Language Residents

an archive of lesson plans

Tag: Expressions (page 2 of 3)

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.

RU S11 INT/ADV Interjections and “Sound Effects”

Class theme/topics discussed:
Exclamations/ “sound effects” in Russian: expressing emotions without words

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

How did students react?
They were enthusiastic about the presentation and this topic in general.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Please attach a copy.
http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/ – presentation

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 8
February 10, 2011

1. News of the day (Планы на День Св. Валентина?)

2. Introduction to the topic: ask them if they have noticed any special sounds that you make and that are different from the American usual ways. Like – what’s he Russian way to say – Auch! OR Euw! Etc.

Что вы воскликнете/ скажете, если вы:
Испугались
Удивились
Обрадовались?

3. Show a presentation – step by step: http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/
first a picture + ask what happened, what they would say in this situation.
Then show the caption and try to elicit more options/ or make them correct the ones they suggested (to make them more appropriate, for example).
• For an advanced level, you can create a scale of reactions: from interjections to less neutral exclamation to slang ones, etc.

In the course of class session, make sure they know/ memorize the following:
Воскликнуть
Вскрикнуть
Испугаться
Удивиться
Обрадоваться

4. Situational play:
Give a strip of paper to each student and ask them to write a prompt for their classmates to elicit an interjection/ exclamation discussed in class.
Students exchange their prompts and play out the situations.

RU S11 INT Phraseology to describe people

Class theme/topics discussed:
Phraseology to describe people

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 were surprised by some of the idioms that we discussed, which helped them memorize the new expressions.
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 4_January 27_Phraseology
Lesson 4_January 27_Stories

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces the students to the basic idiomatic expressions.

Intermediate Russian
Lesson 4
January 27, 2011

1. News.

2. Warm-up: retelling anecdotes from the Internet — Lesson 4_January 27_Stories

3. Vocabulary Practice: Phraseology — Lesson 4_January 27_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning they imply.
– Then they look at the explanations on top of the page and match them with the pictures.

Discussion: are there any similar English expressions?

RU S11 INT Asking for a Favor. Discussion Game

Class theme/topics discussed:
Asking for a favor.
Conversation Game.

How did you pick this theme or topic?
Making polite requests is a basic language skill that student need in their everyday communication.
It’s a fun activity that promotes free discussion in class and imitates a journalist’s interview.

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

How did students react?
They seemed to enjoy the activity and the questions, and although their language is often rather limited to fully express their opinions, they were actively sharing ideas, commenting on each other’s answers and participating in a discussion. Strangely, the discussion in the Intermediate class turned out to be livelier than one with the Advanced group.
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 3_Jan 25_Favor
Lesson 3_Jan 25_Vocab Revision
Lesson 3_Jan 25_Discussion Questions

Would you recommend this activity for a future class? Why or why not?
Yes, the Asking for a Favor part is crucial in everyday communication.
And the game imitates a situation of real-life conversation and requires presenting and supporting personal opinions on various broad issues.

Intermediate Russian
Lesson 3
January 25, 2011

Before the class – expression of the day on the board: ТЕРПЕТЬ НЕ МОГУ

1. News of the day.

2. Vocabulary revision (words and expressions introduced at our last class) – distribute the handout Lesson 3_Jan 25_Vocab Revision

3. Expression of the day: explain, translate, give examples:

Я терпеть не могу холодец. / Я терпеть не могу вставать рано утром.
Students give examples.

4. Asking for a favor: distribute the handout Lesson 3_Jan 25_Favor, let them look at it while you’re explaining. Students read out loud the examples.
Then make them ask you/ each other for a favor using different models.

5. Game (cut in strips the handout Lesson 3_Jan 25_Discussion Questions) – students draw questions from a pile and discuss them sharing their opinions/ experiences. Before starting the activity, tell that the questions are random and that students should imagine themselves being interviewed for a magazine/ show.

RU S11 INT Holidays – Kreschenie and Sviatki

Class theme/topics discussed:
Праздник Крещения. Святки. (Epiphany and the tradition of Sviatki in Russia.) Predicting future – good or bad?

How did you pick this theme or topic?
In Russia January 19th is the day when people celebrate Epiphany, a holiday widely celebrated not only by truly religious people, but by many others who follow the special traditions of this day.

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

How did students react?
They found the topic interesting since none of them were familiar with the discussed traditions.
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 2_ Jan 20_Text (Epiphany)
Lesson 2_Jan 20_Sviatki

Would you recommend this activity for a future class? Why or why not?
Definitely yes. It introduces students to important cultural knowledge and new vocabulary.

Intermediate Russian
Lesson 2
January 20, 2011

Before the class put up the picture on the board (ice-bathing for the day of Epiphany). Students will get curious about what it is when they come to class, but don’t tell them anything.

1. News of the day.

2. Expression of the day on the board:

Сколько лет, сколько зим!

First work with the words «лет» and «зим» – ask the students to define the case of these words and then to put them in Nom. Sg. and Pl. (they should be able to deduce this by this time).
Explain the use of the root «лет» – in words ЛЕТО (summer) and in the archaic word ЛЕТА (or ЛЕТЫ – as years). Tell them that a new year in Rus’ used to start in the end of summer, etc., that is why years were counted by summers. Now they can see this relation in Genitive Plural for ГОД, which is ЛЕТ. (don’t spend more than 5 minutes on that)

3. Photograph on the board:

Ask them to look at it and try to guess what is happening. Write ЧТО ПРОИСХОДИТ? on the board above the picture. Let them all suggest something, then turn to the text.

4. Text: Lesson 2_ Jan 20_Text (Epiphany) — divide students in two equal groups, group one gets text 1, group two gets text two. (Handout “Epiphany text”)
They work on the text on their own, then ask each other questions that they have at the bottom of the handout. (i.e. groups share with each other what they have just read about)

Ask each group to choose three words in their texts that they find the most useful and write them with translations on the board.

Discussion: хотели бы вы попробовать окунуться в прорубь? Если бы вы были родителем, вы бы окунули своего ребенка в прорубь – как человек на фотографии?

5. Tell them that January 19th is the end of the period called Святки. Distrubute the handout “Sviatki”, one or two students read out loud. Lesson 2_Jan 20_Sviatki
Kакой американский праздник напоминают Святки?
– Хотели бы вы погадать и узнать свое будущее? Почему да/ нет?

RU S11 ADV Epiphany and Sviatki

Class theme/topics discussed:
Праздник Крещения. Святки. (Epiphany and the tradition of Sviatki in Russia.) Predicting future – good or bad?

How did you pick this theme or topic?
In Russia January 19th is the day when people celebrate Epiphany, a holiday widely celebrated not only by truly religious people, but by many others who follow the special traditions of this day.

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

How did students react?
They found the topic interesting since none of them were familiar with the discussed traditions.
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 2_Jan 20_Sviatki

Lesson 2_ Jan 20_Text (Epiphany)

Would you recommend this activity for a future class? Why or why not?
Definitely yes. It introduces students to important cultural knowledge and new vocabulary.

Advanced Russian
Lesson 2
January 20, 2011

Before the class put up the picture on the board (ice-bathing for the day of Epiphany) – handout “Picture (Epiphany)”. Students will get curious about what it is when they come to class, but don’t tell them anything.

1. News of the day.

2. Expression of the day on the board:

Как в воду канул!

Ask the students to guess what this expression means, only then give the real meaning. Examples in context.

3. Photograph on the board:
Ask them to look at it and try to guess what is happening. Write ЧТО ПРОИСХОДИТ? on the board above the picture. Let them all suggest something, then turn to the text.

4. Text: divide students in two equal groups, group one gets text 1, group two gets text two. (Handout “Text (Epiphany)”)
They work on the text on their own, then ask each other questions that they have at the bottom of the handout. (i.e. groups share with each other what they have just read about)

Ask each group to choose three words in their texts that they find the most useful and write them with translations on the board.

Discussion: хотели бы вы попробовать окунуться в прорубь? Если бы вы были родителем, вы бы окунули своего ребенка в прорубь – как человек на фотографии?

5. Tell them that January 19th is the end of the period called Святки. Distrubute the handout “Sviatki”, one or two students read out loud.
Какой американский праздник напоминают Святки?
– Хотели бы вы погадать и узнать свое будущее? Почему да/ нет?

RU F10 INT New Year’s and Christmas

Class theme/topics discussed:
Christmas and New Year

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

Would you recommend this activity for a future class?
Yes.
Why or why not?

Intermediate Russian Conversation
Lesson 28
December 7, 2010

1. Discuss plans for the break.
2. Show two pictures – of Santa Claus and Дед Мороз:
Students point out the differences. Then remember legends/ stories/ rituals related to these characters.
3. Christmas and New Year in Russia: what do they know? + brief information
– if time – work on vocab with this handout (students are asked to tag pictures/ name the depicted activity) Новый год слова

RU F10 INT Holidays

Class theme/topics discussed:
Holidays

How did you pick this theme or topic? Seemed to be interesting as providing some cultural knowledge and being a springboard for further discussion.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
PowerPoint presentation, 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.)
TV- screen, laptop, handouts.
Please attach a copy. Lesson 26_Nov 30_Russian Holidays
+ from : «В этой маленькой корзинке-2», p. 47.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It provides both language practice and cultural knowledge.

Intermediate Russian Conversation
Lesson 26
November 30, 2010

Праздники

1. Warm-up: talking about the Thanksgiving celebration.
2. Powerpoint presentation: students see the pictures and try to guess to what holiday they correspond. The next picture gives a hint, and the third one is the answer.
Discussing the symbols used to identify various holidays.

3. Handout (from : «В этой маленькой корзинке-2», p. 47).

4. Favorite holidays. Why do you like them?

RU F10 INT Making Requests

Class theme/topics discussed:
Requests

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, listening practice

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, Internet.
Please attach a copy. Lesson 25_Nov 23_Requests_Students

Would you recommend this activity for a future class?
Yes.
Why or why not?

Intermediate Russian
Lesson 25
November 23, 2010

ПРОСЬБЫ, ПРОСЬБЫ, ПРОСЬБЫ

1. Warm-up:
Как бы вы пригласили кого-то в кино? (How would you invite someone to go to the movies with you? What would you say in your language? What would you say in Russian?)

2. Pre-listening: exercises 1, 2 from the handout
3. Vocabulary:

Как вы понимаете выражения «сказать как отрезать» и «понимать с полуслова»?

4. Watching the video “Муж”:
1) First showing: Посмотрите рекламный ролик и ответьте на вопросы:

Кто персонажи ролика? Кем они являются друг другу?
– Что мужчина заявляет о себе?
– Что они, скорее всего, сделают в результате?

http://rutube.ru/tracks/351052.html?v=ec49772fce98ad51577e72cd3c24b36d

2) Second showing:Посмотрите рекламу второй раз и продолжите фразу женщины, которая начинается со слов “А не стоит ли…”.

3) Practice: (handout, exercise 3) Используя модель просьбы из рекламы, сделайте следующее:

попросите друга поехать с Вами в Нью-Йорк
– попросите соседа по комнате поучиться с Вами вместе сегодня вечером
– предложите посмотреть российскую комедию
– предложите кому-нибудь сходить в гости к Джону.

5. Watching the video «Тренер»
1) First showing: questions
Во что играют эти люди? (вид спорта)
– Что спортсмены думают о своем тренере? Как они его описывают?

2) Second showing: complete the line
Продолжите фразу тренера, которая начинается словами «Ну чё, …».
Тренер вежливый или грубый? Почему он обращается к спортсменам именно так? Как бы вы перевели эту фразу на английский?

3) Practice: (handout, exercise 4) Используя модель просьбы из рекламы в следующих ситуациях:

– Вы хотите, чтобы друзья пошли с вами на концерт в пятницу;
– вы предлагаете друзьям поучиться вместе в кафе сегодня вечером;
– вы хотите, чтобы ваш брат поехал в Калифорнию не в июле, а в июне.

JP F10 ADV Feeling ill

Symptoms and diagnosis
-Charades (Gestures are related to the expression of symptoms)
-Model Dialogue (listening and filling in the blank)
-Role Play
-Open Discussion
-Making a origami crane (as a get-well present)

How did you pick this theme or topic?
Our class was done the project. I wanted to meet students’ need that they want to learn daily Japanese conversation.

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

How did students react?
Some students already forgot some words and phrases, but they remembered soon through the activities, especially the charades. Also, they enjoyed making a origami crane.

Did they engage with each other and you?
Yes, all of them engaged in conversation so much!

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?
This topic is necessary for daily life. It motivates students to learn Japanese and also generates lots of chances to talking in the classroom.

JP F10 INT Complain

Class theme/topics discussed:
Complain
-Game: Making sentences of complains
-Model Dialogue: listening to the model dialogue and filling in the blank
-Role Play: Customer and Server in the restaurant
-Discussion: Student’s experience in the restaurant

How did you pick this theme or topic?
I wanted to meet students’ need that they want to learn daily Japanese conversation. Since this topic generates a chance to talk with negative expressions, students could review many kinds of polite negative and excuse expressions.

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

How did students react?
Some students already forgot some words and phrases about negative expressions, but they remembered soon through the warm up activities. They seemed to enjoy complaining.

Did they engage with each other and you?
Yes, all of them engaged in conversation so much!

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

Please attach a copy.
N/A

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

Why or why not?
It motivates students to learn Japanese and also generates lots of chances to learn negative expressions in the classroom.

JP F10 INT Feeling ill

Class theme/topics discussed:

Expression of feeling ill
-Charades (vocabulary for the expression of feeling ill)
-Watching a video for learning Japanese(the expression of feeling ill)
-Role Play (One students should be a doctor. The other students should be a patient.)
-Making an Origami crane. (Get-well present)

How did you pick this theme or topic?
Since this class has already done the project, I want students to improve daily conversation. This topic is the best as a introduction of daily conversation.

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

How did students react?
They seemed to enjoy the class. They tried to make a beautiful Origami crane hard. So, at the last part of the class, the class was very quiet because they really concentrated on making it. That might be not good for conversation class.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-TV (To watch the video)

Please attach a copy.
N/A

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

Why or why not?

Most students really want to study in Japan. From my experience, it is important for international students to know daily life conversation in foreign countries. In addition, this topic (describing of feeling ill) is easily consisted by many kinds of activities.

RU F10 INT Phraseology to Describe People. Telling Anecdotes

Class theme/topics discussed:
Phraseology to describe people

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 were surprised to see the anecdotes ☺
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes.
Why or why not?
Introduces students to more advanced vocabulary.

Intermediate Russian
Lesson 16
October 21, 2010

1. News.

2. Warm-up: retelling anecdotes from the Internet Lesson 16_Oct 21_Stories

3. Vocabulary Practice: Phraseology:
Lesson 16_Oct 21_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning thy imply.
– Then they look at the explanations on top of the page and match them with the pictures.

4. Discussion: are there any similar English expressions?

RU F10 ADV Print Press vs Online Press

Class theme/topics discussed:
Print publications vs E-publications

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, debate, listening practice

How did students react?
The listening part seemed to be not very challenging for them;
The topic itself is a successful communicative idea – students willingly expressed their opinions.
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is an efficient combination of listening, reading, and conversational practice.

Advanced Russian
Lesson 13
October 12 , 2010

1. Warm-up: News of the day

2. Listening Practice:

(for the vocabulary list, exercises, and transcript see materials listed on the website)

– read and discuss new words;
– listen to the recording;
– do the exercises
– answer the questions:

Что американцы предпочитают читать онлайн – книги, газеты или и то, и другое?
Сколько в среднем люди готовы платить за доступ к Интернет-изданию?
Откуда эта информация?

3. Reading and Discussion:
Students read the text along with the recording and the translate if needed.

Discussion:

Что предпочитате вы – бумажные или электронные издания? Почему?
Как вы узнаете новости?
Считаете ли вы, что информация должна быть максимально доступной? То есть – должен ли быть доступ к онлайн публикациям дешевым или даже бесплатным? Аргументируйте.

4. Скороговорка: Любопытной Варваре нос на базаре оторвали.
(+ expression of the day: совать нос не в свои дела/ в чужие дела)

RU F10 INT Invitations, Requests

Class theme/topics discussed:
Invitations, Requests

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 engaged actively in the activities and produced a lot of situational examples of the expressions that were discussed in class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts, questions and a deck of cards for the conversation game.
Please attach a copy.
Lesson 14_Oct 12_Requests Invitations

Would you recommend this activity for a future class?
Yes.
Why or why not?
Brings a communicative aspect to class syllabus, providing students with vocabulary and expressions that can be used directly in a conversation.


Занятие 14

1. News of the day – 5 min.

2. Handout – Просьбы.

Ex. 2A – rank the expressions from the most direct (1) to the least.
Discuss the use of these models of requests/invitations/suggestions in the context.
Give your examples – short role-play (Q&A) for each model.

3. Conversation Game
Before the activity – show a deck of cards, intoduce the words
Карта – карты
Колода

One students reads out loud the rules of the game (in the handout below the table).
Introduce the words – вытянуть (карту/ билет на экзамене и т.п.)
Look at the table and discuss the terms used there – suits, etc.
Introduce the words – пики/ черви/ крести/ бубны и туз/ король/ дама/ валет, etc.
Go first to give an example ☺

RU F10 ADV Giving and Receiving Compliments

Class theme/topics discussed:
Giving and Receiving Compliments

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 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, laptop, TV-screen, Internet.
Please attach a copy. See below
+ Lesson 12_Oct 7_Compliments

Would you recommend this activity for a future class?
Yes.
Why or why not?
The lesson includes listening/comprehension and communicative components.

Advanced Russian
Lesson 12
October 7, 2010

1. News
2. Watching a video – http://russian.cornell.edu/brtf/eralash5/start.cfm OR http://teledu.ru/video/901f1e7a-d4d8-448e-9249-341ef3e182b8
– without the transcript
– with the transcript/ fill in the blanks

3. Find all compliments and replies to them in the text.
4. Practice: give each other compliments.

Full text of the video:
Комплименты
Мальчик: Здравствуйте, Надежда Петровна!
Надежда Петровна: Здравствуй!
Мальчик: Надежда Петровна, у вас сегодня день рождения?
Надежда Петровна: С чего это ты решил?
Мальчик: А вы такая нарядная!
Надежда Петровна: Правда?
Девочка: Доброе утро, Надежда Петровна! Какая у вас классная прическа!
Надежда Петровна: Нравится?
Девочка: Супер!
Вторая девочка: Блеск!
Мальчик: Обалдеть!
Дети: Здравствуйте, Надежда Петровна!
Надежда Петровна: Здравствуйте.
Мальчик: Надежда Петровна, вы сегодня потрясающе выглядите!
Надежда Петровна: Правда?
Девочка: А какая у вас блузка красивая! Она вам так идет!
Надежда Петровна: Блузка моя нравится? Цветочки сама вышивала.
Другая девочка: А кулончик у вас очень стильный!
Мальчик: Очень, очень.
Надежда Петровна: Ну, спасибо!
Мальчик: Здрасьте, Надежда Петровна!
Надежда Петровна: Здравствуй, Вася!
Мальчик: Вы так похожи на Клавдию Шифер!
Надежда Петровна: Ой! Врешь, но всё равно приятно.
Мальчик: Прошу вас.
Надежда Петровна: Здравствуйте, дети! Какие вы все красивые! Как я рада вас всех видеть! Садитесь. Какой сегодня дивный день! Какое солнце светит! Пушкинская, пушкинская осень! Дети, я сегодня хотела устроить опрос по теме: гидроксиды и соли. Но я подумала: «Гидроксиды — это ведь так скучно». Формальдегиды — вот, что меня сегодня интересует!

JP F10 INT Party

Class theme/topics discussed:
How to talk in a party (After this class, most students participated in Japanese Tea.)
-Listening a dialogue (textbook from Japanese Lounge)
-Pair Working

How did you pick this theme or topic?
I wanted students to know how to talk in a party so that students would .

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

How did students react?
-Listening was a little bit difficult for students. But they enjoy making a dialogue.

Did they engage with each other and you?
Yes.

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

Why or why not?
Students need preparation for meeting with Japanese to have a nice time in the party.

RU F10 ADV Requesting Information. Giving Advice

Class theme/topics discussed:
Making polite request, giving recommendations.

How did you pick this theme or topic?
Making requests/giving advice are basic communicative models.

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

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

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

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

Advanced Russian
Lesson 11
October 5, 2010

1. News

2. Quiz:

1) Что будет делать ворона, прожив три года?
2) Что в России на первом месте, а во Франции на втором?
3) Какая деталь книжного шкафа состоит из половины согласной буквы?
4) На какой ответ никогда нельзя дать утвердительный ответ?
5) В каком месяце есть 28 число?
6) Какой малыш рождается с усами?
7) Сын моего отца, а мне не брат?
8 ) Что можно видеть с закрытыми глазами?
9) Какие часы показывают верное время только два раза в сутки?

3. Making Requests, Addressing People, Refusing to do smth…

a) Reading expressions from the handout
b) Exercises from the handout
c) Practice – making up dialogues using these expressions (situations given).
4. Practice

Imagine you are asked to give recommendations on where to go in your hometown or any other city of your choice. Tell about places you think would be interesting to see and explain how to get there.

See the handout below:

В русском языке часто вежливое обращение/ просьба/ отказ содержат отрицательную конструкцию.

Просьба:
Не могли бы вы…
Вас не затруднит… + инфинитив совершенного вида
Нельзя ли… (perfective infinitive)

Не + the verb in 2d person future + ли вы/ ты… ?
Вы не + the verb in 2d person future…?

У вас/ тебя нет + noun in Gen.? (У вас нет ручки?)

Обращение:
Не могли бы вы сказать…
Не подскажете…
Вы не скажете…
Не могли бы вы мне помочь…

Отказ:
К сожалению, никак не могу.
Мне очень жаль, но не я не могу…
Я бы с удовольствием, но не могу…
Ни за что!
Нет, не могу.
Никак не могу.

Несогласие с мнением собеседника:

Ничего подобного.
Это не совсем то, что я имел(а) в виду.
Да, но…

Сомнение:
Я не уверен(а) (, что это так).
Я в этом не уверен(а).
Я бы так не сказал(а).
Я бы не сказал(а), что это так.

Ответ на извинение:
Ничего!
Ничего страшного!
Что ты/вы, всё в порядке!
Не стоит извиняться!
Упражнение 1. Вежливо откажитесь от предложения/ приглашения.

1) Выпейте еще чашечку кофе!

2) Пойдем со мной на выставку!

3) Мы хотели пригласить вас на конференцию.

4) Давай сегодня навестим маму.

5) Приходи ко мне в гости.

6) Принеси сегодня с собой книгу.

Упражнение 2. Составьте диалоги, содержащие:
– обращение
– просьбу
– вежливый отказ
– извинение
– ответ на извинение.

JP F10 INT/ADV Crossword Puzzle, Onomatopoeic Expressions, game

Class theme/topics discussed:
-Crossword puzzle
-Explaining some giongo and gitaigo (onomatopoetic expressions)
– Game: telephone game for practicing giongo and gitaigo

How did you pick this theme or topic?
I wanted students to know much more daily Japanese expressions. I thought that students were able to learn those expressions naturally through playing the games.

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

How did students react?
They really enjoyed telephone game.

Did they engage with each other and you?
Yes.

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

Please attach a copy.
N/A

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

Why or why not?
Giongo and gitaigo are essential part of daily Japanese. Students had better to know those expressions in conversation. But, I saw some students were confused a bit. So I should include more giongo and gitaigo to have a chance of practicing them.

PPT09-30-2010

RU F10 INT Discussing Preferences (comparatives revision)

Class theme/topics discussed:
Preferences. Comparative forms of adjectives and adverbs.

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, grammar review.

How did students react?
She is a very motivated student, so she participates actively.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts.
Please attach a copy.
Lesson 10_Sept 30_Comp Grammar
Lesson 10_Sept 30_Comp Grammar

Would you recommend this activity for a future class?
Yes.
Why or why not?
It links grammar with its practical use in speech.

Intermediate Russian
Lesson 10
September 30, 2010

1. News of the day (5 min.)

2. Grammar Review: Comparatives
explanations + handout Lesson 10_Sept 30_Comp Grammar (10 min.)

3. Practice: ex. 1, 2 in the handout Lesson 10_Sept 30_Comp Practice. (30 min.)

DE F10 INT Manners

Conversation Class Lesson Plan

Section: Intermediate conversation
Date: 09-28-10

Class theme/topics discussed:
Internet Quiz on how to behave during a dinner

How did you pick this theme or topic?
Was interesting to me, I found it on the internet

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

How did students react?
Discussing what answer from the qwuiz they want to take

Did they engage with each other and you?
little

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

Would you recommend this activity for a future class?
No

Why or why not?
It was too easy to choose an answer without much discussion

ES F10 ADV Ley de Murphy

Conversation Class
Lesson Plan

Section: SPAN 013
Date: September 25, 2010

Class theme/topics discussed:
MURPHY’S LAW. ARE YOU PESSIMISTIC?

How did you pick this theme or topic?
Murphy’s law is funny and talks about simple bad things that have ever happen to everyone. It is good to tell your personal point of view about events, life… and to tell personal stories

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave students different flashcards of Murphy’s laws and they had to say if they agreed with his perspective of things or not and to tell a personal story related to the law they picked up

How did students react?
They liked the game and the topic. Most of them could explain the quotations well and most of them told personal anecdotes.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards with different Murphy’s laws

Please attach a copy.

Would you recommend this activity for a future class?
Yes. Students had fun and they talked a lot

Murphy

RU F10 INT My Day

Class theme/topics discussed:
My Day

How did you pick this theme or topic?
In connection with classes in Mason.

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

How did students react?
They were asking additional questions concerning the meaning of some words and their usage, and they participated actively in 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. See below.

Would you recommend this activity for a future class? Why or why not?
Yes. It combines a vocabulary learning exercise with conversation practice, thus enabling students to learn the language actively instead of reproducing what they already know.

Intermediate Conversation
Lesson 4
September 9, 2010

1. Word of the day: БОТАНИК
Write the word on the board and ask the student to guess what part of speech it is and then what the meaning is.

Read the handout with explanations and examples.

Lesson 4_Sept 9_Word of the day_Ботаник

2. Practice the My Day vocabulary
Charades game: a student draws a card with a picture of some action and shows it. The others guess, the one who guessed gets to show the next expression.

Lesson 4_Sept 9_Review Game_My Day

3. Reading “Расписание бездельника” (A Procrastinator’s Schedule)
Translating/ discussing
Attention to expressions: полазить в Интернете, перерыв на кофе/ чай.

Lesson 4_Sept 9_Расписание бездельника

4. Tell a story of your day of procrastination (Один день из жизни бездельника).

RU F10 INT Invitations/ Suggestions

Class theme/topics discussed:
Tongue-twister
Invitations/ suggestions

How did you pick this theme or topic?
As a follow-up class with advanced exercises on the topic Everyday routine/ schedules.

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

How did students react?
They were asking additional questions concerning the meaning of some words and their usage, and they participated actively in 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. – see below.

Would you recommend this activity for a future class? Why or why not?
Yes, I would. It combines a vocabulary learning exercise with conversation practice, thus enabling students to learn the language actively instead of reproducing what they already know.

Intermediate Conversation
Lesson 3
September 7, 2010

1. News of the day.

2. Tongue-twister:
On the board – the word СКОРОГОВОРКА. Ask students to guess the meanng of the word; then – analyze the structure of the word (two roots). Brainstorming for the words with the same roots (in two columns under the roots: words like скорость, скорый – скорый поезд – скорая помощь and говорить/ разговор/ разговаривать/ говорун и т.п.)
Tongue-twister on the board (maybe there is a volunteer to write it down on the board by ear): Невелик бицепс у эксгибициониста. (discuss the meaning)
Practice the tongue-twister.

3. Word of the day: ФЛЕШКА (students get a handout, see file Lesson 3_Sept 7_Word of the day – ФЛЕШКА).
Lesson 3_Sept 7_ Word of the day – Флешка

4. Suggestions/ Invitations:

Students get a handout Lesson 3_Sept 7_Suggestions/ Invitations. We read dialogues 3, 4, 5 and discuss necessary phrases and word usage.
Then they practice making plans in pairs according to the examples given in the previous exercise.

Lesson 3_Sept 7_Suggestions Invitations-1
Lesson 3_Sept 7_Suggestions Invitations-2

RU S10 INT Making Requests/ Invitations

Class theme/topics discussed:
Requests

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, listening practice

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, Internet.
Please attach a copy.
HANDOUT – Lesson 27_April 27_Requests_Students

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

Intermediate Russian
Lesson 27
April 27, 2010
ПРОСЬБЫ, ПРОСЬБЫ, ПРОСЬБЫ

1. Warm-up:
– Как бы вы пригласили кого-то в кино? (How would you invite someone to go to the movies with you? What would you say in your language? What would you say in Russian?)

2. Pre-listening: exercises 1, 2 from the handout
3. Vocabulary:
Как вы понимаете выражения «сказать как отрезать» и «понимать с полуслова»?

4. Watching the video “Муж”:
1) First playing: Посмотрите рекламный ролик и ответьте на вопросы:

– Кто персонажи ролика? Кем они являются друг другу?
– Что мужчина заявляет о себе?
– Что они, скорее всего, сделают в результате?

http://rutube.ru/tracks/351052.html?v=ec49772fce98ad51577e72cd3c24b36d

2) Second playing: Посмотрите рекламу второй раз и продолжите фразу женщины, которая начинается со слов “А не стоит ли…”.

3) Practice: (handout, exercise 3) Используя модель просьбы из рекламы, сделайте следующее:

– попросите друга поехать с Вами в Нью-Йорк
– попросите соседа по комнате поучиться с Вами вместе сегодня вечером
– предложите посмотреть российскую комедию
– предложите кому-нибудь сходить в гости к Джону.

5. Watching the video «Тренер»
1) First playing: questions
– Во что играют эти люди? (вид спорта)
– Что спортсмены думают о своем тренере? Как они его описывают?

2) Second playing: complete the line
Продолжите фразу тренера, которая начинается словами «Ну чё, …».
Тренер вежливый или грубый? Почему он обращается к спортсменам именно так? Как бы вы перевели эту фразу на английский?

3) Practice: (handout, exercise 4) Используя модель просьбы из рекламы в следующих ситуациях:

– Вы хотите, чтобы друзья пошли с вами на концерт в пятницу;
– вы предлагаете друзьям поучиться вместе в кафе сегодня вечером;
– вы хотите, чтобы ваш брат поехал в Калифорнию не в июле, а в июне.

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