Language Residents

an archive of lesson plans

Tag: Phonetics

JP F15 INT Onomatopeia

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Mon. Nov. 23rd, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Onomatopeia/ Mimetic words

Goal(s) of the class:

   Students will learn some onomatopoeia and mimetic words.

Students will be able to use the onomatopoeia and mimetic words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
5(10) Introduction T gives some quiz as an introduction to today’s topic. In the quiz game Ss choose what they think fit to the situation given.
10(20) Pre-Activity Ss participate in an open discussion. They share the onomatopoeias and mimetic words and T writes them down on the board. Then T asks how they sound to get Ss think of the underlying rules.
10(30) Presentation T gives some onomatopoeia, mimetic words, and the foundation rules to use them.
18(48) Practice Ss participate in a comic making activity. They get into pairs and take a page of comic without lines and onomatopoeia. Activity proceeds as follow: First, they guess the story consulting with each other. Second, they write down the lines in the blanks of callout. Third, they write down onomatopoeia that they think to fit based on the stories they decided. After that, Ss read aloud the comic they made. T gives Ss some feedbacks and reminds them of the expressions and rules regarding to onomatopoeia.
10(58) Production Ss work individually in an activity. They find a partner and talk about their own comics using the onomatopoeia and mimetic words.
2(60) Consolidation T reviews the class and gives some feedback to students.

 

 

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

powerpoint presentation, comic

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

   What worked: It seemed the lesson was planed in a good way so that each student can learn from each other through sharing vocabulary they had, thinking upon each words, answering questions to the words given.

   What did not work: The class was not quite conversational although it was communicative in a sense that it dealt with some writing communication.

How could this class be improved/ modified?

A more conversational activity could have been added as a consolidation part at the end of the class.

Appendix

Powerpoint slides used in the class: JAPAN11 Nov. 23rd

ES F14 INT/ADV “Por”, “para” and “yeismo”

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, October 8th

Thursday, October 10th

 

Language and Level: Spanish Intermediate/Advanced

 

Class theme/topics discussed: La gente anda diciendo/Usos de “Por y para”/ Yeísmo

 

Goal of the class: For students to work on the uses “Por y para” and “Yeísmo”. Discussion on “La gente anda diciendo”

 

How did you structure the class:

 

Ice-breaker: Short game “Por y para” (see attached file)

 

Warm-up: The teacher asks the students the following questions:

 

-How you ever listen to other people talking without intention?

-What conversations do you remember?

-Would you like to read these conversations on Facebook?

 

 

After that, there’s a small discussion on “La gente anda diciendo” (a Facebook page in Argentina that collects quotes mentioned by ordinary people walking around town, in class, at the store, etc.) Then, the students look on their phones for quotes said by famous people. They write them down on their phones (without mentioning the author). They give them to their teacher, who then, mixes them up and hands them in back to students. Students read them out loud and try to guess who is the famous person that said a certain quote.

 

The teacher writes “yo” and “lluvia” on the board. Then, asks the students how do they think people in Argentina pronounce these words. As different versions come up, the teacher selects the correct version and explains briefly the linguistic phenomenon of ““Yeísmo”. After that, the teacher hands the students a copy of a song. The students have to fill in the gaps in the song and identify cases of “Yeísmo” while listening. (See Handouts)

 

Wrap up: “Whiteboard game”: the students draw lots of words on the board related to the songs. Then, two students (not facing the board) listen to one of the classmates saying one of the words on the board. The winner is the student who first shouts and erases with his/her hand the word said by their classmate.

 

 

What technology, media or props did you use?: My laptop, TV set and handouts, and flashcards.

 

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

I think the main content of this lesson (La gente anda diciendo) was a bit too advanced for my intermediate students. As well as the song “Vuelos” was too complex and abstract for their level. They did it well with the board game as well as the song though, and they loved playing with grammar items!

 

How could this class be improved/modified?

I believe that “La gente anda diciendo” and “Vuelos” may be too advanced for Intermediate learners. If working with these topics, take special attention to the quotes to be selected.

 

 

 

Vuelos – Bersuit Bergarabat La gente anda diciendo

JP F13 INT Onomatopoetic word and mimetic word

Language and Section: Intermediate

Date: November 12 

Class theme/topics discussed: Onomatopoetic word and mimetic word

Goal of the class:

-Students will be able to understand what the onomatopoetic words and mimetic words are

-Students will be able to use onomatopoetic words and mimetic words in their original stories 

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

First activity

-I played the YouTube clip of the song “Bun bun bun”, which is a song that uses onomatopoetic words. Then the students sang while checking the lyrics of the song.  The teacher asked the students what kind of onomatopoetic words they heard in that song.

-Teacher made sure that the students knew what onomatopoetic words are and what mimetic words are.

Second activity

-The teacher distributed the hand out with pictures of many kinds of animals to the students and they guessed what kind of sounds each animal makes. This activity was done in pairs.

After students finished their work, the teacher checked their answers.

Third activity

-Students shared the onomatopoetic words and mimetic words that they already knew with the other students. Then the teacher put cards of onomatopoetic words and mimetic words that they did not know on the table. After that, the students made stories using the onomatopoetic words and the mimetic words.  Lastly, the students shared their original stories in class.

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

YouTube clip ( http://www.youtube.com/watch?v=Vcx2Qj81tTM )   , handouts, 

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

-The students showed their interest in onomatopoetic words and mimetic words. The good thing was that since I asked them to share onomatopoetic words in English, I could make the class more motivated, effective, and enjoyable. The students worked hard to make interesting stories using onomatopoetic words.

How could this class be improved/ modified?

Class worked out well. But after the class I realized that I should have used real world material in class as well so that the students could better understand that there are many onomatopoetic words and mimetic words that are used in real life situations in Japan. 

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

DE S13 ADV German dialects

German Advanced Conversation

Date: 01-29-2013

Class theme/topics discussed: Introductory small talk, Dialects

Goal of the class: Knowledge about the dialectal variety in Germany, Talk about and imitate sounds and patterns

Structure of the class:

–  The class was asked about their experiences with dialects in Germany

–  Dialect vs. accent

–  What dialects are there in Germany?

–  We focused on the following: Plattduetsch, Schwiitzerdiitsch, Bavarian, Saxon, and Swabian

– We watched a video about each dialect on youtube

– Students were asked to describe the sounds and think about possible problems for non-native and native speakers

– We repeated sounds and words not known in standard German

– Eventually focus on Bavarian

– We watched part of the show of a Bavarian comedian

– Students were asked to listen carefully and reproduce several concepts that the comedian explains in her show

– After that, students were given a paper with a dialogue in Bavarian.

– We read the text and students practiced the pronunciation by repeating

– Students were asked to act out the dialogue

– The teacher asked individual students questions in Bavarian and students answered respectively.

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

Paper, tv, internet, you tube

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

All worked extremely fine, students enjoyed themselves A LOT.

How could this class be improved/ modified?

FR S11 INT – French accents

French accents

How did you pick this theme or topic?

French and francophone accents are interesting as it is part of French culture and it may be useful for them to be able to recognize and understand them.

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

General discussion

How did students react?

They reacted very well. They were interested

Did they engage with each other and you?

Yes , they asked me questions

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

Youtube videos

Please attach a copy.
Lesson plam: accents

Would you recommend this activity for a future class?
Yes

RU S11 INT Colloquialisms

Class theme/topics discussed:
Listening Practice (Video)

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

How did students react?
They generally enjoy videos in class.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?

4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

ES S11 INT/ADV Spanglish

Conversation Class
Lesson Plan

Section: SPAN011

Date: 03/12/2011

Class theme/topics discussed:
THE SPANGLISH

How did you pick this theme or topic?
It is very interesting since we all hear Spanglish everyday and it is linguistically controversial to some extent

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave students a newspaper article on Spanglish to comment on it and hear their opinions about the usefulness and linguistic accurateness of Spanglish. I gave them different examples of Spanglish and they had to guess the meaning in Spanish. Finally they had to answer some question on the topic

How did students react?
They found it interesting since they are all familiar with it and they all knew some -American Latino friend who spoke Spanglish and they liked to talk about personal anecdotes with the use of Spanglish or about some celebrities who speak Spanglish

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A newspaper article, examples of Spanglish and a sheet of questions

Please attach a copy.

Would you recommend this activity for a future class?
Yes, because it is interesting, but it may be a bit difficult for the intermediate group. They need some help.

Spanglish1
Spanglish2
Spanglish3

ES F10 INT/ADV Pronunciation

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/21/2010

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is really important, and students needed to improve theirs.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a few tongue-twisters to move on to some websites where you can learn how to pronounce the “r” and other difficult sounds. Finally we practiced the linking between the words with a song.

How did students react?
They liked the song and the tongue twisters and they thanked me for the links.

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

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

Please attach a copy.

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

Why or why not?
They learned a lot and improved their pronunciation.

Pronunciacion
Tabla de sonidos
Sin miedo a nada
Ni una sola palabra

ES F10 ADV Poetry

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/28/2010

Class theme/topics discussed:
Poetry

How did you pick this theme or topic?
We are going to have poetry during the special dinner, so they can work on it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we started with an exercise to put verbs in the subjunctive form (it was a poem) and then we read poetry.
I split them in groups and each group had to discuss what their poem was about. Then I put 1 menber of each group together and have them explaining to the other what their poem was about. Finally we read them out loud trying to pronounce it perfectly.

How did students react?
Some loved it, others not so much… but in general they liked it.

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

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes. It’s nice to challenge them every now and then.

Why or why not?
They like poetry (not all of them) and it’s something different.

Adv10-No te salves
Adv10-Hagamos un trato

ES F10 INT/ADV HBO Habla

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/14/2010

Class theme/topics discussed:
Everyday life

How did you pick this theme or topic?
I found some very interesting videos on the internet called HBO Habla and I thought we could watch them in class and talk about the many and different topics the talk about.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We watched the videos and discussed after each one whatever he or she was talking about.

How did students react?
They liked the videos a lot and learned a lot of information that they didn’t know until that moment. Some topics were really interesting for them.

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

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

Please attach a copy.

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

Why or why not?
They enjoyed the different topics a lot.

ES S10 INT/ADV ES-Spanish vs. L.A.-Spanish

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 04/01/2010

Class theme/topics discussed:
Spanish from Spain and L.A.

How did you pick this theme or topic?
It’s very important for students to know the differences between the several accents within the Spanish speaking regions and students always ask about the differences.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we brainstormed and discuss the differences that they already knew about these accents. Then we listened to the same song in two different versions (The Lion King – I just can’t wait to be king in both Spanish variations).
Finally we did some exercises to settle what they had learned.

How did students react?
They loved the idea, and they found it incredibly helpful, and also enjoyable.

Did they engage with each other and you?
They engage very well with each other, and with me.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes!!!

Why or why not?
Yes, it’s important for them to be able to tell the differences between the accents and they thanked me afterwards for this.

Materials:
22nd Class INT
Voy a ser el Rey León
España y LA INT
España y LA ADV
Ejercicio
Diferencias entre el español de Hispanoamérica y el de España
Con valor
Clase del martes
Automóvil

ES F09 INT Pronunciation

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 12/03/2009

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is a very important aspect of the Spanish language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a tongue twister and then moved on to listening different sounds and repeating them. After that we looked into whole sentences and talked about linking words.

How did students react?
They liked knowing all the different accents and different pronunciation tips.

Did they engage with each other and you?
They engaged great with each other.

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

Please attach a copy.

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

Why or why not?
They liked it a lot and gave them the opportunity to practice their pronunciation.

26th Class INT

CN F09 ADV Beijing Dialect and the life of Beijing People

Class theme/topics discussed:

Beijing Dialect and the life of Beijing people

How did you pick this theme or topic?

Mandarin and Beijing Dialect have differences that sometimes confuse students.

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

Handouts, group work, debate

How did students react?
They are a little bit confused about what they should do for the debate but they enjoy watching the video about Beijing people.

Did they engage with each other and you?

They engage with eache other very well to figure out the dialect in the video. Later they ask me questions regarding to the life of young Beijing people.

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

video
Please attach a copy.

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

Why or why not?

Showing students video can be lots of fun but need to choose the video carefully—the video should have subtitle in Chinese and the speed should be slow.

 

FR S08 INT – Pronunciation and Florence Foresti’s skit

Pronunciation
Game with M&ms
Florence Foresti’s skit “j’aime pas les garcons”

How did you pick this theme or topic?
They need pronunciation, the m&ms game is just to have them say something a little personal but that can be funny, and Foresti’s skit usually works very well..

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
We worked on the sounds “on” “in”, and “en” first with words, and then they had to say a sentence each.
Game: they had to take a m&ms, and according to the color, they had to say for example what they would bring on a desert island, or sthg that makes them very angry…it’s very simple and m&ms are just pretext.
The skit: I introduce the topic and said what she was going to do. I also told them to rely on what she mimes. I asked them to make a list of all the things that she reproaches guys for doing/being.

How did students react?
I think pronunciation was a good warm up and they did such a great job that they asked for sthg harder.
The game was also a good way of sharing information and getting to know each other better.
They found the skit really hard to understand though. After watching it once, I asked them to sum it up and they had only heard a few elements. We watched it again then and I stopped after each element. They did a better job.

Did they engage with each other and you?
Yes they really focused

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Youtube, handouts, m&ms…

Please attach a copy.

Would you recommend this activity for a future class?
yes

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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