Language Residents

an archive of lesson plans

Tag: Dialects

CN F15 ADV Dialects

Language Resident Name:

Ting Cao

Day and Date:

11/12/2015

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Dialects

Goal of the class:

By the end of this class, students will be able to talk about the dialects in China and the U.S., and express their opinions about teaching dialects to their children.

How did you structure the class?

  1. Warm-up: Teacher says one sentence in a Chinese dialect, and students guess the meaning.
  2. Dialects in China:

What dialect do you know? Can you say some words or sentences in that dialect?

What are the characteristics of Chinese Dialects?

Can you share some interesting stories or your own experiences concerning dialects? Watch a video about dialects in China which is from a very popular TV show.

  1. Dialects in the U.S.:

Are there many different kinds of dialects in the U.S.? What are they? Watch a video about the dialects in the U.S.. Introduce the dialect in your hometown. Which accent is popular among people? Which is not?

  1. Discussion

Does dialect have any bad effects on job application or other events?

Will you teacher your own children speak dialect in the future?

Do you think dialects will disappear? Why?

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

Handout, youtube, powerpoint

Video: http://www.letv.com/ptv/vplay/23782689.html

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

Students were very interested in this topic. They shared their many experiences and opinions related to dialects. Class was good.

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).

 

JP F13 INT Kansai dialect

Conversation Class

Lesson Summary

 

Language and Section: Intermediate

Date: November 5 

Class theme/topics discussed: Kansai dialect in Japan

Goal of the class:

-Students will learn about Kansai dialect and know the difference between Kansai dialect and the standard language

-Students will learn about vocabulary and common phrases in Kansai dialect

-Students will be able to use Kansai dialect

 

 

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

 

(1st activity Introduction)

-Students watched a youtube clip of “吉本新喜劇“which is a Japanese comedyans the  teacher asked the students what words or phrases they heard in the clip

-Teacher taught the students about the background of Kansai dialect, such as in which areas Kansai dialect is spoken

-Teacher taught the students about characteristics of intonations and accents of Kansai dialect

-Students rehearsed a short script written in the standard language and the students listened to a recording of a short script in Kansai dialect

 

(2nd activity Reharsing Kansai dialect)

-Students rehearsed the short script written in Kansai dialect

-Teacher taught the students some distinctive Kansai dialect vocabulary such as:“おおきに” or ”なんぼ.

-Students practiced speaking Kansai dialect in pairs using the script.

 

(3rd activity Making-up the stories)

-Students made short original stories using Kansai dialect in pairs and students shared their original stories with the class.

 

(4th activity conclusion)

-Students discussed about what they think about Kansai dialect (Is it strange? Is it interesting?)

 

 

 

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

 

Handout, whiteboard, map of Japan,

YouTube clip (https://www.youtube.com/watch?v=ljDlDT59vns)

 

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

 

Students enjoyed watching the Japanese comedy, and they were also able to catch the words and phrases of Kansai dialect spoken in the YouTube clip. The YouTube video successfully stimulated their motivation to learn Kansai dialect. I did not expect them to be able make their own original short stories using Kansai dialect, but they used a lot of Kansai dialect that we went over in class. They were entirely engaged in the class.

 

How could this class be improved/ modified?

I chose a YouTube video where the cast spoke a little bit too fast so the students struggled to catch the words and phrases when they watched the video. I should have chosen a video where the cast spoke more slowly.

 November 5 Intermediatehandout

 

DE S13 ADV German dialects

German Advanced Conversation

Date: 01-29-2013

Class theme/topics discussed: Introductory small talk, Dialects

Goal of the class: Knowledge about the dialectal variety in Germany, Talk about and imitate sounds and patterns

Structure of the class:

–  The class was asked about their experiences with dialects in Germany

–  Dialect vs. accent

–  What dialects are there in Germany?

–  We focused on the following: Plattduetsch, Schwiitzerdiitsch, Bavarian, Saxon, and Swabian

– We watched a video about each dialect on youtube

– Students were asked to describe the sounds and think about possible problems for non-native and native speakers

– We repeated sounds and words not known in standard German

– Eventually focus on Bavarian

– We watched part of the show of a Bavarian comedian

– Students were asked to listen carefully and reproduce several concepts that the comedian explains in her show

– After that, students were given a paper with a dialogue in Bavarian.

– We read the text and students practiced the pronunciation by repeating

– Students were asked to act out the dialogue

– The teacher asked individual students questions in Bavarian and students answered respectively.

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

Paper, tv, internet, you tube

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

All worked extremely fine, students enjoyed themselves A LOT.

How could this class be improved/ modified?

JP S11 INT/ADV Watching a Movie “Departures”

Class theme/topics discussed:

1. Talk about the Japan Fest (just for the lesson 21)
Since students will help out the Japan Fest, they need to check the schedule and what they are supposed to do and bring on the day of the Japan Fest.

2. Watch Japanese Movie: “Departures” (for both lesson 21 and 22)

How did you pick this theme or topic?
Japan Fest is coming soon. I just wanted to remind them of the Japan Fest on coming Sunday. As for the movie, students asked me to show the movie because they already watched the beginning of the movie.

3. Question and Answer (for the lesson 22)
Students answer the question about the movie. Which scene is the most impressive? What is the funniest? How do you think about Japanese funeral? …etc.

How did you pick this theme or topic?
Students asked me to watch everything after project. I accepted their offer because I also think this movie is good for them because conversation of this film include Japanese dialect.

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

How did students react?
They loved to watch Japanese movie.

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

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

Please attach a copy.
N/A

Would you recommend this activity for a future class?

Sure!!

Why or why not?
Watching movies motivate students to be curious about Japanese culture and society. It is good idea for conversation class to watch the movie. This movie is especially good. (It already got an Oscar!!) Since most of characters in the movie talked in a dialect of Japanese, students can explore cultural diversity in Japan.

CN F10 INT Do you like Beijing?

Class theme/topics discussed:

Do you like Beijing?

How did you pick this theme or topic?

To show students the daily life of Beijing people and to introduce some Beijing dialects.

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

Handouts, group work, discussion, student presentation

How did students react?
They like the video but don’t understand very much. The discussion goes well and students learn some Beijing dialect through the handouts.

Did they engage with each other and you?

They engage with eache other very well to figure out the dialect in the video. The handout contains some words they don’t know and they ask me about new words after discussion.

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

video
Please attach a copy.

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

Why or why not?

Showing students video can be lots of fun but need to choose the video carefully—the video should have subtitle in English and the language should be simple without accents..

CN F09 ADV Beijing Dialect and the life of Beijing People

Class theme/topics discussed:

Beijing Dialect and the life of Beijing people

How did you pick this theme or topic?

Mandarin and Beijing Dialect have differences that sometimes confuse students.

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

Handouts, group work, debate

How did students react?
They are a little bit confused about what they should do for the debate but they enjoy watching the video about Beijing people.

Did they engage with each other and you?

They engage with eache other very well to figure out the dialect in the video. Later they ask me questions regarding to the life of young Beijing people.

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

video
Please attach a copy.

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

Why or why not?

Showing students video can be lots of fun but need to choose the video carefully—the video should have subtitle in Chinese and the speed should be slow.

 

DE F09 ADV Dialects 2

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 8. September 2009

Class theme/topics discussed: German dialects II

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
In this lesson the students continued to work on their little story. When they were done, they practiced once and then I recorded them reading out their story in Hochdeutsch. Then I recorded them reading their story in a humerous way, using Turkish-German words that they had learned the meeting before. Afterwards we listened to the recordings. After that we talked about Hochdeutsch for a bit and I told them that we would play a word game (Tabu), which most of them knew. At the end of the meeting we talked briefly about possible cultural events.

How did students react?
The students had a lot of fun working on their dialogues and recording them. They enjoyed playing Tabu.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Mac-Notebook
Snowball (Microphone)
Tabu Junior

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and were eager to work on their story. They also had fun recording and playing Tabu Junior (some words they didn’t know.. I might take out the cards with words they don’t know some time in the future).

DE F09 ADV Dialects

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 8. September 2009

Class theme/topics discussed: German dialects

How did you pick this theme or topic? I think it is important to know that not everyone in Germany speaks ‘Hochdeutsch’ and that there are numerous dialects.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked the students about their knowledge of German dialects, – they knew very little. Then I played five short audio files with conversations or songs in a certain dialect (Bayerisch, Berlinerisch, Kölsch, Hamburgisch und Sächsisch) and asked the students to guess which one was which. We talked about Berlinerisch for a bit and we read ‘Rotkäppchen’ in Berlinerisch. Then we talked about Turkish people in Germany and their accent / dialect. Then we read an exaggerated version of ‘Hänsel und Gretel’ in Turkish German. We talked about the way Turkish German sounds in that story and the way people might react, when they hear someone talk like that. Afterwards I asked the students to create a short dialogue or story together (there were 3 students), which we would later (next meeting) record on the computer in Hochdeutsch and Turkish German.

How did students react?
The students were very surprised about the different dialects, they knew very little. They enjoyed talking about Turkish German and were excited to create their own dialogue.

Did they engage with each other and you?
Yes, they did. Especially when working on the dialogue. They had a lot of ideas and wanted to write a longer and more complex story that I had asked of them.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sound files on my laptop
My laptop
Documents: ‘Rotkäppchen’ and ‘Hänsel und Gretel’

 

 

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and were eager to work on the given exercise. I don’t know, if they learned a lot about the different dialects though, since we only talked about some of them very briefly. I also thought about showing them a youtube-video about Erkan & Stefan, but I don’t think they would have understood, because it was difficult for them to understand the different dialects (even if they were spoken rather slowly).

 

 

 

 

 

Hänsel und Gretel auf Kanakisch
Rotkäppchen auf Berlinerisch

ES F09 INT/ADV Relations Men-Women

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/08/2009

Class theme/topics discussed:
Friendship between men and women.

How did you pick this theme or topic?
I thought it might be interesting for them to know some of the vocabulary it is used in this kind of situation.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a little advertisement from Argentina that I wrote down for them and discussed the differences between Spanish from Argentina and Spain. Later I gave them another page with an article from a magazine about the topic and asked some questions about it, and we finished watching a short movie about the same topic and drawing conclusions.

How did students react?
They really liked the audiovisual material and found really funny both the ad and the short movie (Yo tambien te quiero). They were interested and talked a lot, but ones more than others.

Did they engage with each other and you?
Yes, most of them.

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

Please attach a copy.
See next page.

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

Why or why not?
They liked the topic and had a chance to ask a native speaker all this vocabulary they wouldn’t ask a normal professor. They were interested but they are still shy and didn’t speak as much as I wanted.

3rd Class INT
3rd Class INT texto
3rd Class INT Intro

Anuncio 1

Hey, vos1!
Sprite tiene algo para decirte: tu amigo te tiene ganas2.
Mira, atrás de ese mejor amigo se esconde un caldero3 de hormonas que está al acecho4, esperando que tengas un momento de debilidad…
Masajes, mimos, roces, cualquier excusa es buena para tocarte.
De donde sacaste esa idea ingenua de que él es tu amigo?
Él ya tiene un montón de amigos y tienen pelos en las piernas!
Pensás5 que te entiende. No, solo te imagina sin ropa.
Aun así, darías todo por él, y él te daría6 porque… te tiene ganas.
Las cosas como son.

1 y 5: Acento argentino. Las forma vos es muy común allí. Además modifican la segunda persona del singular (piensas → pensás).
2: Tener ganas a alguien: Dos significados. Según el diccionario español: Tenerle rechazo o repugnancia a alguien o algo. En Argentina: Tener deseo sexual hacia una persona (to fancy).
3: Caldero: caldron.
4: Estar al acecho: Observar, aguardar cautelosamente con algún propósito.
6: Darle a alguien: en slang, querer tener sexo con alguien.

Article

Amistad entre hombres y mujeres
Puntos a favor y otros en contra de este tipo de amistad:
A FAVOR
Tener un amigo (o una amiga si eres hombre) nos permite entender más sobre la manera de pensar del otro. Entender su opinión, su forma de ser y sus prioridades nos puede abrir la puerta a una mejor relación de pareja, basada en una mejor comprensión del punto de vista del sexo opuesto.
No hay competencia. En algunas personas, competir con los de su mismo sexo es algo innato, que desaparece en esta clase de amistad.
Podemos compartir charlas sobre temas impensados, lo que nos hace aprender sobre muchas más cosas (para las mujeres, por ejemplo, desde cómo cambiar la rueda de un auto hasta entender cómo forma un equipo de fútbol).
EN CONTRA
Nuestra pareja puede tener celos…
La atracción… No solo sucede en películas como “Cuando Harry conoció a Sally”, la realidad es que acostumbrarse a una persona muchas veces deriva en sentimientos inesperados.
Que sea una amistad “encubierta”: es común “hacerse” el amigo o la amiga para estar cerca de esa persona y así conquistar su corazón. En muchas circunstancias, da buen resultado, pero no se trata de una amistad sincera, y de alguna manera estaríamos engañando a la persona que confía en nosotros…
Si además añadimos el sexo en este tipo de relación, una de las dos partes probablemente quiera que la amistad cambie de categoría y se transforme en noviazgo… y cabe la posibilidad de que se suscite un problema (y el fin de la amistad) si no es correspondida.

¿Crees en la amistad entre hombres y mujeres?
¿Tienes amigos/as del sexo opuesto?
¿Crees que tarde o temprano alguno de los dos va a sentir algo más?
¿Más aspectos positivos y negativos?

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