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an archive of lesson plans

Tag: Expressions (Page 2 of 4)

ES F12 INT Sayings and Proverbs

December 14, 2012 /

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

December 14, 2012 /

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

December 9, 2011 /

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

December 9, 2011 /

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

May 3, 2011 /

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

April 21, 2011 /

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)

April 19, 2011 /

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

April 14, 2011 /

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

April 12, 2011 /

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

April 5, 2011 /

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

April 5, 2011 /

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

March 3, 2011 /

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

March 1, 2011 /

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

February 24, 2011 /

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

February 22, 2011 /

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

February 17, 2011 /

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”

February 10, 2011 /

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

January 27, 2011 /

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

January 25, 2011 /

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

January 20, 2011 /

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

January 20, 2011 /

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

December 7, 2010 /

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

November 30, 2010 /

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

November 23, 2010 /

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

November 18, 2010 /

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.

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