Language Residents

an archive of lesson plans

Tag: Gestures

ES F14 ADV Body Language, Facial Expressions, Moods

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 10/11/2014

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Body language. Facial expressions. Moods.

Goal of the class: To be able to describe facial expressions, moods and actions. Revise vocabulary related to body/face parts

How did you structure the class?

Ice-Breaker: What am I doing? We stand up and I start by doing a gesture, for instance I pretend I eat my nails, and saying something else like I am watching TV. The next student says “You are not watching TV, you are reading” while doing another gesture, for instance yawning. I write all the vocabulary on the board.

 

1st Activity: Acting out with gestures

Each student takes a piece of paper. In the paper a gesture or action is described, like whistling while walking, drumming your fingers on the table, and so on. Students need to guess how to say the action in Spanish and discuss about its meaning, appropriateness, and context. We also talk about the social connotations it might have and the difference between countries.

 

2nd Activity: Faceboard project. The American photographer Mike Lerramor developed a project where the same person is portrayed doing many faces. Students work in groups of 3. Each group has a handout. In turns, they need to describe certain face, its expression, what it projects, and the others have to guess to which picture he/she is referring. [See the following website for more information about the project].

http://www.mikelarremore.com/

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

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

We revised many words related to gestures and expression in the first 2 activities, so students could use them in the last activity. I wanted them to go further when describing someone’s face and I think it was successful. This plan could be adapted for intermediate students.

How could this class be improved/ modified?

The last activity was probably too long, A variation of the same activity could be useful.

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.

1st Activity:

  • Atusarse el pelo con la mano
  • Ajustarse el nudo de la corbata con la mano
  • Morderse un labio
  • Acariciar un objeto determinado inconscientemente
  • El ceño fruncido
  • El puño cerrado: Revela tensión nerviosismo, se oculta la verdad
  • Los hombros caídos
  • Sentarse con las dos piernas unidas paralelamente
  • Cruzar la pierna en un ángulo de 90º al nivel de la rodilla
  • Pestañear contantemente: Denota atención total.
  • No mirar a una persona
  • Mirar prolongadamente con la cara seria.
  • Mirar hacia los lados con cierta frecuencia
  • Caminar muy deprisa/despacio
  • Jugar con un lápiz o un objeto cualquiera:
  • Mirar el reloj mientras se habla
  • Tamborilear los dedos sobre una superficie
  • Silbar mientras se camina
  • Poner los pies sobre la mesa
  • Echarse hacia atrás en una butaca
  • Un tono de voz demasiado alto

Twenty portrait of a woman with differnet expressionsFaceboard_Project_by_Mike_Larremore_2014_0510653045881065304568

JP F14 ADV Japanese Gesture

Language Resident Name: Akihiro Shimizu

 Day and Date: 9/16, Wed, 9/17, Thu

 Language and Level (intermediate or advanced class): Adv/Int

 Class theme/topics discussed: Japanese Gesture

 Goal of the class:

 Students will understand the Japanese gestures.

 How did you structure the class?

1. Warm-up

I ask students how they gesture to refer to eating, drinking, sweeping, calling in the U. S. There are typical gestures to express them.

2. Youtube

Students watch a video explaining Japanese gestures. At time I stop the video, and ask student questions and make comments on it. https://www.youtube.com/watch?v=Ho1v0zjO9VM

3. Typical gestures

I distribute handouts including typical gestures in Japan. First, I ask students if they know them, then I explain. After that, they gesture, as I say.

4. Role-play

The students do the role play including several gestures with their partner.

5. Taboo

I talk about the taboo behavior in Japan, for example crossing legs in front of a boss.

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

Youtube, Handouts

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

 It worked very well. The students were enthusiastic especially when I was explaining the gesture to express “boy” /“girlfriend.”

How could this class be improved/ modified?

F14 JPN Japanese Gesture

FR S11 INT/ADV – French gestures

French gestures

How did you pick this theme or topic?

It’s important to learn all parts of French culture and French people often express themselves with gestures

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

General discussion
game

How did students react?

They reacted very well.

Did they engage with each other and you?

Yes

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

Youtube videos
Slips of paper

Please attach a copy.
Lesson plan: gestures

Would you recommend this activity for a future class?
Yes, it was very productive!

RU S11 INT/ADV Russian Gestures – cont’d

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

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

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

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

Lesson 10_February 17_Russian Gestures

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

Intermediate Russian
Lesson 10
February 17, 2011

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

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

RU S11 INT/ADV Russian Gestures

Class theme/topics discussed:
Russian gestures

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.)
Please attach a copy.
Lesson 9_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 9
February 15, 2011

1. News of the day (как прошел День Св. Валентина?) – рассказать о том, как он проходит в России. + новости о том, что в одном из городов России школам запретили отмечать этот праздник:

2. Intro to the topic: handout, exercise #1.

3. True/ False: discussion (handout, ex. #2)

4. Show them the “throat-cutting” gesture («я сыт по горло») and ask them what they think it means.

When everyone suggests sth, turn to ex. #3 in the handout – ask them to choose possible meanings. (All of them are correct.)
Demonstrate the four uses of the gesture.

Ask the students to act out a short dialogue where one or more interlocutors would use this gesture + any other gestures covered in class.

ES F09 INT/ADV Gestures

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 11/26/2009

Class theme/topics discussed:
Spanish gestures

How did you pick this theme or topic?
We talked with gestures. A lot. And it’s very useful for them to know these.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started talking about different gestures in the world to move on to gestures used in Spanish speaking countries.
I recorded professors and students doing these gestures and showed it to my students.

How did students react?
They really enjoyed learning about all thee different gestures and seeing professors doing them

Did they engage with each other and you?
They engaged perfectly with each other and in the end, they learned all the gestures.

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

Please attach a copy.
See next page.

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

Why or why not?
They liked it a lot and gave them the opportunity to learn all these cultural gestures.

25th Class INT
Gestos
Gestos2

JP F09 ADV Gesture

Class theme/topics discussed:
Guesture

How did you pick this theme or topic?
Language is important tool to communicate with people, but Gesture and Facial Expression is also one of tool. I think Showing gesture at Japanese Special dinner might be good idea. So, I picked up this topic.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I didn’t tell them that I would like to have Gesture Game at Japanese Special Dinner.

How did students react?
They reacted very well! They had no ideas what Japanese gesture stands for.

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

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

70 Japanese Gestures: No Language Communication) from Miyake-sensei
日本語おしゃべりのたね Unit4(ジェスチャーで伝えよう)p.p.28-29

Would you recommend this activity for a future class?

Why or why not?

FR S08 ADV – game and friendship

Game “salade de fruits”
I had planned to talk about “friendship” but before hand to introduce a few French cultural things like talking with gestures…

How did you pick this theme or topic?
I wanted to do something “cultural”, and friendship is an interesting topic.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Game: I asked them for names of fruits. ( occasion to refresh it) then I chose 3 and assigned them to the students going around the room. (e.g: apple, pear, banana, apple, pear, banana…) Then one person was in the middle of the circle of students without the name of a fruit. That person calls the name of a fruit, or several names, and all the people in the circle who have that name have to move around and find another spot. The purpose is to get a spot. There is always someone in the middle.
I did not get to do what I had planned because they asked me a lot of questions about cultural differences. The whole class was a big discussion.

How did students react?
They initiated it

Did they engage with each other and you?
YES

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

Please attach a copy.

Would you recommend this activity for a future class?
yes

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