congo, la Côte d’Ivoire, Djibouti, le Gabon, la Guinée, Madagascar, le Mali, le Maroc, la Mauritanie, la République centrafricaine, la République démocratique du Congo (ex-Zaïre), le Sénégal, le Tchad, le Togo. ​

• Certaines îles: les Comores et les Seychelles, Vanuatu, Haïti. ​

• Le Québec,  Louisiane aux États-Unis, Nouvelle-Écosse et Nouveau-Brunswick

• En Inde (Pondichéry), au Moyen-Orient (Égypte, Israël et Liban), au Cambodge, au Vietnam, au Laos, à l’île Maurice et en Afrique du Sud. ​

Activity 3 + cultural input:

  • https://www.youtube.com/watch?v=zf9WATdZK7E​ (8 Colloquial French Expressions You Should Know)
  • Parmi les expressions qui sont mentionnées dans cette vidéo, quelle est votre expression favorite? (What is your favorite expression amongst those presented in this video?)

mots et expressions de la Francophonie (words and expressions from the Francophone world)​:

  • chafouin rusé, sournois. Il viendrait de l’ouest de la France (je l’utilise pour dire que je suis de mauvaise humeur = ‘Grumpy’)​
  • « il est fada! » (Il est fou!) ou « fada! » comme ponctuation de phrase (Dingue! / fou!)​
  • vigousse, en Suisse, signifie « vif »​
  • tap-tap: un mot haïtien pour désigner une camionnette servant de transports en commun​
  • poudrerie: un mot québécois pour désigner la neige poussée par le vent…​
  • lumerotte: mot belge pour parler d’une source de lumière de faible intensité​
  • dracher: s’emploie lorsque la pluie tombe à verse (pouring rain), en Belgique​
  • champagné: un mot d’Afrique centrale pour désigner quelqu’un qui a de l’influence, ou de multiples relations

To wrap up this class, the last activity can be the following:

Activity 4:

Par groupes de 3, trouvez et partagez avec les autres des situations/anecdotes personnelles durant lesquelles vous vous êtes sentis (In groups of 3, find and share with others personal situations/anecdotes in which you felt):​

  • chafouins (de mauvaise humeur)​
  • Vigousses (Energiques)​
  • BG (beaux)​
  • En PLS (mal/malade)​
  • Frais (se sentir bien)​
  • Enjaillé (motivé)​​

Ça peut être des situations de tout les jours, des souvenirs spécifiques, des moments embarrassants ou drôles ​

DE S22 INT/ADV: Art & Picture Description

May 6, 2022 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Art & Picture description

Goal of the class:
Students know locations in/within a picture
Students can describe the location of objects to each other (positions)
Students are able to describe a picture
Students can interpret pictures

How did you structure the class?

4.15 – 4.30:        Warm-Up: Who are what am I? (students get either the name of one person or one object (e.g. painting, building) or the corresponding description to a person or an object. By asking each other questions they have to “get to know each other” and thereby find out whether their role fits the other person’s role)

4.30 – 4.35:        Review: Picture description (short review of important vocabulary when describing pictures and the different directions (e.g. in front of, behind, next to… in the centre/right hand side))

4.35 – 4.50:        Describe & Draw (depending on class size either 1on1 or 1 describing and 2 drawing: one student sits with the back to the board and the other one with the front. Then a picture is faded in so that only the student with the front to the board can see it. That student now has to describe the picture to the other student, and he/she/they has to draw it based on the descriptions of the other student. 5min per turn, then they can look at the board to compare how good the drawing was. Then they switch position, and now the other student has to describe and the other to draw. With 3 students, 2 are drawing and sitting with the back to the front and they make 3 rounds with every one describing at least once)

4.50 – 5.05:        Group work (students can choose between 6 paintings by German artists and then analyze that picture in 3 steps. They have instructions on the power point and are allowed to use their phones)

5.05 – 5.15:        Presentation (each group presents their painting, according to the 3-step-analysis that was given to them)

What worked well in this class? What did not work (and how could it be improved)?

I taught a similar class last semester, but wasn’t really happy with it – thus, I wanted to teach it again with improvements. These improvements have worked really well! The warm-up was a nice way to walk around the room, talk to each other, ask each other questions, while at the same time starting to familiarize with the topic. The “Describe & Draw” is a really well-working, engaging and fun activity. The group work about paintings from German artists was a well-rounded conclusion to this lesson and put it on a higher level than the first time I taught that class. The students were able to learn about German art, had lots of discussions in class and had to present something as well. Thus, I would say that this class worked really well, I was happy about how it worked and wouldn’t really change anything.

One possible modification: instead of giving them pictures, the group work could also work if they choose their own paintings. Upside: more personalized and individualized, but several risks: no sufficient resources (maybe not everyone has a mobile phone/laptop handy), not sure what paintings, no German paintings.  

Kunst-BildbeschreibungDownload
Kunst-BildbeschreibungDownload
BilderDownload

RU S22 INT: Celebrities

May 6, 2022 /

Language Resident Name: Aleksandra Bystrova

Date: 03/28/2022

Class theme/topics discussed: Celebrities and Famous People

Goal of the class:

  • Discuss vocabulary used to talk about fame
  • Learn about Russian celebrities
  • Create narration about someone else’s actions in Present tense

How did you structure the class?

  1. Warm up (10 mins): Discussion
    I ask my students to discuss the following questions in pairs:
    1) Would you like to be famous?
    Вы бы хотели быть знаменитым?  
    2) If you were a celebrity, how would you become famous?
    Если бы вы были знаменитым, в какой сфере? Как бы вы прославились?
    3) Do you know any Russian famous people? Do you like anyone and why?
    Каких русских знаменитостей вы знаете / кто и почему вам нравится?

2. Activity 1. Qualities that people admire (10 minutes)
I draw a person on the board and ask students for some help to give him a stage name. This person is very famous in Russia. Students should come to the board and write qualities that can be admired in a celebrity.

3. Activity 2. What are they doing right now? (15 minutes)
Each small group writes the name of a famous living person on a slip of paper. The teacher will collect and redistribute the pieces of paper, one per group. The group must then write four sentences telling what the person is doing right now. The teacher will encourage imagination and creativity.

4. Activity 3. Game: Pairs of Famous characters (15 mins).
In advance, the teacher will write names of famous people on pieces of paper. The names should each have a “match.” Here are some examples:

  • Матроскин и Шарик
  • Волк и заяц
  • Пятачок и Сова

The teacher will distribute the papers and instruct the students not to show the paper to anyone. Then, instruct the students to walk around the room trying to find their “matches” without saying the name of the person.

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

Students loved the class. My intermediate group knows many Russian celebrities from their classes at Pomona, so it was easy to spend time naming and discussing them. The activity with writing sentences if very helpful for the Intermediate group. They seemed comfortable taking their time and writing down the sentences in Russian.

How could this class be improved/ modified?

If the group works very fast, at the end of the lesson you can play a game, where students write a famous name on a piece of paper and pin it on someone else’s forehead. Person tries to guess what name is pinned on his/her by asking others around the room yes or no questions.

ES S22 INT Social Media and Technology II

May 6, 2022 /

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Social Media and Technology II.  

Goal of the class:

Students will be able to:

  • Determine benefits and opportunities for social media and summarize them by designing a hypothetical social media app.
  • Practice verbs and actions used for social media tasks such as “dar me gusta, publicar, comentar, subir una historia, etc”.

Class structure:

Warm up:

Students are asked to remember and say social media-related vocabulary filling a chart on the board that breaks them down into actions, characteristics or things.  They are encouraged to ask if there are words that they want to say but are not sure how. Expected words are: viral, me gusta, compartir, bloquear, muro, perfil, inicio, subir, descargar, publicar, etc.

Activity:

Crea tu red social ideal: In couples, students will design a new and innovative social media app they would hypothetically become successful. They will do that through the following steps:

  1. Consider pros and cons of commonly used social media apps. Determine how to include the good things about it and solve the bad ones.
  2. Think about a target for the app, see how they would satisfy their costumer’s needs and what kind of content there will give.
  3. Determine the way it will be advertised and funded (are they going to use advertising on the app?, will they charge a subscription fee?, will they receive donations?, etc.”)
  4. Design the layout, main colors displayed, logo and slogan, using colored chalk.

Students present their social media app to the class.

Wrap up:

Students discuss whether they would really use that app if it existed and if they would ever stop using the ones that they already use and replace them with another activity.

Resources used: Projector, laptops.

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

It seems that throughout the weeks students feel more comfortable in the class and they speak more. In general they participated well and carried out the activities creatively. I went around the room helping them understand the instructions and making sure that they were doing what they were supposed to. They ended up creating fun social media platforms that they exposed to the rest of the class. It worked well for the couples, but unfortunately in one of the groups of three people, it was clear that there was a student that was not participating very much. My way to deal with that was just go around and ask them about what they were doing at the moment. It worked apparently.

CN S22 INT/ADV Class theme/topics discussed: 中国流行音乐 Chinese pop songs

May 6, 2022 /

Conversation Class Lesson Summary – INT 2.21

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2022.02.21

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: 中国流行音乐 Chinese pop songs

Goal of the class:

By the end of this class, students are expected to know more about Chinese pop songs (the history & changes in each era), and be able to talk about which song the like the most and why.

How did you structure the class?

Warm-up:

1)问候学生Greet students

– 今天做了什么？周末有什么计划？等等

Ask questions about their coming weekend.

Presentation：

2)中国流行音乐 Chinese pop songs

PPT is attached in the file.

Activities：

  1. Listen to the representative songs and give their opinions on their features;
  2. Think about what might be the reasons for these changes;
  3. Learn the lyrics for 小苹果Little Apple, and learn to sing the song.
  4. Work in group and talk about their favourite music type & musicians.

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

PowerPoint slides (9 in total)

PPT(22 in total)

Handout

Vocab list

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

Things that worked well:

They love the topic and I could feel that they were very interested in it. Some students had better understanding in music, so they were pretty quick on identifying the changes(Like + Chinese traditional elements or elements from other classical music; politic influences etc.).

As to the singing part, they enjoyed it!

Things that did not work:

Some words are difficult for students to understand, so I spent more time to explain them than I expected. The lyrics for the music presented in the videos were pretty hard as well, so sometimes they had to guess what kind of feelings that the writer intended to show in his/her song.

In addition, a student showed me a video about Reggae music. It took some time so I had to hurry a little bit at the end. There are 2 videos I didn’t have time to show them, but I’ll put the link on Sakai.

 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.

【PPT】中国流行音乐-Chinese-songs-INT-ADVDownload

ESADV SP2022 Literature and poetry

May 6, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed: Literature and poetry

Goal of the class: The students learn about Spanish literature and poetry

Class structure:

Activity 1: No juzques un libro por su portada

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.

Activity 2: La Celestina

I asked them if they knew this book. I showed a draw my life video of La Celestina and they asked me questions about the plot.

Activity 3: Helicón

In pairs, create a story with this text as inspirations. Then, each pair will share their story with the rest of the class.

  • Si la memoria no me engaña y puedo considerarme aún un hombre cuerdo, con la normal capacidad para interpretar los signos del calendario y del reloj, precisaré que fue hace diez días y nueve horas exactamente cuando cometí el error.

Activity 4: Poetry

  • Who is your favorite poet? In any language.
  • What do you think it is more important when translating poetry? Keeping the rhym, the meaning or the images?

Activity 5: Your favorite poem

Which one is your favorite poem?

In pairs, they have to choose a poem in English and try to translate it to Spanish.

Activity 6:

Poetry in Spanish.I brought to class two books. One is a bilingual edition of Neruda’s poems and the other one is Lorca’s Poeta en Nueva York, so they can take a look at the poems. 

Resources used:

La Celestina:

Blackboard

Poems of Love, NerudaPoeta en Nueva York, Lorca

What worked well? What did not work?

I would add a warm up to this class, but I think the class went well. The students loved to share their opinions related to literature and poetry and they also found very challenging the translation part.

JP S22 INT/ADV: Hanami at Little bridge ポモナで花見！桜

May 6, 2022 /

Class theme/topics discussed:  :  Hanami (Appreciating the beauty of Sakura flower), Education in Japan

Goal of the class: To have an experience to spend some time under the Sakura tree talking about Japanese culture while drinking Matcha green tea

How did you structure the class?

8th  Mar 2022

16:15

            Meeting in front of Oldenborg

16:20

            Arriving at the Sakura tree, start making Matcha,

               eating Wagashi (Traditional confectionary) , Talking

17:15

            End

What technology, media or props did you use?  

Students’ mac laptop, ZOOM, Google slide

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

We enjoyed the tea ceremony under the Sakura tree. Both students were excited to use the bamboo brush to make Matcha green tea. One student shared her memories with Wagashi.

JP S22 INT/ADV: Japanese School 日本の学校のシステムについて

May 6, 2022 /

30th Mar 2022

(https://docs.google.com/presentation/d/1G7LjUtHKxECjJISn0-Fi89KGOmGGB-NTBHrwpT4TVhs/edit?usp=sharing )

16:15              

            School systems, different school year, tradition

            (Following the google slide)

17:15

            End

What technology, media or props did you use?  

Students’ laptop, Google maps, Photos

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

Students enjoyed playing the “Who’s the imposter?” game. Students loved talking about the memories from their high school days. They liked seeing the difference of educational culture.

RU SP22 INT/ADV: Fears

May 6, 2022 /

Language Resident Name: Aleksandra Bystrova

Date: 04/26/2022

Class theme/topics discussed: Fears

Goal of the class:

  • Talk about names of fears in Russian
  • Storytelling
  • Learn how to react on scary situations

How did you structure the class?

  1. Warm up (10 mins): Discussion
    I ask my students to discuss the following questions in pairs:
    1) What is the nature of fear? Why do people feel it?
    Какова природа страха: почему люди испытывают страх?
    2) What is your biggest fear?
    Чего вы боитесь больше всего?
    3) Describe the last time you were scared.
    Опишите последний раз, когда вы испытали страх.

2. Activity 1. List of fears (10 minutes)
Students go to the board and write words for objects or situations that people can be afraid of. Then, we discuss whether or not those fears are phobias and if they have scientific names.

3. Activity 2. Cards of fear (20 minutes)
One group of students come up with scary situations. The second group should react to those situations, describing what was scary about them.

4. Activity 3. Game: Create a Monster (20 mins).
Students are divided in pairs. Each pair should come up with a picture of a monster that does not exist. While thinking about their monster, they can consider the following questions:
1) What is the name?
2) Why people are afraid of it?
3) What is its purpose?
4) How does it look like?

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

The class went well. Students really enjoyed talking about fears of each other. Initially, I planned the discussion in pairs, but they wanted to know opinions of everyone, so we decided to discuss it together. Students also came up with funny stories for their monsters.

How could this class be improved/ modified?

Maybe I would add one more activity to this class, because students did not spend much time creating scary stories. Also, I would change places between Activity 2 and Activity 3, so students could create a story and include it in their story. That would be more fun!

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