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Tag: presentation

DE SP21 INT/ADV – Student Presentations

Note: This is a two-part class! I did one class brainstorming and then one to two classes presenting.
ADV: 15-20 minutes per presentation, over several classes
INT: 5-10 minutes per presentation, can be held in one class, depending on number of students.

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/15/2021, 4/20/2021, 4/22/2021,

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Presenting

Goal of the class: Learn interactive ways to present a topic

How did you structure the class?

Class 1

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Trantüte”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Presentations Discussion: What makes a good presentation? Which ones do you remember best? Tell us about your favorite and worst presentations you have heard or seen. As the teacher, filter out bullet points of Do’s and Dont’s that the students can have access to.

C) Brainstorm: What you could do in your presentation? Each student deliberates for themselves. The questions are asked one after another, so the students have to sit with them for a bit to give them a chance to go deeper.

1) If you had to talk about a topic, what would you talk about and why? – everybody gets 5 minutes to think about a topic (or optional: topics can be assigned, but I found they enjoy picking their own more)

2) How would you put a new spin on it? – 5 minutes

3) Think of an interactive exercise to incorporate in your presentation – 5 minutes

4) Which other aspects of what we reviewed earlier (your bullet points) can you incorporate in your presentation? Brainstorm for 10 minutes (or until the end of class)

D) Optional homework: Pick a topic and prepare a 5-10 (INT)/10-20(ADV) -minute presentation. Think of an interactive exercise and a new way to present your topic.

Note: If you don’t want to do it as homework, students can work on a shorter presentation in the next class in the first half and present in the second half of the class

Class 2:

Students present their topics. Afterwards you can have a discussion about what they liked, what new things they learned, etc.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom for presentations, Google Doc to write down bullet points

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

This class worked very well, the students were very engaged talking about presenting in the first half. The second half was quiet work where they could start preparing the concept of their presentation and brainstorm ideas about how to present it. Every five minutes I changed prompts to help them brainstorm.

How could this class be improved/ modified?

You could have less prompts and more talking about presenting, but with four people we had a good chunk of time at the end for prep. It reduces some of their homework time to let them start on it in class and gives them a chance to really think about it and take their time.

ES S19 ADV Work

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/21/2019

Language and Level (intermediate or advanced class):

Spanish Advanced

Class theme/topics discussed: Unemployment, politics, Spain.

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

How did you structure the class?

Head’s up: cultural events

Warm-up (10’): Memory game about professions

Students will be divided into two groups and handed a set of cards with professions. They will have to play a memory game and say the name of the profession aloud every time they uncover one card.

Activity 1 (video and discussion)

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  • (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

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

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain.

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

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.

Find attached below the possible job interview questions that I have given them in a handout

PDF Embedder requires a url attribute ADV-0221-worksheet

DE F17 INT German Parliament – Bundestag

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Monday, October 2, 2017

Language and Level (intermediate or advanced class): German, intermediate, 3 students

Class theme/topics discussed: German Bundestag – political parties

Goal of the class:

Have a basic knowledge about 3 major political parties

How did you structure the class?

4.15 – 4.25 (10 mins): Repeat most important vocab: students get 2 vocabulary cards each and they have to explain the words they have (taboo); they get points for being fast in explaining and for knowing the words of others

4.25-4.55 (30 mins): research about one political party (allowed in English) and prepare a short presentation about your findings in German! (students have macbooks) – handout for guidance.

4.55-5.15 (20mins): present and discuss/ask questions

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

whiteboard, Mac books, TV in lounge, Worksheet

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

It worked fine. During the presentation, they did not pay too much attention, though.

How could this class be improved/ modified?

Give them a task during for the while-listening period. Maybe “find differences to the party you researched about” or similar.

 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 poltical party presentation

JP F17 ADV Hometown Promotion

Language Resident Name: Ayaka Matsuo

Day and Date: 11/30/2017

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: Hometown Promotion

Goal of the class: To promote their hometown to classmates

How did you structure the class?

Activity1 (5 min): Warm-up

They talk about hobbies.

Activity2 (10 min): Brainstorming

We brainstorm what we should / want to know when we travel.

Activity3 (15 min): Making Presentation

Each student makes a presentation about their hometown. I also make a presentation about my hometown.

Activity4 (30 min): Presentation

Each student presents using the power point. I go first as an example. After one presentation, each one of the student asks a question.

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

It worked well but we didn’t have enough time to finish all the presentations. So, we kept some of them for next class.

How could this class be improved/ modified?

I would do some pre-activities before making and doing presentations (I don’t come up with a good one though). I would get students to use the whole this class to make a presentation ready and get them to do a presentation in the following class.

JP F15 ADV Presentation

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Nov. 19th, 2015

Language and Level (intermediate or advanced class):                 

Advanced Japanese 

Class theme/topics discussed:

Presentation

 Goal(s) of the class:

   Students will learn some presentation languages and strategies in Japanese.

Students will be able to use the language and strategies in presentation activities.

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.
8(13) Introduction T first tells Ss that today’s topic is language and strategies used in a Japanese presentation, and asks them to do improv presentation with some slides provided. Ss participate in the presentation activity and find out what they can and cannot do in a Japanese presentation.
10(23) Pre-Activity Ss talk about and share their opinion about the activity they just did. T leads the discussion so that students can share what they can illustrate some features, languages in Japanese presentation.
10(33) Practice T gives some expressions that could be used in introduction, transition, explanation parts of a presentation in a question and answer style. Later, students in pairs practice using them with the same presentation slides. T changes the slides and gives some advice when necessary.
12(45) Production Ss participate in presentation activity. Each student becomes a presenter taking turns and talk for approximately one minute per each turn. While others speak, students listen to the speech and pretend to be an audience. Later, each student gives feedback to each other and the T gives some positive feedback.
10(55) Production 2 (optional) If there were enough time, students work on the same activity with different slide one more time.
5(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

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

   What worked: Even for the advanced students, presentation skills were new to majority of them, and therefore a helpful topic to learn.

   What did not work:

Though the lesson was student-centered, total amount of the students’ speech was relatively small due to the fact presentation can be done only one student at time.

How could this class be improved/ modified?

Introduction could be changed to provide more opportunities for students to talk.

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