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Tag: pandemic

JP F20 INT/ADV: Onomatopoeia

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday November 4, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

  • Check in with everyone and see how they are doing 
  • Onomatopoeia 

Goal of the class:  

  • See if everyone is cool to do a class (This class was right after the presidential election)
  • Explore Onomatopoeia 

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
  1. Introduce Onomatopoeia (8 min) 
    1. ザーザー and パラパラ 
    2. Animal voices etc. 
  1. Breakout room (30 min) 
    1. Describe a moment or create a story 
    2. Pick 3 or 4 Onomatope from https://www.tofugu.com/japanese/japanese-onomatopoeia/ and use it in sentence. One sentence one onomatope. 
  1. Main room (15 min) 
    1. Share the sentences that each group creates 
    2. Wrap up. Stay positive, and stay calm

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

Class agreement, breakup rooms 

Zoom, breakout rooms online resource 

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

  • Students were tired and stressed out with election situations. 
  • Students loved Onomatope. They sound funny and cute apparently. 
  • In the breakout rooms, students were laughing so hard finding new Onomatope and how they sound like 
  • They were so creative about making a story. This is a lot more than I expected. 
  • In the main room, students typed what they created in a chat and read aloud. It became almost like a theatre at some point. One student acted character A, another one was character B, and another one was a narrator, etc. 
  • They were so good at creating, writing, and using new words. I gave a little grammar correction to make a phrase sound natural after every group presented their stories. 
  • I enjoyed so much how engaged they were in today’s activity.  
  • I wanted this class to be somewhat fun. I’m glad that this class created some cheerful moments for them, especially after hearing them saying that other classes were all ok today and that they were just ok. 
  • This is one of classes students chose as the best.

Advanced:

  • They knew a lot more onomatope than the intermediate class. 
  • They were very nervous and worried about the election results.  
  • We ended up with talking a lot of feelings and situations around the election with onomatope.  
  • We also had some fun moments with some fun and positive and funny onomatope.  
  • Students also expressed some feelings about COVID. 
  • Onomatope are very nuanced expressions, so it was a great exercise to think about what the equivalent expressions are in English. I ended up with doing a lot of acting and facial expressions to tell them the nuances. That was fun.  
  • Manga is a great way to learn onomatope. 

How could this class be improved/ modified? 

  • Onomatopoeia is very fun and great things to know. I used an entire class focusing on this. But also it’s possible to introduce a few Onomatopoeia at the beginning of every class. This would give students some laugh and create a positive mood to start a class. 
  • I used a breakout room with 3-4 people. It could be smaller groups. 

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. 

https://www.tofugu.com/japanese/japanese-onomatopoeia/

Student works: Each group created a story. 

  • ある日かえるさんとあひるさんが、いけに会いました。あひるさんは、かえるさんにかっこつけて、大きな声で 「ガーガー」と泣きました。かえるさんは、これを聞いてクスクス笑いました。じつは、あひるさんはじこあいせいでしたので、笑われたことがなかったです。あひるさんは、これを聞いて「ブルブル」ふるえました。かえるさんは、それを見て「おほん、きみはキャンセルドだ!」と言いました。あひるさんはもじもじして、こいにおちました。そして、かえるさんは、「へんなやつだなー」と思ってたたたたにげました。
 
  • ある日、マイケルジャクソンは馬をみました。馬はマイケルに向かってサクサク走りました
。
マイケルも馬に向かってタタタタ走りました。

マイケルのマネージャーは「マイケル!馬の話をできない」と言いました。
でも、マイケルはガミガミだけを聞きました。
マイケルは気にしませんでした。

馬は「ひひいん」と言いました。
マイケルはうっとりです。
マイケルは「ひひ」と言いました。
その後、マイケルは馬と友達になりました。
マイケルは歌手をやめて、カウボーイになりました。 

サクサク = stepping in dirt 
タタタタ = running 
ガミガミ = being lectured/nagged by someone above you 
ひひいん = sound of a horse 
うっとり = being fascinated by something beautiful 

  • 昔々 きみちゃんという六歳の子供は もりに すたこらに あるいていた。

きゅうに おおきくてこわいくまが 起こった。

でも きみちゃんは ゆうかんな子供 泣かなかった。


くまさん、大丈夫ですか?一人で もりにいるのは さびしいでしょう
。
くまさんは、ええええ、何これ?どうして この子 怖くならないの?

きみちゃんは、私の方が くまさんより こわいよ!それで、どんなに大きくても ぜんぜん ぶるぶる ふるえない!
くまさんは、そうなんだ。じゃあ、一緒に 世界せいふくをしよう!
きみちゃんは、世界征服 したくないけど。でも、人間は 最悪から 一緒に 森を 守ろう!
それ以下 きみちゃんとくまさんは もりを守ったり 毎日ラーメンをたべたり 幸せに 住んでいた.
 

F20 Online: Pandemic

Conversation Class Lesson Summary

Language Resident Name:

Katherine Pérez Gutiérrez

Maria Glukhova

Marie Segura

Day and Date:

Week 2, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Pandemic

Goal of the class:

To talk about the current situation with Covid-19.

How did you structure the class?

0. Greetings, announcements, general questions.

1. Ice-Breaker I

Use a very short poll to start your class, eg:

What’s the strangest thing you did while attending an online meeting? (Multiple choice)

  • Ate breakfast
  • Wore pajamas
  • Brushed my teeth
  • Cooked lunch/dinner
  • Watched Netflix

2. Ice-Breaker II 

In pairs, students should come up with the best abbreviation meaning for “Pandemic” in the target language: 

P – pain

A- 

N – 

….

3. Main activity: 

Letter to future/past self: How would you explain COVID-19 pandemic?

—- A possible variation 1: 

Students can do this task in pairs. Imagine yourself being 30+ y.o (/or maybe themselves in September 2021/2/3..). The pandemic is already over, and everything is back to normal. Record a video message to yourself back in April 2020, when everyone was on their first quarantine and self-isolation week. From your experience now (when everything is fine again!!), what would you tell your younger self? How would you describe what happened? What pieces of advice would you give? What warnings? How would you recommend yourself to act? What new hobbies to try? Etc. 

If students could actually record themselves talking, it would be amazing to put all the videos=experiences together in one big video. 

—- A possible variation 2: 

Do the same thing, but for yourself in the future. For example, as a recommendation list. What should you do more/less when everything is back to normal? What have you learned about yourself/other people/the system/etc.? What would you have done differently if you knew the pandemic were to happen?

—- A possible variation 3:

Student 1 gets a “Survivor of the Pandemic” role, Student 2 is the interviewer. In pairs, students should record an interview “How You Survived the Pandemic of 2020” with similar questions to ask and topics to cover (what were you doing? what would you recommend? etc.) Students should record it in a talk-show format and then present to the whole group. 

4. Extra activity: 

Trivia: Make a Kahoot (or any other trivia game) with unusual things that had happened or had been said during the pandemic. Students have to 1) guess whether it’s true or false, 2) identify during what phase of the pandemic this happened, 3) identify where it happened.  For example, presidents/government representatives’ sayings, unusual/innovative gadgets, exotic animals getting into the streets, etc.

*Homework

(mostly for “Russians”, but every language will work!)

On Facebook, there is a group called Изоизоляция | Izoizolyacia. After pandemic hit, people were trying to entertain themselves while being stuck at home. They started copying the paintings and other works of art (at first only Russian artists, but now also international).  

Task: 

  • Try it! And upload a picture on Slack. (LRs and LAs should do the same, hehe). 
  • Students should also describe what materials, etc. they used. 
  • People like and comment.
  • There might be a prize for the funniest copy/interpretation.

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

Zoom, maybe VidGrid, Kahoot, Slack

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

How could this class be improved/ modified?

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