Language Residents

an archive of lesson plans

Tag: Games (page 1 of 6)

JP F18 INT/ADV Thanksgiving

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, November 27th

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

Class theme/topics discussed: Thanksgiving

Goal of the class: To be able to talk about / listen to Thanksgiving Holiday. 

How did you structure the class?

Activity1 (10 min): Warm-up

I talk about my Thanksgiving holiday. This is going to be a game, two truths and a lie. I write three key words that are related to my Thanksgiving holiday on the whiteboard and talk a bit about each word. Then students ask one question each. After everyone asks one question, they guess what key word is a lie. 

Activity2 (45 min): Two Truths and A Lie

I give students a few minutes to think about their key words. Then, one student presents his/her Thanksgiving as I showed. Every student gets a chance to talk about theirs. 

Activity3 (5 min): Wrap-up

We choose who was the best liar and who was the most honest one. 

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

It worked really well. Students were really engaged into the game, paying attention to everyone very carefully. I tried to manage the time but it didn’t go well as I calculated. So not everyone had a chance to talk about. However, I believe it would have been better this way than dividing the class into two groups because students are very close each other and they wanted to know each one’s Thanksgiving story.  

How could this class be improved/ modified?As for time management, the class could be divided into two groups or warm-up could be shorter. 

DE S18 INT Adjectives, I spy with my little eye

Conversation Class Lesson Summary

 

Language Resident Name: Ines Fister 

Day and Date: Wed, Jan 31, 2018

 

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

 

Class theme/topics discussed: Adjectives

 

Goal of the class:

Adjectives students already know should be elicited and students should learn more adjectives.

 

How did you structure the class?

 

4.15 – 4.25 (10mins): walk to coop fountain together and talk about what they can see on the way.

 

4.25 – 4.55 (30mins): Game: German version of “I spy with my little eye” (Ich sehe was, was du nicht siehst). 1st round: color only; 2nd round: try to think of as many adjectives as you can and then give us only one; if we can’t guess it, give us another adjective…

 

4.55-5.15 (20mins): Team game: in pairs, think of a place on campus and think of adjectives to describe that place. The others guess.

 

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

Small Whiteboard for writing down new words, surroundings outside of classroom

 

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

It was fine and they liked it. I have troubles deciding when I need to be more strict about a plan – such as the rules in a game – and when it is better to let them do it their way in order to encourage talking.

 

How could this class be improved/ modified?

writing vocabulary cards throughout the lesson could be helpful

 

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

JP S18 ADV Hidden Sentence Game

Language Resident Name: Ayaka Matsuo

Day and Date: 2/20/2018

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

Class theme/topics discussed: Conversation Project / Hidden Sentence Game

Goal of the class: By the time this class ends, students will have decided what to do for their project.

How did you structure the class?

Activity1 (10 min): Warm – up

We talk about the weekend.

Activity2 (20 min): Brainstorming and Discussion   

We talk about conversation class projects. I ask some students to explain what it is to students who don’t know. Students come up with as many ideas as possible as brainstorming. Then, we discuss to make it one we will really work on.

Activity3 (25 min): Hidden Sentence Game

Students are divided into 2 groups. One student from each group comes to pick one “hidden” sentence. Then, I give a topic. The two students don’t show their sentence to the rest of the class and start to talk about the topic. They try to convey the conversation in which they can use the sentences. The other students guess what their “hidden” sentences are. They have to detect what the opponent player’s “hidden” sentence is. When they thing the sentence comes out, they shout “stop” and say the sentence. If it is correct, they gain 1 point. If it is incorrect, they lose 1 point.

Activity5 (5 min): Wrap-up

I introduce them the upcoming cultural activity.

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

Everything worked well. The game, which I tried for the first time, was really fun. I limited the time they could have conversation by 3 minutes and also made another rule that if they couldn’t use that sentence within 3 minutes they lost 1 point.

How could this class be improved/ modified?

I would keep it as it is.

DE S18 Welcome Back Party – Hüttengaudi

RU S17 Oldenborg Welcome Back

CN F17 Cultural activity Chinese paper-cutting

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.

DE S17 ADV Banking and Jobs

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, April 06, 2017

 

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

 

Class theme/topics discussed:

 

Jobs and banking

 

Goal of the class:

 

Students learn and employ vocabulary about jobs and banking and use the formal “Sie”.

 

How did you structure the class?

 

In this lesson, students were supposed to address each other formally, using “Sie” and their last names.

 

10-15 minutes: Conversation about recent and upcoming events on Campus. Casual conversation about summer plans.

 

10-15 minutes: Students collected several professions on the board and different clarifications were made.

 

10-15 minutes “Who am I” with jobs. Students assigned a job to another student without him/her knowing which it was. By using the right questions, students were able to find out their professions.

 

15 minutes: I showed a picture of a bank’s interiors to the students. We then collected vocabulary about banking on the board and talked about the differences regarding these things between the U.S. and Germany.

 

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

 

Whiteboard, bank picture

 

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

 

Students were very interested about the differences and liked to learn new vocabulary.

 

How could this class be improved/ modified?

 

Productive class! Keep it as it is.

 

Additional files also contain additional information sheets for a role play that we didn’t have time for anymore.

20170406_Bank_Vokabeln

20170406_Bilder_Bank

20170406_Info_Banken

20170406_Vokabeln_Berufe

ES S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

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

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

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

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

Handouts.

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

How could this class be improved/ modified?

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

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

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

 

 

 

 

 

ES S17 INT Descriptions and hypothesis

Language Resident Name: Tamara Olivos

Day and Date: April 24, 2017

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

Goal of the class:

To learn vocabulary through games

How did you structure the class?

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

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

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

Dictionary (not online), printed cards.

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

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

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

Bibilomancia: divertida manera de practicar las formas del futuro

descripcion_¡Describelo_A2_JB

DE S17 INT Zoo plan cooperation game

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Wednesday, February 1, 2017

 

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

 

Class theme/topics discussed:

 

Zoo plan cooperation game.

 

Goal of the class:

 

Students learn or recap vocabulary (animals) and cooperate to solve a small riddle.

 

How did you structure the class?

 

5-10 minutes: Vocabulary quiz. The LR shows the students a power point with pictures of different animals in a quick sequence. The students write down the animals’ names if they know them. After the sequence the students compare; the student with the most correct vocabulary wins.

 

25 minutes: Zoo plan. The students receive a plan of a zoo with different enclosures and the respective animals living in it. They are handed out a plan and slips with the different animals on it and work together in groups. Following a few rules they have to come up with a new layout that regards all these and decide on new animals for the zoo, too.

 

20-25 minutes: Sentence starters. Students draw a slip of paper from a box. The slip contains a sentence starter. They have to complete the sentence and provide some more details (a few sentences) to reveal something about themselves. The other students are welcome to ask questions.

 

 

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

 

Pictures of different animals on the TV screen, Zoo plan layouts, animal paper slips, printed rules of the game, sentence starter paper slips.

 

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

 

Students liked the initial vocabulary quiz and enjoyed the sometimes very simple compound words that are used in German as the animals’ names. The zoo-plan layout game worked quite well, students cooperated and talked much. The sentence starter game is a good way to have people reveal interesting things about themselves.

 

How could this class be improved/ modified?

 

Good class, would keep it as it is.

20170201_Bedingungen

20170201_Tierbilder

20170201_Tierkarten

20170201_Zoo_Layout_blank

20170201_Zoo_Layout_sol

20170201_Zoo_Layout

DE S17 ADV Prisoners

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Monday, January 23, 2017

 

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

 

Class theme/topics discussed:

 

Prisoners: collective decision making.

 

Goal of the class:

 

Students learn useful expressions to communicate their opinion on various topics. They discuss slightly ethical questions, defend their position and persuade others of theirs.

 

How did you structure the class?

 

60 minutes: Prisoners. Students are given a sheet with information regarding several prisoners. The information is about the crimes that those prisoners have committed as well as their personal traits. As it turns out, the local prison is so overcrowded that one of the prisoners has to be released on probation. The students first make up their own minds and then discuss with their partner. After that, the whole group discusses their respective decisions. They have to come to a unanimous decision which is why a certain degree of persuasion is needed. The LR provides additional vocabulary.

 

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

Conversation class agreement. Sheet with the information about the prisoners. Sheet with useful phrases to express opinion, agreement and disagreement.

 

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

Students discussed very well which is why it seemed inappropriate to stop them mid-game.

 

How could this class be improved/ modified?

I’d keep it as it is.

 

20170123_Gefangenenspiel

20170123_Useful_Expressions

DE F16 INT The Fall of the Wall

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Monday, October 3, 2016

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

Class theme/topics discussed: 

The “Tag der Deutschen Einheit”.

 Goal of the class:

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

How did you structure the class?

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

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

5 min: Short heads up for conversation class project.

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

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

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

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

How could this class be improved/modified?

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

RU F16 INT Treasure Hunt

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Monday, 12/05/2016

Language and Level (intermediate or advanced class): Russian, Intermediate

Class theme/topics discussed: Treasure hunt

Goal of the class: to make a fun class and check how they remember the vocabulary they’ve learnt this semester

How did you structure the class?

There’re 7 envelopes with different tasks that should be fulfilled at different places. We used Facebook chat to communicate and check the answers. I also gave them directions on where to find new envelopes after they complete the task. On completing the hunt everyone gets chocolate.

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

Envelopes with tasks, candies

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

The class went great! Students enjoyed it and it was a good method of remembering everything we studied in class. They all came back smiling and were happy to get out of the lounge for a while.

How could this class be improved/ modified?

Next time I’ll do more complicated tasks because these were too easy for them. They finished early but it’s not bad because we had time to talk a little bit in Russian.

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.

Questions for the treasure hunt:

  1. Выйти из гостиной. Повернуть налево. Повернуть налево. Спуститься на первый этаж. Найти конверт №2 рядом с арабской гостиной.
  2. Расположить буквы русского алфавита в правильном порядке.
  3. Перечислить все ингредиенты для приготовления блинов.
  4. Назвать хотя бы (at least) три способа сказать по-русски «мне все равно».
  5. Проспрягать глагол «заснуть»
  6. Как сказать по-русски bride, groom, to marry, to divorce, to be happily married?
  7. Какой праздник отмечают в России 13 января?
  1. Из русской гостиной возле арабской
  2. Из арабской гостиной на общую кухню (молоко, мука, яйца, сахар, соль, масло)
  3. Из общей кухни идем в общий холл
  4. Из общего холла в glass room (там на доске спрягаем глаголы)
  5. Из glass room идем к немецкой гостиной
  6. Из немецкой гостиной идем на улицу, на лавочку перед Олденборгом
  7. Возвращаемся в русскую гостиную

 

RU F16 INT Discussion on Varied Topics

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva 

Day and Date: Wednesday, 09/28/2016

Language and Level (intermediate or advanced class): Russian, Intermediate 

Class theme/topics discussed: Discussion on varied topics

Goal of the class: practicing speaking skills 

How did you structure the class?

  1. Warm up. Questions board game (Handout 1). A student rolls the die and moves the marker to the correct place. Then a student reads the question out loud and answers it. Student gives the die to the person sitting on the right. The person who gets the finish first wins.

15 minutes

  1. Discussion. Each student chooses a piece of paper with a topic on it (Handout 2). He/she has 3 minutes to prove to the other students the importance of this thing for mankind. The other students should bring counterarguments.

20 minutes

  1. 10 ways to say you don’t care in Russian (Handout 3). Read the article and discuss. Make you own sentence with the vocabulary from the article.

http://blogs.transparent.com/russian/10-ways-to-say-you-dont-care-in-russian/

20 minutes

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

Handouts

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

The class went well; students talked a lot. I had a student who didn’t want to participate and I had to make him talk.

How could this class be improved/ modified?

For the second task the students decided that they want to make others guess what they were talking about so it turned out to be even more fun!

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.

Handout 1

Начало Что ты любишь делать в свободное время?

ààà

Сколько чашек кофе в день ты пьешь? Что ты любишь смотреть по телевизору?

|

\/

Как часто ты ходишь в кино?

|

\/

Сколько раз в неделю у тебя курс русского языка? Где ты завтракаешь? Куда ты ходишь гулять?

<-<-<-

Куда ты ходишь за покупками? Что ты делаешь по вечерам в пятницу?

->->->

Что ты ешь на ужин? Во сколько ты ложишься спать?

|

\/

Куда ты ездишь на праздники?

|

\/

Какая у тебя людимая еда? Где живет твой лучший друг? Куда ты ходишь в выходные?

<-<-<-

Какую одежду ты любишь носить? Как часто ты видишься с друзьями?

->->->

Во сколько ты встаешь в воскресенье утром? Сколько времени ты делаешь домашнюю работу?

|

\/

Конец Кем ты хочешь работать? Куда ты ходишь, чтобы отдохнуть? Какой твой любимый цвет?

<-<-<-

                                                                                             

Handout 2

цветы Нью-Йорк опера корабли
пластиковые ложки открытки на день рождения паспорт часы
Современное искусство детективные романы школы носки
бумага пекарня застежка на молнии колесо

 

Handout 3

10 Ways To Say You Don’t Care In Russian

Russian has many ways to say you don’t care about something. They range from neutral to decidedly low-register to downright vulgar.

Normally, we say “[adjective/noun in the dative case] + всё равно́” to mean “I don’t care.”

Мне всё равно, куда́ идти́.

Note that “всё равно” is followed by a subordinate clause. Literally, it means “It’s all the same (to someone).”

A more formal way of saying this is “[dative] + безразли́чно” — “makes no difference to someone.” Note that “безразлично” is used similarly to “всё равно” to introduce a subordinate clause. In addition, безразлично can refer to a noun (something you don’t care about), in which case it has to agree with that noun in gender and number.

Пото́м мы по-пре́жнему и́зредка ви́делись, она́ мне нра́вилась, и, как мне каза́лось, я то́же ей не был безразли́чен, хотя́ она́ не подава́ла ви́ду. 

  1. По бараба́ну

A colloquial way of saying you don’t care is [dative] + по бараба́ну. Бараба́н is a drum.

Нам тут всем по барабану, что в Москве́ о нас напи́шут. (All of us here couldn’t care less what they write about us in Moscow.) 

  1. Фиоле́тово

“Фиоле́товый” is the Russian word for the color purple. Its derivative adverb, фиоле́тово, is thought to refer to the purple color of the neutral litmus test.

― От того́, что бу́дет про меня́ говори́ть типи́чный москви́ч, мне абсолю́тно “фиоле́тово”.

  1. Паралле́льно

This is an adverb that, literally, means “parallel.” The idea is that if something is “parallel” to you, you don’t cross paths, so you have nothing to do with it.

Э́тому чува́ку вообще́ всё паралле́льно (This dude doesn’t care about anything).

  1. Плева́ть

This verb means “to spit.” To say you don’t care, you can say “мне плева́ть на + accusative noun.” This colloquial turn of phrase is a bit more established in the general language and appears in general dictionaries. You could also say “Плевать, что…” to introduce a subordinate clause.

Плевать на жену́, лишь бы де́ти бы́ли дово́льны! (Who cares about the wife as long as the kids are happy).

  1. до ла́мпочки

Лампа is the diminutive of ла́мпа (lamp) and usually means “light bulb.” [Noun/pronoun in dative] + до ла́мпочки is yet another synonym of “I don’t care.”

Я прошу́ их помо́чь мне, но им всё до ла́мпочки (I’m asking them to help me, but they don’t care about anything).

  1. до фе́ни

“До фе́ни” works the same way as “до ла́мпочки” in that it is followed by the person in the dative case. As most words on this list, this is a slang expression that should not be used in formal situations.

Ему́ все до фе́ни, лишь бы буты́лки сдать (He doesn’t care about anything other than returning bottles).

  1. до фонаря́

Фона́рь is a lantern or a street light. The etymology of this expression is disputed, but it is considered a variation of “мне до ла́мпочки.” Grammatically, it is followed by a noun/pronoun in the dative case, like many of its synonyms.

Пра́вда, тако́му челове́ку, как она́, все эти бана́льности до фонаря́ (Actually, a person like her doesn’t care about these trivial things).

  1. по́ фигу

Yet another synonym is по́ фигу + dative. You may also come across this slang word spelled по́фиг or по́фигу. Фи́га is the Russian for “fig (tree).” Фига is also the non-offensive gesture meaning “You’re not getting anything.”

― Мне то́же ра́ньше бы́ло стра́шно. А сейча́с ― по́ фигу. 

  1. чиха́ть

Чиха́ть is literally “to sneeze.” This word is followed by the person in the dative case + на + the thing they don’t care about in the accusative case.

Изве́стно ли вам, что есть лю́ди, кото́рые воспринима́ют шу́тки сли́шком серье́зно? ― […] Но мне чиха́ть на э́тих серье́зных, прости́те!

 

 

 

 

 

ES SP16 INT/ADV: Games

Language Resident Name:

Joaquin Garcia

Day and Date:

04/26/2016

Language and Level (intermediate or advanced class):

Advanced Class

Class theme/topics discussed:  

Games

How did you structure the class?

Activity 1 (): Heads-up. Reminding the upcoming events.

Activity 1 (15min): Scattergories: There are different fields: food, animals, clothes, professions, parts of the human body… I say one letter and the students have 1 to 1:30 minutes to think a word for each field that starts with that letter. Afterwards, we check the words and those we are repeated don’t give points. The student with more points at the end wins.

Activity 2 (15min): Connecting pairs. Students are put in pairs or groups. Then, each group receives a pair of words and they have to write as many connections as possible in one minute. Then, the groups switch the pair of objects. When all the groups have gone through all the words, we count how many connections have been found and the group with the highest number shares loudly their result. Pairs:

  • elephant, nail varnish
  • wedding, ant
  • snowflake, coin
  • religious fanatics, matchbox
  • number 25, criminal
  • a (named) singer and a ladybird
  • silkworm, axe
  • love, rubbish dump
  • pen, new-born baby
  • Garden of Eden, bar of soap

 

Activity 3 (15min): Combining elements into a story. In the same groups, students have to create a story which contains all the given items. Then we share the story loudly.

  • paper, afraid, foot, slow, seventy-five, quickly
  • lion, telephone, happily, green, dance, milk
  • the President, river, key, apple, smile, angrily, how are you?
  • actor, grandfather, eye, snake, move, go away, hard
  • electric, ski, oily, dramatically, Robin Hood, hippopotamus
  • squeeze, crocodile, explosion, vegetarian, pure, violin
  • shoot, ventriloquist, potato, guilty, slippery, anxious
  • jungle, telephone, bride, renew, microbe, religiously
  • egg-shaped, model, atmosphere, lawfully, caricature, congratulate
  • fossil, suburb, incoherent, whip, obstruction, polygamous

Activity 4 (15min): Odd man out. As in apples to apples, students but one must argue with of the words of the group does not belong in it. Then, the student who didn’t argue must choose their favorite.

  • apple, orange, mango, banana, grape, peach
  • India, China, France, Uganda, USA, New Guinea
  • finger, blood, heart, eye, muscle, tongue
  • sock, coat, dress, underpants, scarf, jeans,
  • Red Riding Hood, Hansel and Gretel, Snow White, Sleeping Beauty, Goldilocks, Cinderella
  • tree, bush, flower, weed, plant, grass
  • trumpet, drums, violin, flute, harp, piano
  • river, waterfall, lake, sea, marsh, puddle
  • quiet, angry, graceful, shy, modest, quick
  • peace, joy, harmony, beauty, delicacy, grace
  • horse, cat, mouse, camel, lion, cow

 

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

None.

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

How could this class be improved/ modified?

Scattergories always works, they like it a lot. The rest of the games are good too, specially if you have very imaginative students.

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

JP S16 ADV Lateral Thinking Puzzles

 Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Feb. 25th 

Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

Class theme/topics discussed:

Hypothesize and inference/ Lateral Thinking Puzzles

Goal(s) of the class:

   Students will use Japanese to solve questions.

Students will use Japanese to acquire necessary information.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in contemporary Japan.
10(15) Project T will briefly review what they decided about the project last week and describe the plan, schedule, process, etc. Ss can also talk about the project if they want to revise or add something to the plan.
40(55) Activity Students will participate in lateral thinking puzzles. In this game, students can ask questions that the game master can answer with “yes”, ”no” or “doesn’t matter” to solve the given problems. Students are encouraged ask lots of questions to gain information, test their hypotheses, and learn about the answers. T will help students by asking questions that stimulate students speculations, giving hints, and/or showing clues.
5(60) Consolidation T reviews the class and gives some feedback to students.

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

Power point presentation

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

   What worked:

There seems to have been fair amount of speech from each student. I could also encourage some shy students to talk by letting them do the game master part. I also successfully introduced some new vocab words by sending the answer to the last questions via email.

   What did not work:

I think balancing each student’s amount of speech is the next step or task.

How could this class be improved/ modified?

I think letting students ask questions one by one would help all the students to ensure more fair balance of the speech amount.

JP S16 INT Making Descriptions

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

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

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

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

この教室がどんな風か教えてください。

誰がいますか?何がありますか?

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

ある、といるは何が違いますか?

ある、はどういうとき使いますか?

いる、はどういうとき使いますか?

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

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

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

15(35) Practice aru iru practice

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

 

Where practice

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

20(55) Production Blind Pictionary

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

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

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

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

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

 

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

Power point presentation

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

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

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

How could this class be improved/ modified?

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

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

 

ES S16 Adv Improvisation

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

Goal of the class: to practice improvisation

How did you structure the class?

Warm-up: In my suitcase I have… Students start naming things and it’s a test of their memory. Each student repeats everything the others have said plus they add something new and so on.

Activity 1 : “Hidden Sentence”.

Make cards with sentences and cards with topics. Divide the class in two groups. Two students, one from each team, come to the front of the class and pick one sentence card each, then, the LR picks one topic. The two students must start a discussion on the topic and the goal of the game is to use their hidden sentence without anyone noticing (must use the sentence as is on the card). . Each group must guess the hidden sentence of the opponent team, therefore everyone must pay close attention to the conversation.

 

Activity 2: “Secret topic”.

I choose two students who must agree on a topic and start discussing it without telling the others what the topic is. The rest of the class has to guess the topic, if a student thinks they know the topic, they must join the discussion (pending approval of the first two). Like this all students must join the conversation.

 

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

It was a great class, I think it was light but at the same time engaging. The last activity was the one that worked the best.

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.

 

Actividad 1

“oraciones ocultas”

Está pasado de moda casarse

Pero a mi me gustan los niños

Nunca he estado en Tokio

Mi mamá solía hornear un pie todos los domingos

Lo más peligroso que puedes hacer durante la hora del tráfico es andar en bicicleta

La tarifa del bus subió otra vez

En mi opinión, el arte moderno es fascinante

Odio la espinaca

La vaca es mi animal preferido

 

Temas

La contaminación

La vida familiar

Viajes

Moda

Mantenerse en forma

Los 5cs

RU F15 ADV Everyday Life

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 12/03/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Everyday life
Goal of the class: spontaneous speech practice

How did you structure the class?
1. Warm up. Dice talk.
Students throw dice. The number on it corresponds to the number of the topics on the list below:
1. What is your biggest dream?
2. How do you make friends with people?
3. Tell about the book you’ve recently read.
4. What would you like to change in the world?
5. What would you do if you won 1 billion $?
6. What places would you like to visit?
7. Would you change anything in your life if you could?
8. What is your most pleasant memory?
9. What is your favorite holiday? Why?
10. What bothers you most of all in present moment?
10 minutes
2. Guess what the movie is about
a) http://www.kinopoisk.ru/film/839253/
Listen to the trailer (no video). Try to find out what the movie is going to be about. Develop the story. Watch the trailer again with the video this time. Does it correspond to the story you’ve invented?
b) http://www.kinopoisk.ru/film/840258/
Watch the trailer without sound this time. Try to guess what the movie is about. Watch the video for the second time with the sound.
20 minutes
3. Look at the pictures of my friends and try to guess what their life looks like.
20 minutes.

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

What worked well in this class? What did not work?
The warm up activity worked great (thanks to the previous Japanese LR for the idea with the dice!). I chose questions that can be developed into serious and long conversations so the students were able to talk a lot but not endlessly. It’s a great exercise for spontaneous speech in a target language (if questions are adequate). As to the other tasks, they were not so exciting for the students though one of them now wants to watch one of the Russian movies that I showed a trailer of. In general the class went well.

How could this class be improved/ modified?

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.

Questions for the 1st task:
1. Расскажи о своей самой заветной мечте.
2. Как ты заводишь друзей?
3. Расскажи о книге, которую ты недавно прочел.
4. Что ты хотел бы изменить в мире?
5. Что ты бы сделал, если бы выиграл 1 миллион долларов?
6. Какие места ты бы хотел посетить?
7. Изменил бы ты что-либо в своей жизни, если бы мог?
8. Расскажи о своем самом приятном воспоминании.
9. Какой твой любимый праздник? Почему?
10. Что тебя беспокоит больше всего в данный момент?

ES F15 Family and relationships

 

Class theme/topics discussed:

 Family. Relationships

Goal of the class:

To firmly remember vocabulary about family and have deep conversations about new and current changes on the concept of family in society.

 How did you structure the class?

Activity 1 (5min): Introduction. We talk about the weekend and upcoming events.

Activity 2 (10min): Warm-up: I give them an empty genealogical tree and, in pairs, they have to fill in the name of the different relationships.

http://www.abueling.com/Imagenes/arbol_genealogico_para_pensar_3.gif

Activity 3 (15min): Video and Discussion. I show a video from a news program that talks about new kinds of family (non-conventional families).

https://www.youtube.com/watch?v=EEhkaeTjVik

Activity 3 (15min): Debate in little groups: Different topics are written in different pieces of papers inside of a bowl. The groups pick up one of the papers and discuss (or try to answer) what is written in the paper. From time to time, I will stop the conversations to have them speaking loudly their opinions.

ES F09 INT Familia

Activity 4 (15min): Famous’ genealogical tree. One by one, students pick a picture of a famous person and put it on the board making a genealogical tree. They have to say all the possible relationships between the picture they put and those that are already on the board.

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

How could this class be improved/ modified?

Students enjoyed the class, they found the topics very interesting and were very involved and participative. The last activity is super fun, choose any kind of famous people (from Obama to Putin, Cleopatra, Shakira…).

Study Break Game night

flyer_game_night

RU S15 ADV Register and “Activity” Game

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: April 7, 2015

Class theme/topics discussed:

Register, style, politeness

Goal of the class:

Discuss register and its cultural connotations, play “Activity” (simplified rules)

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

Activity 1 Warm-up – What is register? Examples – 15 minutes

We discuss linguistic register and stylistics. Appropriate levels, situations, context. I write the continuum on the white board. Examples.

Activity 2 Define style, paraphrase in as many registers as possible – Handout 1 – 20 minutes

Each student gets one phrase from Handout 1. They have to locate the phrase on our register continuum and then paraphrase it in as many different styles/situations as possible

Activity 2 Discussion – 25 minutes

Experiences in Russia. Cultural differences between register in Russia and the US. The thou/you (ты/Вы) distinction in Russian. Feminism in Russia

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

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

The class went well and we discussed some important cultural differences.

How could this class be improved/ modified? 

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

Handout 1

Ты меня задолбал!

Приносим извинения за причинённые неудобства.

Ты мой зайчик миленький, какой ты молодец!

Мне глубоко безразлично Ваше мнение.

Я тут сходил в клуб, снял такую тёлочку – улёт!

Да вообще он козёл!

 

RU F14 INT Introductions – Game – Find someone who

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11 

Date: September 9, 2014 

Class theme/topics discussed:

GAME “Find someone who” 

Goal of the class:

More getting to know each other PLUS revise some RUSSIAN 33 material

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

Activity 1 – Warm-up – 20 minutes

GAME “Find someone who” HANDOUT 1

Activity 2 – Dialogue + Exercise – 25 minutes

HANDOUT 2

Students read all together, discuss in pairs, then do the exercise together.

Activity 3 – Vocabulary from the dialogue HANDOUT 3 – 15 minutes

Write on the board, talk about etymology, synonyms, etc.

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

Video, text, Internet

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

The classes went very wel! They seem to really like pair work, so maybe I should have done some of the work on the dialogue in pairs, too. I think consistent vocabulary revision is working very well.

How could this class be improved/ modified? 

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

HANDOUT 1 Find someone who

 (1) Найдите кого-то, кто:

  1. _____________________________ играет на пианино.
  2. _____________________________ ОЧЕНЬ любит Ким Кардашьян.
  3. _____________________________ никогда не был(а) в Нью-Йорке.
  4. _____________________________ говорит на четырех языках.
  5. _____________________________ любит русскую кухню.
  6. _____________________________ не любит попкорн.
  7. _____________________________ хочет стать звездой Голливуда.
  8. _____________________________ родился/родилась весной.
  9. _____________________________ носит очки или контактные линзы.
  10. _____________________________ мечтает полететь в космос.
  11. _____________________________ не любит заниматься спортом.
  12. _____________________________ хорошо поёт.
  13. _____________________________ никогда не был/а в Париже.
  14. У + (Gen) ____________________________ есть собака/кошка.
  15. У + (Gen) _____________________________ аллергия на……

(2) Найдите кого-то, кто:

  1. _____________________________ хочет спать.
  2. _____________________________ читал/а романы Достоевского.
  3. _____________________________ родился/родилась осенью.
  4. _____________________________ не говорит по-французски.
  5. _____________________________ интересуется политикой.
  6. _____________________________ изучает лингвистику.
  7. _____________________________ соня (любит ложиться и вставать поздно).
  8. _____________________________ играл/а в петанк.
  9. _____________________________ умеет кататься на лыжах.
  10. _____________________________ никогда не был/а в России.
  11. _____________________________ любит мороженое.
  12. _____________________________ не умеет свистеть (whistle).
  13. У + (Gen) ____________________________ нет айфона.
  14. У + (Gen) ____________________________ есть велосипед.
  15. У + (Gen) _____________________________ есть машина.

 

HANDOUT 2 scan see word document attached

HANDOUT 3

 8 сентября 2014

случайно

специально

строчка – ни дня без строчки!

нЕ за что

ни за чтО

рифмуется с (слово “любовь” рифмуется со словом “вновь”)

только ради Белки! только ради тебя

У тебя это займет часа два

чик-чирик

CC_RUSS11_Find_Someone_Who_982014

RU F13 ADV/INT Akinator and 20 questions game

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: October 15, 2013

Class theme/topics discussed:

20 questions – people and things

 Goal of the class:

Play the 20 questions game about people and objects – practice listening comprehension and short-term memory

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

Activity 1 – Warm-up + Video

Do you know the principle of the game? Let’s see how it works using “akinator”, a Russian alternative web site (only characters/people)

http://www.youtube.com/watch?v=9LjhNPH2wJA – a teenager shows how the site works and narrates as he goes along. Watch once – 5 minutes

Activity 2 – Using the website http://ru.akinator.com

Go to http://ru.akinator.com projected on the screen, students thinks of a character together and them take turns in reading out the questions (one student) and answering them (another student). They negotiate if they are not sure and have to produce an answer everyone agrees with. – 10 minutes

Activity 3 – Game!

Handout 1 – Go through questions and expressions as well as sample questions – 5 minutes

Play using words in Handout 2 – only objects – 40 minutes Again, 1 student has the word and the others have to negotiate between themselves.

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

Video, Internet text

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

The class went very well, although we only did 3 words in the game sections – but everyone had fun and practiced a variety of language expressions.

How could this class be improved/ modified? 

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

Handout 1

ИГРА 20 вопросов

Варианты вопросов:

Живое/неживое

Материал: натуральный/синтетический, ткань/бумага/пластик/железо/стекло и т.д.

Цвет

Размер

Использование: как, где, зачем

Качества/умения

Ценность

Например:

  • Это больше по размеру, чем компьютер?
  • Это можно есть?
  • Это используется в учебных целях?
  • Этот предмет обладает памятью?
  • Это дорого стоит?
  • Этот предмет летает?
  • Этот предмет можно использовать дома?
  • Этот предмет – источник вдохновения?
  • С помощью этого предмета можно сделать человека красивее?
  • Этим можно писать?

 

Варианты ответов

Да, нет, маловероятно, возможно, иногда, редко, зависит от ситуации, отчасти, затрудняюсь ответить (вопрос не может быть применен к этому предмету)

 

 

Handout 1

Айфон

 

Шоколадка

 

Ключ

 

Пластиковая бутылка воды

 

Степлер для бумаги

 

Кроссовки

 

Телевизор

 

Апельсин

 

Вечернее платье

 

Крем для лица

 

Книга «Есть молиться любить» Элизабет Гилберт

 

Автомобиль «Понтиак Firefly»

 

« Older posts

© 2019 Language Residents

Theme by Anders NorenUp ↑