Language Residents

an archive of lesson plans

Tag: College Life (page 1 of 2)

DE S18 INT Adjectives, I spy with my little eye

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister 

Day and Date: Wed, Jan 31, 2018

 

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

 

Class theme/topics discussed: Adjectives

 

Goal of the class:

Adjectives students already know should be elicited and students should learn more adjectives.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): walk to coop fountain together and talk about what they can see on the way.

 

4.25 – 4.55 (30mins): Game: German version of “I spy with my little eye” (Ich sehe was, was du nicht siehst). 1st round: color only; 2nd round: try to think of as many adjectives as you can and then give us only one; if we can’t guess it, give us another adjective…

 

4.55-5.15 (20mins): Team game: in pairs, think of a place on campus and think of adjectives to describe that place. The others guess.

 

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

Small Whiteboard for writing down new words, surroundings outside of classroom

 

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

It was fine and they liked it. I have troubles deciding when I need to be more strict about a plan – such as the rules in a game – and when it is better to let them do it their way in order to encourage talking.

 

How could this class be improved/ modified?

writing vocabulary cards throughout the lesson could be helpful

 

 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.

DE S18 The Pomona College Orchestra

CN F17 Welcome party

RU F17 INT Talking About Campus Life

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 11.13.2017

Language and Level: Russian, Intermediate

Class theme/topics discussed: talking about campus life

Goal of the class: to learn how to describe student’s everyday life and campus activities, practice storytelling in writing

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Brainstorming: what do people do on campus? The LR starts the game by throwing a ball to a student and naming an activity. The student that gets the ball has to pass the ball to the other student + add another activity. – 20 min
  3. Writing a diary entry: Students have to write a 7-sentence entrance to a diary about students’ life. Every student represents different year at college. – 15 min
  4. Talking about campus: Survey. (handout 1) – 15 min
  5. Wrap-up: Presentation of CCP project. – 5 min

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

Handouts

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

The idea of talking about relevant topics motivated students to be attentive and talkative. They discussed the ideas, the activities and possibilities on campus. The diary game was interesting to watch, because this is a very creative class, so they enjoyed writing and discussing the entries. And the entries also triggered discussion, because the students have different points of view on students’ life. 

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

В каком колледже ты учишься?
Какое место на кампусе тебе нравится больше всего? Почему?
Какое место на кампусе тебе не нравится? Почему?
Где ты проводишь больше всего времени?
Где тебе больше всего нравится работать?
Какая столовая тебе нравится больше всего? Почему?

RU F15 INT Daily Routine

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Wednesday, 09/23/2015
Language and Level (intermediate or advanced class): Russian, Intermediate
Class theme/topics discussed: Daily routine
Goal of the class: to learn / remember the vocabulary for the daily routine

How did you structure the class?
1. Warm up. Look at the Handout 1 and say whether your everyday life is different.
5 minutes.
2. Have a look at the words and expressions from Handout 2, add the words for the actions you do every day.
15 minutes
3. Describe your typical day.
15 minutes
4. Discussion: is there any difference between weekday and weekends?
What do you usually do at the weekends?
15 minutes
5. Fill in the handout “My day” in writing (Handout 3).
10 minutes
6. Watch the video on how the morning is different for boys and girls:

Share your impressions on the video.
5 minutes

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

What worked well in this class? What did not work?
The discussion went very well. Finally the students started using the full sentences, not just separate words. The video was definitely a success. I’ll try to find videos with not many words as they react better and don’t feel the pressure to understand every single word then.
How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

Handout 1

Handout 1

Handout 1

Handout 2

Handout 3

Handout 3

French Welcome Party

Welcome party

RU F14 INT Need, necessity, obligation

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11 

Date: September 15, 2014

Class theme/topics discussed:

Need/necessity

Goal of the class:

Revise vocabulary from previous classes and expression of need/necessity/obligation

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

Activity 1 – General discussion + Warm-up – 15 minutes

How are you faring in this heat?

Correct mistakes (there are a few!) in this crash course on the Russian alphabet

http://ryanestradadotcom.tumblr.com

Revise transliteration/transcription of English words in Russian

Activity 2 – Vocabulary revision – HANDOUT 1 – 15 minutes

The group is split into two groups, each gets a list of Russian words. They have to come up with a sentence in English using all of the words plus two need/necessity/obligation structures and the other group has to translate them into Russian. They first read out the whole sentence, then in parts and the others translate, then we recap.

Activity 3 – “I NEED…” – REVISION – HANDOUT 2 – 30 minutes

“A first-year student at Pomona needs….” (Мне нужен/нужна/нужно/нужны + Noun )

“I pack…”-type of exercise, where a students picks a word from the pile, says the “A first-year student at Pomona needs….” Phrase, then the next students repeats it and says another phrase with their words.

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

 Video, Internet

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

I do not plan on using translation too often as an exercise, but for this group and their level (intermediate) it has proved to be very effective, so I might incorporate it here and there. They had a lot of fun composing completely crazy sentences and translating them into Russian. The fact that they had to translate something that wasn’t written was also very good.

The last activity (“A first-year student at Pomona needs….”) is a very useful drill because of the grammatical agreement (gender and singular/plural form).

How could this class be improved/ modified?

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

HANDOUT 1

(1) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

целоваться

перефразировать

кошмар

у него займет часа три

невоспитанный

ездить верхом

рифма

В чём смысл?

(2) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

парикмахерская

служба безопасности

видеоклип

медведь

диван

к + Dat (к Нине, к Пете) в гости

кондиционер

свистеть

HANDOUT 1 

Кондиционер

 

Собака

 

Тетрадь

 

Роман «Улисс»

 

Велосипед

 

Лимузин

 

Апельсины

 

Бутылка воды

 

Айфон

 

Ноутбук

 

Кофе

 

Шуба (fur coat)

 

Очки

 

Линзы

 

Маркер

 

Сумка

 

Радио

 

Меню

 

Медицинская страховка (medical insurance)

 

Парикмахер

 

Скейтборд

 

Молоко

 

Свидание

 

Молодой человек (бойфренд)

 

Центральное отопление (central heating)

 

Своя кухня

 

Туфли от Кристиана Лубутена

 

Паспорт

 

Банковская карточка

 

RU F13 ADV University life

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: October 3, 2013

Class theme/topics discussed:

University life/ higher education systems in Russia and the US

Goal of the class:

Revise vocab, practice listening comprehension

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

Activity 1 – Warm-up – vocab revision – taboo game

Handout 1 – Students get cards with words connected to university use; students have to explain the words to their partner without saying them, take turns – 10 minutes

Activity 2 – Discussion

What do you like about studying at Pomona? Use as many words from Activity 1 as possible – 10 minutes

Activity 3 – Video

http://www.youtube.com/watch?v=SRv-rueuC1A Higher Education in Russia – watch twice, stop and comment where needed – 10 minutes

Activity 4 – University schedule in Russia www.timetable.spbu.ru

Explore the St. Petersburg State University website as an example – how many courses? What are they? What kind of education does the student end up getting? The students ask the instructor questions about the university system in Russia – 10 minutes

Activity 5 – Discussion

Compare university life in Russia and US – 20 minutes

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

Video, Internet text

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

The class went well. The students were interested in how their peers in Russia study.

How could this class be improved/ modified?

Maybe design an activity for them to ask more questions?

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

 

Handout 1

Стипендия

Степень бакалавра/магистра

Окончить университет

Готовиться к чему-либо

Записаться на курс

Оценка (по предмету –

физике, русскому языку)

Сдать экзамен

Заниматься в библиотеке

Занятие

Лекция

Семинар

Бросить курс

Обязательный курс

Возможность выбора

Нужный предмет/ненужный предмет

Глубокое образование/ Широкое образование

Карьера

Профессиональные навыки

Практическое образование/ Теоретическое образование

Устный экзамен

Письменный экзамен

 

 

RU F14 INT Cafes

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: September 23, 2014

Class theme/topics discussed:

Food and cafes/dining halls

Goal of the class:

Talk about food, aspects of cafes/restaurants

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

Activity 1 Warm-up – Vocabulary revision – 5 minutes

I make sure they remember words from the previous lesson.

Activity 2 – Trailers – 7 minutes

We watch two trailers for American movies about food/restaurant in Russian to talk about the word for chef (повар) and see if the students can pick out words for cook, etc.

Повар на колесах (The Chef) https://www.youtube.com/watch?v=5UTDhrmqcYg

Вкус жизни (No reservations)

https://www.youtube.com/watch?v=tj-35jUUS6M

Activity 3 Discussion – Dining halls and cafés at the 7Cs. – HANDOUT 1 15 minutes RUSS11 Cafes Handout F14 

Students work in pairs. They have 8 questions about the dining hall and cafes at the 7Cs. They ask each other, discuss. Then together (in one group) they all go in turns answering the questions from they handouts about themselves.

Activity 4 – Café reviews – 15 minutes

Look at a few café reviews on The Village.Ru, a popular lifestyle portal http://www.the-village.ru What are important aspects/elements of going to a café? Students figure it out from the reviews. Location, concept, interior, food, drinks, service, general atmosphere, pricing, etc…

Activity 5Discussion – You ideal café – HANDOUT 3 – 15 minutes

Students talk about their ideal cafe in pairs keeping in mind the different elements we have found in Activity 4, then each pairs presents their ideal cafe

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

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

The class went very well! They loved talking about the cafes and dining halls, and they especially enjoyed Activity 5. They all came up with original ideas and were eager to discuss them.

How could this class be improved/ modified?

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


 

FR S14 ADV Party (2 classes)

Language and Section: FR 13

Date: 04/15 & 17

Class theme/topics discussed: Student party/Parties

Goal of the class:
Learning vocabulary about party and partying.
Learning slang

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

1 Warm-up
Weekend? Did you go to a student party?
Dans votre pays d’origine, participiez-vous à des soirées étudiantes? Racontez-nous vos soirées étudiantes, vos meilleurs souvenirs et vos anecdotes.
Est-ce que vous aimez les soirées étudiantes ? Pourquoi ?
Avez-vous déjà participé à des soirées étudiantes dans d’autres pays ? En quoi sont-elles différentes ?
Quels conseils pouvez-vous donner aux étudiants qui s’apprêtent à aller pour la première fois en soirée étudiante aux Etats-Unis ?

2 Article
Read altogether an article about the French student parties.
Qu’est-ce que ces témoignages vous apprennent sur le mode de vie des étudiants français ?
Quelles sont les alternatives aux soirées étudiantes ?
On rentre chez les parents le week-end ; soirées étudiantes le jeudi ; pas de « vie de campus » à l’américaine

3 Brainstorming
What are the reasons to party? (talking about “la pendaison de crémaillère”)

4 Listening comprehension
Video from Norman about birthday parties
http://www.normanfaitdesvideos.com/2013/12/04/les-anniversaires/

Students then have to answer to 10 questions about this video

5 Scenario
You are at an American student party with a French friend. You have to explain him (in French) the meaning of two words or expressions of American slang.

6 Song
Tryo “Désolé pour hier soir”
https://www.youtube.com/watch?v=9f1yCKZMnbI
They have to “translate” the slang from this song into a “correct” French

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

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

This class took me actually two days instead of one. Students who already lived in France loved sharing their experiences about students’ parties. One of the good surprises was the scenario exercise: it worked really well, and it was a good activity to paraphrase something they know and realize the connotations and levels of language in their own language, so then they understand better the French slang as we worked on translations.

ADV 18 Soirées étudiantes

FR F13 INT Studies

Conversation Class

Lesson Summary

 

Language and Section:

French INT

Date:

09/17/13

Class theme/topics discussed: Studies

Goal of the class:

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

  1. General discussion about what they did last weekend.
  2. I give them a list of questions, and in small groups they have to ask and answer them.
  3. Then, I ask each of the to pick up one question and answer it in front of the class.
  4. I explain them how the French educational system works (name of the degrees, how are the grades, etc.)
  5. Cyprien, les études à l’étranger (studies abroad):

http://www.youtube.com/watch?v=idY6eJgVup4

  1. Would they like to study abroad? Why?

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

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

The discussion lasts a long time. All of them had the opportunity to talk a lot.

They loved the video.

How could this class be improved/ modified?

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

  1.  Quelles études faites-vous ? Quelle est votre classe ou niveau cette année ?
  2.   Vous avez cours l’après-midi ? Quels cours avez-vous l’après-midi ? Et le matin
  3.  Comment faites-vous pour vous rendre à votre établissement ? Comment faites-vous pour rentrer chez vous ?
  4.  Quelles sont vos matières préférées cette année ?
  5. Que se passe-t-il si vous arrivez en classe en retard ?
  6. Vous assistez régulièrement aux cours, mais dans quelles circonstances exceptionnelles vous arrive-t-il de “sécher” des cours ?
  7.  Combien de temps par semaine consacrez-vous à l’étude et aux devoirs ?
  8.  Quelles sont les matières avec lesquelles vous avez des difficultés cette année ?
  9.  Côté examens, qu’est-ce que vous aimeriez voir changer ?
  10.  Côté notes, qu’est-ce que vous aimeriez changer ?
  11.  Côté installations et infrastructures, qu’est-ce que vous aimeriez changer ?
  12.  Qu’est-ce qu’un bon prof ? Est-ce qu’il y en a un qui vous a marqué ?
  13. Vous pensez que c’est mieux une université publique gratuite ou privée et payante ?

 

ES S13 INT/ADV Drugs

Language and Section: Spanish 11-01

Date: April 4, 2013

Class theme/topics discussed: Drugs

Goal of the class: Learn new vocabulary about drugs and talk about them.

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

I wrote four words on the board: “botellón” “porro” “colocado” and “chocolate”. I asked them what those words had in common. They though about it until someone came up with the word “drugs”. After that I asked them about the atmosphere about drugs on the campus. They talked about some of their experiences and told me some “funny” anecdotes about this issue on campus. We kept talking about how easy it is to get drugs on campus and what drugs are mostly consumed on each campus. After that I showed them a couple of videos on drug prevention in Spain:

http://www.youtube.com/watch?v=v7MrpCFaXbo
http://www.youtube.com/watch?v=4MgRGN4L_yg&feature=endscreen&NR=1
http://www.youtube.com/watch?v=lps4HYp-UbQ
http://www.youtube.com/watch?v=zX0WfKqi-kA

I gave them a piece of paper with some questions about the advertisements. They worked in small groups and then we talked a little bit more in a big group. I asked them questions about the legalization of marihuana or the reasons why young people consume drugs and the effects of the “21-year-old” policy.

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

Youtube videos

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

Everything worked well. Students talked for the first half an hour and I was just keeping the conversation alive. I felt like they were more engaged with this issue since it is something that they have experiences with.

How could this class be improved/ modified?

I could have changed the direction of the conversation depending on what I thought it was important but I wanted to give them free rein.

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

Here are the questions that I used related to the videos:

¿Qué ves en cada anuncio y qué historia se narra?
¿Crees que estos anuncios muestran situaciones reales? ¿Has visto alguna vez una situación parecida?
¿Qué quieren transmitir? ¿Lo hacen de una manera apropiada?
¿Qué anuncio crees que es más eficaz y por qué?
¿Cuál te ha llamado más la atención?
¿A quiénes están dirigidas estas campañas publicitarias? ¿Por qué crees que es así?
¿Cuál crees tú que es el mejor método para concienciar a las personas del abuso de drogas?
¿Cuáles son algunas de las razones por las que los jóvenes consumen drogas?

 

RU F13 ADV Students’ rituals and beliefs

Language and Section: Russian Advanced

Date: 10/30/12

Class theme/topics discussed: Students’ rituals/beliefs or how to be successful on an exam without preparing

Goal of the class:
– to advance the ability to understand video materials in Russian
– to practice reading
– to inform the class about students’ traditions/rituals in Russia

Structure of the class:
– Asking students how they celebrated Halloween, what costumes did they wear etc. (as a warm-up)
– Watching a video about the monument to the dog (in Moscow subway) that brings luck
– Talking about the video (What did students notice?)
– Showing more pictures of the monument
– Reading the text about history of the monument (each student read a passage at front of the class)
– Discussing the text (in order to check how they understood the content)
– Telling the class about other students’ rituals in Russia (including watching a video about students catching “khalyava” at campus and showing a monument to the students’ beliefs)

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
– Yandex.ru (to show pictures)
– youtube.com (to show videos)
– Russian money (to demonstrate one of the rituals)
– handouts with text

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

This class worked well because it involved a whole range of different activities and skills necessary for them. Students were interested in the topic: they learnt a lot of new information even though they all were in Russia before. It was useful for me as a teacher since I understood that even advanced students need to work more on their reading.

How could this class be improved/ modified?
I would not change anything.

RU F12 INT White lies; students & cheating

Language and Section: Russian Intermediate

 Date:  09/13/12

 Class theme/topics discussed: White lie; Students and cheating

 Goal of the class:

–        to practice description, argumentation and presentation

–        to compare Russian, American and Italian contexts regarding the topic

 Structure of the class:

–        Asking students how they understand an expression “white lies”; introducing vocabulary of the topic

–        Group work (each team get a sheet of paper with white lies; they should rate how bad is each situation coming to a common conclusion)

–        Discussing the results with the whole class, talking about controversial opinions and cultural differences

–        Students giving examples of their white lies and most common white lies of the nation they represent; most common white lies in Russia

–        Talking about students and cheating (Students had to guess what was a little paper with formulas, it was shpargalka – cribs. They discussed where one could hide it. Then we talked about how students cheat in Russia, the USA and Italy. Students told about their experience with cheating)

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

–        A sample of cribs

–        Handouts with white lies situations

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

The students really enjoyed the topic. They were willing to speak and stand for their opinion. In general, they were negative about cheating but they also told that sometimes white lies are necessary. So everything worked well.

 How could this class be improved/ modified?

If the teacher had time, it would be nice to show funny videos about white lies or students and cheating.

 

RU S12 ADV Education

Language and Section: Russian – PO Russ 13.1

Date: 2 February 2012

Class theme/topics discussed: Education

Goal of the class:

To practice speaking skills; to exchange opinions on the topic; to learn new vocabulary connected with education systems in the USA and Russia

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

1) Discussion of the USA education system: students agree who explains which part of the system and talk about it in front of the class, using the whiteboard if needed;
2) Discussion of the Russian education system: first students explain what they already know, then I explain the rest if they have questions;
3) Follow up discussion: comparing the US and Russian systems – what is better/worse in Russia then in the USA and vice versa;
4) Where did you apply apart from Claremont Colleges? Where were you admitted? Why did you choose Claremont?
5) What is the procedure for college application? What is a personal statement? What do people write there? What did you write and you applied?

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

None

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

Everything worked very well. Students spoke a lot. I usually use video in almost every class, but here we have a lot to speak about and didn’t really need any specific tasks/activities, though I would probably use something if I do this class again.

How could this class be improved/ modified?

I would add some more specific activity to this lesson plan. Probably it’s a good idea to divide students into two groups (Russian and American) and ask them to argue why their system is better then the others’ one.

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

ES F11 INT/ADV Stereotypes

Language and Section:  Intermediate Spanish 01

stereotypes

Date:  13.September.2011

Class theme/topics discussed: Stereotypes I

Goal of the class: Making students talk about stereotypes. These are very common nowadays so it is something familiar for students. At first we talked about stereotypes closer to them (school, university) and then we moved onto more general ones (social stereotypes, between men and women…).

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

We started up with a warm-up, Pictionary (vocabulary related to the previous class). After that we moved onto the stereotypes. They had to come up with as much stereotypes as possible for Spain and I would write them down on the board. Then we did the same with stereotypes for the US. Afterwards I showed them a video of some Spanish stereotypes and explained a little bit since they didn’t understand everything. We talked about other stereotypes, e.g. between men and women and also stereotypes of kids in school.

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

.ppt and a video from youtube.

http://www.youtube.com/watch?v=E0nGKN_64T8&feature=related

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

I think they liked the fact that they had to come up with ideas to find stereotypes for Spain and the US. And they also liked to learn some “slang” vocabulary to define some characters in the school, e.g. “coqueta”, “ligón”, “empollón”, “bonachón”…

How could this class be improved/ modified?

I could’ve also had them working in pairs or little groups and discuss about some of the main stereotypes of Spain and the US.

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

CN S11 INT Campus Tour

Class theme/topics discussed:

Campus tour

How did you pick this theme or topic?
Students will review direction related vocabulary and shoot a short video practicing what they’ve learned by making a campus tour.

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

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.)

Flip camera
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

It’s closely related to their daily life and can make them practice their language skills interacting with local environment.

DE S11 INT School System

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 15th Feb 2011

Class theme/topics discussed:
German school system

How did you pick this theme or topic?
Doing small talk with my students at the beginning of the class and ended up discussing this topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Diagram of the German school system in the book “Password Deutsch 3”

How did students react?
Were very interested

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Password Deutsch 3 Seite 60

Would you recommend this activity for a future class?
Yes

Why or why not?
Students can connect to it very easily.

RU F10 INT Realities of Life in St. Petersburg (jokes); Life on Campus

Class theme/topics discussed:
Reading practice
Life on campus

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.

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.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

Intermediate Russian
Lesson 15
October 14, 2010

1. News.

2. Warm-up: “On the Spot” game – a student has to ask as many questions as possible in one minute. For the handout, see file Lesson 15_Oct 14_Game in the Visuals folder.
Lesson 15_Oct 14_Game

3. Reading the text «Ты живёшь в Петербурге, если…»
Translation.
Lesson 15_Oct 14_St. Petersburg Jokes

4. Writing a short text “Ты понимаешь, что живешь в колледже, если…”

JP F10 ADV Teleconference

Class theme/topics discussed:
Participating in an electronic meeting of prof. Kurita’s class
Students talked with international students who learn Japanese in Japanese university.
They were talking about their college life.
*Most students take the class and they present some speech via teleconference.

How did you pick this theme or topic?
Professors of Japanese organized this event. Students had a chance to meet and talk with Japanese.

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

How did students react?
Students really enjoyed chatting with Japanese.

Did they engage with each other and you?
Yes.

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

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, but this event needs supports by professors of Japanese.

Why or why not?
It is good chance for students to practice Japanese. I think this class motivates students to study Japanese more.

FR F10 ADV – Study Abroad

Study Abroad

How did you pick this theme or topic?

It was right after the study abroad session they were supposed to attend, so I wanted to use this topic for them to talk about their experience/ask the students who had already been abroad to talk about it, etc…

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

Interview in pairs
General discussion

How did students react?

They reacted well. They wanted to know more about each other’s experience and had a lot of questions.

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 9/16

Entretien

1. As-tu déjà étudié à l’étranger ? Si oui, décris ton expérience : où, quand, combien de temps, qu’as-tu étudié, pourquoi as-tu choisi cet endroit, étais-tu dans une famille d’accueil, etc…

2. Si non, aimerais-tu étudier à l’étranger ? où, quand, pourquoi cet endroit, combien de temps, etc… ? (Si tu ne veux pas étudier à l’étranger, explique pourquoi)

3. Quels sont les avantages des études à l’étranger ?

4. Quels sont les inconvénients ?

5. Si tu as étudié à l’étranger, quels conseils peux-tu donner aux autres ? As-tu des anecdotes à raconter ?

JP F10 INT/ADV Athletic Meet

Class theme/topics discussed:
About Japanese athletic meet
-Quiz about the event
-Practicing Japanese radio gymnastics
-Game: fruit basket

How did you pick this theme or topic?
I wanted students to know and enjoy one of Japanese seasonal events.

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

How did students react?
-Quiz was very difficult for students. I should have considered their level more.

Did they engage with each other and you?
Not so much. The task was too difficult to answer some questions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Power Point
-You Tube

Would you recommend this activity for a future class?
Yes, but it was difficult for students to discuss about the topic in detail.

Why or why not?
They need more vocabulary for open discussion. I have to care their skill of Japanese more.

Int 09-14

PPT09-14-2010

DE F10 INT School System

Conversation Class Lesson Plan

Section: Intermediate
Date: 09-14-10

Class theme/topics discussed:

German and American School System

How did you pick this theme or topic?
Two of my students are in high school, so its interesting how school is in Germany

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

How did students react?
They were interested and asked questions

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handout, which I made by myself

Would you recommend this activity for a future class?
Yes

Why or why not?
It’s a topic that relates to the students life

FR S10 ADV – romantic relationships

College life and romatinc relationships

How did you pick this theme or topic?

We were only girls and this topic was often addressed randomly so I thought it would be good to talk about it in class for one hour.

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

Interviews in pairs
General discussion

How did students react?

Very well, they had a lot to say!!

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 Plan romatic relationships

Would you recommend this activity for a future class?

Yes, but since the topic is quite personal, I would make sure that the students are comfortable talking about it. Mine were a small group and they knew each other more by the end of the semester so they asked to keep talking about it for another class.

ES S10 INT/ADV Living on Campus in Spain

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/18/2010

Class theme/topics discussed:
Living in Spain

How did you pick this theme or topic?
We talked about roommates before, so I decided to continue talking about housing in Spain and problems with the roommates.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started talking about finding an apartment in Spain, and then did a role play of possible problems that may arise from living with other people.

How did students react?
They liked it very much and they came up with great stories!

Did they engage with each other and you?
They engage very well with each other, and with me.

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

Please attach a copy.

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

Why or why not?
Yes, they liked it very much and they learned lots of new vocabulary.
18th Class INT

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