Language Residents

an archive of lesson plans

Tag: Grammar (page 1 of 3)

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.

ES S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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 activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

FR S18 INT Slangs (verlan) & Idioms

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 19 

Language and Level (intermediate or advanced class): Intermediate 

Class theme/topics discussed: French Slangs

Goal of the class: Discover about French slangs and idiomatic expressions. This is supposed to be a light class about how to sound more French with vocabulary they can only use in an informal context.

How did you structure the class?

  1. Warm-up: we watch a video about the “verlan” in French
  2. Slangs, and more specifically “verlan”: by pair, students have to match the slang with their definition (see below).
  3. French idiomatic expressions: We watch a video: students have to catch up the idiomatic expressions. I give a handout as a summary of a video: students have to match the idiomatic expression with the meaning (see below)
  4. Students by pair have to improvise dialogues using slangs and idiomatic expressions.

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

https://www.youtube.com/watch?v=VVXbYFoIg5E

https://www.youtube.com/watch?v=TjsG8sH_9Xs 

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

This is an advanced class I decided to try with my Intermediate class. Actually, it works great and it only needs more time with the third activity.

How could this class be improved/ modified?

For the fourth activity, I asked every student to write on pieces of paper one character or celebrity, one place and one action. Then by pairs, students draw two characters, one action and one place. They had to improvise a dialogue and each of them had use at least two “verlan” and two idiomatic expressions. The students who were listening needed to count them (so they would be involved in the exercise as well).

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

2018-04-19 INT Slangs & Idioms

FR S18 INT Body parts & Expressions

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, March 29

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

Class theme/topics discussed: Human body

Goal of the class: Learn/review the vocabulary and expressions of human body.

How did you structure the class?

  1. We watch a video about expressions used with testicles and the students have to find them in the right order and match their definition (see handout).
  2. Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
  3. Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
  4. Role-play (pairwork) with doctor and patient.

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

https://www.youtube.com/watch?v=yJbd0GbLiKE

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

Everything worked fine: idiomatic expressions were a little bit difficult but it enhances the group work and the discussion between people so I wouldn’t change anything. It was good to give the students some autonomy and see how they solve the exercise.

How could this class be improved/ modified?

For the role-play, ask the students to add some idiomatic expressions they learnt too so the activity becomes even more efficient and coherent within the class.

 

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

2018-03-29 INT Corps humain (dominos)

2018-03-29 INT Expressions sur le corps

 

CN S18 INT/ADV Telephone

Conversation Class Lesson Summary

 

Language Resident Name:

JING XU

 

Day and Date:

03/21/2018

 

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

 

Class theme/topics discussed:

Telephone

 

Goal of the class:

Improve student’s spoken Chinese ability

 

 

How did you structure the class?

  1. Prepare some interesting English blogs, connect with “weirdest roommates that are impossible not to laugh at…or live with”. Because living with roommates has become the norm for many people, as house prices rise and living alone just doesn’t make financial sense anymore. Depending on your personality it can either be a joy of shared fun, food and life experiences; or a nightmare of unwashed dishes, bad smells and empty toilet paper rolls. 
  2. Give some student several fun printed blogs. Ask them work in pairs, let the student who got the printed blog tell their partner the stories they saw. This partner tells the same story to the third person and the third tells the fourth person. The fourth student tell the story to the class and then the first student tell everyone the story he/she told is changed or not.

 

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

 

PowerPoint, useful Chinese website:

 PowerPoint, background music.

 

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

      Students really enjoyed this class, improved their spoken Chinese ability and everyone was involved and had fun.

 

How could this class be improved/ modified?

No

 

 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.

 

RU S18 ADV Directions and Verbs of Movement

 Language Resident Name: Mykyta Tyshchenko

 Day and Date: Thursday, 03.22.2018

 Language and Level: Russian, Advanced

 Class theme/topics discussed: Verbs of movement, directions

 Goal of the class: revise the usage of the verbs of movement (ходить и идти) and directions

 How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Short revision of verbs of movement: LR gives a short revision on the usage of ходить and идти. – 5 min
  3. Grammar practice: the students work on exercises, then shortly discuss the answers. (handout 1) – 15 min
  4. Surveys: students ask each other the questions from the survey. (handout 2) – 10 min
  5. Making the map: Working in groups of two, students create a map of a walk a person took. One student reads the diary entry (handout 3), the other person has to draw the map. – 10 min
  6. Directions: after a short presentation of the adverbs of directions (вперед, назад, налево, направо + чуть-чуть, немного, меньше, аккуратно!) students help each other and the LR (all blindfolded) to orient on the lounge and get to a specific object. For every person there is a specific object. – 15 min

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

Handouts, a scarf, random objects in the lounge (it’s a good way to revise the vocab)

Handout 1.

Write the present tense of ходить or идти to complete each sentence properly.

  1. В нашем городе автобусы _________по расписанию.
  2. Почему ты всегда __________ без шапки?
  3. Через полчаса мой друг _________ на почту отправлять посылку.
  4. Этот поезд _________ во Владивосток.
  5. Мы часто ________ со студентами в театр.
  6. Я _________ в столовую три раза в день.
  7. Раннее утро, птички поют, Иван Петрович __________ во двор делать гимнастику.
  8. Автобусы и троллейбусы утром и вечером _________ реже, чем нужно.
  9. К какому художнику вы __________ на занятия?
  10. Сегодня ты ___________ на работу пешком?
  11. Когда отец обдумывает какой-нибудь вопрос, он всегда __________ по комнате взад и вперёд.
  12. Как часто ты ___________ на такие занятия?

Handout 2.

 

  1. Куда ты идешь после урока?
  2. Как часто ты ходишь в парикмахерскую?
  3. Откуда ты пришел/пришла на этот урок?
  4. В детстве ты ходил/ходила в музыкальную школу?
  5. Ты любишь ходить в кино? А в театр? А в оперу?
  6. Куда ты обычно ходишь со своими друзьями на ужин?
  7. В твоем родном городе часто идет снег?
  8. Как часто в Калифорнии идёт дождь?

 

Handout 3.

FR F17 ADV Subjunctive

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 21

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Conjugation

Goal of the class: Review of the subjunctive,  argumentation on different topics

How did you structure the class?

  1. Warm-up: We watch a video and we stop it at 4’55’’ and work on the subjunctive. Students have the beginning of some sentences and have to imagine what the father says to his son and what the son says to his father. We will also review the video and imagine what could be the end.
  2. How do you use the subjunctive (review of the conjugation): l’envie, le souhait, le désir, l’émotion, l’obligation, le doute ou l’incertitude.
  3. Board game with the subjunctive and debate cards (see below)
  4. Subjunctive game: The students worked in the administration council of a company and they need to review every employee to improve their efficiency or fire them. They will have to give opinion using the subjunctive (they’ll have a handout with beginning of sentences that require the use of it).

 

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

Alike (video) : https://www.youtube.com/watch?v=kQjtK32mGJQ  with a handout (see pdf)

A board game for the subjunctive and debate cards.

A list of topics to draw for the role-play game.

(see .pdf  and .docx attached !)

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

We didn’t have to go through the conjugation because the students were already familiar enough with it. We were able to focus more on argumentation and there’s a good dynamic in this group because they can talk for a long time with common topic such as “pizza or hamburger”.

How could this class be improved/ modified?

I stopped the board game before the end so the students could do the last activity. Even if it can be frustrating to stop in the middle, I think it made the class more dynamic and diverse.

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

2017-09-21 ADV Subjunctive

2017-09-21 ADV Subjunctive 1

2017-09-21 ADV Subjunctive 2

ES S17 INT/ADV Conditional Sentences and Video Description

Language Resident Name: Joaquin Garcia 

Day and Date: 02/06/2017

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

Class theme/topics discussed: Conditional sentences, description.

Goal of the class: Students overview conditional sentences and practice them.

How did you structure the class?  

Heads-up: upcoming cultural activities

Warm-up: I quickly remind students how to conjugate conditional verbs and I write a couple of sentences as example.

Activity 1: After a couple of comments about what they are about to see, I play a clip muted on youtube of a famous songwriter from Spain. Students are in pairs, one facing the screen, the other one facing backwards. The student who can see the screen must describe what is happening while the video is playing. Then everyone watches the clip with music and test how much they were able to describe/understand. After, pairs switch places and I play a second clip.

  1. https://www.youtube.com/watch?v=9HpIgZUqfn8
  2. https://www.youtube.com/watch?v=u-u-xjSREkM

 

Activity 2: I play again the last song. I handle out the lyrics with blanks on it, students must listen and fill the blanks. After, we discuss the lyrics and I make them realize that most of the sentences are written using a conditional structure.

Activity 3: In groups of 3, students must answer to some questions I write on the board that start by “What would you do if…?”

-You won the lottery

-You had a time-travel machine

-There was an earthquake

-You could have the job of your dreams

 

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

Youtube

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

It was a bit challenging for some of the students but very fruitful for others, hopefully all your students will have gone through conditional sentences at least once. The description activity is also intense, but despite the difficulty, you definitely can tell that they had a lot of fun.

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.

 

 

ES F16 INT Storytelling and Past Sentences

Language Resident Name:

Joaquin Garcia 

Day and Date:

10/05/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advanced Class

Class theme/topics discussed:

Past Sentences

Goal of the class:

 Students practice how to use the different past conjugations times

How did you structure the class?

Heads-out: Upcoming Cultural Activities. I explain feedback sessions.

Activity 1: I divide the class into four groups. Each of them has to write in a piece of paper the beginning of a story (terror, fantasy, drama, love and so on respectively). After a while, they switch papers and write the body of the story. Then, they switch again and write the end of the story. Finally, the switch papers for the last time and they read them in front of the class.

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?

Students really liked this class and it very simple!

 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 F16 INT Imperatives

Language Resident Name: Tamara Olivos

Day and Date: September 12, 2016

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

Class theme/topics discussed:

Goal of the class: To practice the different uses of the imperative form

How did you structure the class?

Brief introduction on the three uses of the imperative: to give orders, to give instructions and to persuade. Maybe brainstorm different scenarios where you would use each.

Each of the following activities will practice one type of imperative.

Activity 1: I give the students a dialog between a mom and a son. It’s written with suggestions and the students must rewrite it using the imperative.

Activity 2: Giving instructions. In pairs they will get a map. They must give directions on how to get to a specific location.

Further practice: ask the students to give the instructions on how to cook their favorite food.

Activity 3: “Street vendor”. In groups of 2-3 one student must convince the others to buy his products. They must be able to describe the specific product and give reasons why the others should buy it. If there is enough time this activity can be repeated so everyone can change roles.

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.

imperative

ES F16 ADV Relative Pronouns Race

Language Resident Name:

Joaquin Garcia 

Language and Level (intermediate or advanced class):

 Advanced/Intermediate

Class theme/topics discussed: Relative pronouns

Goal of the class: to be more familiar with the relative pronoun in Spanish and their use

How did you structure the class?

Heads-up: upcoming cultural events 

Activity 1: I display in the screen the list with all the relative pronoun in Spanish. One by one, students have to create a sentence with that preposition in less that 10 seconds.

Activity 2: Definition race: I divide the class into two groups and give them a flash-card with a word. Students must invent a definition for the word using a relative pronoun and write it down on the whiteboard. The first one who finishes is the one I correct, if it’s good their team gets one point and I don’t correct the sentence of the second team. At the end of the game we count and decide who is the winner.

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

Hands-out, TV

What worked well in this class? What did not work? How could this class be improved/ modified?

They loved the race! For the intermediate class, it was a little bit challenging but they still loved it. It depends of your students’ level.

 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.

http://www.rutaele.es/wp-content/uploads/2013/09/R6_COMECOCOS_O.-Relativas_Carrera-de-definiciones_ARR_B1.pdf

 

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.

 

DE SP16 INT Furniture

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Monday, 25 January ‘16

  

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

  

Class theme/topics discussed: Furniture and prepositions

 

Goal of the class: To use prepositions and their correct case and build sentences with words of furniture.

 

How did you structure the class?

 

  • Students had to match vocabulary to pictures of different pieces of furniture, say the right article for each word. (10 min)
  • We repeated the particular verbs that are used for speaking about putting things up, down, carrying stuff, picking things up and the particular cases that the verbs require. (10 min)
  • Students took turns rolling a dice with prepositions written on each side. Then they formed sentences, for example, “I put the book on the table”, or “I hang up the curtains at the ceiling”. (30 min)
  • At the end, I gave two of the students a picture of an apartment with furniture in it. They described the picture to the third student, who drew a picture following the description. (10 min)

 

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

 

A dice with prepositions on it (can be printed out from the Hueber Verlag online). They are also in the German lounge.

 

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

 

The activity worked really well, and it was very important to revise the specific verbs first. It lasted for half an hour, and students started to make up pretty funny sentences.

 

How could this class be improved/ modified?

 Lesson Plan: Lesson Plan Intermediate 25 january

 

RU F14 INT/ADV Russian habits and Intsrumental case

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

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

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band https://www.youtube.com/watch?v=r9dhtXsEalg

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”. http://www.buzzfeed.com/azazello/16-things-russians-do-that-americans-would-find-we-cqjf?fb_ref=Default&fb_source=message

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications. http://www.adme.ru/zhizn-semya/13-privychek-kotorye-est-tolko-u-russkogo-cheloveka-802560/

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution. https://www.youtube.com/watch?v=Qc5hySGdBXg

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 exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

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

PDF ALL CASES REVIEW SHEET Cases Review Sheet

PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises

LESSON PLAN WITH HANDOUTS CC_RUSS11_Russian_habits_Nov17

HANDOUT 1   РУССКИЕ ПРИВЫЧКИ – RUSSIAN HABITS RUSS11 November 17

 

  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.

 

  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

присядем на дорожку”.

 

  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.

 

  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).

 

  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.

 

  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).

 

  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!

 

  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).

 

  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.

 

  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!

 

  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.

 

  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!

 

  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).

 

 

HANDOUT 2

 

(1)

Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?

 

C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?

 

За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)

 

(2)

Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?

 

Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?

 

С чем ты любишь пить чай/кофе? С молоком?

 

RU F14 INT Russian cities

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11 

Date: November 24, 2014

Class theme/topics discussed:

Big cities and famous places in Russia, traveling

Goal of the class:

Talk about plans for Thanksgiving, revise verbs of motion, learn about four interesting cities in Russia and other famous places (ходить/идти/ехать/ездить/лететь/летать, доехать/прилететь) 

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

Activity 1 Warm-up – Thanksgiving plans – 15 minutes

General discussion – who is going where for Thanksgiving? We revise verbs of motion quickly.

Activity 2 Video “Iz okna” – 10 minutes – HANDOUT 1

https://www.youtube.com/watch?v=uW4UqmQQbRQ

NB! A funny video about a band touring Russian cities. First, we revise slang/curse words without looking at the lyrics, then listen to the song and try to pick out 8 names of Russian citite – do you know which part of Russia they’re in? We then we look at the lyrics and I explain a few constructions.

Activity 3 10 miracles of Russia – 10 minutes

http://10russia.ru

We look at the website of the national contest/project “10 miracles of Russia” and talk about where these places are, has anyone been? Does it sound interesting etc. 

Activity 4 Four cities – 25 minutes

Using Handout 2, students research one of the four cities in pairs – Ekaterinburg, Vladivostok, Kazan, and Kostroma (geographically very wide in scope). They spent about 15 minutes doing research (location, population, sightseeing, claim to fame, how to get there) and discussing their destinations, then each group gets 2 minutes to “advertise” their city and we all decide whether we want to go.

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 the students definitely enjoyed working together and learning about new cities in Russia. I think it would be a good idea to develop on this topic – Russia is so huge but even major cities are not really well-known to Americans. I am also really pleased with how they use verbs of motion – they all seem to be getting really comfortable!

How could this class be improved/ modified? 

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

CC_RUSS11_Russian_Cities_Nov24

HANDOUT 1

NOIZE MC – ИЗ ОКНА

В рот я ебал ваш первый канал

И второй канал тоже в рот ебал,

Третий канал тоже тот ешё кал

Да и четвёртый если честно

Смотреть бы не стал.

По мне так что пятый канал

что шестой, такой же отстой,

Как седьмой и восьмой,

Девятый десятый бля пятидесятый.

Куда не включи кругом одни дегенираты.

Сколько кнопками не щёлкой на пульте

Нормально не чего не показывают ни где

Я так устал от всего это говна

И вот именно поэтому

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

Привет Самара! Ой, то есть Саратов! То есть Волгоград!

Я крайне рад сегодня в вашем классном городе играть

Я где только не был, но самые красивые девушки в мире,

Честное слово, зуб даю, у вас в Сибири!

 

У вас тут так красиво – море, мосты разводные

В общем, Тверь теперь мой самый любимый город России!

То есть Казань! То есть, конечно, Пенза, я хотел сказать!

Калуга! Где ваши руки? Не слышу ваши голоса!

 

Вы бы знали, что сейчас творится за кулисами –

Там к нам приехали дяди какие-то лысые

Говорят – не по понятиям вниз кидать телевизоры

Если правильный пацан тачку припарковал поблизости.

 

Как широка и необъятна наша страна,

До чего плотно и густо населена она

Занудами типа братвы этого быдло на

Нет, ну, подумаешь… Да, ну и что, что…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

 

А завтра снова в новый город нас поезд утащит

Продюсер нам сказал, что скоро отпуск, но он обманщик

Так что DJ, басист, клавишник и барабанщик

Ещё не раз посмотрят вниз на летящий ящик

 

Опа! На асфальте мелкие осколки кинескопа

Хозяин тачки смотрит наверх со злобой

Смотрите, вот он – уже на ресепшен потопал

Давайте выпьем за меткость, куда же делся штопор?

 

Как широка и необъятна наша страна

Каждый день – новые лица, новые имена

Безумный гастрольный график сводит меня с ума

И вот именно поэтому…

 

Из окна гостиничного номера своего

Я телевизор выкинул на авто

Авторитета местного, ну и что?

Я рок-звезда, идите на! (2 раза)

 

Бум! Прогнулась крыша «геленвагена»

Ха-ха-ха! Смотрите все, какая вмятина! (2 раза)

HANDOUT 2 

ИНТЕРЕСНЫЕ МЕСТА РОССИИ

  1. ______________________ находится на юге/ юго-западе/ западе/ северо-западе/ севере/северо-востоке/востоке/юго-востоке России.
  1. Это большой/небольшой/маленький город. Численность населения – __________­­­­­_________________________________________­­­­­__ тысяч/миллионов человек.
  2. Город был основан в ________________________________________________ году.
  1. _______________________ знаменит(а) своим/своей/своими

(+Instr. e.g. музеями/парками/природой/музыкальной традицией/красивыми девушками/атмосферой/вкусной едой/ промышленностью – industry) ______________________________________________________________

______________________________________________________________

  1. Три самых интересных места в (+Prep) _______________________ – это __________________________________________________________________________________________________________________________________________________
  1. Город красивый/интересный/необычный/ со своей атмосферой______________________________________________________________.

 

  1. Нужно обязательно съездить в (+Acc.)___________________, потому что там можно___________________________________________________________________

 

  1. Из Москвы в ________________________ можно долететь на самолете/доехать на машине/автобусе/поезде/собаках…..

Билет стоит около _____________________ рублей.

 

КАК ВЫ СЪЕЗДИЛИ?

Летом мы с друзьями ездили в __________________________________.

Мы прилетели на самолете/приехали на ___________________________________. Мы ходили в _________________________________________________________________________

 

Больше всего нам понравилось/ не понравилось

________________________________________________________________________

 

 

RU F14 INT Need, necessity, obligation

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11 

Date: September 15, 2014

Class theme/topics discussed:

Need/necessity

Goal of the class:

Revise vocabulary from previous classes and expression of need/necessity/obligation

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

Activity 1 – General discussion + Warm-up – 15 minutes

How are you faring in this heat?

Correct mistakes (there are a few!) in this crash course on the Russian alphabet

http://ryanestradadotcom.tumblr.com

Revise transliteration/transcription of English words in Russian

Activity 2 – Vocabulary revision – HANDOUT 1 – 15 minutes

The group is split into two groups, each gets a list of Russian words. They have to come up with a sentence in English using all of the words plus two need/necessity/obligation structures and the other group has to translate them into Russian. They first read out the whole sentence, then in parts and the others translate, then we recap.

Activity 3 – “I NEED…” – REVISION – HANDOUT 2 – 30 minutes

“A first-year student at Pomona needs….” (Мне нужен/нужна/нужно/нужны + Noun )

“I pack…”-type of exercise, where a students picks a word from the pile, says the “A first-year student at Pomona needs….” Phrase, then the next students repeats it and says another phrase with their words.

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

 Video, Internet

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

I do not plan on using translation too often as an exercise, but for this group and their level (intermediate) it has proved to be very effective, so I might incorporate it here and there. They had a lot of fun composing completely crazy sentences and translating them into Russian. The fact that they had to translate something that wasn’t written was also very good.

The last activity (“A first-year student at Pomona needs….”) is a very useful drill because of the grammatical agreement (gender and singular/plural form).

How could this class be improved/ modified?

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

HANDOUT 1

(1) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

целоваться

перефразировать

кошмар

у него займет часа три

невоспитанный

ездить верхом

рифма

В чём смысл?

(2) Придумайте два предложение по-английски для перевода на русский язык, использую ВСЕ слова внизу. Обязательно используйте конструкции:

  • NOUN Dat. + нужен/нужна/нужно/нужны + NOUN
  • Должен/должна/должно/должны + VERB

парикмахерская

служба безопасности

видеоклип

медведь

диван

к + Dat (к Нине, к Пете) в гости

кондиционер

свистеть

HANDOUT 1 

Кондиционер

 

Собака

 

Тетрадь

 

Роман «Улисс»

 

Велосипед

 

Лимузин

 

Апельсины

 

Бутылка воды

 

Айфон

 

Ноутбук

 

Кофе

 

Шуба (fur coat)

 

Очки

 

Линзы

 

Маркер

 

Сумка

 

Радио

 

Меню

 

Медицинская страховка (medical insurance)

 

Парикмахер

 

Скейтборд

 

Молоко

 

Свидание

 

Молодой человек (бойфренд)

 

Центральное отопление (central heating)

 

Своя кухня

 

Туфли от Кристиана Лубутена

 

Паспорт

 

Банковская карточка

 

RU F14 INT Going crazy + Expressions of necessity/need

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: September 17, 2014

Class theme/topics discussed:

Going crazy and expressing the need (in that order)

Goal of the class:

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

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

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

More vocabulary in HANDOUT 3

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

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

Lyrics in HANDOUT 1

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

Lyrics in HANDOUT 2

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

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

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

Short adjectives revision (structure)

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

Examples, vocabulary work

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

Two types of pair work:

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

LESSON PLAN WITH HANDOUTS

CC_RUSS11_Going_crazy_9172014

RU S15 INT February Food Cognates

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11

Date: February 2, 2014 

Class theme/topics discussed:

February, food, days of the week, cognates

Goal of the class:

We talk about February, revise vocab from previous classes, revise food and days of the week and revise cognates 

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

Activity 1 Warm-up – “February” song – HANDOUT 1 – 15 minutes

https://www.youtube.com/watch?v=SDsxUk5wdkE

Fill in the gaps, discuss

Activity 2 – Vocab and grammar revision – HANDOUT 2 – 20 minutes

Translate and complete the sentences using “and”, “but”,
“so”, “because”…

Activity 3 – Katy Perry’s diet – FOOD – HANDOUT 3 – 15 minutes

What did Katy eat? Find out from your partner

Activity 4 – Cognates game – HANDOUT 4 – 10 minutes

Say as many nouns for these adjectives (all cognates) as you can in every gender, take turns.

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

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

Maybe a little too much time on the song, so I’ll skip that part next time. Repeating things in Activity 3 in very, very good for these two students, same with pronouncing long adjectives in Activity 4 – even though they’re cognates, they’re sometimes hard to pronounce for the first time. VERY good to practice conjunctions in Activity 2, because American students often tend to translate “and so” as “и так” (literal translation instead of “поэтому”).

How could this class be improved/ modified?

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

CC_RUSS11_February Food Cognates_Feb2

DE S15 INT Sentence Structure

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Wednesday , 4/15/15

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

Class theme/topics discussed: Sentence structure

Goal of the class: repeat sentence structure

How did you structure the class?

Ice Breaker: talk about the rest of the week and their plans for the weekend

Activity One: review sentence structure with an example sentence 

Activity Two: I had prepared cards with different words and sentence parts on them and they had put them in as many different combinations as possible

Activity Three: I gave them postcards, some of them my own from around the US, some of them leftover from the Open House with German cities and asked them to write a fake postcard, starting every sentence with a different part of a sentence

 

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

Printed cards, postcards, whiteboard 

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

It was a great class! They really enjoyed the game and the postcards and I feel that after the rather dry grammar part of our last class, this was the perfect end to this grammar unit

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.

Wort-Puzzle

ES S15 INT ADV Backpacking Trip

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 2nd // Monday, April 6th

 

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

 

Class theme/topics discussed: Viaje Mochilero

 

Goal of the class: To formulate hypothesis and act out real life situations (negotiation with your parents)

 

How did you structure the class?

 

  • Reminding students of the next cultural activities.

 

  • Warm-up: Hypothetic situations and reactions. Each student thinks of a hypothetic situation and writes it down in a piece of paper using the appropriate grammatical structures. I collect all the sentences and hand them out again. Each student needs to act out the reaction and the other students (split in 2 groups) guess the situation.

 

  • Show students a picture and discuss over its topic: would you take a gap year and go backpacking around the globe? Why/why not? Where and when would you go? Do you think it is a necessary “life” experience? Why/why not?

 

  • I divide the students into different groups of 3 and assign different roles (parents and son/daughter). They have to come up with reasons for parents not to allow their children to go to a backpacking trip in Asia/Africa. The “children” have to come up with reasons to do the trip and convince their parents.

 

  • After all groups came up with a list of 5 justifications, they have to give the lists to the group to their left, which has to do a role play based on the lists handed in by their fellow classmates.

 

 

 

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

 

My laptop, TV Set, pieces of paper, markers.

 

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

The students loved this class! The warm up worked well and helped them review grammatical structures. The “backpacking” activity led to great discussion and the learners had great fun during the role play activity.

 

How could this class be improved/ modified?

 

I am going to modify this lesson for my Intermediate class, with a review of grammatical structures of “possibility”.

 

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.

 Screen Shot 2015-05-08 at 10.33.42 AM

 

ES S15 ADV Extreme Adventures

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 02/03/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: Planning Extreme vacations- Kill your boss

 Goal of the class: To correctly use constructions Tener que/Haber que/Deber/Necesitar

 How did you structure the class?

Head-ups: Upcoming cultural activities.

1st Activity: Extreme vacations.

I first introduce Jesus Calleja, a well-known adventurer who has a TV show in the Spanish TV. We checked his blog and I briefly describe him. He goes on extreme adventurers all over the world and sometimes he has celebrity guests and likes to challenge them.

BLOG: http://www.jesuscalleja.es/jesus-calleja.html

One of his adventures was “Swimming with sharks in the Bahamas.” We brainstorm and try to plan the adventure and suggest Safety Instructions for the crew. We come up with ideas following certain grammatical structures as:

Nadando con tiburones en las Bahamas

Plan:

  • Vamos a alquilar un barco.
  • Vamos a estar unos 10 días en el mar buscando a los tiburones.
  • Vamos a intentar encontrar al tiburón tigre, el más peligroso que existe.
  • Vamos a nadir a 30 metros de profundidad.
  • Vamos a entrar en el mar por el día y también por la noche.

Instrucciones de seguridad:

  • Tenemos que estar relajados.
  • El equipo tiene que estar siempre unido.
  • No hay que iluminar directamente al tiburón con la cámara.
  • No hay que moverse muy rápido porque el tiburón nos puede morder

Then I play the clip and checked how it was:

http://www.cuatro.com/desafio-extremo/Jesus_Calleja-Desafio_Extremo-tiburones-tiburon_tigre-Jesus_Calleja_con_tiburones-nada_con_tiburones-aliementar_tiburones_2_1314630046.html

We check another clip that introduces Calleja’s adventure in the Artic Pole.

http://www.cuatro.com/desafio-extremo/desafios-en-hielo/nuevos-desafios-Jesus-Calleja_2_1369230095.html

In groups, students need to come up with ideas for extreme adventures in future shows, following the same structure.

2nd Activity: KILL YOUR BOSS.

First we brainstorm about the qualities that a good boss should have. We write many words on the board. Then we watch the trailer of the film Horrible Boss:

https://www.youtube.com/watch?v=YnzIA-yu268

Then in groups, students need to come up with a plan to kill their boss, step by step, what they would need and how they would do it.

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

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

The build up was good, students liked the cultural component of the first activity and planned really cool adventures.

 How could this class be improved/ modified?

Even though we finished the second activity, I would have liked to have more time to fully develop it. Students were very engaged and enjoyed the fictional setting.This class can be adadpted for an intermediate level.

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.

RU F14 INT Verbs of motion

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: November 19, 2014

Class theme/topics discussed:

Verbs of motion (ходить-идти)

Goal of the class:

Revise verbs of motion (ходить-идти), talk about public transportation

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

Activity 1 Warm-up – Funny video Cheburashka & Crocodile Gena – https://www.youtube.com/watch?v=wEjByRLInMo parody – 3 minutes

Activity 2 – Russian anecdotes i.e. jokes – 2 minutes

I read a few jokes with verbs of motion from “Russian grammar in anecdotes”, making sure they understand what the jokes mean.

Activity 3 Verbs of motion (ходить-идти) Revision – 5 minutes

I explain the difference between the unidirectional “идти” – “be going somewhere” and the multidirectional “ходить” – “go somewhere regularly and come back”. The main difference is process “идти” / result “ходить”.

Activity 4 – Where are they going? (идти) 5 minutes

First, we write down places people can be going to on the white board. Then, I show them street style/paparazzi pictures of Hollywood celebrities on the screen and they work in pairs asking each other “Where are you going? Where are they going” and answering.

Activity 5 – Where do you go? (ходить) 5 minutes

Again, we start with writing down ideas on the white board – what can you ask your partner using the verb “ходить”: Do you go to the movies often? Where do you and your friend usually go on Saturday? Where did you go last Friday? They then discuss in pairs.

Activity 6 – Revision exercise (ходить-идти) – HANDOUT 1 – 10 minutes

They do the exercise in pairs, then we revise together. 

Activity 7 – Draw the map – HANDOUT 2 – 10 minutes

I read a story with a lot of verbs of motion with prepositions, one student draws the map on the white board, the rest on their handouts, then we revise.

Activity 8 – How to get there? – HANDOUT 3 – 15 minutes

Working on passive understanding of a variety of motion verbs. I give them a handout with directions on how to get from LAX to Claremont using public transportation. The email is broken into 9 parts and rescrambled, and their job is to restore the original order in pairs. Then put in together and then we read it aloud together

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, now they seem very comfortable using verbs of motion we practiced. They also loved the funny video and the jokes, it always sets a good mood. I decided against using handouts in Activities 4 and 5, but I think in the end they would have benefited from a traditional conversation ideas handout I always give (with questions, ideas). Intermediate is tricky in that they know things passively, but cannot always recall structures and vocabulary in a “stressful” situation of real-time oral communication (as opposed to writing). To really be talking and using the language, they still need to rely on something solid (e.g., a written handout), so I’ll keep that in mind in the future. Activity 7 went very well – great occasion to remind them how fabulous it is that after 2,5 semesters of Russian they are able to make perfect sense of a totally real, 100% authentic Russian email!

How could this class be improved/ modified? 

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

FA2014 RUSS 11 HANDOUT VERBS OF MOTION

ES F14 INT In Grammar Subjuntive Mood 2

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/19/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood 2

Goal of the class: To integrate the use of subjunctive when talking about desires, advices and indirect speech.

How did you structure the class?

  1. Heads-up: Upcoming study break.
  2. Warm-up: The Chairs Game using the Subjuntive. One student say a sentence like “the students who have gone to Paris stand up and switch seats.” Then the next one in the middle make up another sentence and the rest obey, so different students stand up in the middle. E.i: Los estudiantes que hayan ido a París, que se levanten y se cambien de sitio.
  1. The milkmaid and her pail. Introducing the classic tale, I start the round by saying something like “when I’d have money, I will travel to Brazil.” The next one will continue the story saying something like “when I’d be in Brazil I will eat tapiocas” and so on. We do several rounds. We practice the subjunctive form and the simple future. E.i: Cuando tenga dinero, viajaré a Brasil.
  1. A bad day for the fortuneteller. Students work in pairs. One of them is the fortuneteller and the other one is the skeptical client. The fortuneteller will tell predictions using the future and the client will contradict them using the subjunctive form. E.i: Tendrás muchos hijos. (Future tense) – No creo que tenga muchos hijos porque no me gustan los niños. (Subjunctive form)
  1. Men vs. Women. I Split the class in men are women. They discuss about things they find annoying, irritating of the opposite sex using the subjunctive form. E.i: Me molesta que los chicos no usen desodorante. Me irrita que las chicas se echen demasiado perfume.

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

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

It was maybe quite repetitive but students revised the conjugation of verbs in the subjunctive form and fixed some structures. I had to participate in a couple of activities to lead the story/discussion and make it more dynamic.

How could this class be improved/ modified?

I had to work with half of the students. I guess the activities could have been more dynamic and engaging if all the students would have attended.

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 F14 INT/ADV Grammar Subjuntive Mood 1

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/17/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood

Goal of the class: To integrate the use of subjunctive when talking about desires, advices, and indirect speech.

How did you structure the class?

  • True detectives: I read a story and students need to make hypotheses on what it might have happened.
  • Advices: I place a post-it in the back of each student. There are written situations like I crushed my father’s car, I failed a mid-term exam. Students walk around the class and give one advice to each person using the subjective form: Te recomiendo que hables con tu padre. Taking into account the advices, students need to guess their issue.
  • Heads-up: Upcoming cultural events
  • Warm-up: I split the class in 2 groups. Half of the class brainstorm on their ideal house and the other half on their dream-job. They write down key words on the board. Then, in turns, they express how they would like their dream-house to be using the subjunctive form. E.i. Quiero que mi casa sea
  • The wedding: Two of the students are getting married. Each student in the class has a rol: the godmother, the ex-boyfriend, the best friend, the priest, and so on. Each student need to congratulate the couple and wish them luck (or bad luck) using the subjunctive form: Te deseo que seas Espero que ciudes de mi hija.
  • Orders: The deaf professor (indirect speech) Students need to give me orders but as I am deaf, other students need to report what they have just said. For instance, Ella quiere que saltes a la pata coja.

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

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

They liked the activities where they had to give advices and the wedding. It was also a very interactive and dynamic class.

How could this class be improved/ modified?

These activities where very directed and the next class I want to continue working with the subjunctive with more open/independent activities.

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.

True detectives.

Procedimientos:

El profesor explica que los estudiantes tienen que resolver un enigma que le ha hecho llegar la policía para reclutar buenos detectives. Los estudiantes tienen que hacerle preguntas al profesor para conseguir información y descubrir el enigma. Un ejemplo de enigma puede ser: “Esta mañana la policía ha encontrado dos cadáveres en una habitación de un piso: Romeo y Julieta. Los dos han aparecido muertos en el suelo, rodeados de agua y de trozos de cristal, y una de las ventanas de la habitación estaba abierta de par en par. ¿Qué ha pasado?”

Solución:

Romeo y Julieta sólo son dos pobres peces que han muerto por una ráfaga de viento que ha tirado al suelo su pecera y se ha hecho trizas. Los estudiantes, durante laactividad, deberán utilizar expresiones de duda, con Indicativo o Subjuntivo según corresponda.Así saldrán frases como: “Es probable que alguien los haya matado con una botella de cristal llena de agua” o “Puede que los asesinos hayan escapado por la ventana”, etc. Dependiendo del tiempo en que se plantee el enigma, aparecerán unos tiempos u otros del Subjuntivo.

DE F14 INT Christmas and comparative

Language Resident Name: Mirja Schoderer

 Day and Date: Wednesday, 12/03/2014

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

 Class theme/topics discussed: Christmas, comparative and superlative

 Goal of the class: revision of Christmas vocabulary and grammar discussed on Monday, expand on the grammar, short wrap up

How did you structure the class?

Ice Breaker: Christmas cartoon,announcements. How was the week so far, how crazy will next week be (finals)?

Intro: What did we do last time (one of my two students wasn’t there, so the other one gets to broadly summarize)

Activity One: Write all the words you associate with Christmas and winter on the board. Read them out loud and explain the ones the other person doesn’t know

Activity Two: do a word puzzle in which some of those words appear

Activity Three: grammar review – the student who was there on Monday explains the rules of comparative and superlative to the other student. Try to remember the irregular cases. Add one or two extra rules we didn’t talk about last time. Do one or two examples together

Activity Four: “Quartett” à A deck of cards is split among the students – every card has one German dish that is rated in four different categories (adjectives, so they can use the comparative). They put their cards so they can only ever see the top one. The goal is to get your partners cards. The way you do that: You pick a category you think your card has a good rating in and say the category and the rating – the person opposite checks the rating of their card, if it’s lower, he/she has to hand it over, if it’s higher he/she gets their partners card instead.

Activity Five: the students put their three favorite words they learned this semester on the board. Then they write a very short story with those words.

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

Cartoon, whiteboard, quartett game

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

 Activity one was a little slow. They loved the games in the end and went all out on their comparatives.

 How could this class be improved/ modified?

 Have a back up for activity one, make them explain the words they have put on the board

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.

 

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