Language Residents

an archive of lesson plans

Tag: Appearance (page 1 of 2)

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

ES F14 ADV Body Language, Facial Expressions, Moods

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 10/11/2014

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Body language. Facial expressions. Moods.

Goal of the class: To be able to describe facial expressions, moods and actions. Revise vocabulary related to body/face parts

How did you structure the class?

Ice-Breaker: What am I doing? We stand up and I start by doing a gesture, for instance I pretend I eat my nails, and saying something else like I am watching TV. The next student says “You are not watching TV, you are reading” while doing another gesture, for instance yawning. I write all the vocabulary on the board.

 

1st Activity: Acting out with gestures

Each student takes a piece of paper. In the paper a gesture or action is described, like whistling while walking, drumming your fingers on the table, and so on. Students need to guess how to say the action in Spanish and discuss about its meaning, appropriateness, and context. We also talk about the social connotations it might have and the difference between countries.

 

2nd Activity: Faceboard project. The American photographer Mike Lerramor developed a project where the same person is portrayed doing many faces. Students work in groups of 3. Each group has a handout. In turns, they need to describe certain face, its expression, what it projects, and the others have to guess to which picture he/she is referring. [See the following website for more information about the project].

http://www.mikelarremore.com/

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

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

We revised many words related to gestures and expression in the first 2 activities, so students could use them in the last activity. I wanted them to go further when describing someone’s face and I think it was successful. This plan could be adapted for intermediate students.

How could this class be improved/ modified?

The last activity was probably too long, A variation of the same activity could be useful.

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.

1st Activity:

  • Atusarse el pelo con la mano
  • Ajustarse el nudo de la corbata con la mano
  • Morderse un labio
  • Acariciar un objeto determinado inconscientemente
  • El ceño fruncido
  • El puño cerrado: Revela tensión nerviosismo, se oculta la verdad
  • Los hombros caídos
  • Sentarse con las dos piernas unidas paralelamente
  • Cruzar la pierna en un ángulo de 90º al nivel de la rodilla
  • Pestañear contantemente: Denota atención total.
  • No mirar a una persona
  • Mirar prolongadamente con la cara seria.
  • Mirar hacia los lados con cierta frecuencia
  • Caminar muy deprisa/despacio
  • Jugar con un lápiz o un objeto cualquiera:
  • Mirar el reloj mientras se habla
  • Tamborilear los dedos sobre una superficie
  • Silbar mientras se camina
  • Poner los pies sobre la mesa
  • Echarse hacia atrás en una butaca
  • Un tono de voz demasiado alto

Twenty portrait of a woman with differnet expressionsFaceboard_Project_by_Mike_Larremore_2014_0510653045881065304568

DE F14 INT Body Parts

Language Resident Name: Mirja Schoderer

 Day and Date: Wednesday, 09/24/2014

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

Class theme/topics discussed: Body parts, conversation class projects

 Goal of the class: repeat vocabulary on body parts, introduce idioms related to those

How did you structure the class?

 Ice Breaker: One of my students had a video he wanted to share, it was a soap opera for learners of German with German subtitles, we watched the first 7 minutes of one episode

 Activity One: Talk about the conversation class projects. Introduce the topic, brainstorm. Show examples of earlier projects

 Activity Two: Fill out sheet. Match the name of the body part to the respective line in the picture.

Activity Three:  What hurts? Repeat the vocabulary by creating scenarios and then asking which body part ends up hurting as a result of that scenario (for example: My shoes are to small and I’ve been walking in them all day. What hurts?)

Activity Four: talk about idioms with body parts. I write down the idiom and give them an example when it would be used. They have to say what it means and tell me if there’s an English equivalent

 Activity Five: Simon says with body parts (Simon says: touch your navel. Simon says: Raise your hand. Touch your foot, …)

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

Video, white board, handouts

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

They were great at filling out the sheet and for once were equally matched in terms of vocabulary. One of my best moments was when my usually weaker student explained her fellow student why he got two of the body parts wrong.

 How could this class be improved/ modified?

We spent too much time on the idioms and didn’t get to play Simon says

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.

 Body Parts

 

 

ES S14 INT – Body Parts

Conversation Class

Lesson Summary

 

Language and Section: Spanish Conversation Class 11.1- Intermediate

Date:  02/18/2014

Class theme/topics discussed: Body Parts

Goal of the class: To review and learn vocabulary related to body parts

Structure of the class (unless you attach your lesson plan below):

1 Warm-up

In pairs, they need to fill the blanks and complete all the body parts pointed out.

2 Expressions

I write down some expressions in Spanish related to body parts. They try to infer what they mean and find their equivalent in English.

3  Cards

Students have certain amount of cards with different parts of the body. They need to say “my head hurts”, for instance, and their peers need to guess whether it is true or not. The goal is to have less and less cards.

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

 

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

 They liked to topic and got into it from the very beginning. They enjoyed the expressions in Spanish and English, it was challenging to understand but they managed.

 How could this class be improved/ modified?

The card game worked for sometime but then it became boring. The students can make up more rules and make it more interesting.

Please attach your lesson plan and handouts for this class below – if you used any.

(see pdf)

partes-cuerpo

JP S13 ADV Who is this?

 

Language and Section:  Japanese Intermediate/advanced

 Class theme/topics discussed: Questions and answers to establish people’s appearance, interests and other details.

 

Goal of the class: To be able to describe details of the people

 Structure of the class (unless you attach your lesson plan below):

5-10 minutes I asked students how they feel that day.

50 minutes each student makes a “biographical card” of a well-known person, all these biographical cards are displayed. All the students study the cards on display and write down the names.   Students work in pairs to figure out who the person is.

 

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

 

None. Just some handouts

 

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

It worked well. Some students did not have enough vocabularies to describe people.

Please attach your lesson plan and handouts for this class below – if you used any.

FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

Structure of the class (unless you attach your lesson plan below):

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

Please attach your lesson plan and handouts for this class below – if you used any.

Guess My Life

FR F11 INT/ADV Dating

Language and Section: FR 13/FR 11

 

Date: 11/10/11 

Class theme/topics discussed: dating, relationship and professions.


Goal of the class: make the students have a romantic conversation and play with stereotypes.

 

Structure of the class (unless you attach your lesson plan below):

Handout dating/Relationships

-Warm up with previous class’ vocabulary (5 minutes)

-Students are given lists of different characteristics that they could find in partners. They have to rank them according to what they consider to be more or less important in a relationship (20 minutes)

-Individually, they have to come up with three meaningful questions that they would like to ask to potential partners. (5 minutes)

-Speed-Dating: students have 2 minutes to ask their questions. (15 minutes)

-The students will work in groups of three or four. Each group is given a specific situation that describes a problem regarding relationships. They will have to come up with the best solution to each issue. For example: long distance, cheating and break-ups. (15 minutes)

 

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

 

-Whiteboard

 

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

 

-The students were very enthousiatic about this class, and learned a lot of vocabulary. The level of participation was high and everyone played the game.

 

How could this class be improved/ modified?


Gendered activities are hard when you have queer students. That’s why I made them choose a character they would play during the speedating (Trader, lawer, Baker, Professional soccer player). They had to guess who was who at the end of the class. It worked perfectly.

JP S11 ADV Blind Date

Class theme/topics discussed: “Feeling Couple” (blind date)

1. Warm up activity: who is your type?
1)I gave a list of personalities. Students check the meaning of each vocabulary.
2)Rate personalities on the basis of their type.
3)Share the result with classmates and discuss the difference among them.

2. Make a profile
Students create their own profile. They can pretend to be a different person.

3. Blind date (Interview)
Talk with classmates and decide one person who he/she wants to have a relationship

4. Declare love
It is the time to express their love to the person who he/she like. How many couple do they make?

How did you pick this theme or topic?
I thought this class needed more chances to have a conversation especially after the project. So I decided to pick up the topic. Since I know my students love to talk about romances, I thought the topic of blind date would be good for them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group discussion, handouts

How did students react?
They loved to do blind date activities. Some students made a very funny profile and got attention from classmates.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
I put documents on Sakai.

Would you recommend this activity for a future class?

Sure, students love it.

Why or why not?
This lesson plan let students talk a lot. Also, students really enjoyed talking about themselves/different person. Since this activity needs many vocabulary to attract classmates, it would be very useful and educational lesson plan.

CN S11 INT/ADV T-shirt Culture and DIY

Class theme/topics discussed:

Chinese T shirt culture and T shirt DIY

How did you pick this theme or topic?
There are lots of funny tshirt in China and it’s also quite cultural educative. Students can discuss the meaning of the tshirt and the culture/humor behind. In the later project, students also need to cooperate with others to make their own tshirt that related to China or Chinese.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group work, general discussion

How did students react?
good

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Chinese tshirt selling websites and google image
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

students are interested in the tshirt culture in China and they are also quite creative in tshirt making.

RU S11 ADV Clothing

Class theme/topics discussed:
Clothing

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, student presentations, general discussion.

How did students react?
They enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 14_March 3_Words to say WEAR

Would you recommend this activity for a future class?
Yes.
Why or why not?
Provides an efficient vocabulary review.

Advanced Russian
Lesson 14
March 3, 2011

1. Handout “Words to say TO WEAR” – revision. Students read the handout; you explain along.
Ask them to give detailed examples for each point on the list.

2. Handouts “WOMEN’S CLOTHING” and “MEN’S CLOTHING”: tagging pictures with Russian words.
• variation: develop in a lotto-type game.

3. Practice: using vocab from all handouts interview each other about each other’s wardrobe, then report about your partner to class.

RU S11 ADV Urban Subcultures

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, student presentations, general discussion.

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy. Lesson 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.


Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

CN S11 INT/ADV Shampoo Commercial Shooting

Class theme/topics discussed:

How to do a haircut in China: shampoo commercial shooting
How did you pick this theme or topic?

Students always found it is difficult to describe haircut related issues in the target language and it is also an interesting cultural difference addressing the different styles of Asian and American. In this project making section, now students need to practice what they’ve leaned and promote the product in the scenario.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Group work, general discussion
How did students react?
good

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Google image, Chinese saloon websites
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students found the this topic is interesting and they learn a lot in how to describe haircut/beatuty care related expressions.

CN S11 INT/ADV Haircut

Class theme/topics discussed:

How to get a haircut in China
How did you pick this theme or topic?

Students always found it is difficult to describe haircut related issues in the target language and it is also an interesting cultural difference addressing the different styles of Asian and American.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Group work, general discussion
How did students react?
good

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Google image, Chinese saloon websites
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students found the this topic is interesting and they learn a lot in how to describe haircut/beatuty care related expressions.

FR S11 ADV – Valentine’s day

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Role play

How did students react?

Very well. They had fun.

Did they engage with each other and you?

Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Advanced 02/15

1. Give them the sheets of paper with Homme/Femme

2. Explain the game – 5 mn
→ create a new identity
→ speed dating
→ choose our other half

3. Create a new identity – 15 mn
→ give them the sheets for the agency
→ they have to fill them out
→ they have to choose a picture from the newspaper/magazines for their new personality
→ they have to think of a background story for their characters

4. Speed-dating – 25 mn
→ Girls remain seated but boys change every five minutes
→ They have to figure out if they would have another date with this person, or if s/he is their other half

5. Results – 10 mn
→ students should write down the name of the person they liked most and then explain why
→ if there are some couples they should explain what they liked so much and if they see a future for that relationship

FR S11 INT – Valentine’s day

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Role play
Handouts: Poem
Group work

How did students react?

Well. I think they liked creating their character for the speed dating game, and also writing a short poem.

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Intermediate 2/15

1. Speed dating game – 30 min

• Explain the game
• Create a new identity – 15 min
• Speed dating – 10 min (2 x 5 min)
• Results – 5 min

2. Writing a valentine’s poem – 30 min
SP11 LP Interm 9 poem

• Read together a poem – 5 min
• Analyze it (how many syllables? Rhymes? metaphors, comparisons, symbols, etc…) – 10 min
• In pairs: I give them a picture of a French person
• Give them examples of sentences to use
• They have to write their own stanza to this person – 10 min
• We share – 5 min

FR S11 ADV – physical appearance

Physical appearance + good resolutions

How did you pick this theme or topic?

It’s always good to know vocabulary about physical appearance, it can be very useful.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Vocabulary handouts
Work in pairs

How did students react?

Well. I think they learned a lot.

Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

handouts

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Advanced 2/01

1. Warm-up: good resolutions
→ They have to talk in pairs about their resolutions for the new year
→ Then they tell each other’s resolutions to the class

1. vocabulaire apparence physique: work in pairs

2. Personne imaginaire – paires
– doivent dessiner une personne imaginaire puis la décrire à l’autre qui doit dessiner à son tour

3. Famous French people
⇒ They all get a picture of a French person and they have to describe him/her to the class

FR S11 INT – physical appearance

Physical appearance

How did you pick this theme or topic?

It’s always good to know vocabulary about physical appearance, it can be very useful.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Vocabulary handouts
Work in pairs

How did students react?

Well. I think they learned a lot.

Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

handouts

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Intermediate 2/1

1. Warm-up : weekend ?

2. vocabulaire apparence physique in pairs

3. Personne imaginaire – paires
– doivent dessiner une personne imaginaire puis la décrire à l’autre qui doit dessiner à son tour

4. Game – guess who? (FLRC)
– jeu avec les cartes des personnages à retourner (est-ce que je suis blond ? j’ai un gros nez ? etc…)

RU F10 INT Clothing. Fashion – cont’d

Class theme/topics discussed:
Clothing
Fashion: what’s in and what is not (CONT’D)

How did you pick this theme or topic?
Former LR’s lesson plans

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Follow-up handout on the vocabulary from the previous class
Video, general discussion, students’ presentation

How did students react? Did they engage with each other and you? Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Video, laptop, Internet
Please attach a copy.

Would you recommend this activity for a future class?
Yes.

Why or why not?
The activities provide students with basic vocabulary in the topic and encourage speaking in the target language.

Intermediate Russian
Lesson 18
October 28, 2010

Clothing. Fashion: what’s in and what is not? (CONT’D)

Warm-up: follow-up exercise to revise vocabulary from the previous class.

Practice: 1. Watching fashion show videos

http://video.mail.ru/bk/danki84clab/2313/2704.html

– Discuss the shows. What was especially good about them and what would you change?

2. Commenting on a fashion show. Look at the pictures from the presentation and comment on the models following the plan:

1. Имя коллекции и конкретной модели.
2. Опишите модель/цвета.
3. Скажите:
• насколько универсальна и удобна такая одежда.
• куда можно её надевать
• сколько такая одежда будет стоить в магазине
• что делает эту модель уникальной

http://www.cosmo.ru/fashion/spec_section_rfw/839805

[OR: Make a short fashion defile and a presentation. You can use music/video, Internet for your preparation. ]

RU F10 INT Clothing. Fashion

Class theme/topics discussed:
Clothing
Fashion: what’s in and what is not.

How did you pick this theme or topic?
Former LR’s lesson plans

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
They participate actively in class and revised and learned lots of vocabulary in the topic.
Did they engage with each other and you
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy. – see below

Would you recommend this activity for a future class?
Yes.
Why or why not?
The activities provide students with basic vocabulary in the topic and encourage speaking in the target language.

Intermediate Russian
Lesson 17
October 26, 2010

Clothing. Fashion: what’s in and what is not?

Warm-up: Что сейчас модно?

Vocabulary: look at the pictures and tag them with Russian words.

Practice: Lesson 17_Oct 26_Questions

1. Одежду какого цвета ты никогда не надеваешь?
_____________________________________________________________________
2. Если бы ты мог носить только 1 предмет одежды, что бы ты носил? (юбку, шорты, платье, пальто, нижнее бельё, ничего….)
______________________________________________________________________
3. Если бы ты был(а) полицейским моды, что бы ты запретил носить женщинам/мужчинам?
_______________________________________________________________________
4. Без какого предмета гардероба ты не можешь жить?
________________________________________________________________________
5. Ты носишь одежду, которую купил(а) 7 лет назад? Что это?
_______________________________________________________________________
6. Что самое дорогое в твоем гардеробе? (сумка, сапоги, часы, рубашка…)
________________________________________________________________________
7. Сколько вещей ты берешь с собой на отдых? ______________________________________________________________
8. Что написано на твоей любимой футболке?
_________________________________________________________________________
9. Твое “правило моды №1”?
_________________________________________________________________________
10. Что, по-твоему, является самым безвкусным в сегодняшней моде?

 

RU F10 INT/ADV Physical Appearance

Class theme/topics discussed:
Describing Physical Appearance – cont’d

How did you pick this theme or topic?
From last semester.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, student presentation.

How did students react?
positively
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts.
Please attach a copy. – see below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
Effective practice of new vocabulary in the topic “Physical Appearance”

Intermediate Russian
Lesson 9
September 25, 2010

1. News of the day (5 min.)

2. Brainstorming – How to describe someone? Students get a handout for brainstorming to fill out together.
Lesson 9_Sept 28_Brainstorming

3. Practice: photo-robot game
Students are divided in pairs, one is a detective, the other one is a witness. The detective gets a form with clues for questions, the witness – a photograph of the «criminal». Detectives ask questions and draw a photorobot of the criminal. At the end we compare their pictures with the original.
for witnesses – Lesson 9_Sept 28_Suspect
for detectives – Lesson 9_Sept 28_Instruction

RU F10 INT Physical Appearance

Class theme/topics discussed:
Describing Physical Appearance

How did you pick this theme or topic?
From last semester.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, student presentation.

How did students react?
She participated actively in all activities.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts.
Please attach a copy. Lesson 8_Sept 23_Text

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages students’ talking.

Intermediate Russian
Lesson 8
September 23, 2010

1. News of the day (5 min.)

2. Verbs of motion: practice.

Handout with pictures – compose sentences describing the pictures (a copy is in the pink folder).

3. Students read and translate the following story by Daniil Kharms

Голубая тетрадь № 10

Был один рыжий человек, у которого не было глаз и ушей. У него не было и волос, так что рыжим его называли условно.
Говорить он тоже не мог, так как у него не было рта. Носа тоже у него не было.
У него не было даже рук и ног. И живота у него не было, и спины у него не было… Ничего не было! Так что непонятно, о ком идет речь.
Уж лучше мы о нем не будем больше говорить.

Даниил Хармс (1937)

4. Students make up their own stories describing a person who does not exist or who looks very strange. We draw a picture.

5. Discussion: Пластическая хирургия – личное мнение.

FR F10 INT – physical appearance

Physical appearance

How did you pick this theme or topic?

I wanted to see what they knew and also to practice the vocabulary.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Match the words in pairs
Interview in pairs
General discussion

How did students react?

They reacted well. They knew almost the words so didn’t spend much time on the activity, but liked asking about the ideal partner of their classmate.

Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

handouts

Please attach a copy.
Questions: partenaire ideal

Would you recommend this activity for a future class?
Yes

FR S10 INT – games (ask questions, clothes)

Games reviewing the vocabulary + how to ask questions

How did you pick this theme or topic?

Two last classes so I wanted to do something fun

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Games

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Slips of papers

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well, I think they had fun.

Intermediate 4/29

1. Qui suis-je? – 30 min
→ they have to stick a paper with a name on the other’s forehead
→ have to ask questions

– Est-ce que je suis un homme/une femme/un personnage ?
– Est-ce que je suis réel/fictif ?
– Est-ce que je suis célèbre ?
– Est-ce que je suis dans le milieu du divertissement ?
– Est-ce que je suis Américain/Anglais/Français… ?
– Etc…

2. Valise (clothes vocabulary) – 10 min

Tous les joueurs sont assis en cercle. Chaque joueur doit dire à tour de rôle la phrase “Je pars en voyage et dans ma valise, je mets…” il doit dire tous les objets nommés par les joueurs précédents avant d’ajouter le sien. Exemple: Le joueur A commence le jeu en disant : “Je pars en voyage et dans ma valise, je mets un pantalon.” Son voisin, B, dit : “Je pars en voyage et dans ma valise, je mets un pantalon et une brosse.” Son autre voisin, C, dit : “Je pars en voyage et dans ma valise, je mets un pantalon, une brosse et un chandail.” etc. Celui qui se trompe doit faire un gage.

3. Travail a la chaine – 10 min

– Le premier joueur dit une phrase et le suivant doit faire une phrase commençant par le dernier mot de la phrase du joueur précédent. On peut le jouer sans compétition en asseyant tous les joueurs en cercle, ou avec une compétition en faisant deux files de joueurs, chaque file doit donc avoir un “arbitre” pour s’assurer de la validité des enchaînements, et la première file qui se rend au bout de ses joueurs gagne.

JP S10 ADV Game, Blind Date

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game-1)Make your personal profile 2)Find your partner! 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける(男か女か書かれたカードをひく)
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

Did they engage with each other and you?
Yes, they engaged with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌(プロフィール写真のため)

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

RU S10 INT Ordinal Numbers. Russian Paintings

Class theme/topics discussed:
Ordinal numbers.
Describing Russian paintings.

How did you pick this theme or topic? n/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, illustrations/powerpoint presentation.

How did students react?
The student enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, printed illustrations (powerpoint may be used as well)
Please attach a copy. Handout from : Начало, book 2, p. 231, ex. 4;
For illustrations see file Lesson 12_Feb 25_Paintings.

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students can learn smth about Russian art and historic individuals.

Intermediate Russian
Lesson 12
February 25, 2010

1. News: 5 min.

2. Revision of ordinal numbers (on the whiteboard – 5 min.)
Exercise on ordinal numbers – handout from «Голоса» – 10 min.

3. Discussion: Look at the portraits and say as much as you can about the women in them.

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