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an archive of lesson plans

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JP S13 INT Difference between American and Japan

Goal of the class:

Students get to learn how to communicate with Japanese people

Students will learn how to say no, how to accept the offer, how to invite someone to something.

 

 

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

 

Warm up Activity—Any news on academic and personal life? Each student has to say something about her/his life! (10 to 15 minutes)

 Students come up with the communication styles in America and how are they different from Japanese communication. (10 to 15 minutes)

 Student’s images on how Japanese people behave when they talk with other people. How it’s different from same age people/older people. (10 to 15 minutes)

 

 

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

How did students feel about the topic?

Students loved it. It was a great lesson especially for students who are planning to go study abroad in Japan soon.

 

 

 

 

 

RU F11 ADV Books and Storytelling

Language and Section: Russian – PO Russ 13.1

Date: 15.11.2011 

Class theme/topics discussed: Books and Storytelling

Goal of the class: developing speaking skills; learning vocabulary for discussing and describing books and literature; learning other registers of the language

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

regist 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 wonderful; students talked a lot and exchanged their opinions.

How could this class be improved/ modified?

The Bible is a sensible topic to discuss; when I was carrying out this lesson, I was pretty sure none of my students were very religious. Still to be on the safe side, I asked them first. If there are some fundamental Christians, it’s better to choose another book (see ideas in the lesson plan).

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

FR S11 INT/ADV – Registers #2

Different registers of language #2

How did you pick this theme or topic?

I wanted to keep working on this since there’s a lot of activities possible

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

Handouts
Group work

How did students react?

They reacted very well.

Did they engage with each other and you?

Yes

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

Handouts
Youtube videos

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, it was very productive

Intermediate 4/14/11

1. Show Aristochats (extracts on daily motion)
→ which register is used by which character?

2. Dialogue – 20 min
→ creating a dialogue using the different registers and words seen in the previous class

3. Luchini – 15 min
→ give them the fable, talk about Jean de la Fontaine, moral… do they know him? Other fables?
Le Corbeau et le Renard
→ Read together the French version
→ show the verlan version that French actor Luchini recited on tv

FR S11 INT/ADV – Registers

Different registers of language

How did you pick this theme or topic?

They’re always interested in knowing more about slang, but I thought it would be good to introduce them to formal register too.

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

handouts

How did students react?

They reacted very well.

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 plan: registers

Would you recommend this activity for a future class?
Yes, it was very productive

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 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

FR S10 INT – Introductions #2 + informal/formal you

Introductions
Use of tu/vous in French

How did you pick this theme or topic?

Second class, so I wasn’t sure whether there would be more or less students, I didn’t want to start doing something with students who might drop the class the following week, or who might not be enrolled yet.
I also wanted to review things such as the use of the formal or informal ‘you’.

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

Chart to fill out with names
Games 2 truths and a lie
Scenarios on papers

How did students react?
They were only 2 so we couldn’t do the game with the chart since it requires several people to be interesting. We talked about random stuff such as their week end, sports, etc… instead. But it was hard to fill the hour since I had planned they would be more than 2 and that the activities would keep them busy for longer.

Did they engage with each other and you?
They talked to me and answered my questions but they were shy and not talkative if I wasn’t initiating the talk.

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

White board
Slips of paper

Please attach a copy.

Would you recommend this activity for a future class?
Yes, it was nice getting to know them more, but it is designed for a more numerous class.

Intermediate 01/20

1. Pass around the agreement sheets for the students who weren’t there before to fill them out

2. Warm-up in the meantime

3. Explain the game: the students need to fill out the chart with as many names as they can in the allotted time

4. Leave them 10 minutes to do so

5. Discussion about the results: who got the most names? Who has been to France, where, when? … 15 min

6. 2nd game: 2 truths and a lie – 15 min
• explain the rules: they need to tell two truths and a lie and the other students need to find which sentence is the lie.
• Leave them 5 minutes to write down what they want to say
• Make them write it on the board so we can all check the spelling

1. Introduction of the exercise of the day: the formal and informal you (tu/vous) – 20 min

2. Talk about some examples

• what would you say if you wanted to ask the time to a guy walking in the street who has approximately the same age as you?
• How would you address an old man?
• If you are not comfortable with the two ways of addressing people (or if you are not sure), which one should you choose?

3. game of the day:
• slips of papers with scenarios
• explain the words they don’t understand
• they need to find a partner
• randomly choose one slip of paper
• have 5 minutes to read it and imagine the discussion
• After that, they will need to perform it

4. Ask them to write about

1. Qu’est-ce que tu préfères dans le Français ?
2. Qu’est-ce que tu aimes le moins ?
3. Qu’aimerais-tu découvrir/approfondir ?

RU F09 INT Manners for Hosts and Guests. Винни-Пух Cartoon

Class theme/topics discussed:
A Soviet Cartoon “Винни-Пух идет в гости”
http://www.youtube.com/watch?v=vgts_Y1Q7sM&feature=PlayList&p=DD58AEFF34EBD6C4
Etiquette for hosts and guests.

How did you pick this theme or topic?
Students mentioned the topic Russian Animation in the questionnaire distributed at the first class.

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

How did students react?
They were excited about watching a cartoon; this helped to have a lively discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV + laptop, poster, handout.

Please attach a copy.
Sept 29_Cartoon Transcript
Sept 29_Poster
Sept 29_Reading

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students always like to have fun at the class, and cartoons are both entertaining and educating: they can be discussed from various perspectives, and therefore can be applied for working on different topics.

Занятие 9. Мультфильм «Винни-Пух идет в гости». Этикет для хозяев и их гостей

1. Ask the students if they have seen the Soviet cartoon about Winnie-the-Pooh. What do they know about Russian Winnie-the-Pooh?

2. Distribute the handout with the transcript for the cartoon (file Sept 29_Cartoon Transcript). Students read it on their own and ask questions about all unfamiliar words.

3. Watching the cartoon – http://www.youtube.com/watch?v=vgts_Y1Q7sM&feature=PlayList&p=DD58AEFF34EBD6C4

4. Students tell briefly the story of the cartoon. (Кто персонажи? Что они делают? Почему? …)

5. Ask students to compare the Soviet cartoon and the Walt Disney Cartoon.

Что общее у мультиков? Чем они отличаются? Какие персонажи есть в диснеевском мультфильме, какие – в советском?

Distribute a poster with the images of the cartoons’ characters (file Sept 29_Poster) and ask students to compare two Winnies and all the other characters.

6. Discussion: etiquette.

Как ведет себя Винни-Пух? Что он делает правильно/неправильно? Почему?
Как ведет себя Кролик? Что вежливо, а что – не очень? Почему он так себя ведет?

Как принято себя вести в гостях? Сравниваем с Винни-Пухом (можно ли прийти без приглашения? И т.д.)
Как должны вести себя хозяева? Сравниваем с Кроликом.
Если получается, сравниваем этикет в Америке и России.

Вспоминаем неловкие ситуации, связанные с приемом гостей или походом в гости.

7. Analyzing the transcript:

Give cultural comment on the greetings and partings (and ask students to find the examples of greetings/partings in Russian and possible replies to them).

Tell the students about the most popular quotations from this cartoon and explain the context in which they are used.
(e.g. «И того и другого! И можно без хлеба!»; «Ты что? Застрял? – Неет. Я просто отдыхаю»; «А что подумал Кролик, никто не узнал, потому что он был очень воспитанный»)

8. Reading exercise: «Как звали бы Винни-Пуха в разных странах» (see file Sept 29_Reading).

ES F09 INT/ADV Personal Relations

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/03/2009

Class theme/topics discussed:
Introductions use of “Tu” and “Usted”.

How did you pick this theme or topic?
Even though this was the second lesson, the best thing was to start with a game about them so that they would feel more comfortable to talk to each other. For the second part of the class I decided to focus on the use of formal and informal speech.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made a little introduction and presented the game we were going to play.
Game: They needed to stand up and look among their partners and me for somebody who had done some of the things listed in the grid. They needed to ask questions and be able to answer them as well.
After that I made clear how they had been using the informal way and we talked about the situations in which one should use formal speech. Then I paired them and gave them the role plays they were going to perform and 5 minutes to think about what they were going to say.

How did students react?
They really liked both games. They were really happy not being just sit and everybody loved asking questions to the other. They also liked the second game because they had to make up stories to try and convinced the other person. They knew how to use the formal and the informal way, but they way of solving out the problems was the funniest thing of all.

Did they engage with each other and you?
Yes, a lot. In the first game everybody talked to everybody and in the second the pairs worked really good.

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

Please attach a copy.
See next page.

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

Why or why not?
It was a very funny game that they liked. They also learnt each other names. The second game was also funny and even though they knew how to use formal and informal speech, it was very funny to listen to their stories, and they laughed a lot.

2nd Class INT

2nd Class IB

ROLE-PLAY CARDS

Estudiante A: Tienes 60 años, eres fumador convencido y empiezas a tener problemas serios de garganta, pero no crees que se deba al tabaco.

Estudiante B: Tienes 30 años y eres médico. Sabes que la garganta de A empeorará si sigue fumando.

B y A no se conocen. Se presentan. A continuación B debe explicar a A por qué el tabaco es malo para su salud y convencerlo de que debe dejar de fumar.

Estudiante A: tienes 18 años y eres estudiante universitario. Necesitas hablar con tu profesor para justificar una futura ausencia.

Estudiante B: Tienes 27 años y eres profesor universitario. Eres una persona muy estricta y formal.

B no recuerda el nombre de A. Se presentan. A debe negociar con B para intentar que éste no le tenga en cuenta la ausencia de clase.

_________________________________________________________

Estudiante A: Tienes 20 años y trabajas en una tienda los fines de semana, pero este sábado no puedes trabajar porque tienes un compromiso personal.

Estudiante B: Tienes 25 años y trabajas en la misma tienda de lunes a viernes. Tienes un viaje reservado para este fin de semana.

A y B se conocen. Se saludan al comenzar el día. A debe convencer a B de que necesita su ayuda para cubrir su puesto el sábado.

Estudiante A: tienes 40 años y eres abogada/o. Necesitas la ayuda de tu secretaria/o para ayudarte a gestionar unos papeles. La gestión llevará una hora.

Estudiante B: Tienes 50 años y trabajas para A. Dentro de 5 minutos termina tu jornada de trabajo.

A y B se saludan. A debe intentar que B le ayude. B no esta contento con el incumplimiento de su horario.

Estudiante A: tienes 18 años y estudias la Segunda Guerra Mundial.

Estudiante B: tienes 88 años, serviste en la Segunda Guerra Mundial y nunca hablas del tema.

A no conoce a B. Se presenta y trata de averiguar la experiencia personal de B en la guerra. Al anciano B no le gusta hablar del tema.

A y B son amigos, y tienen la misma edad. Hace un mes que no se ven. Se saludan. A pide ayuda a B para ayudarle con sus deberes. B tiene prisa. A intenta convencer a B.

RU S08 ADV Politeness. Compliments

Topics:
Politeness is still important?

Warm-up (5 min):
Define which form is polite and which is not.
1. Принеси мне воды.
2. Будь добр, принеси воды, пожалуйста.
3. Ой, здрасьте!
4. Здравствуйте!
5. Садись сюда!
6. Присаживайтесь, пожалуйста.

Free discussion (10 min):
1. Вы считаете себя вежливым человеком?
2. Почему важно быть всегда вежливым?
3. Вы когда-нибудь встречали грубых людей? Опишите один случай.
4. А сами вы вели себя невежливо? Расскажите.
5. Что такое этикет?

Сomprehension reading (20 min):
Read a passage and retell the etiquette rules. Express your own opinion. Does it work in this country. Why or why not.

• Прилюдно не ковырять в носу.
• Не плевать на пол.
• Громко не смеяться.
• Мужчина пропускает женщину вперед.
• Одеваться чисто.
• Не опаздывать.
• Мужчина открывает дверь спутнице.
• За ужин платит тот, кто пригласил.
• Ходить в гости с небольшим необременительным подарком (торт к чаю)

Practice. (15 min)
Let’s make compliments!
Когда вам делают комплимент, его можно принять (скрыто или прямо) или отвергнуть.
Если вы принимаете комплимент прямо, то это может обидеть человека. Например:
– Эльвира, ты такая умная!
– Да, я знаю
Но если вы не принимаете комплимент совсем, человек тоже может обидеться:
– Эльвира, ты такая красивая сегодня!
– Неправда, я выгляжу ужасно!

А как вы реагируете на комплименты?

In chain finish the sentences: make a compliment to your classmate. The classmate has to reply to the compliment.

1. Ты выглядишь…
2. Какой красивый…
3. Ты говоришь по-русски…
4. Мне нравится твой новый…
5. Твоя прическа…
6. Где ты купил такой…
7. Я восхищаюсь…
8. Молодец! Ты…

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