Language Residents

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Tag: Literature

RU F15 ADV Russian Proverbs and Sayings

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 09/17/2015

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

Class theme/topics discussed: Russian proverbs and sayings

Goal of the class: learn about the meaning of the Russian proverbs and sayings. Try to apply them in the real life situations.

How did you structure the class?
1. Match the two sides of proverbs and sayings (Handout 1).
Try to explain its meaning (5 proverbs to each student).
Do you know any American proverbs? Do you use any of them? Do you know the Russian equivalent?
20 minutes.

2. Imagine situation where you can apply these proverbs.
10 minutes

3. Russian Fairy tale – read (Handout 2) and answer the questions:
1. Как получился Колобок?
2. Кого колобок встретил первым?
3. Как Колобок обманул волка?
4. Кого Колобок встретил после волка?
5. Удалось ли Колобку обмануть лису? Как лиса обманула Колобка?
30 minutes

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

What worked well in this class? What did not work?
Only 1 of my 2 students showed up today so all the tasks were completed much earlier. During the time left we discussed whether the language table with the beginners went well yesterday. It was the first time when they all came.
Proverbs were definitely a success. It turned out that the student didn’t know many of them in Russian so he had to think carefully about its meaning.
The fairy tale was also good as in the end we discussed what proverbs can be applied to it.
How could this class be improved/ modified?

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

Handout 1. Proverbs and sayings for matching

Без труда не вытащить и рыбки из пруда.
Терпенье и труд все перетрут.
Друзья познаются в беде.
Не место красит человека, а человек место.
Язык до Киева доведёт.
Рыба ищет где глубже, а человек – где лучше.
Слово – не воробей, вылетит – не поймаешь.
Не было бы счастья, да несчастье помогло.
Заставь дурака Богу молиться, так он себе и лоб расшибет.
Встречают по одёжке, провожают по уму.

Handout 2. Колобок

Жили-были старик со старухой.
Вот и говорит старик старухе:
— Поди-ка, старуха, по коробу поскреби, по сусеку помети, не наскребешь ли муки на колобок.
Взяла старуха крылышко, по коробу поскребла, по сусеку помела и наскребла муки горсти две.
Замесила муку на сметане, состряпала колобок, изжарила в масле и на окошко студить положила.
Колобок полежал, полежал, взял да и покатился — с окна на лавку, с лавки на пол, пó полу к двери, прыг через порог — да в сени, из сеней на крыльцо, с крыльца на двор, со двора за ворота, дальше и дальше.
Катится колобок по дороге, навстречу ему заяц:
— Колобок, колобок, я тебя съем!
— Не ешь меня, заяц, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
От тебя, зайца, подавно уйду!

И покатился по дороге — только заяц его и видел!
Катится колобок, навстречу ему волк:
— Колобок, колобок, я тебя съем!
— Не ешь меня, серый волк, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
От тебя, волк, подавно уйду!

И покатился по дороге — только волк его и видел!
Катится колобок, навстречу ему медведь:
— Колобок, колобок, я тебя съем!
— Где тебе, косолапому, съесть меня!

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От тебя, медведь, подавно уйду!

И опять покатился — только медведь его и видел!
Катится колобок, навстречу ему лиса:
— Колобок, колобок, куда катишься?
— Качусь по дорожке.
— Колобок, колобок, спой мне песенку!
Колобок и запел:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От медведя ушел,
От тебя, лисы, нехитро уйти!

А лиса говорит:
— Ах, песенка хороша, да слышу я плохо. Колобок, колобок, сядь ко мне на носок да спой еще разок, погромче.
Колобок вскочил лисе на нос и запел погромче ту же песенку.
А лиса опять ему:
— Колобок, колобок, сядь ко мне на язычок да пропой в последний разок.
Колобок прыг лисе на язык, а лиса его — гам! — и съела.

DE F12 ADV Fairy Tales

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-29-2012

Class theme/topics discussed:
– Creating your own story
– Current German music

Goal of the class:
– using given vocabulary to create your own individual story
– be aware of current German music

Structure of the class:
– Talk about Thanksgiving and current events
Fairy Tales: Wordle had been used to mess up Wikipedia articles on German fairy tales http://www.wordle.net  
– Students had to use the vocabulary to create their own stories
– The groups presented their stories later to the class

What technology, media or props did you use?
Paper, TV screen, laptop

What worked well in this class? What did not work?
All worked very well, the class was funny and creative.

How could this class be improved/ modified?

RU F11 ADV Books and Storytelling

Language and Section: Russian – PO Russ 13.1

Date: 15.11.2011 

Class theme/topics discussed: Books and Storytelling

Goal of the class: developing speaking skills; learning vocabulary for discussing and describing books and literature; learning other registers of the language

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

regist Plan attached.

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

None

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

Everything worked wonderful; students talked a lot and exchanged their opinions.

How could this class be improved/ modified?

The Bible is a sensible topic to discuss; when I was carrying out this lesson, I was pretty sure none of my students were very religious. Still to be on the safe side, I asked them first. If there are some fundamental Christians, it’s better to choose another book (see ideas in the lesson plan).

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

DE S11 INT Book review

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 20th Jan 2011

Class theme/topics discussed:
Book: Tintenherz

How did you pick this theme or topic?
Students expressed their interest in reading German short stories and books.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave my students a summery of the book “Tintenherz” and also a list with vocabulary. We read the text together. After each paragraph we talked about new vocabulary and what had happened to the protagonists in it.

How did students react?
Liked it

Did they engage with each other and you?
Yes

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

Please attach a copy.
http://www.dieterwunderlich.de/Funke_tintenherz.htm#cont

Would you recommend this activity for a future class?
Yes

Why or why not?
Tintenherz is a very popular book in Germany and also my students liked it. They asked if we could also read about “Tintenblut” and “Tintentod”

DE F10 INT Books

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 18th Nov 2010

Class theme/topics discussed:
Our favorite books

How did you pick this theme or topic?
Everybody talks about Harry Potter at the moment.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave my students a worksheet, where they had to take notes about their favorite book (content, characters, places, like, dislike). Then they gave a short presentation and we talked about their favorite book.

How did students react?
They liked it.

Did they engage with each other and you?
Yes

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

Would you recommend this activity for a future class?
Yes

Why or why not?
Students liked to talk about their interests.

RU F10 INT Physical Appearance

Class theme/topics discussed:
Describing Physical Appearance

How did you pick this theme or topic?
From last semester.

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

How did students react?
She participated actively in all activities.
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 8_Sept 23_Text

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages students’ talking.

Intermediate Russian
Lesson 8
September 23, 2010

1. News of the day (5 min.)

2. Verbs of motion: practice.

Handout with pictures – compose sentences describing the pictures (a copy is in the pink folder).

3. Students read and translate the following story by Daniil Kharms

Голубая тетрадь № 10

Был один рыжий человек, у которого не было глаз и ушей. У него не было и волос, так что рыжим его называли условно.
Говорить он тоже не мог, так как у него не было рта. Носа тоже у него не было.
У него не было даже рук и ног. И живота у него не было, и спины у него не было… Ничего не было! Так что непонятно, о ком идет речь.
Уж лучше мы о нем не будем больше говорить.

Даниил Хармс (1937)

4. Students make up their own stories describing a person who does not exist or who looks very strange. We draw a picture.

5. Discussion: Пластическая хирургия – личное мнение.

RU F10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From last semester’s materials – it was a successful class.

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

How did students react?
They participated in the discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, TV, Internet.
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 5
September 14, 2010

1. Exercise to revise the cases (10 min.)
Lesson 5_Sept 14_Exercise

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей (положительных\ отрицательных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

DE F10 INT Short Story 2

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 09-09-10

Class theme/topics discussed:
Anekdote zur Senkung der Arbeitsmoral by Heinrich Heine

How did you pick this theme or topic?
Finishing the short story, which we read last class

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout short story + video on youtube

How did students react?
They liked the visual support

Did they engage with each other and you?
Yes, they were talking about the story and the plot

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

Please attach a copy.
http://www.jorde.de/deutsch/anek01.html
http://www.youtube.com/watch?v=qebFuUmw6RY

Would you recommend this activity for a future class?
maybe

Why or why not?
The students understood the story much better when they watched the video, but I still think that it is a little to difficult for intermediate students. Advanced would be better.

DE F10 INT Short Story

Conversation Class Lesson Plan

Section: German Intermediate
Date: ______07-09-10_________

Class theme/topics discussed:
Ankdote zur Senkung der Arbeitsmoral by Heinreich Heine

How did you pick this theme or topic?
The students asked if we could read a German short story. This is a very good one, that’s why I picked it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made the students read the short story, first the whole one and then the single paragraphs.

How did students react?
They are very good at reading, but there were lots of vocabs, which they did not know

Did they engage with each other and you?
They were reading and asking questions about vocabs.

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

Please attach a copy.
http://www.jorde.de/deutsch/anek01.html

Would you recommend this activity for a future class?
No

Why or why not?
The story was too difficult for an intermediate class, there were too many vocabs they did not know.

FR S10 INT – fairy tales

Project – fairy tales

How did you pick this theme or topic?

I wanted them to know more about the vocabulary related to fairy tales so that they could understand Cendrillon more easily.

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

Handouts
Discussion

How did students react?

They reacted well and had a lot to remember because they didn’t know any vocabulary.

Did they engage with each other and you?

Yes

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

White board
Sheets of paper

Please attach a copy.

Here is the plan I had with me

Would you recommend this activity for a future class?

Yes but maybe use it in a different way since this was designed for the project.

Intermediate 3/23

1. Fairy Tales
→ they have to guess from what fairy tale the sentences comes from

• La fillette a bu la potion et est devenu très petite.
• La jeune fille s’est piqué le doigt et s’est endormie pour toujours.
• La jeune fille est tombée amoureuse de la Bete et a brisé le sortilège.

→ they have to create 3 sentences thanks to the vocabulary sheet and make us guess from what fairy tale it comes from

2. Fables de la Fontaine
→ they have to read the fables aloud
→ they say what they understand
→ we see together the words they don’t understand
→ then we read the English version
→ we discuss the meaning

DE S10 ADV Poems 2

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: March 2, 2010

Class theme/topics discussed: German poems (continued)

How did you pick this theme or topic?
See previous lesson.

 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked my students to recall what we did the lesson before and to sum up some of the poems that they found intriguing. Then, I asked them to discuss which one they would like to choose in order to recite it for the upcoming German “Liederabend”. They agreed on Goethe’s “Erlkoenig”. We discussed the poem in great detail and the students came up with different, very interesting analyses. Afterwards, I gave them the English translation of the poem and we critically compared the German and English version.
Then, I asked the students to discuss the way in which they would like to recite the poem. After they’d agreed on that, we spent the rest of the lesson practicing how to recite the poem and how to ‘act’ on stage.

How did students react?
I think the students were really happy with the poem they finally selected. They had fun rehearsing it and really got into character. I think it was a good way for them to rehearse the poem and to make them more prepared and comfortable for the upcoming “Liederabend” event.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Copies of the “Erlkoenig”

Would you recommend this activity for a future class? Why or why not?
Yes, the students were very motivated to rehearse their recital and they were excited for the upcoming “Liederabend”.

Der Erlkönig

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.

 

RU S10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From the previous LR’s materials.

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

How did students react?
They participated in the discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, TV, Internet.
Please attach a copy.
Lesson 2_Jan 21_Exercise

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 2
January 21, 2010

1. Exercise (see file Lesson 2_Jan 21_Exercise) to revise the cases (10 min.)

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей. (Позитивных/негативных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

DE F09 ADV Christmas

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 3. Dezember 2009

Class theme/topics discussed: Christmas

How did you pick this theme or topic? Since it was December, I thought it might be nice to talk about Christmas and Christmas time in general.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First, I asked my students how they generally celebrate Christmas and what they like about it. We also talked about how other countries celebrate Christmas and what’s different in comparison with the US. Then, we read and discussed a poem called “Little Christmas Gedicht” which was a funny Christmas poem in “Denglish” – i.e. in German and English. Afterwards I asked my students if they had already thought about what presents they were going to give out this Christmas and what kind of presents they would like for themselves. My students wrote down their wishes on a wish list and then explained their choices. After that, I told my students a little bit about how Christmas is celebrated in Germany and what some traditional things we do during Christmas time are. I mentioned how children enjoy making ginger bread houses and then I told my students that we would do some little ones of our own (made of biscuits). I handed out the recipes and my students started building their ginger bread houses. Meanwhile, we talked about all things related to Christmas and listened to German Christmas songs.

How did students react?
The students were very excited when I told them we would spend this lesson talking about Christmas. I think they loved the ginger bread houses.

Did they engage with each other and you?
Yes, they were talking very much and were eager to share their knowledge and experiences.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Poem “Little Christmas Gedicht”
Blank copies of “My wish list”
Recipes for mini ginger bread houses
Baking supplies
German Christmas music on my computer

 Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students had a lot of fun and spoke German the entire time of the lesson.

 

 

LITTLE CHRISTMAS GEDICHT

FR F09 ADV – Translation of a poem

Translation of Victor Hugo’s poem “Demain, Dès l’Aube”

How did you pick this theme or topic?

One student from this group is going to recite a poem for the French Dinner, so I thought it would be nice to have the other students translate it so that everyone could understand it during the Dinner. And it would also be a way to make them take part in it.

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

Work in two groups and then group discussion

How did students react?

They reacted well, but they spoke mainly English since it was a translation from French to English. However, I think they liked it because it was a bit different from what we had been doing.

Did they engage with each other and you?

They engaged with each other and discussed the best ways to translate the lines.

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

Youtube,
Handouts

Please attach a copy.

Below is the plan I had with me in class

Would you recommend this activity for a future class?
Not for a regular conversation class because it didn’t involve French.

Advanced 10/15

1. Warm-up

2. Workshop: Victor Hugo’s poem “Demain, Dès l’Aube”

– Jenna introduces it
– They read the text in French
– They listen to the way it should be recited (youtube video)
– Explanation of some terms

3. Translation

– they work in two groups: each group translate a part of the poem
– then they switch what they translated and correct the other part they didn’t translate
– then they all talk about the problematical translations

RU F08 ADV A Fairy Tale “Krasnaya Shapochka”

Class theme/topics discussed:
Reading and discussing Russian fairy-tale “Red hat”
acting!

How did you pick this theme or topic?
The students suggested reading a fairy-tale

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

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.)
handouts
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The students liked acting out the fairy tale very much

Красная Шапочка

Жила-была в одной деревне (village) маленькая девочка, такая хорошенькая (pretty), что лучше ее и на свете ( in the world) не было. Ко дню рождения подарила ей бабушка красную шапочку (little hat).
Соседи так про нее и говорили:
– Вот Красная Шапочка идет!
Как-то раз испекла (baked) мама пирожок и сказала дочке:
– Сходи, Красная Шапочка, к бабушке, отнеси ей этот пирожок и горшочек (little pot) масла и узнай, здорова (healthy) ли она.
Красная Шапочка и пошла к бабушке в другую деревню.
Идет она по лесу, а навстречу ей бежит серый Волк. Очень захотелось ему съесть Красную Шапочку, но он услышал дровосеков (woodcutters) и решил подождать.
Волк и спрашивает девочку:
– Куда ты идешь, Красная Шапочка?
А Красная Шапочка говорит:
– Иду к бабушке и несу ей вот этот пирожок и горшочек масла.
– А далеко ли идти к твоей бабушке? – спрашивает Волк.
– Довольно (rather) далеко, – отвечает Красная Шапочка. Нужно пойти прямо (straight), пройти через лес, потом перейти через мост и повернуть (turn) направо. Бабушка живет в первом домике с краю (from the edge).
– Я тоже хочу зайти к твоей бабушке. Я по этой дороге (road) пойду, а ты иди по той. Посмотрим, кто из нас раньше придет.
Сказал это Волк и побежал по самой короткой (shortest) дорожке.
А Красная Шапочка пошла по самой длинной дороге. Шла она не торопясь (without hurrying), по пути (on the way) собирала цветы.
Она еще и до мельницы (mill) не дошла, а Волк уже прибежал к бабушкиному домику и стучится (to knock) в дверь: тук-тук!
– Кто там? – спрашивает бабушка.
– Это я, внучка (granddaughter) ваша, Красная Шапочка, – отвечает Волк тоненьким (very thin) голоском (little voice). – Я к вам в гости пришла, пирожок принесла и горшочек (little pot) масла.
А бабушка была в это время больна и лежала в постели (bed). Она подумала, что это и в самом деле (really) Красная Шапочка, и говорит:
– Дерни (pull) за веревочку (string), дитя (child) мое, дверь и откроется!
Волк дернул за веревочку – дверь и открылась.
Бросился Волк на бабушку и разом (right away) проглотил (swallowed) ее. Он был очень голоден (hungry), потому что три дня ничего не ел.
Потом закрыл дверь, лег на бабушкину постель и стал (began) ждать Красную Шапочку.
Скоро она пришла и постучалась: тук-тук!
– Кто там? – спрашивает Волк.
А голос у него хриплый (hoarse).
Красная Шапочка испугалась (got scared) сначала (at first), но потом подумала, что бабушка охрипла (got hoarse) от простуды (from cold) и поэтому у нее такой голос.
– Это я, внучка ваша, – говорит Красная Шапочка. – Принесла вам пирожок и горшочек масла.
Волк сказал тонким (thin) голосом:
– Дерни за веревочку, дитя мое, дверь и откроется.
Красная Шапочка дернула за веревочку – дверь и открылась.
Вошла девочка в домик, а Волк говорит:
– Положи, внучка, пирожок на стол, горшочек на полку поставь, а сама ложись (lie down) рядом со мной. Ты наверно очень устала.
Красная Шапочка легла рядом (next to) с волком и спрашивает:
– Бабушка, почему у вас такие большие руки?
– Это чтобы покрепче (strong) обнять (embrace; hug) тебя, дитя мое.
– Бабушка, почему у вас такие большие глаза?
– Чтобы лучше видеть, дитя мое.
– Бабушка, почему у вас такие большие зубы?
– А это чтоб скорее съесть тебя, дитя мое!
Не успела Красная Шапочка и ответить, как злой (mean) Волк бросился на нее (attacked her; jumped at her) и проглотил (swallowed).
Но, по счастью (luckily), в это самое время (at this very time) проходили мимо домика дровосеки с топорами (with axes) на плечах (shoulders).
Услышали они шум (noise), вбежали в домик и убили (killed) Волка. А потом распороли (cut) ему брюхо (belly), и оттуда вышла Красная Шапочка, а за ней и бабушка – обе целые (in one piece) и невредимые (unharmed).

RU F08 ADV Vii by N. Gogol (for Halloween:)

Class theme/topics discussed:
News of the day (student’s presentation)
Gogol on Halloween. (Nikolay Gogol and his famous book “Vii”)
Vii” 3 films versions
Film presentations, сomparison

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.)
Presentation, watching video, group 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.)
International Theatre, Internet
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The topic is very interesting and relevant

Lesson plan 17
Russian Conversation Advanced
10/30/08

Topics:
Famous Russian writers
Nikolay Gogol and his famous book “Vii”

“Vii” 3 films versions
Film presentations, comparison

Introduction. (10 min)
Listen to the presentation of the Gogol’s biography and his book “Vii” and retell it.

Николай Васильевич Гоголь – великий русский писатель, поэт и драмматург. Родился он в Украине в небольшом селе 20 марта 1809 года. В 18 лет он приехал в Петербург, чтобы учиться. Литературную известность ему принесла книга “Вечера на хуторе близ Диканьки”. Его самые извечтные книги: “Ревизор”, “Мертвые души”, “Шинель”, “Нос”.
“Вий”.
Однажды ночью главный герой, студент семинарии Хома, убил ведьму. Скоро его вызывают отпевать в течение трёх ночей молодую девушку, которая оказывается той ведьмой. Сейчас она хочет отомстить Хоме. Хома пытается сбежать, но его не отпускает отец девушки. Итак, Хоме надо 3 ночи сражаться с нечистью в закрытой церкви. А наместник Сатаны на земле – ужасный Вия с веками до земли…

Video 1.
1967 год.
http://www.youtube.com/watch?v=DctSay-1WbY

Video 2.
2006 год., рижессер Олег Фесенко
http://kinoros.ru/db/movies/750/video/215/index.html?1204608701976

Video 3.
2009 год., режиссер Олег Степченко
http://kinoros.ru/db/movies/675/video/451/index.html?1204609082386

FR S08 INT – skit and text

End of the skit of last week. “J’aime pas les filles”
“Le croissant du trottoir”

How did you pick this theme or topic?
We needed to follow up on last week’s activity.
“le croissant du trottoir” is a very cute text. It is a good reading exercice, and then they talk about their personal experience.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I asked them about the list of things that the comedian does not like about boys, then I asked them to imagine what she could reproach women for doing.
We checked by watching the video.
Text: I gave them the text, introduced it. ( author, entire book, because this text is one of more than 30) Then they read it and ask for the words they did not know. I asked them a few questions like: what is the tense most used in the text? Why? What is the personal pronoun most used? Why?…
Then I asked them if like the author, they feel the same kind of feelings sometimes, and when.

How did students react?
The skit was fun to watch and talk about but a little hard again.
They liked the text, especially when they could share their personal experience. It was really cute.

Did they engage with each other and you?
Yes

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

RU S08 INT A Song “У природы нет плохой погоды”

Topics discussed: Russian literature: poetry and prose

Warm-up (10 min):
Listen to the song and fill in the blanks
Free discussion

У природы нет плохой погоды (“There is no bad weather in the nature”)

Песня из к/ф “Служебный роман”
Автор текста: Рязанов Э.
Композитор: Петров А.

У ______ нет плохой погоды
Каждая погода благодать* – grace
______ ли _______- любое время года
Надо благодарно* _______________ – thankfully

Отзвуки* душевной* непогоды – echo; emotional
В сердце одиночества* печать* – loneliness; stamp
И бессонниц* горестные* всходы* – insomnia; sad; coming-up
Надо благодарно ________________

Надо благодарно ____________

Смерть* желаний*, __________ и невзгоды – death; wishes
С каждым днем все непосильней* кладь* – beyond one’s strength; load
Что тебе назначено ¬___________
Надо благодарно _____________.

Смену* лет, закаты и восходы – change
И любви ___________ благодать
Как и дату своего ухода* – leaving
Надо благодарно ______________

Надо благодарно _______________

У _________нет плохой погоды
Ход* времен нельзя остановить* – order; to stop
Осень ________ как и осень _______
Надо не скорбя* благословить* – without grieving; to bless

Надо не скорбя благословить
Надо не скорбя благословить

Vocabulary Revision (20 min):

With the partner, take turns describing the meaning of the folowing words:

• Библиотека
• стихотворение
• пародия
• домашнее задание
• писатель
• музей
• интернет
• лекция

Game “Once upon a time…” (20 min):
(Oral Conversation Practice)

FR F07 INT – Phonetics and reading

Phonetics : sounds « s » and « ch »
Reading of “La bicyclette et le vélo”

How did you pick this theme or topic?
It was the first time we worked on these subjects.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Handouts (the projector did not work), repetition, and then individual reading of the text, then group work, then general discussion.

How did students react?
They loved the phonetics exercise. Then they enjoyed the text I think, which described typical characteristics of people who use bikes in France. This is a poetical text, and they felt what the author wanted people to feel. They all knew how to describe (for example) the typical student in France.

Did they engage with each other and you?
Yes they did!

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, but I would organize it better so that we have to time to do a follow up activity which consists in asking them to imagine something typical of their country and have them describe it.

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