Language Residents

an archive of lesson plans

Tag: Personality (page 1 of 2)

DE S17 ADV Personalities and personal experiences

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

  

Day and Date: Thursday, February 2, 2017

 

Language and Level (intermediate or advanced class): German Advanced Conversation

 

Class theme/topics discussed:

 

Personalities and personal experiences.

 

Goal of the class:

Students reveal more things about themselves and talk about personal experiences.

 

How did you structure the class?

 

10-20 minutes: Definitions. One of the students leaves the room. The remaining students choose an unknown word from a German dictionary, write it on the board and make up definitions for it. Only one student memorizes the correct definition. The students that was sent out gets called back in, listens to the definitions and tries to determine the correct one. He is allowed to ask additional questions in order to succeed.

 

10-30 minutes: Personalities. The students are asked to think about their lives and the people they know/have known. Each student should find at least two people who have influenced him/her in his/her life (parents, friends, personalities from history or literature) and take some notes on how these persons influenced them. The students then tell in turns how/why they were influenced, the other students can ask questions.

 

10-15 minutes: Same or different? Students get in pairs. Every pair receives two different handouts with drawings that differ a little or that are exactly the same. Through a lot of description, they try to determine which of these is the case. In the end, the LR presents them with solutions.

 

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

 

Same or different sheet, dictionary for the definitions-game.

 

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

 

The definitions game was not that much fun or worked in a different way than expected. The task where students revealed a lot about themselves and persons that influenced them was very interesting for all the students. The “Same or different” game worked well as students talked a lot.

 

How could this class be improved/ modified?

Keep it as it is.

20170202_Same_Different

20170202_Vokabeln

RU F15 ADV Everyday Life

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 12/03/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Everyday life
Goal of the class: spontaneous speech practice

How did you structure the class?
1. Warm up. Dice talk.
Students throw dice. The number on it corresponds to the number of the topics on the list below:
1. What is your biggest dream?
2. How do you make friends with people?
3. Tell about the book you’ve recently read.
4. What would you like to change in the world?
5. What would you do if you won 1 billion $?
6. What places would you like to visit?
7. Would you change anything in your life if you could?
8. What is your most pleasant memory?
9. What is your favorite holiday? Why?
10. What bothers you most of all in present moment?
10 minutes
2. Guess what the movie is about
a) http://www.kinopoisk.ru/film/839253/
Listen to the trailer (no video). Try to find out what the movie is going to be about. Develop the story. Watch the trailer again with the video this time. Does it correspond to the story you’ve invented?
b) http://www.kinopoisk.ru/film/840258/
Watch the trailer without sound this time. Try to guess what the movie is about. Watch the video for the second time with the sound.
20 minutes
3. Look at the pictures of my friends and try to guess what their life looks like.
20 minutes.

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

What worked well in this class? What did not work?
The warm up activity worked great (thanks to the previous Japanese LR for the idea with the dice!). I chose questions that can be developed into serious and long conversations so the students were able to talk a lot but not endlessly. It’s a great exercise for spontaneous speech in a target language (if questions are adequate). As to the other tasks, they were not so exciting for the students though one of them now wants to watch one of the Russian movies that I showed a trailer of. In general the class went well.

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.

Questions for the 1st task:
1. Расскажи о своей самой заветной мечте.
2. Как ты заводишь друзей?
3. Расскажи о книге, которую ты недавно прочел.
4. Что ты хотел бы изменить в мире?
5. Что ты бы сделал, если бы выиграл 1 миллион долларов?
6. Какие места ты бы хотел посетить?
7. Изменил бы ты что-либо в своей жизни, если бы мог?
8. Расскажи о своем самом приятном воспоминании.
9. Какой твой любимый праздник? Почему?
10. Что тебя беспокоит больше всего в данный момент?

RU S15 INT New Year Resolutions

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11 

Date: January 21, 2014

Class theme/topics discussed:

Winter break, New Year resolutions

Goal of the class:

We talk about Winter break, their classes this semester, and discuss New Year resolutions

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

Activity 1 Warm-up – Winter break & classes this semester – 20 minutes

How was your break? Where did you go? What did you do? What classes are you taking this semester? The students ask each other

Activity 2 – New Year Resolutions – Newspaper article – HANDOUT 1 – 20 minutes

They take turns reading the resolutions out loud, we discuss grammar and vocabulary. 

Activity 3 – New Year Resolutions: their own – 10 minutes

We write our resolutions on the board – 5 each using “I will” (practice imperfective verb forms)

Activity 4 – Housekeeping – 10 minutes

We go through the conversation class requirements, sign the agreement, talk about cultural activities and possible topics for conversation classes and our conversation class project

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

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

Reading aloud is really good for both of these students! We’ll definitely do smaller texts in the future, otherwise it becomes tedious pretty soon, but it’s definitely useful for both of them.

How could this class be improved/ modified?

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

CC_RUSS11_New Year Resolutions_Jan21 

 

DE S15 INT Feelings

Conversation Class Lesson Summary 

Language Resident Name: Mirja Schoderer

 Day and Date: Monday, 1/21/2015

 Language and Level (intermediate or advanced class): German intermediate

Class theme/topics discussed: Feelings

Goal of the class: Familiarize the students with the vocabulary for describing people and feelings

 How did you structure the class?

Ice Breaker: Talk about the weekend – who saw the Pomona – CMS basketball game? Talk about the swim meet (one of my students swims for the team), have everyone present themselves again because we had a new student 

Activity One: Watch a short comedy clip that introduces the topic and vocabulary (https://www.youtube.com/watch?v=W9rIhhxfWTs)

 Activity Two: Which adjectives were in the video? Which other ones do you know to describe people/feelings 

Activity Three: I prepared a handout with emoticons and another one with adjectives describing feelings. The students had to match the feelings to the emoticons

Activity Four: Guess a feeling. I prepared cards with an adjective on them that describes a feeling. The students each drew a card and then we all said the same simple sentence (“I’m meeting Sven tomorrow”) but with an inflection and gestures appropriate to whatever feeling each student had on their card. The rest of the group had to guess which feeling the student was trying to portray.

 

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

Video, whiteboard, handout 

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

The students loved the video (I already used it in my intermediate class last semester and they really liked it too) and impressed me with how many adjectives they already knew. They liked the exercise with the emoticons and trying out the new vocabulary in the last activity drew a lot of laughs

How could this class be improved/ modified?

At first I thought the exercise with the emoticons took a bit too long and should maybe be done with less vocabulary. But then the students started bringing the handout to the next class to look up words which means they actually value it as a resource, so maybe it was a good idea to make it comprehensive

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.

feelings

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

ES S14 INT/ADV Group Therapy

Lesson Summary

Language and Section: Spanish Conversation Class 11.1/13.1- Intermediate and Advanced

Date:  03/06/2014

Class theme/topics discussed: Giving advice: Therapy group.

 Goal of the class: Giving advice to other people. Telling a story in the past. Talking about the present.

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

Head-ups

– Upcoming cultural activities

Activity 1: Each student takes a random card with a profile: alcoholic, Bigorexic, exhibitionist and so on. They need to make a story up considering the past of the character and the way that condition affects daily life. Other students need to give him/her some advices.

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

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

All the students told their story and listened to others. It was really fun because some students told crazy stories and got into the characters. It is an activity to do with both, intermediate and advanced and it takes one hour.

How could this class be improved/ modified?

There are many students in the class so in the end we had to hurry up to introduce everybody´s character. Some people took it too seriously and spoke a lot, not allowing other people participate that much so I needed to balance it out.

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

ConvClassA0306

JP F13 ADV Skit

Language and Section:

Date:  October 15

Class theme/topics discussed:

Creating and acting out original skit (1) ~ what is going to happen in the next scene? ~

 (We used Japanese drama “Otomen” for this class)

 Goal of the class: 

–       Students will be able to grasp the personality traits of the 3 main characters

–       Students will acquire new vocabulary related to the movie

–       Students will be able to think creatively for their skit

–       Students will be able to act out their skit with confidence

–       Students will realize the importance of using Japanese phrases with emotion

–       Students will be able to cooperate with their team members towards achieving a goal.

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

 (1st activity Introduction)

-Teacher introduced the topic and skit project that the students will act out it in groups.

-Teacher introduced the 3 main characters’ names and made the students watch them carefully during the summary part of the video

(2nd activity Go over the drama)

-Students watched the first part of the video to understand the summary of the drama

-Students described the characteristics of each main character as a class

(3rd activity Discussion and Making own drama)

-Students watched the main part of the video that they will use to lead in to their skit

-Students discussed what happened in the main part of the video

-Students split into 2 groups and assign each member a role

-Students discussed about what is going to happen in the next scene, and then practice acting out their skit

(4th activity Sharing own skit each group made)

 -Each group present their own skit

-Students evaluated each other’s skits

-Students watched the true ending to the video

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

TV, macbook, video,

handouts, doll

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

-Students enjoyed watching the Japanese drama and were able to cooperate with one another when they made their skit. In addition, students were able to act out their skit emotionally with gestures that is, they learned how to speak Japaanese emotionally as well.

How could this class be improved/ modified?

This class went really well!

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

RU S14 ADV Learning types

 

Conversation Class

Lesson Summary 

Language and Section: Russian Advanced 13

Date: September, 17 2013

Class theme/topics discussed:

Learning types

Goal of the class:

Talk about learning types, practice structural transformations (verbs), practice opinion words

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

Warm-up – free conversation about the students’ Post-soviet culture course, vocabulary revision – 15 minutes

Prep vocabulary work for the activity – 10 minutes

HANDOUT 1 Psychological test “Learning styles types” , 16 questions – read questions in turn out loud, say which option best describes yourself – basic structural conversion  (if comfortable sharing that information) – 20 minutes

Guess what the test actually tested. Talk about the results – agree of disagree? Why? – 15 minutes.

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

Text

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

The student really enjoyed the test and what was particularly useful, they disagreed with some of the results of the test and were able to explain why.

How could this class be improved/ modified?

I tried to add a video, but it would have been too long. Maybe we could expand on this topic because it generated a lot of interest.

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

HANDOUT 1

ПСИХОЛОГИЧЕСКИЙ ТЕСТ

Отвечая на эти вопросы, выбирайте первое, что придет вам на ум. Не тратьте время на обдумывание.

1. Каким образом вы предпочли бы узнать, как работает компьютер?

а. посмотрев учебный фильм;

б. прослушав объяснения;

в. разобрав компьютер и самостоятельно попытавшись понять, что там к чему?

2. Что бы вы предпочли почитать для развлечения?

а. книгу о путешествиях со множеством иллюстраций;

б. детектив со множеством диалогов;

в. книгу с задачами, загадками и головоломками.

3. Если вы не уверены, как пишется слово, что вы скорее всего сделаете?

а. напишете, чтобы посмотреть, так ли оно выглядит, как надо?

б. произнесете его;

в. напишете, обращая внимание на свои ощущения, те ли они?

4. Если вы были на вечеринке, что вы скорее всего будете вспоминать на следующий день?

а. лица тех, кто там был, но не их имена;

б. имена, но не лица;

в. то, что вы там сами говорили и делали.

5. Как вы скорее всего будете готовиться к контрольной работе?

а. читать свои конспекты, заголовки книг, рассматривать схемы и иллюстрации;

б. попросите кого-нибудь задавать вам вопросы или сами будете повторять все про себя;

в. записывать то, что надо знать, на карточках и рисовать схемы.

6. Когда вы видите слово с-о-б-а-к-а, что вы делаете первым делом:

а. представляете себе собаку;

б. мысленно произносите слово «собака»;

в. представляете, что можно делать с собакой — гладить ее, играть с ней и т. д.

7. Что вам больше всего мешает, когда вы пытаетесь сосредоточиться?

а. зрительные отвлекающие моменты;

б. Шум;

в. другие ощущения вроде голода, тесной обуви или тревоги. 

8. Как вы предпочитаете справляться с трудностями?

а. составить список, определить этапы и вычеркивать то, что сделано;

б. сделать несколько звонков по телефону, чтобы посоветоваться со специалистами и друзь-ями;

в. представить проблему в уме и пройти по всем возможным этапам ее решения.

9. Что вы скорее всего будете делать, стоя в очереди за билетами в кино?

а. рассматривать плакаты и объявления;

б. беседовать с теми, кто стоит поблизости;

в. притоптывать ногой или ходить туда-сюда.

10. Вы пришли в музей. Что вы сделаете для начала?

а. осмотритесь, чтобы найти схему выставок;

б. спросите у служащего, где какие выставки;

в. начнете с первой выставки, какая приглянется, а дальше — как получится.

11. Если вы разозлитесь, что скорее всего станете делать?

а. мимикой покажете свое недовольство;

б. кричать;

в. топать ногами и хлопать дверьми.­­­­­­­­

12. Если вы обрадуетесь, что скорее всего сделаете?

а. сделаете обрадованное лицо;

б. закричите от радости;

в. запрыгаете от радости.

13. Какой кружок вы предпочтете?

а. художественный;

б. музыкальный;

в. спортивный.

14. Что вы делаете, когда слушаете музыку?

а. мечтаете (представляете себе разные картины);

б. подпеваете себе под нос;

в. двигаетесь под музыку, притоптываете ногой и т. п.

15. Как бы вы поведали историю о каком-нибудь случае?

а. написали;

б. рассказали;

в. разыграли.

16. В какой ресторан вы бы не пошли?

а. где слишком яркое освещение;

б. где слишком громкая музыка;

в. где слишком неудобные стулья.

JP S12 INT Feelings

Language and Section: Japanese Intermediate

Class theme/topics discussed: Let’s learn useful expressions for describing your feelings.

Goal of the class: Students learn/use useful expression when want to describe their feeling.

Structure of the class (unless you attach your lesson plan below):
Students share their recent news on academic/personal life (15 minutes)
I described students how they have limited vocabularies when they talk about their feelings. It is an uninteresting when people say, “How are you?” and you say, “ I am fine” or “I am not good”. And having useful expressions helps students to have good communication with others.
Therefore I taught 15 useful expressions on feelings from the lists of expressions I found on Internet. (30 minutes)
When the vocabularies are taught, teachers should describe the words with gestures/mimes or play and students guess them.
Each student describes their feelings that they feel recently with new vocabularies!
(15 minutes)

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

What worked well in this class? What did not work?
Because most of my students are planning to go to study abroad in Japan, this kind of exercise was very useful to them so students were very motivated to learn new vocabularies.

How could this class be improved/ modified?
Students were so eager to learn new vocabularies, so I should have prepared more of vocabularies!

ES S12 INT/ADV S. Valentine

Language and Section: Spanish intermediate 01

Date: 14.02.2012

Class theme/topics discussed: S. Valentine

Goal of the class: Talk about love in Spanish and new vocabulary about it.

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

We started up with a warm-up. They explained me how this tradition is celebrated in the US and what people normally buy.
We brainstormed about Saint Valentine and talk about these concepts (Business, love, engagement…). They also asked some vocabulary (cursi, almas gemelas,comprometidos…)
Then I asked them if they knew where the tradition comes from. They didn’t know so I wanted them to read an explanation of it but after a student read the first paragraph I realized that it was going to be very difficult and boring. That is why I explained to them where the tradition came from.
After that I asked them to rank in pairs/three some adjectives and things that they thought are the most important ones in order to find a partner. (I gave them a paper with the adjectives). I asked them to imagine a character and take into account all those adjectives that they had ranked. After that we played speed dating representing the person that they have created.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Paper and information from the Internet.

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

They seemed bored with the reading of the tradition, so I changed and explained it myself.

How could this class be improved/ modified?

Unlike in advanced, here I did not tell them to write three questions that their character would ask to a potencial partner. That was an easier way to carry out the activity with advanced so I should have told them to do that. Without the questions the purpose of the activity was pretty blurry and did not make much sense.

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

– Inteligente 1.
– Rico/a 2.
– Buena salud 3.
– Persona amable/buena 4.
– Educado/a 5.
– Sexy 6.
– Honesto/a 7.
– Misma religión 8.
– Cultura similar 9.
– Personalidad similar 10.
– Mismos hobbies 11.
– Edad similar 12.

ES F11 INT/ADV Bad Habits/Manías

Language and Section: Spanish intermediate 01

 

powerpoint_badhabits/manías

Date: 08.Sept.2011

Class theme/topics discussed: Bad habits

 

Goal of the class:

Learn vocabulary about bad habits in Spanish and learn habits that are different in different countries.

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

We started with a warm-up game. They had to stand up and say two things that are true and one thing that is a lie about them. The one who guesses it is the next one to stand up.

Afterwards I had them working in two groups and writing down as many bad habits as they could think of. After that, we discussed them and we learnt some new vocabulary in Spanish about bad habits. Once we finished going through all the bad habits they came up with, I showed them a .ppt with some pictures of bad habits. They had to figure out what they were. Then we talked about smoking and brainstormed a bit about that topic. I divided them into two groups and they did a roleplay. One group wanted to smoke in a pub and the other group didn’t want them to smoke inside. They had to find as much arguments as possible to win the debate.

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

I used a .ppt.

I found pictures of bad habits on the Internet. Google or flickr, for example.

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

In this class everything worked great. They talked a lot and they were very keen on the warm-up game. We even had some volunteers who wanted to play and tell us something about themselves. They enjoyed the roleplay game and they even took it serious!

How could this class be improved/ modified?

During the roleplay some people didn’t participate as much as others so maybe I could’ve told them that everyone in the group had to say at least one argument.

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

RU F11 ADV Feelings

Language and Section: Russian – PO Russ 13.1

Date: 12 September 2011

Class theme/topics discussed: Feelings 

Goal of the class: to repeat/learn words for feelings and to learn how to express them in a foreign language 

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

Lesson 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 very well. Problem solving activity made students talk a lot.

How could this class be improved/ modified?

Next time I would try to initiate more discussion after the first activity with more precise questions about why they think this or that feeling is positive or negative, if boredom or anger can be positive feelings in some situations, if life would be easier without negative feelings, and if they personally would like not to feel something at all in their lives.

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

CN F11 INT Zodiac signs

Language and Section: Chinese/ Intermediate

Date: 06/10/2011

Class theme/topics discussed: 12 zodiacs in China. This class is about Chinese culture and animals. I believe it is important to cultivate students’ cultural competence in learning the language.

Goal of the class:

Students will understand the origin of 12 zodiacs in China. A short video introducing the origin of the zodiacs will be played.

Students will learn vocabulary and expressions about 12 zodiacs and legends behind them

Structure of the class:

What technology, media or props did you use?

  • Handout

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

  • Students talk a lot and they love the origin and histories of zodiacs. The videos are interesting. Students’ participation is balanced. They know what is their zodiac and they love their own zodiac. The video is a bit hard for them.

How could this class be improved/ modified?

  • There is an exhibition in a nearby museum about zodiac. Maybe next time we can have  an off-campus class.

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

 

RU S11 INT/ADV Telling Anecdotes

Class theme/topics discussed:
Conversation practice – telling anecdotes.

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, presentation, general discussion.

How did students react?
Students LOVE this activity.
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.
Vocab Follow-up Presentation: PowerPoint – Lesson 26_Phraseology Follow-Up (OR use an alternative PDF if the PP doesn’t work/ format got messed up – Lesson 26_Phraseology Follow-Up (alternative))
Anecdotes to retell: Lesson 26_April 21_FML Anecdotes
Anecdotes Presentation: PowerPoint – Lesson 26_April 21_FML Stories Presentation OR use an alternative PDF if the PP doesn’t work/ format got messed up —Lesson 26_April 21_FML Stories Presentation (alternative)

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages spontaneous monologues in the target language + introduces students to colloquial language.

Intermediate Russian
Lesson 26
April 21, 2011

1. Warm-up: discussion –

Над чем нельзя смеяться, но люди все равно это делают?

+ Follow-up on previous class material: presentation (1st slide – question, 2d slide – answer).

2. Retelling anecdotes –
Cut the handout Lesson 26_FML anecdotes in strips, students take turns drawing one and retelling anecdotes on them to the group. Before that they write on the board words that they are going to use/ consider important.

Before the activity, suggest various ways to say FML in Russian –
From more acceptable ones to ones that are closer to the English original.
Also, ask the student if they know the FML website. If yes, ask to tell the rest about it. If no, tell them what it is.

3. Presentation:
Slides #1 / #3 – students describe the picture, suggest what story is behind it;
Next slide – #2 / #4 – read the actual story in English, retell in Russian.

4. Making up own anecdotes: tell about smth annoying/ embarrassing/ misfortunate that happened to you or your friends (doesn’t have to be true!).

JP S11 ADV Blind Date

Class theme/topics discussed: “Feeling Couple” (blind date)

1. Warm up activity: who is your type?
1)I gave a list of personalities. Students check the meaning of each vocabulary.
2)Rate personalities on the basis of their type.
3)Share the result with classmates and discuss the difference among them.

2. Make a profile
Students create their own profile. They can pretend to be a different person.

3. Blind date (Interview)
Talk with classmates and decide one person who he/she wants to have a relationship

4. Declare love
It is the time to express their love to the person who he/she like. How many couple do they make?

How did you pick this theme or topic?
I thought this class needed more chances to have a conversation especially after the project. So I decided to pick up the topic. Since I know my students love to talk about romances, I thought the topic of blind date would be good for them.

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

How did students react?
They loved to do blind date activities. Some students made a very funny profile and got attention from classmates.

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

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

Please attach a copy.
I put documents on Sakai.

Would you recommend this activity for a future class?

Sure, students love it.

Why or why not?
This lesson plan let students talk a lot. Also, students really enjoyed talking about themselves/different person. Since this activity needs many vocabulary to attract classmates, it would be very useful and educational lesson plan.

RU S11 ADV Urban Subcultures

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

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

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
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. Lesson 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.


Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

RU S11 INT Phraseology to describe people

Class theme/topics discussed:
Phraseology to describe people

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
They were surprised by some of the idioms that we discussed, which helped them memorize the new expressions.
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.
Lesson 4_January 27_Phraseology
Lesson 4_January 27_Stories

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces the students to the basic idiomatic expressions.

Intermediate Russian
Lesson 4
January 27, 2011

1. News.

2. Warm-up: retelling anecdotes from the Internet — Lesson 4_January 27_Stories

3. Vocabulary Practice: Phraseology — Lesson 4_January 27_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning they imply.
– Then they look at the explanations on top of the page and match them with the pictures.

Discussion: are there any similar English expressions?

RU F10 INT Phraseology to Describe People. Telling Anecdotes

Class theme/topics discussed:
Phraseology to describe people

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
They were surprised to see the anecdotes ☺
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. – see below

Would you recommend this activity for a future class?
Yes.
Why or why not?
Introduces students to more advanced vocabulary.

Intermediate Russian
Lesson 16
October 21, 2010

1. News.

2. Warm-up: retelling anecdotes from the Internet Lesson 16_Oct 21_Stories

3. Vocabulary Practice: Phraseology:
Lesson 16_Oct 21_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning thy imply.
– Then they look at the explanations on top of the page and match them with the pictures.

4. Discussion: are there any similar English expressions?

RU F10 INT/ADV Driving + Personality Quiz

Class theme/topics discussed:
Driving
+Personality Quiz

How did you pick this theme or topic?
It’s an efficient activity with lots of vocabulary in the task.

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

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts, Internet, laptop, TV screen.
Please attach a copy. Handout from : В пути…, p. 239, ex. 9-40.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is highly motivating and it encourages active language use, combining reading, comprehension, and conversational skills.
But the activity is more suitable for a one-student class – since the quiz is taken online. Though it could be modified for larger classes – up to four students, with each student reading out and answering one question – and others could compare their answers…

Intermediate Russian
Lesson 11
October 5, 2010

1. News of the day (5 min.)

2. Handout – reading the words out loud. (5 min.)

3. Online quiz: http://testoteka.ukr.net/personality/test/97/ (30 -40 min.)
The student reads out the question and possible answers, chooses an answer and comments on it.
Then we read and discuss the results.

4. If time: discussion – driving experience
1) Когда вы начали водить машину?
2) Как вы научились водить машину?
3) Вы предпочитаете ездить на машине или на общественном транспорте?
4) Вас когда-нибудь штрафовали? За что вам приходилось платить штраф?
5) Что нужно сделать, чтобы получить права в США?

Etc.

RU S10 ADV Personality Quiz

Class theme/topics discussed:
Personality Quiz

How did you pick this theme or topic?
This activity allows practice language skills in a natural context and with unpredictable vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Online personality test projected on the TV-screen.

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.)
Laptop, Internet, TV screen.

Please attach a copy. N/A

Would you recommend this activity for a future class?
Yes. But when I checked at our next class if the students remembered the vocabulary they were supposed to learn from this activity, they didn’t remember anything – and I saw that they were not taking notes, so probably when introducing the activity it would be better to give them a specific task of creating a vocabulary list.

Why or why not?
This activity is an efficient imitation of real-life communication since it requires students to use very diverse vocabulary which is not dedicated to any specific topic. Though to benefit more from the activity students should be more active in not only completing the exercise, but in acquiring the structures and lexis IN the task.

Advanced Russian
Lesson 15
March 9, 2010

1. News of the day – 5 min.

2. Exercise to revise Computers and Internet vocabulary.
(From В этой маленькой корзинке – 2, pp. 36 – 37)

3. Completing together an online personality test “Какая роль была бы у Вас в сериале?”
http://testoteka.ukr.net/testdrive/test/76/
Discussing each point and working on the vocabulary.

4. Reading and translating the results of the test.

JP S10 ADV Game, Blind Date

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game-1)Make your personal profile 2)Find your partner! 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける(男か女か書かれたカードをひく)
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌(プロフィール写真のため)

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

RU S10 INT Ordinal Numbers. Russian Paintings

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

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

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

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

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

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

Intermediate Russian
Lesson 12
February 25, 2010

1. News: 5 min.

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

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

RU S10 ADV Situational Role Play

Class theme/topics discussed:
Games! Role-Play.
+ discussing the project

How did you pick this theme or topic?
The goal was to carry out activities encouraging spontaneous speech.

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

How did students react?
There was only one student in class – she enjoyed it, especially the quiz activity.
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, Internet.

Please attach a copy.
Lesson 8_Feb 11_Game
Lesson 8_Feb 11_Video

Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s very efficient for spontaneous, unplanned language use.

Advanced Russian
Lesson 8
February 11, 2010

1. Game: “On the spot” – a student should answer as many questions as possible in one minute (a sand clock or a timer needed)
for questions see handout Lesson 8_Feb 11_Game

2. Acting out simple conversations:

1 Two strangers are walking down the street they see each other and realize that they use to go to the same high school together.
2 A mother and father have just received a letter from their son saying that he is going to get married.
3 A person is driving his/her car and all of a sudden he/she hits another person.
4 Two people are all alone on a boat in the middle of an ocean and there is no more food.
5 A boyfriend wants to leave his girlfriend but she doesn’t want him to leave.

3. Watching the video – http://www.youtube.com/watch?v=SZDEbvnTE8E
And filling out the blanks (see handout Lesson 8_Feb 11_Video)

4. Reading out the text + “voicing” the video with the sound muted.

5. Personality Quiz at http://testoteka.ukr.net/personality/test/44/
Students read out questions and answers, reply and comment.

DE S10 ADV Speed Dating (Improved)

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 4, 2010

Class theme/topics discussed: Speed Dating

How did you pick this theme or topic? I used this activity last semester and the students really enjoyed it. I also thought it was a great way to continue the previous lesson, where we had talked about men and women in detail.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Since it is easier to play this game with an even number of students, I participated in this exercise. First of all, the students created 2 different personalities. For that matter they wrote short portraits and collected pictures from old magazines. Then, we played Speed Dating. The students would talk to each other for about 5 minutes and try to get to know the other person. They would do this the same way with ‘both their personalities’. After each of the two rounds I had the students fill out a survey to comment on their respective dates. At the end I asked my students to sum up what they thought about their dates, which ones they liked / didn’t like and why, and who they thought would be their perfect match.

How did students react?
The students had a lot of fun and told me they really liked this exercise. They were also very creative.

Did they engage with each other and you?
Yes, they were talking to each other very much and they learned some new, useful vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Old magazines
Portrait sheet
Survey sheet

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. It is a great exercise to make your students talk. They also had a lot of fun creating different characters and acting a little bit.

JP S10 ADV Stereotype

Class theme/topics discussed:
Short questions to friends
Adjective for describe person
Stereotype (5Cs and the nationalities)

How did you pick this theme or topic?
They reacted very well. Everybody in this class has been to Japan for study abroad, and some of them has just came back. So, their speaking skill is very good actually. They can develop their own conversation. I decided them to practice Adjective to describe personality.

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

Vocabs list for describe person

How did students react?
They reacted very well when I passed handout about pictures of food.

Did they engage with each other and you?
I think they engaged very well! They discussed and talked a lot!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Vocabs list for describing person

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

Why or why not?
It was very fun to have discussion about Stereotype. Especially, discuss 5Cs stereotype was really engaged. We have Pomona students, HMC student, and Scripps student, so we can make sure those Stereotype are true or not.

stereotypejan21
stereotype2jan21

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