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JP F22 INT/ADV: 言語学習する上でのあるある〜!Momentについて語ろう!Why do you study Japanese?!的な

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 3rd week (13th and 15th September 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Why do you study Japanese?

Goal of the class:

              To be able to talk about language learning related topics.

How did you structure the class?

13th and 15th  September 2022

16:15            

              16:15            

              Gathered at intl’ theater, small talk among students to wait

for HVM students (Playing some J-POP music)

16:20      Introduction to the topic

Q1. なんで◯◯語を勉強しているの?どうして◯◯語を勉強しているんですか。 

Q2. ◯◯語を勉強してる時、どんなことが難しい?

◯◯語を勉強している時、どのような点が難しいと思いますか。

Q3. 逆に、どんな時に「勉強してて良かった〜!」って感じる?

では、どういったタイミングで「勉強して良かった」

Q4. 勉強する時にいつもすることって何かある?例えば、コーヒーを飲む、とか。

  勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。

Q5. 将来、◯◯語を使ってどんなことしたい?

       将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。

Q6. 日本語以外に別の言語を勉強するなら何を選ぶ?その理由は?

Q1. Why do you study Japanese?

Q2. What is the most difficult thing while learning Japanese?

Q3. In contrast, when do you feel “I am glad to know the language~!!”

Q4. Do you have certain routines while learning Japanese? Such as listening to J-Pop, drinking green tea, etc?

Q5. Do you have a plan to use Japanese for your job / hobby in the future?                    

Q6. What language would you like to learn other than Japanese and why?

              Changing partners, interacting,,,

17:15

              End

What technology, media or props did you use?  

Handout

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

Students really enjoyed this topic, so they required to repeat it since they could not finish to answer at the first class. And, when it came to the Q5, everyone was passionate talking about it.

↓Advancedで使った資料。実際の僕の回答を、大阪のことばで書くことによって、実際にネイティブスピーカーがどのような回答をするのか例を提示した。

<回答例>

Q1. なんで◯◯語を勉強しているの?どうして◯◯語を勉強しているんですか。 

せやねー、もともと両親が日本語じゃない言葉話してたのを子どもの頃から見てきたから、言語とか文化にすっごく興味あってん。ほんで、大学生の頃言語学とかにも興味出てきたから、色々勉強してみた、みたいな。

そうですねー、幼い頃から両親が日本語ではない言葉を話していたのを見ていたため、言語や文化にとても興味があったんですね。それで大学で言語学にも興味が湧いて、色々な言語に触れてみたという感じです。

興味がある→

興味が湧く(わく)→

◯◯に触れる(ふれる)

せやね →そうだね

Q2. ◯◯語を勉強してる時、どんなことが難しい?

◯◯語を勉強している時、どのような点が難しいと思いますか。

スペイン語やってた時はー、やっぱ何言うても動詞の活用がホンマに難しかってんなー。発音はたいしたことなかってんけど、ただ最初はものっそい速くて、何言うてるかわからへんかったけど。

 スペイン語を勉強していた時は、やはり動詞の活用がとても難しかったですね。発音自体はそこまででしたが、始めの頃は速すぎて相手が何を言っているのか、わかりませんでした(笑)

動詞の活用(どうしのかつよう)

ものっそい →ものすごい →物凄く

Q3. 逆に、どんな時に「勉強してて良かった〜!」って感じる?

では、どういったタイミングで「勉強して良かった」

と感じますか。

 やっぱ僕の場合、少しでも言えるフレーズとかあって、言ってみると相手が喜んでくれたりとか、そういう会話のきっかけというか。それが嬉しいかな。あとは、誰か好きになった人がいてて、その人のことをもっと知りたいな思って勉強したっていうのはあるかな。なんやろ、スペ語とか。やっぱそれは動機付けとして強いよね、モチベーションの維持的な。

 そうですね、例えばですが、少しでも話せるフレーズがある場合にそれを使ってみて、相手の反応を見るのが好きですね。良い会話のきっかけになりますよね。他のタイミングと言えば、誰かのことを好きになって、その人のことを深く知りたいと感じて勉強したというのはありますね。特にスペイン語はそうです。それは語学の動機付けとして強いですよね。モチベーションの維持に繋がるというか。

例えば(たとえば)→

〜〜な場合(ばあい)→

相手(あいて)→

反応(はんのう)→

きっかけ

深く(ふかく)→

動機付け(どうきづけ)→

維持(いじ)→

繋がる(つながる)→

Q4. 勉強する時にいつもすることって何かある?例えば、コーヒーを飲む、とか。

  勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。

うーん・・・あれかな、勉強法はシャドイングばっかやってんねんけど、歩きながらやることが多いかな。あんまり部屋の中でちまちまするんは好きちゃうから。

  そうですね、勉強法としてはシャドイングを歩きながらしますかね。あまり部屋の中で机にむかってというのが好きじゃないので。

〜する際(さい)=〜する時

部屋(へや)→

ちまちまやる →

Q5. 将来、◯◯語を使ってどんなことしたい?

      将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。

 せやなー、いまアラビア語勉強してんねんけど(笑)、そもそもアラブの人たちがどんなこと考えてんのか知りたい思って始めたから、色々対話してみたいなー思てるよ。

 そうですね、いまアラビア語を勉強していて(笑)、アラブの人々がどのようなことを考えているのか知りたいと思って始めたので、色々と対話してみたいと考えています。

Q6. 日本語以外に別の言語を勉強するなら何を選ぶ?その理由は?

 うーん、スラブ語系は一切やったことないから、興味はあるかな。チェコ語とかw キリル文字覚えんでええからw あとはタイ語もっかいやり直したいかも。適当に勉強してたから、もすこしちゃんと話せるようになりたいなー思てるよ。タイ語話す友達結構いてるから。

 そうですね、スラブ語族にはまだ手を出したことが無いので、興味はあります。チェコ語なんかは新たにキリル文字を覚えなくて良いので、穴場かなと思っています。あとは、タイ語をもう一度やり直したいと思っています。これまであまりしっかり勉強して来なかったので、もう少し話せるようになりたいですね。タイ語話者の友人がいるので。 

もっかい→

やり直す→

語族(ごぞく)→

穴場(あなば)→

話者(わしゃ)→ 

キリル文字→

FR S22 INT/ADV – La routine matinale (the morning routine)

Warm-up (15 minutes): Questions to discuss in group around Morning Routines and habits

The students have to discuss the following questions in groups of 3 to 4 students: Avez-vous une routine le matin? Que faites-vous habituellement après le réveil? (petit-déjeuner? Douche? Sport? Yoga? Lecture? Méditation?) – Do you have a morning routine? What do you usually do after waking up?

Qu’est-ce que tu fais en premier le matin?–What is the first thing you do after you wake up? Quelles sont les bonnes habitudes que vous aimeriez prendre le matin?–What are some good/healthy morning habits you would like to develop?

Qu’est-ce que tu manges au petit-déjeuner?–What do you usually eat for breakfast?

Est-ce que tu es un/une «lève tôt» ou un/une «couche tard» – are you an early bird or a night owl?

Provision of a vocabulary sheet with a lot of words, expressions and idioms pertaining to the morning routine in French (I included more difficult expressions/turn of phrases and idioms for the advanced level class). This sheet is designed to be a support for the following activities as well.

Activity 1: (20/25 minutes)

The first activity is based on creativity (writing) in groups of 2/3 students. First, I ask them to individually write on a small sheet of paper one word in relation to the word ‘Morning’. Then they all give them to me, I shuffle them, I create groups of 2/3 students, and each group randomly picks two papers. Based on the words they picked, they have to come up with a short story of about 100 words. This activity not only calls on to students’ imagination and creativity, but the way it is designed (team work) also makes it a good way for them to practice speaking in French by working on writing their story. They really liked this activity and it took them approximatively 20/25 minutes to write their story, after which each group chose to either tell the story or act it out. The whole class had a lot of fun!

Activity 2:

Another activity that could be done in this class is the following:

Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris : Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk.

This video is very good not only for the vocabulary and expressions used by the persons interviewed but also because it teaches the most accurate ways of expressing one’s habits in a colloquial manner.

Instructions: Jot down what you understand about the interviewees’ daily routine; what did they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?

The last part of the activity can be a little quiz on words and expressions mentioned in the interviews that are either colloquial or idiomatic. Activity 2: Another activitythat could be done in this class is the following:•Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris -: Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk. This video is very good not only for the vocabulary and expressions used by the persons interviewedbut also because it teaches the most accurate ways of expressing your habits in a colloquial manner. •Jot down what you understand about the interviewees’ daily routine;•After watching the video, I ask them to tell me what they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?•The last part of the activity can bea little quiz on words and expressions mentioned in the interviewees that are either colloquial or idiomatic.Resources: PowerPoint, Vocabulary sheet, Youtube

FR S22 ADV- La Francophonie

This class is designed to introduced students to the French speaking world. After this class, students will know about the French speaking countries, the distribution of the french language in the world, some linguistic specificities/differences between the various French-speaking countries

Activity 1:

  • 1) Par groupes de 3, au tableau, notez tout ce que la Francophonie représente pour vous​ (In groups of 3, on the board, write down everything that ‘La Francophonie’ means to you)
  • 2) discutez et choisissez dans votre liste l’élément qui représente le plus la France pour vous. Justifiez votre choix​ (Discuss and choose from your list the item that most represents France to you. Justify your choice)

Activity 2:

  • https://www.youtube.com/watch?v=1wIwTn61huA – Que nous apprend cette vidéo sur la présence et l’importance de la langue Française dans le monde?​ (What does this video tell us about the presence and importance of the French language in the world?​)
  • Combien de personnes parlent le Français dans le monde? ​(How many people speak French in the world today?)
  • Quel est le top 5 des langues les plus parlées dans le monde? (what are the top 5 languages most spoken in the world today?)

Cultural Input:

Liste des pays ou régions où on parle français (list of the countries/places where French is spoken): ​

La France et:

• La Belgique, le Luxembourg, la Suisse, Monaco. ​

• En Afrique: l’Algérie, le Burkina Faso, le Bénin, le Cameroun, le Congo, la Côte d’Ivoire, Djibouti, le Gabon, la Guinée, Madagascar, le Mali, le Maroc, la Mauritanie, la République centrafricaine, la République démocratique du Congo (ex-Zaïre), le Sénégal, le Tchad, le Togo. ​

• Certaines îles: les Comores et les Seychelles, Vanuatu, Haïti. ​

• Le Québec,  Louisiane aux États-Unis, Nouvelle-Écosse et Nouveau-Brunswick

• En Inde (Pondichéry), au Moyen-Orient (Égypte, Israël et Liban), au Cambodge, au Vietnam, au Laos, à l’île Maurice et en Afrique du Sud. ​

Activity 3 + cultural input:

  • https://www.youtube.com/watch?v=zf9WATdZK7E​ (8 Colloquial French Expressions You Should Know)
  • Parmi les expressions qui sont mentionnées dans cette vidéo, quelle est votre expression favorite? (What is your favorite expression amongst those presented in this video?)

mots et expressions de la Francophonie (words and expressions from the Francophone world)​:

  • chafouin rusé, sournois. Il viendrait de l’ouest de la France (je l’utilise pour dire que je suis de mauvaise humeur = ‘Grumpy’)​
  • « il est fada! » (Il est fou!) ou « fada! » comme ponctuation de phrase (Dingue! / fou!)​
  • vigousse, en Suisse, signifie « vif »​
  • tap-tap: un mot haïtien pour désigner une camionnette servant de transports en commun​
  • poudrerie: un mot québécois pour désigner la neige poussée par le vent…​
  • lumerotte: mot belge pour parler d’une source de lumière de faible intensité​
  • dracher: s’emploie lorsque la pluie tombe à verse (pouring rain), en Belgique​
  • champagné: un mot d’Afrique centrale pour désigner quelqu’un qui a de l’influence, ou de multiples relations

To wrap up this class, the last activity can be the following:

Activity 4:

Par groupes de 3, trouvez et partagez avec les autres des situations/anecdotes personnelles durant lesquelles vous vous êtes sentis (In groups of 3, find and share with others personal situations/anecdotes in which you felt):​

  • chafouins (de mauvaise humeur)​
  • Vigousses (Energiques)​
  • BG (beaux)​
  • En PLS (mal/malade)​
  • Frais (se sentir bien)​
  • Enjaillé (motivé)​​

Ça peut être des situations de tout les jours, des souvenirs spécifiques, des moments embarrassants ou drôles 

ES ADV S18 Personality and Instagram

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

 

Day and Date: 04/18/2018

 

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Personality and Instagram

 

Goal of the class: Personality adjectives, question formation

 

How did you structure the class?

 

Head’s up (5’): Upcoming events

 

Warm-up: (10’) whole-group:

We begin by picking someone’s profile on Instagram. Students will be asked who that person is, and to describe the physical appearance and lifestyle. This will be a modelling activity of what they will have to do later.

We do this activity on the screen and in group.

Students get a sheet to fill out different features: profession, hobbies, appearance, personality.

 

Activity 1: (25’) pairs, then whole group

5’ to search, 5’ to discuss their personality and physical appearance

 

In pairs, students go on Instagram and look up the profiles of some people I tell them too. They tell me what these people do and describe them.

 

@pabloalboran             @SergioRamos             @soyunapringada

@Dabizmuñoz              @pau_eche                 @cristipedroche

 

Whole group:

Afterwards, each of them will present theirADV 04:18 Instagram READY characters and describe them following a similar way of doing it.

 

 

Activity 2 (20’): Groups of 4 or 5: Tiradas telemáticas
Students play a game of questions and answers that prompts the vocabulary that they have used and learnt during the previous activity and question formation.

 

 

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

Instagram, TV, Internet.

 

 

 

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

Using a social network such as Instagram definitely triggers students’ interest when it comes to class activities.

The first part of the class is not so conversational, but it prepares students for the second part in which they get to speak all the time.

 

How could this class be improved/ modified?

A set of fixed questions for them to discuss would help the beginning of the class to be more conversational.

 

 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 F16 ADV German colloquial language/slang and its usage

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

 Day and Date: Thursday, September 8, 2016

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed:

German colloquial language/slang and its usage

Goal of the class:

After the lesson students should have learned basic ways to sound more German: basic shortenings of expressions, slang and alteration of sentence structures while speaking German.

How did you structure the class?

15-20 minutes: The students each receive one or two slips of paper with English expressions/filler words. They try to describe, what function the respective filler word has. The LR helps in explaining the German usage or word for it.

10-15 minutes: The students get in groups of two. They tell each other how their days of the week went (or what their last essay was about, what they learned in the last lesson) and use as much of these filler words as possible. They should also try to explain certain things. After that, they should present their “filler word”-stories to the class.

20-25 minutes: Idiom taboo. Students receive each a paper slip with an idiom (in English). They try to explain their idiom to the other person. They should also attempt to translate it as much as possible to see later if it matches the “official translation”. Quick groups receive more sheets. 

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

Whiteboard to write down mentioned vocabulary, paper slips for the Idiom taboo, paper slips with the filler words.

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

Everything worked as expected. Students were very motivated to engage in class and were really interested about the colloquial sentence structures. 

How could this class be improved/ modified?

 I would keep it as it is.

 

RU F16 INT Discussion on Varied Topics

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva 

Day and Date: Wednesday, 09/28/2016

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

Class theme/topics discussed: Discussion on varied topics

Goal of the class: practicing speaking skills 

How did you structure the class?

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

15 minutes

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

20 minutes

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

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

20 minutes

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

Handouts

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

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

How could this class be improved/ modified?

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

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

Handout 1

Начало Что ты любишь делать в свободное время?

ààà

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

|

\/

Как часто ты ходишь в кино?

|

\/

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

<-<-<-

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

->->->

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

|

\/

Куда ты ездишь на праздники?

|

\/

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

<-<-<-

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

->->->

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

|

\/

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

<-<-<-

                                                                                             

Handout 2

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

 

Handout 3

10 Ways To Say You Don’t Care In Russian

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

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

Мне всё равно, куда́ идти́.

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

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

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

  1. По бараба́ну

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

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

  1. Фиоле́тово

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

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

  1. Паралле́льно

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

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

  1. Плева́ть

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

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

  1. до ла́мпочки

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

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

  1. до фе́ни

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

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

  1. до фонаря́

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

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

  1. по́ фигу

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

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

  1. чиха́ть

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

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

 

 

 

 

 

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