Language Residents

an archive of lesson plans

Tag: Description

DE FA18 INT Art and painters

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 11/28/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Art and painters

Goal of the class:

Get to know the vocabulary regarding art. Be able to describe a picture accordingly.

How did you structure the class?

Activity 1 (5 min): Quiz. First, we started doing a kahoot quiz. I prepared a quiz on famous painters and paintings. The students had to do the quiz on their own. The students got really excited and loved doing that.

Activity 2 (10 min): Interview. I asked the students to interview each other about art and museums. They asked each other how often they went to the museums, which museum they liked the most and which painter they liked the most. After that, we gathered the results in the big group.

Activity 3 (5 min): I told the students to gather as many terms they knew about art, specifically the tools they would need to paint and to draw. The winner got a small gift (candy). After that, we briefly talked about vocabulary regarding art by collecting all the tools you would need to paint and draw.

Activity 4 (10 min): I showed a famous painting of Salvador Dali and we tried to describe the picture as accordingly as possible by using phrases (in the front of the picture, in the back of the picture, etc). I also handed them a help sheet they could use in the next exercise. This exercise should prepare them for the next task.

Activity 5 (30 min): Drawing by hearing. I split the students in groups of three. One student would sit in the front, facing away from the screen. The two other students would look at the screen and try to describe the picture best to their knowledge. The student facing away would draw it. The students had 10 minutes for each picture. Then they would switch so everyone would be in the place of drawing. In the end we would look at all pictures. The one that looked the most similar won (and the group received candy as a reward).

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

Whiteboard, pen

PowerPoint presentation (see attached)

Help sheet (attached)

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

The students really enjoyed the quiz! Also, they enjoyed drawing the pictures and explaining that to each other. They also drew really funny pictures!

How could this class be improved/ modified?

It was one of the best classes. I would keep it as it is.

 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.

Deutsch Fortgeschritten, 27. November 2018

Hilfe für die Beschreibung

Im Vordergrund gibt es…                                  –                       In the front there is…

Im Hintergrund gibt es…                                   –                       In the back there is..

Auf der linken Seite des Bildes…                       –                  On the left side of the picture…

Auf der rechten Seite des Bildes…                     –                On the right side of the picture…

In der Mitte des Bildes gibt es…                        –                       In the center of the picture there is…

Daneben                                                           –                       Next to it…

Davor                                                               –                       In front of it…

Dahinter                                                           –                       Behind it…

Hinten links sieht man…

Hinten rechts sieht man…

Vorne links sieht man…

Vorne rechts sieht man…

INT-28.11.2018

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.

ES S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

Warm-up: All students standing up. I give a student a ball, within 15 seconds he/she has to think of an animal that starts with the letter “a”. Then he/she passes the ball to another student who must do likewise but with letter “b”. If a student fails has to sit down. We go through the alphabet until only one student is standing. You can go from “z” to “a” again if many students still remain playing. Also, it would be wise if you remove from the beginning those letters with only/none animals (e.g. “x”).

Activity 1: We brainstorm some useful vocabulary to describe animals and I write it down on the board. Then, each student writes the name of an animal on a piece of paper and I stick it on other student’s back. All students stand up and move around and with yes/no questions, they need to figure out which is the animal on their back.

Activity 2: Students are in pairs, I give them a list with Spanish sayings involving animals in one column, and the meaning on the other (although they are not in order). They need to match up the two columns by thinking on the meaning of the sayings. After, I give all the solution and we check how well they did.  If there is time left, you can put the students in pairs or little groups and they have to come up with a context where a saying is properly used, they even can act out the situation.

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

Handouts.

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

How could this class be improved/ modified?

Very successful class. Students liked all the activities. Maybe it would have been better doing everything faster so we had time to act some of the sayings. Depending on the level of the students, this can work with an intermediate class although I would recommend to reduce the list of sayings in activity 2. For advance, this matches the difficulty level definitely.

 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. 

A Ser un lince 1 Ser astuto
B Ser un cerdo/marrano 2 Haber poca gente
C Ponerse como/ser una vaca 3 Tener poca memoria
D Llevarse el gato al agua 4 Afrontar un problema
E Meter/Esconder la cabeza como un avestruz 5 Sufrir las consecuencias de algo sin tener la culpa
F Ser un zorro 6 Ser un/a cobarde
G Matar dos pájaros de un tiro 7 Haber algo oculto o sospechoso
H Ser un burro 8 Salirse con la suya, vencer, triunfar
I Hacer el/ser un perro 9 Mismo problema pero con distinta forma
J Estar en la boca del lobo 10 Tener mucha memoria
K A caballo regalado, no le mires los dientes 11 Darse cuenta de un peligro y cambiar de actitud
L Tener la piel de gallina 12 Haber mucha abundancia
M Haber cuatro gatos 13 Estar loco
N Tener memoria de elefante 14 Comportarse sin modales
Ñ Tener un cerebro de mosquito 15 Estar en una zona peligrosa
O Ser un gusano 16 Ser muy listo
P Ser un/a gallina 17 Ser poco inteligente
Q El mismo perro con distinto collar 18 Ser el que manda, el jefe
R Estar como una cabra 19 Evitar/huir de los problemas
S Tener memoria de pez 20 Conseguir dos cosas a la vez
T Agarrar el toro por los cuernos 21 Ponerse/Estar muy gordo/a
U Aquí hay gato encerrado 22 Engañar a alguien en un negocio
V Atar perros con longanizas 23 Ser tonto
W Verle las orejas al lobo 24 No buscar defectos ni preguntar el precio de un regalo
X Cortar el bacalao 25 Ser un miserable
Y Dar gato por liebre 26 Padecer frío o emocionarse
Z Pagar el pato 27 Hacer el/Ser un vago

 

 

 

 

 

ES S17 INT Descriptions and hypothesis

Language Resident Name: Tamara Olivos

Day and Date: April 24, 2017

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

Goal of the class:

To learn vocabulary through games

How did you structure the class?

Activity 1: Predicting the future: As context I talk about the ancient book I Ching and how people used it to learn more about the future. Each student has to ask a question about their future (simple things like Will I find a good job for example). Then, they consult this sacred book called the dictionary. Without looking, they open a random page and select 1 word. They must read the word and it’s description and try to decipher the message, how can this mysterious word relate to my question? They will do this with the help of the class. (for more detail instructions see the link below)

Activity 2: Descriptions: Using the set of cards in the link below, students must describe the pictures using some basic structures correctly like ser, estar, tener. This activity will definitely bring up a lot of new vocabulary.

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

Dictionary (not online), printed cards.

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

The first activity also worked great with my advanced class (actually even better because they could create more complex hypothesis)

 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.

Bibilomancia: divertida manera de practicar las formas del futuro

descripcion_¡Describelo_A2_JB

CN F16 INT Description

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/26/2016&09/27/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate, Advanced

Class theme/topics discussed:

Activities about description

Goal of the class:

In this class, students will continue to have some games to help them practice description.

How did you structure the class?

  1. Warm-up:

Review new words with students. These words are from last class and they are all related to description.

2. Activity 1: Students work in pairs. One student gets a picture and describes it to his/her partner. The partner needs to draw it down. After they finish, they change their roles and draw another picture.

3. Activity 2: Students find new partners and work in pairs. One student will get a Chinese word from the teacher and describe/explain it in Chinese. The other student needs to guess the word. If he/she guesses correctly, their team gets one point. Each team has 90 seconds to describe. The team that gets the most words wins.

4. Closure: Teacher writes down news words that students ask during those activities. Before the end of class, review them together with students.

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

Pictures and PowerPoint with words in it.

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

In both advanced and intermediate classes, these activities worked very well.

How could this class be improved/ modified?

No.

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

 

DE F16 INT The Fall of the Wall

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Monday, October 3, 2016

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

Class theme/topics discussed: 

The “Tag der Deutschen Einheit”.

 Goal of the class:

Students gain basic historic knowledge about the fall of the wall. They develop skills to describe movie scenes.

How did you structure the class?

 20-25 minutes: Scattergories. Students are handed out a table with different categories. One of the students silently “counts” the alphabet, another student tells him to stop after a certain time. Now the students have to find words starting with that letter for each category. The first one to have a word in each category calls the others to stop. Everybody who has something in a category receives a point. If their word is only mentioned once, they receive three points. If a person is the only one to have a word in a category, he/she receives ten points.

35-40 minutes: Students are divided in two groups. One is facing the screen, the other isn’t. They partner up and watch a short video but without the sound (https://www.youtube.com/watch?v=9tqEyhkyzr8 ). They describe what happens and what they can see. After half of the video they take turns. Afterwards, they try to make sense of what they’ve seen. Then they share their ideas with the class and discuss what happened in each scene. They then watch parts of the video again and try to figure out what the speaker and people in the video could have said. The information is then presented in class. Then all the students watch the video again, but with sound. They then discuss the things they understood and make sense of the video. The LR provides additional information and questions.

5 min: Short heads up for conversation class project.

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

Scattergories sheet, Short film, TV-screen, pictures GDR

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

The students had some problems to come up with words for the scattergories warm-up game but still had fun. The students were very interested in the movie about the events that led to the fall of the wall. 

How could this class be improved/modified?

Maybe other categories for the scattergories game would have worked better.

DE F16 INT Describing and Paraphrasing

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Monday, September 19, 2016

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

Class theme/topics discussed:

Description of persons. Description of words. Recent campus events.

Goal of the class:

Students should discuss and talk as much as possible about familiar things. They also (re)learn how to describe people and talk about campus events.

How did you structure the class?

15-20 minutes: Warm-up taboo. Students get into two teams. Regular taboo rules, but the cards are preselected by the LR to eliminate words that are too hard to describe. Also – because this is a warm-up activity – the game is not played all the way through.

20-30 minutes: Students get in pairs. They draw a card from a deck (persons). Then one student describes the person to the other student. He/she tries to draw the person as exactly as possible. Then they take turns. The LR provides vocabulary so the students can describe the persons more easily. The students then present their descriptions first, then they show the original picture and the drawing. There is a prize for the picture that came closest to the original. Both the describer and the person drawing the card are expected to share the prize.

10 minutes: Turf-dinner. The students share how they experienced the turf dinner. How will they get involved? Why? Why not? How was the food? Something they disliked about the event?

 

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

 Taboo game, pictures/drawings of persons, slips of paper so that the students can draw, maybe colored pencils.

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

All the activities went very well!

How could this class be improved/modified?

I’d keep it as it is.

Personenbeschreibung

ES SP16 INT/ADV: Introductory Class

Language Resident Name:

Joaquin Garcia 

Day and Date:

01/20/2016

Language and Level (intermediate or advanced class):

Advance Class

Class theme/topics discussed: 

Advance Class

Goal of the class:

Students get to know each other

How did you structure the class?

Activity 1 (15min): Students fill in three different pieces of papers: name, hometown and studies. All the pieces of paper are mixed and then students pick up three of them randomly. Students must find their original papers asking the others’ names, hometowns and studies and exchange the papers once the find them. Afterwards, each of them read in front of the class the written information.

Activity 2 (20min): Students are put in pairs. Each partner has to say three characteristics of their personality and a reason that support or prove this characteristic (E.g. “I’m adventurous because I love traveling”). After a while, they have to introduce their partner. Some characteristics are written in the whiteboard by the teacher in order to give some original ideas.

Activity 3 (15min): After a brief moment of thinking, students say three statements about themselves. One of them must be not true. The rest of the class has to guess which it is.

Activity 5 (10min): The teacher explains the rules and the conversation class agreement

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

It is a very good class for the first weeks. Fun and motivating and the ice-breakers work really well.

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.

JP S16 INT Making Descriptions

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

Students will practice aru and iru (Japanese verbs that equal “there is” for living and nonliving things).

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T takes attendance and will have a short conversation with students about what is going on in today’s Japan. T also talks about the cultural activity occurring this week.
5(10) Introduction T puts a blindfold on himself and asks Ss to describe the classroom they are in. After the description T gives feedback to those descriptions and introduces today’s topics.

この教室がどんな風か教えてください。

誰がいますか?何がありますか?

10(20) Pre-Activity T asks questions about the rules of using aru and iru. After students remembered the general rules, teacher asks about the exceptional cases (e.g. robots, taxi, lovers, family, zombie, corpus of insects, grandfather’s bones). Through the discussion S tries to refine the rules they already know and make it into more specific one.

ある、といるは何が違いますか?

ある、はどういうとき使いますか?

いる、はどういうとき使いますか?

5(20) Presentation T presents the rules using the slides, summarizing Ss’ disucussions.

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

また、ある、はconceptとしていうときにも使います。でも、これは伝統的な日本語なので今の時代はあまり使わないかもしれません。

15(35) Practice aru iru practice

Ss practice the use of iru and aru with power point slides.   First, each S says aru or iru based on the picture shown in the screen. After that, S makes a sentence that describes the picture with a proper word use. Finally, Ss practice by saying an inappropriate one that does not match to the picture.

 

Where practice

T also introduces several vocabs that will be helpful in the following activity such as “奥(back)” ,”手前(in front)”.

20(55) Production Blind Pictionary

T draws the frames of the different parts of the picture on the board and asks one S to come up to the board. The S will be in charge of drawing picture while the other classmates describe the picture to the S. They should be as precise as possible in a given amount of time. The S at the board is encouraged not to look back and rely on what he/she hears as much as possible.

When one part is finished, the S changes the role with another student.

When all the parts of the picture have been drawn on the board, the entire picture is revealed to the Ss who can admire their blind reproduction and compare it to the original.

During the activity, T gives corrective feedbacks and hints to help the Ss.

5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their evaluation on and comments to the today’s class.

 

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

Power point presentation

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

   What worked: Pre-activity discussion was quite good because it deals with a topic that is slightly more detailed and complex than the student’s present knowledge, resulting in giving a better understanding of the Japanese grammar.

   What did not work: The discussion took longer time than expected.

How could this class be improved/ modified?

The class was good and appropriate for the students. In order to make it applicable for intermediate class students, I think I need to use easier vocabularies, set a different focus (e.g. more focus on practice), and different pictures for the Production part.

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.

 

CN F15 INT Describe A Person

Language Resident Name:

Ting Cao

Day and Date:

09/30/2015

Language and Level (intermediate or advanced class):

Chinese, Intermediate

Class theme/topics discussed:

How to describe a person

Goal of the class:

By the end of this class, students will be able to:

  1. recall some words that can be used to describe a person;
  2. find someone’s unique characteristics from his/her appearance, and describe him/her appropriately.

How did you structure the class?

1.Warm-up:

Brainstorm: when you see someone’s picture, how can you use words to describe the person?

Through this activity, students will recall some words they have learned before, such as words of body parts, color and gesture.

2.Activity: You Describe, I Guess

Students will be divided into a few groups and stand in different lines. The first student of each line will be shown a same picture. Then they go back to their lines and describe the picture to the second students. The second students describe it to the third students …… After the last students get the description, they come to the teacher and find the right one from two similar pictures. The first team who find out the right picture will win.

3.Closure:

Summarize new words and phrases. During the activity, there must be some words and phrases that students are not familiar with. Teacher can write them down and ask students to review them together.

4.Talk about the project.

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

A few pairs of similar pictures.

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

This class went well, students like this game.

How could this class be improved/ modified?

No.

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.

Picture example:

1 u=2720575174,1601098451&fm=21&gp=0

© 2019 Language Residents

Theme by Anders NorenUp ↑