Language Residents

an archive of lesson plans

Tag: Expressions (page 1 of 3)

DE F17 INT Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

 Language and Level (intermediate or advanced class): German, intermediate, 3 students

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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 ADV Expressions with animals

Language Resident Name: Tamara Olivos

Day and Date: April 27, 2017

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

Class theme/topics discussed: Sayings with animals

 

How did you structure the class?

Upcoming Cultural Activities, check attendance to language tables

 

Warm up: Scattegories: With one letter of the alphabet students must fill in the categories.

Activity 1: Ask the class what animals they know in Spanish and write them on the board. Then, try to elicit what qualities they think each of those animals have.

Activity 2: With the handouts, students must match the saying with its meaning. This could be done in pairs. (you can choose different sayings online)

Activity 3: Check their answers and clarify questions about meaning. Small discussion about whether they have similar sayings in English.

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 ADV Spanish Proverbs

Language Resident Name: Joaquin Garcia

Day and Date: 02/14/2017

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

Class theme/topics discussed: Spanish proverbs

Goal of the class: Students get to learn expressions and proverbs which are commonly used in Spain and other Latin-American countries.

 

How did you structure the class?

Heads-up: upcoming cultural activities

Activity 1: We watch a couple of videos about Spanish sayings and we comment them openly.

https://www.youtube.com/watch?v=1DCaFtr262k

Activity 2: I put students in little groups and I distribute Spanish proverbs, however, each of them is separated into two parts. Students in the groups must match up the proverbs.

Grupo A

A quien madruga,

Dios le ayuda

No dejes para mañana

lo que puedas hacer hoy

Más vale pájaro en mano

que ciento volando

Mala hierba

nunca muere

Ande yo caliente,

ríase la gente

Grupo B

No por mucho madrugar

amanece más temprano

Más vale tarde

que nunca

Quien no arriesga,

no gana

No hay mal

que cien años dure

Allí donde fueres,

haz lo que vieres

Activity 3: Some of the proverbs mean the exact opposite things as others. Students must stand up and try to find those proverbs.

Grupo A

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

  1. A quien madruga, Dios le ayuda
  2. No dejes para mañana lo que puedas hacer hoy
  3. Más vale pájaro en mano que ciento volando
  4. Mala hierba nunca muere
  5. Ande yo caliente, ríase la gente

Refrán para aquellas personas que en vez de conformarse con las cosas seguras que tiene, prefieren arriesgar.

Hace referencia a las personas que tienen un mal comportamiento. Este refrán nos dice que el mal nunca desaparece y, por tanto, las personas malas no cambian.

Recomienda ser rápido, ágil –y no vago o perezoso– para tener éxito en las tareas que se realizarán a lo largo del día.

Se dice cuando una persona prefiere actuar con su propio criterio y conciencia, sin tener en cuenta la opinión de los demás.

Aconseja no dejar pendiente para otro día los trabajos o actividades que menos nos motivan y agradan.

 

Grupo B

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

1. No por mucho madrugar amanece más temprano

2. Más vale tarde que nunca

3. Quien no arriesga, no gana
4. No hay mal que cien años dure
5. Allí donde fueres, haz lo que vieres

Para conseguir aquellas cosas que deseamos, es necesario arriesgar. De otro modo, no podremos conseguirlas.

A veces, no importa si las cosas las hacemos demasiado tarde. Lo importante es que las hagamos.

Recomendación para adaptarse a las costumbres de otras culturas y países. Aconseja comportarse como la gente que tenemos alrededor para evitar conflictos.

No debemos precipitarnos o ir rápido en aquello que queremos hacer porque los acontecimientos deben seguir su ritmo natural.

Con este refrán, consolamos a aquellos que tienen problemas de difícil solución. Es un mensaje de esperanza que nos dice que las desgracias no son para siempre.

 

Activity 4: I distribute one more proverb to each student and they have to describe it to the rest of the class.

https://www.buzzfeed.com/jameschapman/spanish-proverbs-translated-literally-into-english?utm_term=.uy48k325LL#.tfeeOXRzKK

 

Activity 5: In pairs, they must act a situation and use the proverb correctly in front of the rest of the class.

 

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

Laptop, hands-out, youtube.

 

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

How could this class be improved/ modified?

 

They loved to learn this kind of vocabulary, specially the last list of proverbs and acting them out. Plus, it was a good training for the Open House activity. I definitely recommend this class.

 

 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 S16 ADV Expressions with verbs “dar” and “tener”

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

Class theme/topics discussed: Spanish expressions and idioms

Goal of the class: to learn common expressions used in Spain and general idioms with the verb “dar”

How did you structure the class?

Warm up: Scattegories

In a piece of paper students write a list of categories (names, countries or cities, fruits or vegetables, objects, etc). Then, someone randomly selects a letter from the alphabet and students must write one word that starts with that letter for each category. It’s a competition, the fastest student stops the game.

Activity: I selected a list of useful and very common idioms with the verb “dar” and “tener”. Separate the class in pairs and give 1 expression to each pair (it includes an example and meaning). They must come up with a dialogue and then act it out in front of the class. The rest of the students must recognize the idiom and explain its meaning. Each couple presents to the class. At the end of the activity I give everyone a full list of the expressions.

After this we watch a funny video of Spanish expressions being represented literally.

https://www.facebook.com/transferwise/videos/1024420050961526/

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

I was a bit scared for the expressions activity because I couldn’t really think of a fun way to learn vocabulary. It turned out really well and they were engaged in the activity. They were also quite positive about my little challenge of choosing one expressions and try to incorporate it into their speech during the next class or language tables.

Handout of expressions

Lesson summary Jan 26.docx. copy

RU F14 INT Going crazy + Expressions of necessity/need

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: September 17, 2014

Class theme/topics discussed:

Going crazy and expressing the need (in that order)

Goal of the class:

Watch a couple of fun videos to remember the expression “to go crazy”, revise expressions of need, necessity, obligation

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

 Activity 1 – General discussion + Warm-up Video 1 – 5 minutes

More vocabulary in HANDOUT 3

Activity 2 – Video 2 t.A.T.u. Ya soshla s uma (I have lost my mind) – 5 minutes

https://www.youtube.com/watch?v=-F-JfWqMG6g

Lyrics in HANDOUT 1

Activity 3Video 3 Non cadenza Ne soiti s uma (Not to lose my mind) – 15 minutes

Lyrics in HANDOUT 2

Discussion: What is going on in the video? Where are they? What are they doing? Why does it end the way it does? Is this a happy ending?

Activity 3 – “I NEED…” – REVISION – 20 minutes

I need something (Мне нужен/нужна/нужно/нужны + Noun ) vs. I need to do something (Мне нужно/надо + Verb)

Short adjectives revision (structure)

Он уверенный (всегда) – он уверен, что (сейчас)

Examples, vocabulary work

Activity 4 – I NEED – exercise – HANDOUT 4 – 15 minutes

Two types of pair work:

  • Read your sentence in English out load and your partner translates it into Russian
  • Read your sentence in English (not say it out loud), translate into Russian, the partner translates back into English, you verify

LESSON PLAN WITH HANDOUTS

CC_RUSS11_Going_crazy_9172014

RU S15 ADV Apologizing

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: January 29, 2015 

Class theme/topics discussed:

Apologizing, making amends, Open House

Goal of the class:

Review different ways of saying you are sorry across formal and informal registers

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

Activity 1 Video – President’s Yeltsin Resignation/New Year 1999 address – 15 minutes

https://www.youtube.com/watch?v=yvSpiFvPUP4 We watch all 11 minutes of Boris Yeltsin’s famous “I’m leaving” address on New Year’s Eve 1999 where he resigns, asks the Russian people for forgiveness, asserts the “bright future” agenda and appoint a successor, Vladimir Putin, who is part of new “energetic, smart generation”. We discuss Yelstin’s ways of asking forgiveness

Activity 2 – American politicians apologizing – HANDOUT 1 – 15 minutes

I show a small article on the screen – why do politicians apologize so rarely? http://www.aif.ru/dontknows/1221832 And then we discuss what American politicians sometimes apologize for (Handout 1, adapted from here http://tv503.com/?p=9995). Each student gets one politician, they read out their “story” and I write expressions of apology/sorry on the board.

Activity 3How could you! – HANDOUT 2 – 15 min

Each gets one “mistake” and they say it to their neighbor – how could you not visit Grandma at the hospital? And the neighbor has to apologize.

Activity 4Open house – 15 min

We discuss ideas for the Oldenborg Open house and look at funny word play sentences (HANDOUT 3)

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 went very well! I am glad we did some hardcore political analysis watching Yeltsin’s speech, which is incidentally also very easy to understand. Watching it 15 years later is quite extraordinary, and it explains so much of what’s going on in Russian politics right now. In other activities we progressively lightened it up. Again, there was a great balance of listening (video in Activity 1), speaking (all the discussions), and reading (Activity 2).

How could this class be improved/ modified? 

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

 

CC_RUSS13_Saying_sorry_Jan29

RU S13 ADV Future and advice

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

Date:  02/26/13

 Class theme/topics discussed: Ways to know your future; Giving advice

 Goal of the class:

–        To practice future tense

–        To develop imaginative talk in Russian

–        To practice problem-solving

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

–        Pair work: students exchange their dream collages[1], they look at them for a while and try to imagine the future for another student according to his/her dream collage. They also think of questions they would ask regarding their future. While they are doing that, the teacher is writing down some expressions the students could use on the whiteboard;

–        Pair work continues (role-play): one of the students wants to know his/her future, another student is a fortune-teller. To make the game more interesting students ask their questions they came up with earlier;

–        Pair work continues: switching roles;

–        Presentation: each student tells his/her future after he /she ‘went’ to a fortune-teller and comments on whether it was close to what he/she was actually dreaming about;

–        Discussion: Fortune-tellers, can they really predict the future or are they just good psychologists? + Students tell whether they would ever go to a fortune-teller for real;

–        Asking students what other ways of predicting the future they know (horoscopes are among them);

–        Students go to the white-board and draw 3 zodiac signs each. The teacher tells the name of each of it in Russian;

–        Students get their February horoscopes and read them to the class;

–        Together we identify the different parts of a horoscope (love life, career, family & friends etc.) and note its element of advice;

–        Students need to write down on a piece of paper their own or an imaginary problem that needs a solution/advice. The teacher writes down such expression as ‘in my opinion’, ‘to my mind’, ‘I believe/consider’, ‘my advice is’ etc.

–        Game ‘Doctor Ai-bolit’: the teacher collects the papers with problems, mixes them and pretends that he/she is the one who needs a piece of advice. He/she reads the problems one by one and students pretend to be the ‘doctors’ – those who give advice. In order to get 1 point a student should be fast and creative in giving advice. The one, who gets the most points, also gets some prize.

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

–        Dream collages

–        Whiteboard

–        Fact magazine, which contains horoscopes

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

It was a fun class as it involved a lot of different activities implying different skill sets. The students had a chance to imply their imagination while telling the future to their partners. The final stories were quite interesting. Another fun thing is that they had a chance to draw on a whiteboard. This way they remember new vocabulary better due to association. The students also like the activities that involve competition and some prize. So they were really motivated during the ‘Doktor Ai-bolit’-game. During this lesson the students talked a lot so be prepared that you might not have the time to finish all the planned activities. However, you can always continue them in the next lesson.

[1] We made those collages during one of the previous lessons when we were talking about the dreams. Otherwise, they could be made in the beginning of the new lesson.

FR S13 ADV Proverbs

Conversation Class

Lesson Summary

 Language and Section: French Advanced

 Date: 1.24.13

 Class theme/topics discussed: French Proverbs

 Goal of the class: Make the students learn about proverbs and break the ice in a new class

 Structure of the class:

–        Activity 1: I cut 20 proverbs in two pieces each. Each student was given 4 pieces and for each piece had to figure out who has the matching piece. In the end each student had two full proverbs. They wrote them down on the whiteboard and we discussed their meaning.

–        Activity 2: Students worked in pair. They picked one proverb and they had to act it out and to make the rest of the class guess what proverb they picked.

–        Activity 3: Students worked in groups. They were given two words. From those words they had to imagine a dialogue that included as many proverbs as possible.

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

Generally it worked well but 18 students + all these pieces of paper: that was a little bit confusing!

 How could this class be improved/ modified?

 With less students!

 

 

ES F12 INT Sayings and Proverbs

Language and Section: Spanish Intermediate 11-2

Date: November 20th, 2012

Class theme/topics discussed:
Dichos y refranes de Mexico. (sayings and proverbs from Mexico)

Goal of the class:
The students will learn different expressions used in Mexico, generation by generation, in a very colloquial context.

Structure of the class (unless you attach your lesson plan below):
–Ask the students whether they know some sayings or proverbs used in the United States and ask them to explain them to me.
-Introduce what the dichos y refranes are in Mexico.
Give the definition with the power point presentation.
-Give them one example.
-Make the students choose 2 different sayings that are into a bowl.
-Ask them to read the sayings by their own and try to figure out the meaning of each of them. 2 min.
-Ask the students to get in pairs.
-Ask them to read their saying to their partner and explain it to him/her. If they cannot try to figure out the meaning together. 10 min.
-Spread the meanings of each saying on the table and make them find the ones that go with each saying. 5 min.
-Ask the students to read out loud one of their sayings with their meaning and give an example of a situation that it can be used with.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Ppt. Presentation and hand outs.

What worked well in this class? What did not work?
The students were very good at guessing the meaning of most of the sayings. I provided the definition for the ones that they could not guess.
They were also very good in coming out with the situations in which the sayings can be applied to.

How could this class be improved/ modified?

 

ES F12 INT/ADV Proverbs

Language and Section: Spanish 13-01

Date: 29.november.2012

Class theme/topics discussed: Sayings and proverbs in Spanish

Goal of the class: teach them some useful proverbs in Spanish

Structure of the class (unless you attach your lesson plan below)
We started up with a warm-up game. I started a sentence and they had to continue with it. Each person had to repeat everything from the beginning. After that we moved onto the proverbs and sayings. We made two groups and I gave one group the first half of the proverb and the other group the other half. They had to come together, put the proverbs together and figure out their meaning. There was a student by the board and every time they got a new proverb this person would write them down on the board so that we had all of them in the end written on the board. Each student read one proverbs out loud and said what he or she thought it meant. I told them if they were right or wrong.
In the end I asked them which proverb they like the most and why and which one they find more useful.

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

What worked well in this class? What did not work?
They all enjoyed the game because it was challenging! They also liked the proverbs and were active and interested in knowing the meaning.

How could this class be improved/ modified?

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

Más vale pájaro en mano que ciento volando.
Los amantes de Teruel: tonta ella y tonto él.
Santa Rita Rita, lo que se da no se quita.
A palabras necias, oídos sordos.
Nunca se sabe lo que se tiene hasta que se pierde.
Nunca es tarde si la dicha es buena.
Ojos que no ven, corazón que no siente.
De tal palo, tal astilla.
A caballo regalado no se le mira el diente.
A quien madruga, Dios le ayuda.
El que la hace, la paga.
Ir de mal en peor.
Se cree el ladrón q todos son de su condición.
Éramos pocos y parió la abuela.
Cada uno a su casa y Dios a la de todos
Se pilla antes a un mentiroso que a un cojo.
El que la sigue, la consigue.
Sabe más el diablo por viejo, que por diablo.

RU F11 ADV Feelings

Language and Section: Russian – PO Russ 13.1

Date: 12 September 2011

Class theme/topics discussed: Feelings 

Goal of the class: to repeat/learn words for feelings and to learn how to express them in a foreign language 

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

Lesson Plan attached

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. Problem solving activity made students talk a lot.

How could this class be improved/ modified?

Next time I would try to initiate more discussion after the first activity with more precise questions about why they think this or that feeling is positive or negative, if boredom or anger can be positive feelings in some situations, if life would be easier without negative feelings, and if they personally would like not to feel something at all in their lives.

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

ES F11 INT/ADV FmL/VMV

Language and Section: Intermediate Spanish 01

FML/VMV

Date: 29.September.2011

Class theme/topics discussed: FmyLIfe.(your everyday life stories). In this website people post comments, normally funny, in which they share something that happened to them in a ironic way. You can find this website in English, Spanish, French or Turkish, among others.

Goal of the class: This topic is always interesting. Students also get to learn some slang that people use in those posts.

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

We started with a warm-up: Talking about their exams and their plans for the weekend. After that we moved onto the FmyLife activity. I gave them some strips of paper in English with FmyLife posts on them. In pairs, they had to translate them into Spanish and say out loud to the class. After that we talked about some embarrassing things that may have happened to us. Afterwards they read some posts of the Spanish website and we commented them.

Then we talked about our project for this semester.

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

Strips of paper and info from the Internet (FML/VMV website)

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

They loved the topic. We laughed a lot and students were very engaged. It was a bit difficult for some of them to translate the posts into Spanish, since some expressions are very difficult to represent in Spanish.

How could this class be improved/ modified?

I could’ve told them to think about something embarrassing that happened to them as well and have them write it on the board so that the students get more active.

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

JP S11 INT/ADV Good-Bye Present

Class theme/topics discussed:

1. Make a good-bye present :message card (write a message on a square piece of high-quality paperboard:色紙に寄せ書きをする)

I bought Japanese style message paperboards for each students and I. After I explained about the paperboard (for intermediate students), Students wrote down a nice message to all classmates and I.

2. Watch Advanced and Intermediate conversation class projects
Movie trailer of Sailor Moon (Advanced)
Short movie of My Friend Is Foreigner (Intermediate)

※Refreshment (Japanese snacks and tea) was served.

How did you pick this theme or topic?
Today was the final conversation class this year. I wanted to do something special and memorable with my students. So I decided to do make a message card, which is one of common good-bye presents when Japanese people make a farewell.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I explained when and how Japanese people use the message card, and then students decided a layout of the card and started to write down messages.

How did students react?
They need to take a little bit long time to complete a message card though, they seemed to be glad to get a messages from all classmates and me.

Did they engage with each other and you?
Yes! They focused on writing a message seriously. I think this time was my first time to see very quiet advanced conversation class.

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, of course!!

Why or why not?
This lesson plan was fun and good for students to practice both writing and reading. Also, they could learn Japanese farewell custom through making a card. I asked my family in Japan to send cards to the U.S though, LRs can get a paperboard in Marukai, Japanese super market, in L.A.

RU S11 INT/ADV Telling Anecdotes

Class theme/topics discussed:
Conversation practice – telling anecdotes.

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, presentation, general discussion.

How did students react?
Students LOVE this activity.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Vocab Follow-up Presentation: PowerPoint – Lesson 26_Phraseology Follow-Up (OR use an alternative PDF if the PP doesn’t work/ format got messed up – Lesson 26_Phraseology Follow-Up (alternative))
Anecdotes to retell: Lesson 26_April 21_FML Anecdotes
Anecdotes Presentation: PowerPoint – Lesson 26_April 21_FML Stories Presentation OR use an alternative PDF if the PP doesn’t work/ format got messed up —Lesson 26_April 21_FML Stories Presentation (alternative)

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages spontaneous monologues in the target language + introduces students to colloquial language.

Intermediate Russian
Lesson 26
April 21, 2011

1. Warm-up: discussion –

Над чем нельзя смеяться, но люди все равно это делают?

+ Follow-up on previous class material: presentation (1st slide – question, 2d slide – answer).

2. Retelling anecdotes –
Cut the handout Lesson 26_FML anecdotes in strips, students take turns drawing one and retelling anecdotes on them to the group. Before that they write on the board words that they are going to use/ consider important.

Before the activity, suggest various ways to say FML in Russian –
From more acceptable ones to ones that are closer to the English original.
Also, ask the student if they know the FML website. If yes, ask to tell the rest about it. If no, tell them what it is.

3. Presentation:
Slides #1 / #3 – students describe the picture, suggest what story is behind it;
Next slide – #2 / #4 – read the actual story in English, retell in Russian.

4. Making up own anecdotes: tell about smth annoying/ embarrassing/ misfortunate that happened to you or your friends (doesn’t have to be true!).

RU S11 INT/ADV Idioms (food vocabulary)

Class theme/topics discussed:
Food vocabulary: idioms.

How did you pick this theme or topic? As a follow-up activity for the unit on food and cooking covered in Mason.

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

How did students react?
It might be challenging for them, but they still enjoyed the activity.
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 25_April 19_Food Idioms
Lesson 25_April 19_Food Idioms Illustr #1
Lesson 25_April 19_Food Idioms Illustr #2

Would you recommend this activity for a future class?
Yes.
Why or why not?
It advances students’ vocabulary proficiency within a familiar topic.

Intermediate Russian
Lesson 25
April 19, 2011

1. Warm-up: write a saying on the board and ask students to read and interpret it (what does it mean? When do we say so?). They can use dictionaries if they need.
Кашу маслом не испортишь.

2. Handout Lesson 25_April 19_Food Idioms
– read out the idioms, ask students to repeat after you. Don’t translate or explain anything at this point;
– students match idioms with illustrations Lesson 25_April 19_Food Idioms Illustr #1 and Lesson 25_April 19_Food Idioms Illustr #2.
Task: to figure out which idioms don’t have a coressponding picture + guess the meaning;
– discussion – what each expression means. Everyone makes a guess, then give the right answer;
– students create a short (7-10) sentences dialogue/ script to illustrate the meaning and usage of at least three expressions form the list. Then share with the group.

RU S11 INT Words for Arguing

Class theme/topics discussed:
Role-play activity: words for arguing.

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, role play.

How did students react?
They enjoyed the activity and asked to have it again some time.
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 24_April 14_Role Play Ситуация накаляется

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and brings in an entertaining component to class.

Intermediate Russian
Lesson 24
April 14, 2011

1. Warm-up: news of the day.

Question on the board: Что (кто) вам больше всего надоел(о)? Почему?

Introduce the expression – мне/ тебе/ ему/ нам надоел(-о/-а/-и) …
Students discuss/ ask each other/ share opinions.

2. Role-play activity: Ситуация накаляется! (expression on the board, + explain the usage)

Distribute the handout. Students read out short descriptions and act them out. Point out that they should use expressions indicated in the text! Explain the meaning if necessary.

RU S11 INT/ADV Communicative Game – Role-Play

Class theme/topics discussed:
Role-play activity

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 liked the class a lot. Puzzles seemed to be a successful way to start the class; they got everyone involved and motivated students for the following activities.
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 23_April 12 Puzzles
Lesson 23_April 12 Lesson – In Character

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 23
April 12, 2011

1. Warm-up: Puzzles (handout Lesson 23_April 12 Puzzles)
Do together – one by one, if needed, give hints. If they cannot guess/ don’t know the Russian word, let them suggest the English equivalent.

Key:

33 Б А (L of the A) – 33 буквы алфавита
4 С в Г (S of the Y) – 4 сезона в году
12 З З (S of the Z) – 12 знаков зодиака
9 П С С (P in the S S) – 9 планет Солнечной системы
366 Д в В Г (D in a L Y) – 366 дней в високосном году
1001 Н (A N) – 1001 ночь
7 Ч С (W of the W) – 7 чудес света
90 Г в П У (D in a R A) – 90 градусов в прямом угле
24 Ч в С (H in a D) – 24 часа в сутках
32 З во Р (T in a M) – 32 зуба во рту
3 Ц С (С in T L) – 3 цвета светофора

2. Role-play activity (words for arguing) In Character
Handout Lesson 23_April 12 Lesson – In Character
Read the situations and discuss the vocabulary.
Students choose one situation from the list and act it out. The others guess. The same situation can be chosen as many times as they wish.

3. Follow-up: each student writes a short skit like the ones in the handout.
They fold them and put on the table. Each draws one and act it out. Others guess what it could be, then the student reads out the solution.

JP S11 ADV Project, Making thank you cards

Class theme/topics discussed:

1. Edit the project
Two of my students edited the video for the project. Today was the final editing.

2. Shopping trip to the Village and make a thank you card
Other students always do different stuff while two of them were editing.
To buy “thank you card” and chocolates for the bake sale, I took students to the village and then let them to write a nice message to professors of Japanese who helped the bake sale.

How did you pick this theme or topic?
Editing was needed for the project.
My students asked me to go to village to buy cards and chocolates so that they want to say thanks to prof. Miyake and Prof. Udagawa.

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

How did students react?
Students loved to write a message. So sweet!!
Editors just focused on editing the video and its music.

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

Please attach a copy.
N/A

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

Why or why not?
Editing is needed for the project.
Making a message card is important to keep good relationship. However, students do not learn the specific expressions for cards in the class. It is great oppotunity for them to learn expressions through making a thank you cards.

RU S11 INT Colloquialisms

Class theme/topics discussed:
Listening Practice (Video)

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react?
They generally enjoy videos in class.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?

4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

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 INT Opinions

Class theme/topics discussed:
READING PRACTICE

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout with communicative exercises.

How did students react?
Only one student showed up for class, so I had to change my initial lesson plan.
She is a heritage speaker with low language proficiency, and she has never had any formal instruction in reading. She does not feel comfortable with reading in class when other students are present, so this time, when it was only her and me, we decided to practice reading.
I gave her a short simple text, she read it out loud. I was giving the necessary explanations in the course of reading, writing the basic rules on the board.

I AM ATTACHING THE ORIGINAL MATERIAL – Lesson 13_Opinions + text from the book “Русский как иностранный”

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?

RU S11 INT/ADV February 23 in Russia

Class theme/topics discussed:
February 23 in Russia

How did you pick this theme or topic? Relevant to the day; students learn about another Russian holiday and traditions associated with it.

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

How did students react?
They enjoyed the class, the topic, and the video.
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 12_February 24_23 февраля ТВ анонс – текст
Lesson 12_February 24_23 февраля ТВ анонс

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

Why or why not?
Fun activities that introduce students to the Russian cultural traditions.

Advanced Russian
Lesson 12
February 24, 2011

1. News of the day.
February, 23d is a special day in Russia. What is it? (Какой праздник отмечают в России 23 февраля?) Write the official name of the holiday on the board. Ask them what it means. If they don’t know, introduce the words “Защитник/ защищать/ защита”, “Отечество”.
Give a short commentary on the history of the holiday – от большевиков до наших дней.
Ask students’ opinion on the idea of having a holiday like this.

2. On the board – a Russian saying (I introduced it by saying that February 23d is considered a very masculine holiday, so the saying we are about to discuss is also very «masculine» ☺ )
Баба с возу – кобыле легче.

Students are asked to translate it using a dictionary and try to guess the meaning.

3. Reading/ preparing to watch a video:
Introduce the video, say that it is a real анонс, but inform them that it is a joke – so that no one gets offended. It may be a good example of how political correctness functions in Russia.

(Handout Lesson 12_February 24_23 февраля ТВ анонс – текст)

Students read the text out loud, one by one, and translate it. We discuss the vocabulary, I point out the words that they need to memorize:

Определенно = точно
Изобрести / изобретение / изобретатель
Украшения
Гордиться (+ творит. падеж)
Глубоко в душе, в глубине души (+ comment on the English equivalent – as a rule, where English idiomatic expressions have the word HEART, in Russian it is ДУША, soul)
Какая разница – comment on two possible meanings depending on the intonation: 1) It doesn’t matter! / Forget it! / What’s the difference?.. 2) What a difference!
Особенный день
Канал
Передача

4. Watching the video Lesson 12_February 24_23 февраля ТВ анонс

RU S11 ADV Proverbs and Sayings

Class theme/topics discussed:
Proverbs and Sayings

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.)
Handout.
Please attach a copy. Lesson 11_Sayings

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces students to popular idioms and sayings that enrich and advance their vocabulary proficiency and allow them sound more “native” in Russian.

Advanced Russian
Lesson 11
February 22, 2011

1. Brainstorming:
– ask students if they know any Russian sayings/ proverbs. Write them down on the board;
– what American sayings/ proverbs do they use frequently? Do they know the Russian equivalents? Write down the Russian equiv. on the board.

2. Vocabulary: students get a handout (Lesson 11_Sayings), but without the translation first! Prompt them to guess what these sayings men and in what context they may be used. Students can use dictionaries if necessary. After everyone shared their interpretations, give them the right answers (handout with translation).

3. Practice:
Students create short skethes/ dialogues for at least three expressions from the handout. Goal: to illustrate the meaning and usage.

RU S11 INT/ADV Russian Gestures – cont’d

Class theme/topics discussed:
Russian gestures- cont’d

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout, discussion, acting.

How did students react?
The topic works out perfectly, especially with a class that feels comfortable about acting/ imitating.
Did they engage with each other and you?
Yes.

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

Lesson 10_February 17_Russian Gestures

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a fun way to practice conversational language and to master a very special part of the target language – exclamations, sighs, etc. – that as a rule vary from culture to culture and are indicative of one’s “native-ness”.

Intermediate Russian
Lesson 10
February 17, 2011

1. Warm-up – show the picture and ask to describe.

What gestures that we discussed in the previous class do they see? What is going on? Students enact the situation.
+ tell them the legend about the “drunken” gesture (clicking on the side of the neck) – Pete the Greta. etc., etc. – and point at Peter I in the picture 🙂
2. Practice – handout. Match gestures with descriptions.Lesson 10_February 17_Russian Gestures
3. Follow-up: charades – one student shows a gesture, the others guess.
Variation: create a skit using at least five gestures from the handout.

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