Language Residents

an archive of lesson plans

Tag: Grammar (page 2 of 3)

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.

 

ES F14 INT/ADV “Por”, “para” and “yeismo”

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, October 8th

Thursday, October 10th

 

Language and Level: Spanish Intermediate/Advanced

 

Class theme/topics discussed: La gente anda diciendo/Usos de “Por y para”/ Yeísmo

 

Goal of the class: For students to work on the uses “Por y para” and “Yeísmo”. Discussion on “La gente anda diciendo”

 

How did you structure the class:

 

Ice-breaker: Short game “Por y para” (see attached file)

 

Warm-up: The teacher asks the students the following questions:

 

-How you ever listen to other people talking without intention?

-What conversations do you remember?

-Would you like to read these conversations on Facebook?

 

 

After that, there’s a small discussion on “La gente anda diciendo” (a Facebook page in Argentina that collects quotes mentioned by ordinary people walking around town, in class, at the store, etc.) Then, the students look on their phones for quotes said by famous people. They write them down on their phones (without mentioning the author). They give them to their teacher, who then, mixes them up and hands them in back to students. Students read them out loud and try to guess who is the famous person that said a certain quote.

 

The teacher writes “yo” and “lluvia” on the board. Then, asks the students how do they think people in Argentina pronounce these words. As different versions come up, the teacher selects the correct version and explains briefly the linguistic phenomenon of ““Yeísmo”. After that, the teacher hands the students a copy of a song. The students have to fill in the gaps in the song and identify cases of “Yeísmo” while listening. (See Handouts)

 

Wrap up: “Whiteboard game”: the students draw lots of words on the board related to the songs. Then, two students (not facing the board) listen to one of the classmates saying one of the words on the board. The winner is the student who first shouts and erases with his/her hand the word said by their classmate.

 

 

What technology, media or props did you use?: My laptop, TV set and handouts, and flashcards.

 

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

I think the main content of this lesson (La gente anda diciendo) was a bit too advanced for my intermediate students. As well as the song “Vuelos” was too complex and abstract for their level. They did it well with the board game as well as the song though, and they loved playing with grammar items!

 

How could this class be improved/modified?

I believe that “La gente anda diciendo” and “Vuelos” may be too advanced for Intermediate learners. If working with these topics, take special attention to the quotes to be selected.

 

 

 

Vuelos – Bersuit Bergarabat La gente anda diciendo

RU S14 INT Case Review & Story-telling

Language and Section: Russian Intermediate 11

Date: February 20 and 25, March 11 2014

Class theme/topics discussed:

Case system review

Goal of the class:

Revise Home/furniture vocabulary and review cases, Grammar revision – cases, verbs, short adjectives – important to describe a person

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

PART 1

Activity 1  Review cases

Go through examples in Handout 1 (Case review), make sure the students understand what they sentences mean, explain why the case is used, do transformations, e.g. ask to give the nominative case of the words – 35 minutes

Vocabulary is from Chapter 5 of V puti – Russian grammar in context, photocopies are provided (pp. 112-135)

Activity 2 Translate and revise thematic vocabulary

Translate sentences in Handout 2 – 25 minutes

PART 2

Activity 1 Discuss OLC on Ukraine – 15 minutes

Activity 2 Discuss funny excerpts from Russian for foreigners- textbooks and phrase books “Why foreigners don’t understand Russians” http://www.adme.ru/vdohnovenie-919705/pochemu-inostrancy-ne-ponimayut-russkih-639205/?fb_action_ids=10203143073563535&fb_action_types=og.likes&fb_source=aggregation&fb_aggregation_id=288381481237582 and listen to funny listening comprehension tasks “Princeton Russian” http://vk.com/timerain?w=wall175830784_1382 – 15 minutes

Activity 4 Describe your apartment/room using as many words from Handouts 1 and 2 as possible – 10 minutes

PART 3

 Activity 1 – Warm-up – Handout 3 –10 minutes

Rescramble vocabulary from Handout 1 into three categories – verbs, nouns, and adjectives

Activity 2 – Vocabulary + grammar revision (cases, verbs, short adjectives) – Handout 4 – 25 minutes

Do exercises from Handout 4, discuss more in detail when the information is pertinent to the student and his/her family situation

Activity 3 – Compose stories 15 minutes –Handout 3 and 5

Using phrases from Handout 5, start telling a story about a person: choose 1 phrase from Handout 5 and then choose grammatically suitable category from verbs/nouns/adjectives and use them accordingly, picking words at random. This is a lot of fun because it may well turned out that She looked like… (Handout 5) a big sofa (Handout 3).

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

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

Every now and again with this particular student, grammar revision exercises like these are a wonderful tool to offer an low-stress way of revision and boost confidence. Spontaneous humor is a great thing at this point in the semester, too

How could this class be improved/ modified?

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

Conversation Class_RUSS11_CASES_HOME_UPD_2_20_2014

DE S14 ADV/INT Use grammar and guess your classmate

Date: 02/20/2014

Class theme/topics discussed: adjectives + qualities 

Goal of the class: guess your classmate, use grammatical constructions to give reason 

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

–        Activity 1: students got a piece of paper and had to write down three things about themselves, using adjectives

–        The paper was collected and read out

–        Students had to guess who they were and say why

–        Activity 2: Definitions

–        One student left the room while the rest looked up a random word in a German dictionary. Each class member had to come up with a random definition of the term, one student had the right one.

–        The one student was called back, saw the word written on the white board, and had to guess which definition was the right one and say why.

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

White board,  

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

It was a lot of fun, students really enjoyed it.

How could this class be improved/ modified?

—–

DE S13 INT My Room & Dream House

Language and Section: German Intermediate Conversation

Date: 01-29-2013

Class theme/topics discussed:

–       My room

–       Our dream house

Goal of the class:

–       Being familiarized with all possible vocabulary related to houses, rooms, furniture, living, etc.

–       Dative prepositions

–       Using these words creatively

Structure of the class:

–       We first did brainstorming: anything related to a house, room, apartment, flat, etc.

–       I had drawn a blueprint of my room on the whiteboard

–       I explained my room and what you find in it to the students, pointing at the drawing, using prepositions and the appropriate cases.

–       Students were asked to draw their own room

–       After that, each student showed the picture to the class and explained what is in their room and where is what

–       Students had before received a list of vocabulary related to “My Room”

–       We now took the same sheet and concentrated on the vocabulary lists on “My House” and “My Garden”

–       We went through the words and made sure everyone understood

–       Students were asked to get together in pairs and design their dream house

–       The task also included the drawing of at least one room

–       The house was supposed to also include a garden

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

Paper, whiteboard

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

All worked fine.

How could this class be improved/ modified?

It all took much longer than I thought. We could not finish the last task.

FR F12 ADV: Back to the future (and to the past)

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 11.8.12

Class theme/topics discussed: Back to the future (and to the past)

Goal of the class: Make the students talk using past, conditional and future tenses + supposition

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

WARM-UP (5 minutes)
We quickly reviewed the vocabulary the students learned the class before about elections and discussed the results of American Presidential Elections.

ACTIVITY 1 (15 minutes) – BACK TO THE FUTURE
Students worked in pairs. They were given a list of some items (see handout below) and they had to choose 3 of them that they would take for they trip in 2112. They also had to add 3 extra items that they think necessary.
Then they presented their list of 6 items to the class and the other students had to guess how they would imagine life in 100 years.

ACTIVITY 2 (10 minutes) – BACK TO THE PAST
Students worked in different pairs. They had to make a list of three items they would give to a person of 1812 to improve his everyday life.

ACTIVITY 3 (10 minutes) – BACK TO THE PAST 2
Then they worked alone and they went in 1950 and gave a message to the people in order to change History.

ACTIVITY 4 (15 minutes) – IPHONE 105
Students work in different pairs and had to imagine and to advertise the iPhone 105.

FUNNY VIDEO (5 minutes)
We watched and commented a funny French video about Apple products (Norman fait des videos).

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

Whiteboard, computer + TV Screen

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

They were really talkative and creative.

Warm-up: I had to be careful because on one hand most of the students really supported Obama and really wanted to talk about that but one the other hand I was afraid that one student voted for Romney and felt really uncomfortable. So I quickly ended the conversation.

Activity 2: this activity worked great but some students assume that the people they would help would have electricity and some other worked on finding a way to give them electricity, which was not really the goal of the activity.

How could this class be improved/ modified?

Concerning the second activity, I should have made the rules clearer and tell either that we assume that the people that they would help would have electricity either that they have to chose items that do not imply electricity.

*** HANDOUT – LIST OF ITEMS FOR ACTIVITY 1

Choose among this list three items that you are going to bring in 2112:

A camera
A car
Cash
Warm clothes
A laptop
A passport Food
A cell phone
Aspirin
A sleeping bag
Water
A credit card

Then add three items that are not in the list but that seem necessary to you:


JP S11 INT/ADV Good-Bye Present

Class theme/topics discussed:

1. Make a good-bye present :message card (write a message on a square piece of high-quality paperboard:色紙に寄せ書きをする)

I bought Japanese style message paperboards for each students and I. After I explained about the paperboard (for intermediate students), Students wrote down a nice message to all classmates and I.

2. Watch Advanced and Intermediate conversation class projects
Movie trailer of Sailor Moon (Advanced)
Short movie of My Friend Is Foreigner (Intermediate)

※Refreshment (Japanese snacks and tea) was served.

How did you pick this theme or topic?
Today was the final conversation class this year. I wanted to do something special and memorable with my students. So I decided to do make a message card, which is one of common good-bye presents when Japanese people make a farewell.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I explained when and how Japanese people use the message card, and then students decided a layout of the card and started to write down messages.

How did students react?
They need to take a little bit long time to complete a message card though, they seemed to be glad to get a messages from all classmates and me.

Did they engage with each other and you?
Yes! They focused on writing a message seriously. I think this time was my first time to see very quiet advanced conversation class.

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

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, of course!!

Why or why not?
This lesson plan was fun and good for students to practice both writing and reading. Also, they could learn Japanese farewell custom through making a card. I asked my family in Japan to send cards to the U.S though, LRs can get a paperboard in Marukai, Japanese super market, in L.A.

JP S11 INT/ADV Role Play: If I were

Class theme/topics discussed: The expression of “If I were~, I would do~.”

1. Warm up activity: “Saikoro Talk” (deciding a topic what they talk using a dice)
At first, students decide six topics using subjunctive expressions and number cards. One student shoots a dice and talks about the topic on the card which is the same number of the dice.
2. Role Play: “If I were a manager of hotel, I would do~”
Half of students become a manger of hotel and the others are customers. Customers have to complain everything about hotel. The hotel staffs need to deal with a lot of problems. All managers have a meeting and make a decision what and how they improve the hotel’s situation.

How did you pick this theme or topic?
Sometimes I felt students did not correctly use the subjunctive expressions in conversation. So I decided to do the above activities.

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

How did students react?
They loved to decide a topic by a dice! Some students asked me to do a dice talk again. As for the role play, they did not like it so much. They don’t want to pretend someone, but be themselves.

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

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

Please attach a copy.
N/A

Would you recommend this activity for a future class?

I will recommend an only dice talk.

Why or why not?

As for a dice talk, it would be great tool for leading conversation. On the other hand, role play was a little bit boring for students because students really need the real life situation. If they wanted to become a hotel staff in the future, the activity would be good for them. Role play might be good for the class in Mason, but not for conversation class.

FR F10 INT – cooking + impératif

Cooking + use of the tense “imperatif”

How did you pick this theme or topic?

I wanted to do something fun with them, and since I had a Study Break on the same evening, cooking crepes with students sounded perfect.

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

2 groups had to cook the same thing

How did students react?

Very well

Did they engage with each other and you?

yes

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

My kitchen, a crepe recipe

Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?

They liked cooking and eating the crepes! Also, it’s part of French culture

ES F10 INT/ADV Song+Past simple

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/05/2010

Class theme/topics discussed:
Past (Singing)

How did you pick this theme or topic?
Many of my students have problems using the past and differentiating it from the other forms of the past, so we decided to do a class to work on the past and I found the perfect song for it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We talked about stories in the past as an ice-breaker and then moved on to the song.

How did students react?
They liked the song very much and learned the irregular forms of the past. They worked very well in pairs.

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

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

Please attach a copy.

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

Why or why not?
They learned a lot.

Int15-Ya No sé qué hacer conmigo Letra
Int15-Ya no sé qué hacer conmigo

RU F10 INT Discussing Preferences (comparatives revision)

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

How did you pick this theme or topic?
N/a

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

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

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

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

Intermediate Russian
Lesson 10
September 30, 2010

1. News of the day (5 min.)

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

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

ES F10 ADV Poetry

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/28/2010

Class theme/topics discussed:
Poetry

How did you pick this theme or topic?
We are going to have poetry during the special dinner, so they can work on it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we started with an exercise to put verbs in the subjunctive form (it was a poem) and then we read poetry.
I split them in groups and each group had to discuss what their poem was about. Then I put 1 menber of each group together and have them explaining to the other what their poem was about. Finally we read them out loud trying to pronounce it perfectly.

How did students react?
Some loved it, others not so much… but in general they liked it.

Did they engage with each other and you?
Yes, they engaged pretty well.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes. It’s nice to challenge them every now and then.

Why or why not?
They like poetry (not all of them) and it’s something different.

Adv10-No te salves
Adv10-Hagamos un trato

ES F10 INT Ser/Estar

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/28/2010

Class theme/topics discussed:
Stories + Ser-Estar

How did you pick this theme or topic?
They struggle a lot with Ser-Estar so I thought it would be a good idea to have a class on the differences between these two verbs and also the different meanings.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We brainstormed the differences between the verbs and then we played the ppt. After that they had to create a story using as many ser-estar verb forms as possible.

How did students react?
They are not very eager to learn grammar, but they appreciated being reminded of the differences and having some more practice. In the end the stories were fun!

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

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

Please attach a copy.

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

Why or why not?
They learned a lot.

Int9-Ser vs. Estar

FR S10 INT – conditional and future tenses (song “Mourir demain”)

Use of the conditional, and futur

How did you pick this theme or topic?

I wanted them to know more about the use of some tenses and structures

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

Grammar explanation
Game
Song

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.)

White board to explain the use of conditional
Handouts for them to keep
Handouts with blanks for the song

Please attach a copy.

Here is the documents I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to review some tenses and learn more about grammar structures.

Intermediate 4/27

1. Grammaire 20 min
Conditionnel et futur

2. Portrait Chinois – 10 min

Have them create sentences with the right tenses:

Si j’étais un animal, je serais…

Pays
Couleur
Fleur
Film
Livre
Héros
Planète
Elément

3. Song – 15 min

Mourir demain
lyrics

4. Que feriez-vous si vous deviez mourir demain? – 10 min

⇒ work on the structure “Si + imparfait…conditionnel present.”

FR S10 INT – directions, French regions and dishes

Vocabulary related to directions
Regions in France + regional dishes

How did you pick this theme or topic?

I wanted them to know more about the French regions and geography, and to be able to locate things with the right prepositions.

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

Games
discussion

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.)

Handout with the map of the regions
Powerpoint presentation of the dishes

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to know more about French regions and food.

Intermediate 04/22

1. Vocabulary – 5 min

– à côté de
– au-dessus de
– en dessous de
– entre = between
– devant
– derrière
– sous
– sur
– à droite de
– à gauche de

→ locate 3 things in the room and make them guess (they have to ask questions using the prepositions)

Related to villes/regions
– à l’est/ouest/nord/sud de

2. Regions

– memorize the map
⇒ read the names of the regions
⇒ locate some famous cities (Paris, Lyon, Marseille, Montpellier, Bordeaux, Nice…)

– have them think about a region and the other has to ask questions to guess

– interactive map: have them guess the regions one after the other OR have to make the other move the mouse to the right region using the prepositions (en haut, a droite…)
http://www.xtec.cat/~ealonso/flash/francereg1f.html

3. Review food vocab

PowerPoint presentation
– Have to name the ingredients
– And locate the regions

ES S10 INT/ADV Bullfighting

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/30/2010

Class theme/topics discussed:
Bullfighting

How did you pick this theme or topic?
It is a very controversial topic in Spain and Latin America and the students wanted to talk about it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We did a small grammar exercise, then we watched some videos about it and finally debated for and against it.

How did students react?
They liked it and they thought it was very interesting to know much more about it.

Did they engage with each other and you?
They engage very well with each other, and with me.

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

Please attach a copy.

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

Why or why not?
Yes, it’s important for them to know about this and, even though it was a bit controversial, they enjoyed debating about it.

21st Class INT
21st Class INT Ejercicio de gramática
21st Class INT Toro
21st Class INT Pros y cons

FR S10 INT – grammar: use of “y” and “en”

Grammar “y” and “en”
Project

How did you pick this theme or topic?

On Tuesday, one of the students asked me about the use of ‘y’ and ‘en’ in French, and I couldn’t explain correctly so I thought it would be better to have a lesson about it.

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

Lesson on the white board
Exercises found on the internet

How did students react?

They reacted well, they understood and scored very well in the exercises.

Did they engage with each other and you?

It was mostly a grammar class so they didn’t really speak to each other, but asked me questions.

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

Lessons found on the internet and in the French workbook
Exercises on the internet

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, but I would try to find an exercise where they would need to use ‘y’ and ‘en’ and talk to each other.

Intermediate 03/11

1. Grammar ‘y/en’ – 30 min
⇒ Lesson
⇒ exercises

2. Project – 20 min
⇒ Start thinking about the plot, the history
⇒ Can do it in English
⇒ Then they have to make a summary in French

JP S10 INT Create a Sentence

Class theme/topics discussed:
Personal lists
Ask learner to brain storm a list of then words and write then on the paper.
You can use any word at all つくえ・箱・時計・昼ごはん・いぬ・ねこ・うれしい・疲れた・宿題・音楽. Then, create sentence with using these vocabs.
例)つくえの上に箱があったので、その中に時計を入れた。ちょうどその時、時計を見ると、昼ごはんの時間だったので昼ごはんを食べた。それから犬と猫にえさをあげたら、とってもうれしそうだった。そのあとで、音楽を聞きながら宿題をしたけど、疲れた。
(無理やり文章を作る)
もし分からない単語があれば、学生同士説明しあう。Of course I helped them to explain the vocabs.

How did you pick this theme or topic?
Just came up this idea

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

How did students react?
First time I explained how to play Personal lists, they seemed like confused. But eventually, they talked a lot and enjoyed to make sentences. Most of them, their stories are so funny!

Did they engage with each other and you?

YES!

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

Would you recommend this activity for a future class?
Yes, I would like to use this activity.

Why or why not?
First time, I explained Personal list game to students, they seemed so confused. (Probably my way of explanation was not so good), but gradually they were having fun to create own sentences. I think this is good exercise to pull out their vocabs that they already knew, and also good for them to learn new word from other students.

RU S10 INT Ordinal Numbers. Russian Paintings

Class theme/topics discussed:
Ordinal numbers.
Describing Russian paintings.

How did you pick this theme or topic? n/a

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

How did students react?
The student enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, printed illustrations (powerpoint may be used as well)
Please attach a copy. Handout from : Начало, book 2, p. 231, ex. 4;
For illustrations see file Lesson 12_Feb 25_Paintings.

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students can learn smth about Russian art and historic individuals.

Intermediate Russian
Lesson 12
February 25, 2010

1. News: 5 min.

2. Revision of ordinal numbers (on the whiteboard – 5 min.)
Exercise on ordinal numbers – handout from «Голоса» – 10 min.

3. Discussion: Look at the portraits and say as much as you can about the women in them.

DE S10 ADV Poems 1

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 25, 2010

Class theme/topics discussed: German poems

How did you pick this theme or topic?
The “Musikabend”, an event hosted by the Scripps German and Music Department, was coming up soon, and my students wanted to take part in this by reciting a poem. Thus, I thought it would be a good idea to talk about famous German poems and to learn how to recite them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
At first, I asked my students if they knew any German poems. They did know a few and I asked them to summarize and analyze them as well as they could. Then, I handed out three pages with popular German poems, ranging from Goethe to Morgenstern to Fried. We read each poem, talked about vocabulary, discussed the meaning of the poems and the author’s intentions. At the end, I asked each student to pick their favorite poem, explain why it’s their favorite and try to recite it to the rest of the class as good as possible. Myself and the other students gave feedback.

How did students react?
I think the students liked talking about the poems, although some of them were rather dated and did not have any kind of reference to them, I think.

Did they engage with each other and you?
Yes, they did. At first, they were a little shy while reading out the poems, but the further the lesson progressed, the more comfortable they got. They asked a lot of vocabulary questions and seemed quite interested in most of the poems.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Copies of poems (from 18th – 20th century)

Would you recommend this activity for a future class? Why or why not?
Yes, I think you can integrate poems into a conversation class very well. I think I’d spend even more time on choosing the ‘right’ poems for my class next time to keep them interested and motivated.

 

FR S10 INT – song and vocabulary review

Song with Passé compose and Imparfait
Vocabulary review

How did you pick this theme or topic?

I wanted them to practice a bit the uses of the past tenses and which one to choose. And they always like songs. Also, since they had asked for it, I wanted them to review some of the vocabulary we had learned in the previous weeks.

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

Song
Handouts
Games on the white board

How did students react?

They reacted rather well. They didn’t know the song (Quelqu’un m’a dit by Carla Bruni), which was surprising since usually almost every student of French knows it. They thought the song was hard to understand, which was also a surprise since Carla Bruni almost speaks rather than sings. But maybe it was more a question of general understanding of the metaphorical verses rather than weak listening/comprehension skills.

Did they engage with each other and you?

Yes. They asked me a lot of questions about the meaning of words, sentences… and they also had to try to guess words I was drawing on the white board.

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

White board
Handouts
Laptop with music

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, but maybe I would try to find another song – less poetic, and more realistic so they don’t get lost in the understanding of the song.

Intermediate 02/25

1. Song – 30 min
⇒ 1st time without the lyrics
⇒ Then 2 times
⇒ Correction
⇒ Create 2 sentences with ‘quelqu’un m’a dit que… + passé composé’ + 2 with imparfait

2. Vocab review – 20 min
→ each student is going to draw cards about food and has to draw it on the board
→ if the word is found, then the one drawing wins one point for each word
→ use the hourglass in taboo

→ LE PENDU game – have to guess the word I am writing on the board (about clothes)

DE S10 ADV Creative Writing

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 9, 2010

 

Class theme/topics discussed: Creative story telling

How did you pick this theme or topic? The students had really enjoyed the previous lesson and working creatively, so I thought of another exercise, where they had to use their imagination a lot and create something new.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To get my students’ imagination going, I played a game first. I put a sheet of paper on the table which showed a little guy, we called him Manni. I asked the students to describe Manni, think about what he might like to in his free time, what he likes to eat, where he works, etc. The students were supposed to work together while describing him: Each student was only supposed to say one word, and then the next student would continue the sentence and so on.
Then, I gave each student an ABC-list, which they were supposed to fill with German words starting with letters A-Z. After that, the students were supposed to share their words and write a story or dialogue, using as many words out of their lists as possible. Then, they presented their product.
Finally, we played a well-known game to end the lesson: 20 questions. Every student (one after another) was supposed to think of a German word and the other two were supposed to ask questions to guess the word.

How did students react?
The students love Manni! They had fun doing teamwork in order to describe him. They also liked to write their own story and present it.

Did they engage with each other and you?
Yes, they talked a lot. They seemed to have a lot of fun too.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet of paper with ‘Manni’ picture
ABC list

 

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The first exercise could also be used at the end of lessons, if you need to fill a couple of minutes, because you can end this game whenever you want, there is no certain time range required.

Manni

FR S10 INT – Food + Chandeleur

Food
Present and imperative tenses
Chandeleur

How did you pick this theme or topic?

They had learned vocabulary in the previous lesson, but the topic of food is so vast that there is a lot activities that can be done in order for the students to learn more words and cultural things such as recipes, dishes, etc… It’s also a nice way of making them practice other things such as the use of certain tenses.

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

Fill in the blanks

How did students react?

They reacted well. But they took longer than expected to do it.

Did they engage with each other and you?

Yes. They had to read a text to each other and fill in different blanks, so they had to ask questions about the spelling of words, etc…

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

Video on youtube

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think it was a good exercise for their comprehension and reading skills.

Intermediate 02/04

Warm-up – 10 min
– Quel est ton plat préféré ?
– Pourquoi ?
– Qu’est-ce que tu détestes manger ?
– Quels plats français connais-tu ?
– Quels plats français as-tu déjà goûté ?
– Quels plats français aimerais-tu goûter ?

1 – recette sur youtube

texte
⇒ Doivent trouver et conjuguer les verbes au présent (vous)
3 écoutes
Correction + explication des termes

La Chandeleur – 20 min
texte = pas les même trous donc doivent lire les phrases à l’autre
⇒ Général vocabulaire + culture

JP S10 INT Grammar, game

Class theme/topics discussed:
Verb(Gesture game)
Adjective, Noun (Explain what it is in Japanese)

How did you pick this theme or topic?

I thought most of them need review vocabs from last year, so I chose many verbs with Kanji for gesture games. That part was kind of warm-up exercise.

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

In advance, I prepared the verb vocabs paper from the GENKI textbook that they used in Mason. They picked up the one card from the box and had to do charades.
Then, next two exercise, I let them students to write down 2 ADJ and 2 NOUNS, and put them into the box. I divided to 2 groups. This time, students had to explain the meaning by their own words.

How did students react?
They really enjoyed it!! And It was good practice for them to remember their memories and tried to explain very hard! That was really good exercise.

Did they engage with each other and you?
Yes, they engaged with each other very well, and they asked me a lot of questions, which was really good time!

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

n/a only blank paper.

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

Why or why not?
It worked very well. The reason I chose this topic was many students forgot their vocabs from last year, and those vocabs were very basic and really useful for daily life. Students were having fun NOUN and ADJ. This exercise is also good for them to explain the words by their own word, which they picked up from the box. Another good point is they tried to think first how she/he is going to explain that word to their friends. Also, it has to be clear for them to understand. Students asked me a lot of questions, too!

FR S10 INT – Introductions #2 + informal/formal you

Introductions
Use of tu/vous in French

How did you pick this theme or topic?

Second class, so I wasn’t sure whether there would be more or less students, I didn’t want to start doing something with students who might drop the class the following week, or who might not be enrolled yet.
I also wanted to review things such as the use of the formal or informal ‘you’.

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

Chart to fill out with names
Games 2 truths and a lie
Scenarios on papers

How did students react?
They were only 2 so we couldn’t do the game with the chart since it requires several people to be interesting. We talked about random stuff such as their week end, sports, etc… instead. But it was hard to fill the hour since I had planned they would be more than 2 and that the activities would keep them busy for longer.

Did they engage with each other and you?
They talked to me and answered my questions but they were shy and not talkative if I wasn’t initiating the talk.

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

White board
Slips of paper

Please attach a copy.

Would you recommend this activity for a future class?
Yes, it was nice getting to know them more, but it is designed for a more numerous class.

Intermediate 01/20

1. Pass around the agreement sheets for the students who weren’t there before to fill them out

2. Warm-up in the meantime

3. Explain the game: the students need to fill out the chart with as many names as they can in the allotted time

4. Leave them 10 minutes to do so

5. Discussion about the results: who got the most names? Who has been to France, where, when? … 15 min

6. 2nd game: 2 truths and a lie – 15 min
• explain the rules: they need to tell two truths and a lie and the other students need to find which sentence is the lie.
• Leave them 5 minutes to write down what they want to say
• Make them write it on the board so we can all check the spelling

1. Introduction of the exercise of the day: the formal and informal you (tu/vous) – 20 min

2. Talk about some examples

• what would you say if you wanted to ask the time to a guy walking in the street who has approximately the same age as you?
• How would you address an old man?
• If you are not comfortable with the two ways of addressing people (or if you are not sure), which one should you choose?

3. game of the day:
• slips of papers with scenarios
• explain the words they don’t understand
• they need to find a partner
• randomly choose one slip of paper
• have 5 minutes to read it and imagine the discussion
• After that, they will need to perform it

4. Ask them to write about

1. Qu’est-ce que tu préfères dans le Français ?
2. Qu’est-ce que tu aimes le moins ?
3. Qu’aimerais-tu découvrir/approfondir ?

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