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Tag: Personality (page 2 of 2)

DE F09 ADV Speed Dating

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 8. Oktober 2009

Class theme/topics discussed: Speed Dating

How did you pick this theme or topic? I heard about this game from a friend who said that students really liked working on this. So I thought I’d give it a try in my conversation class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, the students created 4 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 all their ‘4 personalities’. After each round 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.

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.

 

 

 

RU F09 INT Talking about People’s Personalities

Class theme/topics discussed:
Personality – talking about people’s characters

How did you pick this theme or topic?
As a logical continuation of the topic Physical Appearance.

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

How did students react?
They liked the tongue-twister, and we discussed the tongue-twisters they already know.
Vocabulary exercises seemed to be not very exciting, but useful, and students then practiced the new lexis doing activity #5.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with the vocabulary exercises and a short text.
Please attach a copy.
Oct 8__1, 3
Would you recommend this activity for a future class?
Yes.
Why or why not?
Describing personality is a basic topic that provides students with necessary vocabulary for everyday communication.

Занятие 12. Характер

1. Tongue-twister: Цыган на цыпочках стоит и «цыц» цыпленку говорит.

2. Warm-up activity: match the adjectives with their antonyms. Form the antonyms adding НЕ. Translate into English.

For the handout, see the attachment.

3. Puzzles. Handout #2. From: Ольга Штельтер. В этой маленькой корзинке… С. 9, 10.

4. Cultural Readings. Handout #3. (For the handout, see the attachment.)
В чем разница русского слова интеллигентный и английского intelligent?

Интеллигентный человек

Трудно сказать точно, что значит слово «интеллигентный», но русские хорошо это понимают и часто судят так о людях: интеллигентный и неинтеллигентный. Интеллигентный значит образованный, воспитанный, культурный, то есть человек, который умеет себя вести, хорошо и грамотно говорит, честный, приятный… Русские могут посмотреть на человека и сразу сказать, интеллигентный он или нет. Откуда они знают? Если вы еще не поняли, спросите своих русских знакомых. В одном вы можете быть уверены: интеллигентный не переводится как «intelligent».

5. Make separate lists of qualities that you consider important a) to be a good partner in love relations; b) to be an excellent student; c) to be a good child. Why are these features important?

RU F09 INT National Stereotypes

Class theme/topics discussed:
Stereotypes related to national character.

How did you pick this theme or topic?
I included this activity as it seemed to be discussion-provoking, moreover, it implies practicing the vocabulary, related to describing traits of character.

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

How did students react?
They participated very actively 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.
Please attach a copy. – See info below.

Would you recommend this activity for a future class? Yes.
Why or why not?
It sparks interest in students and generates discussions.

National Characters (+ Personal Characteristics). Stereotypes

1. Brainstorming:
Ask students if they know any stereotypes related to their own and foreign countries; which of them they find correct/ incorrect. Can they tell an anecdote supporting their point?

2. Handout #1.
From: Ольга Штельтер. В этой маленькой корзинке… СПб: «Златоуст», 2009. P. 12. «Национальный характер. Какие они? Какие мы?»
After finishing the exercise students discuss the national features proposed in it. What would they change?..

3. Discussion: Image of a Russian. Image of an American.

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

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