Language Residents

an archive of lesson plans

Tag: Interviews

DE S19 INT Introduction/First class

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 23/01/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Introduction, get to know each other

Goal of the class:

Get to know each other, set the goals for the semester, create a good atmosphere among the students

How did you structure the class?

Activity 1 (5 min): Mini presentation about the class and myself. I told the students that this was going to be “their” class as they would choose the topics we would discuss in the class (see activity 5).

Activity 2 (15 min): Ice-breaker. I handed four pieces of paper to each student and told them to write their name, hometown, major/minor and one hobby on every piece. Then I collected the pieces and mixed them. Afterwards, I handed them out again and told them to take a guess to whom it belongs. Therefore, the students were walking around the classroom and interviewing each other. When they found the person to whom the piece of paper belonged to, they gave it back to them. Finally, each student introduced himself to the class.

Activity 3 (10 min): Another ice-breaker. We played “bingo”. In this game, the students would have a work sheet with different boxes. In those, they would find an attribute, like “has a tattoo”. The students then had to go around the classroom and find a person that fits this criterium and fill in the box with the name of the person.

Activity 4 (10 min): Another ice-breaker. The students would get together in pairs of two. One of them would be the interviewer and the other one the interviewee. The interviewer would have 5 minutes and, in this time, try to get to know the other person as well as possible. The person would be able to ask any kind of question. The interviewer would write everything down. After 5 minutes they would change roles. After 5 minutes, everyone would present their results to the big group.

Activity 5 (5 min): We brainstormed the goals for the semester and also the topics the students want to discuss in class. We agreed that I would create a semester plan (with the topics) for the next time which we would discuss then.

Activity 6 (10 min): I handed out the conversation agreements. I made sure that the agreement made sense to everyone. Additionally, I added what I expected from the conversation class (rules, set of behavior, etc.). In the end, everyone signed the agreement. You can do this in English if the proficiency is not that good to do it in German.

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

Whiteboard and marker

Paper

Attendance sheets

Class agreements

Pens

Powerpoint presentation

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

The students were pretty proficient in German so we were able to talk more than the tasks I requested. I felt that we created a good atmosphere for the first class and that the students were genuinely interested. Also, I felt that the students were highly motivated and genuinely wanted to participate in the class.

How could this class be improved/ modified?

I would keep it as it is.

 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.

SPA S19 ADV Work

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/21/2019

Language and Level (intermediate or advanced class):

Spanish Advanced

Class theme/topics discussed: Unemployment, politics, Spain.

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

How did you structure the class?

Head’s up: cultural events

Warm-up (10’): Memory game about professions

Students will be divided into two groups and handed a set of cards with professions. They will have to play a memory game and say the name of the profession aloud every time they uncover one card.

Activity 1 (video and discussion)

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  • (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

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

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain.

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

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.

Find attached below the possible job interview questions that I have given them in a handout

PDF Embedder requires a url attribute ADV-0221-worksheet

DE FA18 ADV Sports

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 09/18/2018

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Talking about sports

Goal of the class:

Being able to talk about sports

How did you structure the class?

Activity 1 (20 min): First, I asked students if they were engaged in any sports or liked to watch/follow any.Then, I handed out a sheet with questions regarding sports (see attached). The students had to go through the classroom and meet other students. Doing that, they asked each other questions provided on the sheet. Afterwards, we gathered the answers in the big group.

Activity 2 (10 min): Guessing. I told them to guess what kind of sports would be the most popular in the US.In groups of four, they would vote and tell it to the group. Then, we would do the same for Germany. At the end, I showed the students a chart with the most popular sport in Germany and the US.

Activity 2 (15 min): First,we would discuss the regarding vocabulary in a cloud (see presentations). Then,I showed them a video of a soccer player answering to questions of a journalist. After talking briefly about the video, we would go on and “make an interview happen”.

Activity 4 (15 min): “Making an interview happen” The students should get into pairs of two. One would be the interviewer and the other one a soccer player. The students decided whether they would have a crazy, sad or happy interview. At the end, the students presented it to the whole class. They seemed to enjoy it.

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

Whiteboard and marker

Video of a soccer player

PowerPoint presentation (see attached)

Questions to answer (see attached)

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

It was a good class. I would keep it as it is. The students had a lot of fun guessing and making the interviews happen.

How could this class be improved/ modified?

For the next classes, I will use more pair or group work exercises.

 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.

Video:

Unterhalte dich mit den anderen Studenten.

  • Ist Sport wichtig für dich?
  • Welcher Sport ist dein Lieblingssport?
  • Was glaubst du: Welche Sportart ist die beliebteste in den USA?
  • Was glaubst du: welche Sportart ist die beliebteste in Deutschland?
ADV-18.09.2018

ES S16 INT Job Interviews

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

Class theme/topics discussed: Job interviews

 

Goal of the class: To learn vocabulary and to learn how to act in a job interview in Spanish

How did you structure the class?

Activity 1: to introduce the vocabulary I will give some students a word and others students will have a concept. They have to match the word with its concept by talking with their classmates. (see attachment)

Activity 2: We watch a video about a job interview and comment it as a class.

https://www.youtube.com/watch?v=XKsyFrHSqC0

Activity 3: We watch a second video, a less serious one, a comment it as a class as well.

https://www.youtube.com/watch?v=eAoWdQa1hzo

 

Activity 4: We try to come up with the structure of an interview, what language they use.

Activity 5: Role playing. In pairs they will get one situation. They must act out an interview and deal with the problem written on their card. After this, so they can change roles, they will act out another card.

 

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

The first video was a little dark but they enjoyed the second one. They were very into the roleplaying.

The first activity was harder than I expected, I had to help them a lot and we ended up doing it as a class instead of everyone finding the answers on their own.

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.

 Lesson Summary Apr 13 copy

RU S15 ADV Music and wisdom: Boris Grebenshikov

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13

Date: January 22, 2015

Class theme/topics discussed:

Interview with Boris Grebenshikov

Goal of the class:

Announce two cultural activities coming up – two films at the Laemmle, introduce students to “Aquarium”, a cult Russian indie-rock band, their music, their spirituality and their fearless leader, Boris Grebenshikov

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

Activity 1 Announcements – 10 min

I show the trailers for the movies I am taking students to see:

Hermitage Revealed https://www.youtube.com/watch?v=RJSueFTlmKE

Leviathan https://www.youtube.com/watch?v=2oo7H25kirk

Activity 2 – “Aquarium” and Boris Grebenshikov – HANDOUT 1 – 15 min

We look at the lyrics of “Vyatka – San Francisco”, a cool song by Aquarium, and then watch two version of it: acoustic and full band

https://www.youtube.com/watch?v=1wWHIIewRkI

https://www.youtube.com/watch?x-yt-cl=84503534&x-yt-ts=1421914688&v=MbkT76u2Z1M

We discuss and try to figure out Boris Grebenshikov’s

Activity 3Interview with Boris Grebenshikov – HANDOUT 2 (questions) and HANDOUT 3 (answers) 35 min

The original is here: http://snob.ru/selected/entry/86702?preview=print

It’s from January 21, so it’s really new! Each student gets Handout 2 with the question and a couple of answers (rescrambled). I give them 3 minutes to look at their answers. I ask them to read the questions out loud and whoever has the answer reads it. We discuss and clarify the vocabulary if needed. Some of the more sophisticated structures are great examples of a translation challenge, e.g. “не могло не отразиться”, “искусственно раздутый скандал”.

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 more I do it, the more I see how great reading out loud is for students of any level! Some of my students are very fluent speaking, but seem to have hit a “glass ceiling” where they cannot really make their vocab and structures more varied – and reading really helps that, I find. Some of them have difficulty with it, but they all seem to be enjoying it. So I do want to keep integrating it, maybe in smaller doses.

The interview is great – great language and very representative of the political stance of Russian intelligentsia.

Finding answers in a great exercise – they have to look for thematic vocabulary, but most importantly, structures! Also, it’s great for listening comprehension, because the others don’t have those answers.

I wanted to give them time to work in pairs and answer the interview questions from a completely different perspective – say, that of a hardcore Putin supporter, or a communist, or a pop star, but we didn’t have enough time. I should have definitely cut down the number of questions. But they still enjoyed it!

How could this class be improved/ modified?

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

CC_RUSS13_Interview with Boris Grebenshikov_Jan22

FR F12 INT: Get a Job

Conversation Class
Lesson Summary

Language and Section: Intermediate French

Date: 11.13.12

Class theme/topics discussed: Get a job

Goal of the class: Make the students talk and learn about how to get a job in France

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

WARM-UP (5 minutes)
Collect the vocabulary that they know and complete it
To apply, an application, a resume, a covering letter, a job interview, a boss, an employee…

ACTIVITY 1 (10 minutes) – GETTING FAMILIAR WITH FRENCH RESUMES AND COVERING LETTER
Students will be given examples of French typical resume and covering letter. We will discuss the differences from American ones and point what they have to be careful about if they want to apply for a job in France.

ACTIVITY 2 (10 minutes) – WHAT THIS PERSON WILL DO IN 10 YEARS?
Students will work in pairs. They will have to imagine what the other students will do in 10 years.
The target student will answer by telling his actual plans if he has some.

ACTIVITY 3 (10 minutes) – F*** MY LIFE
Students will be divided in two teams. Each team will be given 5 beginnings and five endings of sentences from the French equivalent of “F*** my life” website. The first team who will have gather right all the sentences will win.
In the end, each student will read a sentence and we will check the meaning together.

ACTIVITY 4 (15 minutes) – JOB SPEED-DATING
Students will be given a role on a piece of paper. Half of the class will be bosses looking for a new employee and the other half will be people looking for jobs.
The “bosses” will have to ask questions while the “job-seekers” will have to try their best to be hired even though the role they have be given does not fit with the boss expectations.
In then end, bosses will have to tell who they want to hire and why.

END-UP (5 minutes) – FUNNY VIDEO about job interviews (Bref)

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

Whiteboard, handouts, Computer/TV

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

Everything worked well, specially the speed-dating activity.
They were curious about the CV and the covering letters but I realized a lot of them do not have a CV in English yet so they could not really compare.

How could this class be improved/ modified?

Maybe find a more dynamic and funny activity for the introduction of French CV and letters (For instance, they could be looking for someone to hire for a job and they have to choose among three CV)

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

*** HANDOUT – ACTIVITY 4

Patron

Tu es une femme, tu as 57 ans.

Tu es diabolique et tu diriges une compagnie d’import-export.

Tu recherches un(e) assistant(e) qui soit prêt(e) à travailler 70 heures par semaine et à t’obéir au doigt et à l’œil.

Chercheur d’emploi

 Tu es une femme de 25 ans.

Tu es une jeune diplômée d’Ecole de commerce.

Tu es timide et introvertie.

Patron

Tu es un homme de 27 ans.

Tu es un jeune cadre dynamique qui a monté son entreprise de création de logiciels et tu recherches des informaticiens motivés.

 

Chercheur d’emploi

 Tu es une femme, tu as 26 ans.

Tu es passionnée d’informatique mais tu es excessivement féministe et tu refuses de travailler pour un homme.

Patron

Tu es une femme. Tu as 42 ans.

Tu es avocate et tu recherches un(e) secrétaire à l’aise avec l’informatique pour taper et gérer tes documents administratifs.

 

Chercheur d’emploi

 Tu es un homme, tu as 57 ans.

Tu es passionné par les ordinateurs et par le Tour de France.

Patron

Tu es un homme, tu as 35 ans.

Tu es un trader moche et tu recherches une assistante pour choisir tes vêtements et t’accompagner aux soirées mondaines.

 

Chercheur d’emploi

 Tu es une femme tu as 25 ans.

Tu n’as aucun diplôme et tu n’as jamais travaillé.

Tu aimes la mode et les chats.

DE F11 INT Job Interviews

Language and Section: German Intermediate

Date: Sep 13th 2011

Class theme/topics discussed: Job interview in Germany

Goal of the class: job related vocabulary, German CV, fluency

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

1)    Warm up: German song “Fliegerlied” + dance with the song http://www.youtube.com/watch?v=WS8YQK6x9BM

2)    Review vocabulary: Application, to apply, interview, interviewer, CV

3)    Differences in German and US CV’s

4)    Role play: Job interview

  • Deciding together for which job applicants should apply and who are the applicants and interviewers
  • The job candidates fill out a CV, the interviewers think about questions they want to ask the applicants
  • Doing the interviews

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Computer, Internet, TV for the song

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

Worked very well, my students seemed to enjoy it very much

How could this class be improved/ modified?

IMPORTANT TIPS:

  • I only had 5 students, so I had 3 job candidates and 2 interviewers. Had the interviews one after another. If you have more students, it might be better to have different groups of interviewers 

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

 

FR S11 ADV – working and jobs #2 (job interview)

Working and jobs #2: Job interview

How did you pick this theme or topic?

I wanted to use the same technique as for the speed dating class because it had worked very well. And it was a good follow-up to the previous lesson.

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

Job interview activity

How did students react?

They reacted well. They had ideas and created interesting characters.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to pretend interviewing the other or playing the candidate and then discuss about the candidates.

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

handouts

Please attach a copy.
Lesson plan jobs role playing

Would you recommend this activity for a future class?
Yes, it was productive, the idea to have them decide on the job they were applying for worked better than last time.

DE S11 INT CVs and Resumes

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 7th 2011

Class theme/topics discussed:
Curriculum Vitae in Germany

How did you pick this theme or topic?
I thought it was an interesting topic, as there are differences in a German and American CV, also it can be very useful for students, if they want to apply for a job in Germany

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I showed my student an example CV, we talked about the differences about German and American CV’s and then helped her to write her own CV in German.

How did students react?
Liked it and found it useful.

Did they engage with each other and you?
Yes.

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

Why or why not?
It can be useful for the students future, so they are interested.

Lebenslauf

FR S11 INT/ADV – working and jobs

Working and jobs #1

How did you pick this theme or topic?

I thought that talking about jobs and working would be interesting and productive; it’s a vast topic.

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

Interviews in pairs
General questions

How did students react?

They reacted very well. They had a lot of things to say and we didn’t have time to finish the debate.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to interview each other, and share experiences.

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

handouts

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

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

Intermediate 4/05

1. Interviews – 20 min
⇒ in pairs – 2 x 5 min

SP11 LP Interm 17 itw and debate

2. Debate – 35-40 min
⇒ 3 groups
⇒ 3 minutes of preparation
⇒ 5 minutes of debate
⇒ 2 minutes of discussion (délibération)
⇒ 2 minutes of explanation

ES S11 ADV Job Interviews

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 03/03/2011

Class theme/topics discussed:
Job Interviews

How did you pick this theme or topic?
They wanted more practical classes so we decided to continue with job interviews in Spanish.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I brought some Cvs and job offers, so some people would be the interviewers and others would be the interviewees, then they had 5 minutes to convince the other person that they were the appropriate person for the job.

How did students react?
They loved the idea and found it very helpful.

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

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

Please attach a copy.

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

Why or why not?
They really enjoyed it and thanked me for the class.

CV1
CV2
CV3
Ofertas de trabajo

CN F10 INT/ADV Job Interviews

interview sheetCommon Interview QuestionsJob interview IJob Hunting I

How did you pick this theme or topic?

Students have a chance to learn something about job interview in Chinese and also learn some interview customs in China.

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

General discussion, pair work
How did students react?
They feel it is quite useful to learn career related vocabulary and polite form in addressing companies or jobs.

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

Would you recommend this activity for a future class?

Yes.
Students have great interests in this topic because they think it is an useful topic for their future career.

Job Hunting II

How did you pick this theme or topic?

Students have a chance to learn something about job interview in Chinese and also learn some interview customs in China.

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

General discussion, pair work
How did students react?
They feel it is quite useful to learn career related vocabulary and polite form in addressing companies or jobs.

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

Would you recommend this activity for a future class?

Yes.
Students have great interests in this topic because they think it is an useful topic for their future career.

JP F10 ADV Teleconference

Class theme/topics discussed:
Participating in an electronic meeting of prof. Kurita’s class
Students talked with international students who learn Japanese in Japanese university.
They were talking about their college life.
*Most students take the class and they present some speech via teleconference.

How did you pick this theme or topic?
Professors of Japanese organized this event. Students had a chance to meet and talk with Japanese.

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

How did students react?
Students really enjoyed chatting with Japanese.

Did they engage with each other and you?
Yes.

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, but this event needs supports by professors of Japanese.

Why or why not?
It is good chance for students to practice Japanese. I think this class motivates students to study Japanese more.

JP F10 ADV Meeting with Japanese Native Speakers

Class theme/topics discussed:
Participating in Japanese Tea (Meeting with native Japanese speaker, who are belonging to Claremont Colleges)

How did you pick this theme or topic?
Professors of Japanese organized the event. Students had a chance to meet and talk with Japanese.

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

How did students react?
Students really enjoyed chatting with Japanese.

Did they engage with each other and you?
Yes.

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, but this event needs supports by professors of Japanese.

Why or why not?
It is good chance for students to practice Japanese. In addition, this event motivate students to study Japanese more.

FR F10 INT – physical appearance

Physical appearance

How did you pick this theme or topic?

I wanted to see what they knew and also to practice the vocabulary.

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

Match the words in pairs
Interview in pairs
General discussion

How did students react?

They reacted well. They knew almost the words so didn’t spend much time on the activity, but liked asking about the ideal partner of their classmate.

Did they engage with each other and you?

Yes.

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

handouts

Please attach a copy.
Questions: partenaire ideal

Would you recommend this activity for a future class?
Yes

ES F10 INT Job Hunting

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011
Date: September 9, 2010

Class theme/topics discussed:
Jobs.
Looking for a job.

How did you pick this theme or topic?
All the students have worked before and have some experience on the topic. They also plan to get a certain job in the future and therefore all of them can talk about this topic. It is common to all of them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
They read a dialogue about the work situation in Spain to introduce the topic and come up with their personal experience. Then we brainstormed the vocabulary of unusual professions they did not know and finally they played a game in which they had to divide in groups, read the description of one job and the profiles of four candidates to the job in order to discuss which candidate was the most adequate one and why. It is a very good game which really worked.

How did students react?
It really worked. They liked to discuss which candidate was the best one for the position and they told crazy personal work stories.

Did they engage with each other and you?
Yes. All of them participated and talked in Spanish.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
– A handout with a dialogue of two people who are talking about the work situation in their country in order to introduce the topic
-Vocabulary: they brainstormed all the different professions they knew.
-Game: I gave them a sheet with the description of one job and the profiles of four candidates to this job.

Please attach a copy.

Would you recommend this activity for a future class? Why or why not?
Yes. All of them can talk about it and the materials were really good to make them speak. They loved the game and talked about it for a long time.

HANDOUT 1
HANDOUT 2

RU F10 ADV Introductions

Class theme/topics discussed:

Introduction to class
Getting acquainted

How did you pick this theme or topic?

There are three new students in class, so there should be an activity to facilitate the process of getting to know each other.

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

How did students react?

Interviews went well, but the comic-strip task might have made the students feel uncomfortable and embarrassed.

Did they engage with each other and you?
Yes.

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

Please attach a copy.

Would you recommend this activity for a future class? Why or why not?

Yes, I would. It is an efficient start of the semester, and the interviewing activity seems to help them feel more comfortable with each other. Although the comic strip task should be done in pairs or even small groups, since students are not eager to share the product of their individual work. Moreover, in the process of fulfilling the task they do not talk, and more communication could be produced if they did it in pairs.

Advanced Conversation
August 31, 2010

1. Introduction to class: schedule, requirements, projects.

2. Getting to know each other: students work in pairs. The task Is to interview each other and find out as much interesting information about their partners as possible. They can take notes. After ten minutes they introduce each other.

3. Comic strip: students get a comic strip with blank balloons that they are asked to fill in. They read out their stories, we vote anonymously and define the best/funniest story.

JP S10 INT/ADV Interview planning

Class theme/topics discussed:
We discuss what kind of Topics do we want to interview to Japanese Students

How did you pick this theme or topic?
We need to prepare well for interview. Now it is time to decide what kind of topic we need to ask to Japanese Studnets.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Students gave some Modern Japanese words(kind of slang), for example, 就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子・・・

How did students react?
So many topics came up! It was great! Everybody has been to Japan for study abroad before, and most of them already knew modern Japanese such as就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子. It was quite easy to decide the Topics.

Did they engage with each other and you?
Yes!

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

Would you recommend this activity for a future class?

Why or why not?

RU S10 ADV TV (games: interview, advertising)

Class theme/topics discussed:
Listening-Comprehension Exercise
Communicative Exercises

How did you pick this theme or topic?
Before the break I wanted to do some fun activities with them.

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

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

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

Please attach a copy. Lesson 16_March 11_Video-1

Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s fun and it encourages students to speak in the target language.

Advanced Russian
Lesson 16
March 11, 2010

1. News of the day – (5 min.)
(Plans for the spring break)

2. Watching a video (15 minutes)

a) Without the transcript, then comprehension questions;
b) With a transcript – filling in the blanks (the video is played twice);
c) Reading the text.

3. Communicative Exercise – Interview (15 min)
One person is a host of a TV—show about paranormal, the other – someone who had an encounter with an ET.

4. Game: Advertisement (15 min)
A student is seated with their back to the whiteboard, the other students write a word on the board – any noun (proper nouns are allowed) . Then the student has to advertise that object not knowing what it is. After his/her 3-4 minute monologue other students may ask additional questions.

FR S10 ADV – reality shows

Reality shows (and plans for Spring Break)

How did you pick this theme or topic?

I wanted to introduce the project and I also wanted to talk about a topic that most young people are interested in – tv and reality shows.

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

Interviews
General discussion

How did students react?

They reacted well. They talked a lot and shared a lot of ideas but with the general discussion, they often tended to go off topic.

Did they engage with each other and you?

Yes they engaged a lot with each other and then with me.

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

Handouts

Please attach a copy.

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

Advanced 03/09

1. Warm-up – 15 min
– Good week-end ?
– Plans for Spring Break?

2. Reality shows – 40 min
Interviews in pairs – 20 min
– General discussion – 20 min

FR F09 INT – stereotypes (5Cs and tv)

General stereotypes about the 5Cs and tv

How did you pick this theme or topic?

Stereotypes are interesting because they make you think about the way people sometimes categorize other people, basically those who are different. And I thought it was a nice way of introducing French and American stereotypes.

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

General discussion
Work in pairs
Handouts

How did students react?

They reacted well, they seemed to enjoy talking about different stereotypes and finding ways of challenging them. They had quite a lot to say so it was easy to keep the discussion going.

Did they engage with each other and you?

Yes. They had to ask questions to each other, and then to talk to me and the others about what their partner said.

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

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

Would you recommend this activity for a future class?
Yes

Why or why not?

It was a very good way of introducing the topic about French stereotypes, and of making them speak. And I could compare their thoughts to those of the Advanced students, which was interesting.

Intermediate 09/15

Stereotypes

1. Warm-up: 5 min

1. Write the first thing that comes to your mind when someone says:
a) Garçon
b) Fille
c) Quelqu’un qui porte des lunettes
d) étudiant de Pomona / Pitzer / Scripps / CMC
2. Group discussion about the results

2. Interviews

→ in pairs
→ then, each one talks about the other

3. Television stereotypes

→ in 2 groups, they need to find as many stereotypes as possible 5 min
→ we all share what they found
Two columns on the board: POSITIVE and NEGATIVE
→ writing on the board

ES F09 INT Jobs and Careers

Lesson Plan
Section: INTERMEDIATE SPANISH
Date: 11/01/2009

Class theme/topics discussed:
JOBS AND CAREERS. FREE DISCUSSION

How did you pick this theme or topic?
All of them pursue a certain degree and a career, so I think this is an interesting topic for them

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave them a list of questions related to the topic. As they answered the questions randomly and others commented on their classmates opinions we had a free conversation on the topic.

How did students react?
They liked it a lot. They like this kind of activity.

Did they engage with each other and you?
They spoke for the rest of the class.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A card with a series of questions about the topic.

Please attach a copy.

Would you recommend this activity for a future class? Why or why not
Yes. It is a topic they all know well and they are interested in giving their point of view.

Trabajo1

RU F09 ADV Professions. Job Interviews

Class theme/topics discussed:
Professions, Job interview

How did you pick this theme or topic?
From last year’s materials
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout, dialogues, group discussion

How did students react?
They were very excited and willing to talk a lot.
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handout, TV, computer, Internet
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
This was by far the most popular topic of the entire semester.

Lesson plan 25

Warm-up:
Какие профессии вы знаете? (handout)
Кем вы хотите быть? Почему?
Какие преимущества/недостатки этой профессии?
Какую профессию сейчас престижно иметь?

Game:
Each student receives a card with the profession. He needs to act/draw it so others could guess.
Practice: Read the requirements for the position and the applicants’ profiles and decide who is the most qualified person for the position.
Ванансия: социальный работник с детьми 14-16 лет. Работа в деревне Большие Пеньки. Полный рабочий день. Выходные – суббота и воскресенье. Предоставляется кабинет. Зарплата – 5500 руб в месяц.
1. Виктор Бабушкин, 35
Разведен, имеет 2 детей 8 и 6 лет. Имеет опыт работы социального работника 10 лет. Не работал поледние 8 лет. Не может работать по выходным, имеет проблемы со здоровьем. Веселый оптимист. Любит работать с детьми и хочет иметь большой кабинет.

2. Антонина Леонтьева, 23
Имеет небольшой опыт работы в детском доме. Одинокая и скромная. Живет в 100 км. от деревни Большие пеньки. Необходима зарплата более 7000 руб.

3. Валентин и Мария Диброва, 28 и 32
Женаты, имеют 5 детей. Имеют опыт работы. Работали в Африке 6 лет. Валентин состоит в обществе анонимных алкоголиков.
Справочник интересных профессий:

А
Автомеханик
Агент страховой
Адвокат
Администратор
Актер театра
Арт-директор
Архитектор
Аудитор
Б
Бренд-менеджер
Брокер
Бухгалтер
Бармен
Библиотекарь
Билетный кассир
Биофизик
Бортпроводник
Ботаник
В
Водитель автомобиля
Веб-дизайнер
Ветеринарный врач
Врач-диетолог
Г
Генеральный директор
Д
Девелопер
Дизайнер
Дилер
Диспетчер
Дистрибьютор
Ж
Журналист
З
Зубной техник
И
Имиджмейкер
Инкассатор
К
Косметолог
Копирайтер
Кондитер
Кассир
Калькулятор
Клинер
Л
Логистик
Лаборант-эколог
Лингвист
Лоббист

Самые высокооплачиваемые профессии в США:
1. Хирург: $181850
2. Анестезиолог: $174610
3. Гинеколог-акушер: $174610
4. Пластический хирург: $169600
5. Терапевт: $156790

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