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Tag: Role Playing (Page 2 of 3)

FR F13 ADV Driving & Driving license

Conversation Class

Lesson Summary

 

Language and Section:

French 13 ADV

Date:

10/17/13

Class theme/topics discussed: Driving

Goal of the class: Talking about driving and the driving license

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

Vocabulary about the car: 10 min

–        Pair work. I give them a schema of a car and a list of words to place correctly.

General discussion: 10 min

–        We just talk about how is the driving license in France: time, cost, “conduite accompagnée”, how is the exam, etc. We compare it with the American system.

Street signs: 10 min

–       Goal : make them guess the meaning of some French street signs

–       Groups of 3 students. I give them a paper with different street signs. They have to guess what does it means.

–       Five minutes later, I give them more information, like a list of meanings and they have to match the sign and the definition.

Brainstorming: 10 min

–       Goal: making a list of the all the offenses you could do while driving. How should we behave while driving? Learn new vocabulary.

–       With all the class.

–       Did they already have a car accident or make an offense?

Pair-work: 20 min

–       Goal: make them create a story and a dialogue based on a context.

–       I give them some situations and roles (policeman, driver)

–       Two to three turns.

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

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

They were interested in the French driving license and they had no idea it was this complicated and expensive.

How could this class be improved/ modified?

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

 

Next page : the pictures are on the lesson plan: French ADV Driving

 

 

Vocabulaire à placer

–       Une portière

–       Un pare-brise

–       Un capot

–       Un pneu

–       Un clignotant

–       Une roue

–       Un phare

–       Le toit

–       Une plaque d’immatriculation

–       Un siège

–       Un volant

–       Le levier de vitesse

–       Un essuie-glace

–       Un rétroviseur

–       Le coffre

–       Un pare-choc

–       Une vitre

HANDOUT: Street signs

Les panneaux triangulaires annoncent un danger.

Les panneaux ronds annoncent une limitation, une interdiction.

Les panneaux bleus annoncent une obligation.

 

Sens interdit : on n’a pas le droit de passer par là

Limitation à 50 km/h : on n’a pas le droit d’aller plus vite

Interdiction de stationner : on n’a pas le droit de se garer

Impasse : cette rue est sans issue

Attention, passage de piétons

Attention, feux tricolores à proximité

Obligation de tourner à droite

Attention, succession de virages

 

HANDOUT: Role-play

Vous faites un excès de vitesse, un gendarme vous arrête. Vous lui expliquez que votre femme est sur le point d’accoucher mais il ne vous croit pas.

Un gendarme vous arrête. Il veut à tout prix vous trouver une infraction, mais vous êtes irréprochable.

Un gendarme vous arrête pour avoir téléphoné au volant. Vous vous faites passer pour quelqu’un de très important, mais le gendarme est suspicieux (il a du mal à vous croire).

 

DE F13 ADV German commercials

Advanced German Conversation

Date: 09/26/2013

Class theme/topics discussed: German commercials

Goal of the class:  watch commercials and understand what is being said, analysis of pictures and scenes

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

–  Activity 1: we watched several commercials from Germany. Students were supposed to find out what is being said, how it is said, and what means are used to convey the message

–  We concentrated also a lot on stereotypes, gender roles, equality, and ethnic diversity.

–  Students were encouraged to give their own opinion.

–  Activity 2: Students were divided into 3 groups and each group got a piece of paper with a number on it

– Each number corresponded to an item (vacuum cleaner, hair drier, beer)

– Students were supposed to make a commercial on the items.

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

TV screen, internet, items

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

A perfect class!

How could this class be improved/ modified?

—-

RU S13 ADV Future and advice

Conversation Class

Lesson Summary

Language and Section: Russian Advanced

Date:  02/26/13

 Class theme/topics discussed: Ways to know your future; Giving advice

 Goal of the class:

–        To practice future tense

–        To develop imaginative talk in Russian

–        To practice problem-solving

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

–        Pair work: students exchange their dream collages[1], they look at them for a while and try to imagine the future for another student according to his/her dream collage. They also think of questions they would ask regarding their future. While they are doing that, the teacher is writing down some expressions the students could use on the whiteboard;

–        Pair work continues (role-play): one of the students wants to know his/her future, another student is a fortune-teller. To make the game more interesting students ask their questions they came up with earlier;

–        Pair work continues: switching roles;

–        Presentation: each student tells his/her future after he /she ‘went’ to a fortune-teller and comments on whether it was close to what he/she was actually dreaming about;

–        Discussion: Fortune-tellers, can they really predict the future or are they just good psychologists? + Students tell whether they would ever go to a fortune-teller for real;

–        Asking students what other ways of predicting the future they know (horoscopes are among them);

–        Students go to the white-board and draw 3 zodiac signs each. The teacher tells the name of each of it in Russian;

–        Students get their February horoscopes and read them to the class;

–        Together we identify the different parts of a horoscope (love life, career, family & friends etc.) and note its element of advice;

–        Students need to write down on a piece of paper their own or an imaginary problem that needs a solution/advice. The teacher writes down such expression as ‘in my opinion’, ‘to my mind’, ‘I believe/consider’, ‘my advice is’ etc.

–        Game ‘Doctor Ai-bolit’: the teacher collects the papers with problems, mixes them and pretends that he/she is the one who needs a piece of advice. He/she reads the problems one by one and students pretend to be the ‘doctors’ – those who give advice. In order to get 1 point a student should be fast and creative in giving advice. The one, who gets the most points, also gets some prize.

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

–        Dream collages

–        Whiteboard

–        Fact magazine, which contains horoscopes

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

It was a fun class as it involved a lot of different activities implying different skill sets. The students had a chance to imply their imagination while telling the future to their partners. The final stories were quite interesting. Another fun thing is that they had a chance to draw on a whiteboard. This way they remember new vocabulary better due to association. The students also like the activities that involve competition and some prize. So they were really motivated during the ‘Doktor Ai-bolit’-game. During this lesson the students talked a lot so be prepared that you might not have the time to finish all the planned activities. However, you can always continue them in the next lesson.

[1] We made those collages during one of the previous lessons when we were talking about the dreams. Otherwise, they could be made in the beginning of the new lesson.

JP F12 INT Speed Dating

Conversation Class
Lesson Summary

Language and Section: Japanese intermediate

Date: November 27th

Class theme/topics discussed: Speed dating and new vocabularies sheet

Goal of the class: Students learn new vocabularies and interact with others in Japanese without being shy!

Structure of the class (unless you attach your lesson plan below):
Students spent about 15 minutes learning new beginners to intermediate vocabularies/expressions from a sheet of paper I prepared for them.
Then, students were given a piece of paper with simple facts of the character they have to act during speed dating. Students add some interesting facts on their character and three questions they want to ask to speed dating partners.
After they finished preparing questions, they did speed dating for two minutes with each partner and try to find potential partner!
After the speed dating, each student share their character and their favorite partner!

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

What worked well in this class? What did not work?
It worked very well!! Students were comfortable talking with each other and because it was short so that they talked more promptly.

How could this class be improved/ modified?
Time management.

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

FR F12 INT: Get a Job

Conversation Class
Lesson Summary

Language and Section: Intermediate French

Date: 11.13.12

Class theme/topics discussed: Get a job

Goal of the class: Make the students talk and learn about how to get a job in France

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

WARM-UP (5 minutes)
Collect the vocabulary that they know and complete it
To apply, an application, a resume, a covering letter, a job interview, a boss, an employee…

ACTIVITY 1 (10 minutes) – GETTING FAMILIAR WITH FRENCH RESUMES AND COVERING LETTER
Students will be given examples of French typical resume and covering letter. We will discuss the differences from American ones and point what they have to be careful about if they want to apply for a job in France.

ACTIVITY 2 (10 minutes) – WHAT THIS PERSON WILL DO IN 10 YEARS?
Students will work in pairs. They will have to imagine what the other students will do in 10 years.
The target student will answer by telling his actual plans if he has some.

ACTIVITY 3 (10 minutes) – F*** MY LIFE
Students will be divided in two teams. Each team will be given 5 beginnings and five endings of sentences from the French equivalent of “F*** my life” website. The first team who will have gather right all the sentences will win.
In the end, each student will read a sentence and we will check the meaning together.

ACTIVITY 4 (15 minutes) – JOB SPEED-DATING
Students will be given a role on a piece of paper. Half of the class will be bosses looking for a new employee and the other half will be people looking for jobs.
The “bosses” will have to ask questions while the “job-seekers” will have to try their best to be hired even though the role they have be given does not fit with the boss expectations.
In then end, bosses will have to tell who they want to hire and why.

END-UP (5 minutes) – FUNNY VIDEO about job interviews (Bref)

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

Whiteboard, handouts, Computer/TV

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

Everything worked well, specially the speed-dating activity.
They were curious about the CV and the covering letters but I realized a lot of them do not have a CV in English yet so they could not really compare.

How could this class be improved/ modified?

Maybe find a more dynamic and funny activity for the introduction of French CV and letters (For instance, they could be looking for someone to hire for a job and they have to choose among three CV)

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

*** HANDOUT – ACTIVITY 4

Patron

Tu es une femme, tu as 57 ans.

Tu es diabolique et tu diriges une compagnie d’import-export.

Tu recherches un(e) assistant(e) qui soit prêt(e) à travailler 70 heures par semaine et à t’obéir au doigt et à l’œil.

Chercheur d’emploi

 Tu es une femme de 25 ans.

Tu es une jeune diplômée d’Ecole de commerce.

Tu es timide et introvertie.

Patron

Tu es un homme de 27 ans.

Tu es un jeune cadre dynamique qui a monté son entreprise de création de logiciels et tu recherches des informaticiens motivés.

 

Chercheur d’emploi

 Tu es une femme, tu as 26 ans.

Tu es passionnée d’informatique mais tu es excessivement féministe et tu refuses de travailler pour un homme.

Patron

Tu es une femme. Tu as 42 ans.

Tu es avocate et tu recherches un(e) secrétaire à l’aise avec l’informatique pour taper et gérer tes documents administratifs.

 

Chercheur d’emploi

 Tu es un homme, tu as 57 ans.

Tu es passionné par les ordinateurs et par le Tour de France.

Patron

Tu es un homme, tu as 35 ans.

Tu es un trader moche et tu recherches une assistante pour choisir tes vêtements et t’accompagner aux soirées mondaines.

 

Chercheur d’emploi

 Tu es une femme tu as 25 ans.

Tu n’as aucun diplôme et tu n’as jamais travaillé.

Tu aimes la mode et les chats.

DE F12 ADV Role Playing & Politics

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-13-2012

Class theme/topics discussed:
– Political parties in Germany

Goal of the class:
– Spontaneous speech production
– Knowledge about political parties in Germany

Structure of the class:
– We started off with some weekend talk, this took longer because students were actually very engaged and talked to each other, asking questions, etc.
– We played a game: students had to grab a piece of paper from an envelope. They paired up and had three minutes to improvise a scene in which the concept/mood expressed on the paper would be represented
– The rest of the class guessed
– We started a talk about political parties in Germany
– Students grouped up again. One party each group.
– Students were supposed to find out their parties stance towards education, family affairs, economy, and environment; research was done with laptops and smartphones

What technology, media or props did you use?
Paper, envelopes, laptops, internet smartphones

What worked well in this class? What did not work?
All worked very well. In fact, I consider this one of my best classes so far.

How could this class be improved/ modified?

13-11-2012, roles

DE F12 ADV Fairy Tales

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-29-2012

Class theme/topics discussed:
– Creating your own story
– Current German music

Goal of the class:
– using given vocabulary to create your own individual story
– be aware of current German music

Structure of the class:
– Talk about Thanksgiving and current events
Fairy Tales: Wordle had been used to mess up Wikipedia articles on German fairy tales http://www.wordle.net  
– Students had to use the vocabulary to create their own stories
– The groups presented their stories later to the class

What technology, media or props did you use?
Paper, TV screen, laptop

What worked well in this class? What did not work?
All worked very well, the class was funny and creative.

How could this class be improved/ modified?

FR S12 ADV Love

Lesson Summary

Language and Section: French 11 SP 12

Date: 31/01/12

Class theme/topics discussed: Health: Dating and relationships
Goal of the class: learn about dating in France, the vocabulary of relationships; make the students know each other better

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

-Warm up activity with the previous vocabulary (10 minutes)
-Conversation about the vocabulary of relationships (15 minutes)
-Speed dating, guess who’s who in the class with a 2 minutes dating (25 minutes)
-Analyse of a song by Bénabar dis lui oui -2004-(20 minutes)

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

-Whiteboard
-Paper Sheet to write down the vocabulary for warm up activities for next class
-TV and computer

What worked well in this class? What did not work?
-The students were interested in the topic. The song was perfect to get new vocabulary. The students had a lot of fun playing the dating game.

How could this class be improved/ modified?

-A scheme of the modern family would be necessary to recap all the different names of family relatives which are quite intricate in French.

Dis-lui oui _ Bénabar
Je sais bien, Muriel, que ça ne me _________ _____
Tu l’as foutu dehors et je respecte _____ ________
Mais il voudrait revenir… d’accord, j’insiste pas
C’est mon ami quand même! Non, C’est pas lui qui _ ________
ça me fait de la peine, vous alliez si bien ensemble
____ ______ de vie commune mais je veux pas le défendre
Avec tout ce que vous avez vécu, avoue que c’est dommage
Et j’ te dis pas combien il souffre, ça serait du _________
Muriel je t’en prie
Je t’en __________
Dis-lui Ouiiii
Depuis qu’ tu l’as ____________, il habite chez moi
Je ne peux plus le supporter, Muriel aide-moi
Il veut toujours qu’on parle et qu’on parle que de lui
La discussion consiste à l’écouter, à dire ” oui ”
Le seul moment tranquille c’est quand il t’écrit
Mais les poèmes de cinq pages, après ___ ___ ___ ______
Il me raconte votre vie dans les moindres détails
Ce qui s’ passe ____ ____ ___ depuis vos fiançailles
Je suis un gentleman, j’ répéterai pas, c’est intime
Rassure-toi Muriel… Espèce de _______ _________
Il va et vient la nuit à n’importe quelle heure
Il _______ dans ma chambre pendant que je dors
J’ai frôlé la ____ ________, j’en ai encore mal dans le bras
Il a fait semblant d’être somnambule pour que j’ l’engueule pas
Tu sais, c’est un mec bien mais j’ veux pas _’________
Il gagne pas mal sa vie, à deux c’est mieux pour le loyer
Voyons les choses en face, t’es pas non plus __________
Regarde-toi dans une glace, Muriel, faut être ___________
Bon, il a des torts, il t’a __________ c’est vrai
Avec ta ________ d’accord mais ramène pas tout à toi
Muriel, mon enfant, je t’aide parce que je t’aime bien
Mais on ne s’en sortira pas, si t’y mets pas __ _________.

ES S12 INT Education

Language and Section: SPA 11.2

Date: 04/17/2012

Class theme/topics discussed: The Uruguayan educational system

Goal of the class: To discuss the Uruguayan educational system and its complexity and weaknesses.

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

– We created two imaginary students, gave them backgrounds and traced their passage through the educational system, with each team choosing what the student would do at critical points (tech ed VS standard ed, which branch of highschool to choose, tec.)
– After the students finished, we discussed the pros and cons of the system, as well as going into the reasoning behind some of its most baffling aspects.

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

– Whiteboard

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

– Both the task and the discussion worked very well, and the students became very engaged.

How could this class be improved/ modified?

– A comparison between the Uruguayan system and the American system could work very well as a group activity

JP S12 INT Role Play

Class theme/topics discussed: Telephoning/role play

Goal of the class: directing the conversation, hesitating, expressing uncertainty.

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

5-10 minutes ice break talks —–we talked about our plans for the coming weekend
15 minutes——let’s sing Japanese song, learned about vocabularies and the meaning of the song.
35 minutes——provided useful expressions and the situations written in a piece of paper. Less complicated situations for intermediate students, more complicated situations for advanced students. Paired into 2 people, then one person and the other person act the telephone conversations in front of everyone.

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

None. Just some handouts.

What worked well in this class? What did not work?
YES: Students loved creating the conversations and without assistance, they kept talking.

How could this class be improved/ modified?
For the Let’s sing a Japanese song, I used old song from 50s, they disliked the old song (even though I thought they will like it, because it is so beautiful song!) I will use more up to date song.

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.

DE F11 INT Job Interviews

Language and Section: German Intermediate

Date: Sep 13th 2011

Class theme/topics discussed: Job interview in Germany

Goal of the class: job related vocabulary, German CV, fluency

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

1)    Warm up: German song “Fliegerlied” + dance with the song http://www.youtube.com/watch?v=WS8YQK6x9BM

2)    Review vocabulary: Application, to apply, interview, interviewer, CV

3)    Differences in German and US CV’s

4)    Role play: Job interview

  • Deciding together for which job applicants should apply and who are the applicants and interviewers
  • The job candidates fill out a CV, the interviewers think about questions they want to ask the applicants
  • Doing the interviews

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Computer, Internet, TV for the song

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

Worked very well, my students seemed to enjoy it very much

How could this class be improved/ modified?

IMPORTANT TIPS:

  • I only had 5 students, so I had 3 job candidates and 2 interviewers. Had the interviews one after another. If you have more students, it might be better to have different groups of interviewers 

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

 

ES F11 INT/ADV Looking for house/housemate

Language and Section: Spanish advanced 01

 lessonplan_housemates

Date:  15.November.2011

 

Class theme/topics discussed: Looking for a housemate

 Goal of the class: Give students some useful vocabulary about housing

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

**They were 5 so 3 were looking for house and 2 were looking for a new housemate.

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?

They enjoyed both the interview and the discussion after it. However they didn’t understand at first what they were supposed to do with the patterns for the interviews that I gave them. I told them they could be themselves during the roleplay or make up a character. Some of them started writing down the answers instead of just thinking about their character and what they were going to say.

Also it would have been better if they had been even numbers since this way they could’ve had interviews with everyone two-to-two.

How could this class be improved/ modified?

Instead of giving them some patterns to answer when they were looking for a housemate I could have told them to make them up and have real interviews with their classmates

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

DE F11 ADV Role Play Game: Werewolves (Mafia)

Language and Section: German Advanced

Date:  Sep 15th, 2011

Class theme/topics discussed: Role play game: Die Werwölfe von Düsterwald (The Werewolves from Duesterwald àGerman version of the game mafia)

Goal of the class: fluency, learning how to bluff in German

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

1)    Explaining the game to my students

There are werewolves and regular humans. The werewolves kill one human per night, the people of the village (including the undercover werewolves) are discussing who might be a werewolf and killing that person. The discussion part produces a lot of language

2)    Playing the game 

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

Role play cards. You can easily make them for yourself.

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

It worked well. We played 2 rounds. The only problem was that after the second round, we only had 10min left, so not enough time for another round, but also too much to let them out early. So I asked them what they are going to do this weekend.

How could this class be improved/ modified?

I don’t have a god solution for the time problem. I guess one just needs a back up on that you can spend some time. 

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

Here is a description of the game on Wikipedia: http://de.wikipedia.org/wiki/Werwölfe_von_Düsterwald

(German game Werwolves)

http://en.wikipedia.org/wiki/Mafia_(party_game)

(English game Mafia)

IMPORTANT TIPS:

  • You need 9 or more people to play this game
  • You should have played the game at least once before you are the narrator. Because it is very important to follow the right structure of what happens during the night- and daytime.
  • The gender of the roles can be different from the gender of the person who has the role. Example: the werewolves are always male, the witch is always female. If you would match the gender of the person playing with the gender of the role, it would be more obvious who has which role.

FR S11 ADV – alibi game

Alibi game

How did you pick this theme or topic?

Role play – I wanted to have them produce the target language but also have fun and I know they can be very creative when it’s about creating characters

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

game

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.)

Slips of paper

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!

Advanced

1. Révision de quelques gestes à montrer (chaque étudiant doit en montrer un)
– Jeu ils font un signe et lancent la balle à quelqu’un qui doit deviner

3. Jeu de l’alibi
⇒ 2/ 3 juges
⇒ Paires qui doivent trouver un alibi
• Distribution des rôles
• 5 min pour trouver un alibi en paires – 5 min
• 1e accusé entre, le partenaire attend dehors
• 2e accusé entre, le partenaire attend dehors
• Etc
• Délibération des juges à l’extérieur
• Verdict

JP S11 INT/ADV Role Play: If I were

Class theme/topics discussed: The expression of “If I were~, I would do~.”

1. Warm up activity: “Saikoro Talk” (deciding a topic what they talk using a dice)
At first, students decide six topics using subjunctive expressions and number cards. One student shoots a dice and talks about the topic on the card which is the same number of the dice.
2. Role Play: “If I were a manager of hotel, I would do~”
Half of students become a manger of hotel and the others are customers. Customers have to complain everything about hotel. The hotel staffs need to deal with a lot of problems. All managers have a meeting and make a decision what and how they improve the hotel’s situation.

How did you pick this theme or topic?
Sometimes I felt students did not correctly use the subjunctive expressions in conversation. So I decided to do the above activities.

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

How did students react?
They loved to decide a topic by a dice! Some students asked me to do a dice talk again. As for the role play, they did not like it so much. They don’t want to pretend someone, but be themselves.

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.
N/A

Would you recommend this activity for a future class?

I will recommend an only dice talk.

Why or why not?

As for a dice talk, it would be great tool for leading conversation. On the other hand, role play was a little bit boring for students because students really need the real life situation. If they wanted to become a hotel staff in the future, the activity would be good for them. Role play might be good for the class in Mason, but not for conversation class.

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 INT Words for Arguing

Class theme/topics discussed:
Role-play activity: words for arguing.

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, role play.

How did students react?
They enjoyed the activity and asked to have it again some time.
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 24_April 14_Role Play Ситуация накаляется

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

Intermediate Russian
Lesson 24
April 14, 2011

1. Warm-up: news of the day.

Question on the board: Что (кто) вам больше всего надоел(о)? Почему?

Introduce the expression – мне/ тебе/ ему/ нам надоел(-о/-а/-и) …
Students discuss/ ask each other/ share opinions.

2. Role-play activity: Ситуация накаляется! (expression on the board, + explain the usage)

Distribute the handout. Students read out short descriptions and act them out. Point out that they should use expressions indicated in the text! Explain the meaning if necessary.

RU S11 INT/ADV Communicative Game – Role-Play

Class theme/topics discussed:
Role-play activity

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 liked the class a lot. Puzzles seemed to be a successful way to start the class; they got everyone involved and motivated students for the following activities.
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 23_April 12 Puzzles
Lesson 23_April 12 Lesson – In Character

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 23
April 12, 2011

1. Warm-up: Puzzles (handout Lesson 23_April 12 Puzzles)
Do together – one by one, if needed, give hints. If they cannot guess/ don’t know the Russian word, let them suggest the English equivalent.

Key:

33 Б А (L of the A) – 33 буквы алфавита
4 С в Г (S of the Y) – 4 сезона в году
12 З З (S of the Z) – 12 знаков зодиака
9 П С С (P in the S S) – 9 планет Солнечной системы
366 Д в В Г (D in a L Y) – 366 дней в високосном году
1001 Н (A N) – 1001 ночь
7 Ч С (W of the W) – 7 чудес света
90 Г в П У (D in a R A) – 90 градусов в прямом угле
24 Ч в С (H in a D) – 24 часа в сутках
32 З во Р (T in a M) – 32 зуба во рту
3 Ц С (С in T L) – 3 цвета светофора

2. Role-play activity (words for arguing) In Character
Handout Lesson 23_April 12 Lesson – In Character
Read the situations and discuss the vocabulary.
Students choose one situation from the list and act it out. The others guess. The same situation can be chosen as many times as they wish.

3. Follow-up: each student writes a short skit like the ones in the handout.
They fold them and put on the table. Each draws one and act it out. Others guess what it could be, then the student reads out the solution.

FR S11 ADV – working and jobs #2 (job interview)

Working and jobs #2: Job interview

How did you pick this theme or topic?

I wanted to use the same technique as for the speed dating class because it had worked very well. And it was a good follow-up to the previous lesson.

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

Job interview activity

How did students react?

They reacted well. They had ideas and created interesting characters.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to pretend interviewing the other or playing the candidate and then discuss about the candidates.

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

handouts

Please attach a copy.
Lesson plan jobs role playing

Would you recommend this activity for a future class?
Yes, it was productive, the idea to have them decide on the job they were applying for worked better than last time.

RU S11 ADV Job Interview

Class theme/topics discussed:
Job Interview

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

How did students react? They enjoyed this class a lot.
Did they engage with each other and you?.
Yes.

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

Please attach a copy. Lesson 22_April 7_Анкета

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

Advanced Russian
Lesson 22
April 7, 2011

1. Intro: videos
«Растаман собрался на работу» http://www.youtube.com/watch?v=Npr1VE2UTl0
Кто герои ролика?
– Чем они занимаются?

«Кекса уволили» http://www.youtube.com/watch?v=yiZNKBv1L9U
Что происходит в этом эпизоде?
– Где/ кем работают Кекс и Укроп?
– Почему Кекса уволили?

Параллельно на доске лексика:
Искать/ найти работу
Устроиться на работу
Уволить(ся)

2. Job Interview Activity
На доске: СОБЕСЕДОВАНИЕ

Distribute the handout (Job Interview Form).
Task: imagine you are Keks and you are looking for a new job. Fill out the resume and get ready for an interview. Indicate what job you are applying to.
When everyone is ready, students take turns in a role play activity. One student is an applicant, the rest – interviewers. He applicant has three minutes to introduce him(her)self, then other students ask him/her questions (according to the kind of job he/she is applying to).

CN S11 INT/ADV Whatever that you want us to know

Class theme/topics discussed:

Break: whatever you want us know

How did you pick this theme or topic?
Students will play the teacher’s role and then do a group work to pick up their topic and prepare the lesson. It is a good opportunity to practice their Chinese in a close-to-reality scenario and it is also a quite interesting topic for them.

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

Group work, general discussion
How did students react?
good

Did they engage with each other and you?

yes

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

N
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students found the this topic is interesting and they learn a lot from each other’s presentation and interact with other students very well.

FR S11 ADV – Valentine’s day

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

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

Role play

How did students react?

Very well. They had fun.

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.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Advanced 02/15

1. Give them the sheets of paper with Homme/Femme

2. Explain the game – 5 mn
→ create a new identity
→ speed dating
→ choose our other half

3. Create a new identity – 15 mn
→ give them the sheets for the agency
→ they have to fill them out
→ they have to choose a picture from the newspaper/magazines for their new personality
→ they have to think of a background story for their characters

4. Speed-dating – 25 mn
→ Girls remain seated but boys change every five minutes
→ They have to figure out if they would have another date with this person, or if s/he is their other half

5. Results – 10 mn
→ students should write down the name of the person they liked most and then explain why
→ if there are some couples they should explain what they liked so much and if they see a future for that relationship

FR S11 INT – Valentine’s day

Valentine’s day

How did you pick this theme or topic?

I wanted to do something related to Valentine’s Day.

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

Role play
Handouts: Poem
Group work

How did students react?

Well. I think they liked creating their character for the speed dating game, and also writing a short poem.

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.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Intermediate 2/15

1. Speed dating game – 30 min

• Explain the game
• Create a new identity – 15 min
• Speed dating – 10 min (2 x 5 min)
• Results – 5 min

2. Writing a valentine’s poem – 30 min
SP11 LP Interm 9 poem

• Read together a poem – 5 min
• Analyze it (how many syllables? Rhymes? metaphors, comparisons, symbols, etc…) – 10 min
• In pairs: I give them a picture of a French person
• Give them examples of sentences to use
• They have to write their own stanza to this person – 10 min
• We share – 5 min

RU S11 INT/ADV Interjections and “Sound Effects”

Class theme/topics discussed:
Exclamations/ “sound effects” in Russian: expressing emotions without words

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

How did students react?
They were enthusiastic about the presentation and this topic in general.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Please attach a copy.
http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/ – presentation

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a fun way to practice conversational language and to master a very special part of the target language – exclamations, sighs, etc. – that as a rule vary from culture to culture and are indicative of one’s “native-ness”.

Intermediate Russian
Lesson 8
February 10, 2011

1. News of the day (Планы на День Св. Валентина?)

2. Introduction to the topic: ask them if they have noticed any special sounds that you make and that are different from the American usual ways. Like – what’s he Russian way to say – Auch! OR Euw! Etc.

Что вы воскликнете/ скажете, если вы:
Испугались
Удивились
Обрадовались?

3. Show a presentation – step by step: http://prezi.com/z72tuky-nss5/interjections-and-sound-effects/
first a picture + ask what happened, what they would say in this situation.
Then show the caption and try to elicit more options/ or make them correct the ones they suggested (to make them more appropriate, for example).
• For an advanced level, you can create a scale of reactions: from interjections to less neutral exclamation to slang ones, etc.

In the course of class session, make sure they know/ memorize the following:
Воскликнуть
Вскрикнуть
Испугаться
Удивиться
Обрадоваться

4. Situational play:
Give a strip of paper to each student and ask them to write a prompt for their classmates to elicit an interjection/ exclamation discussed in class.
Students exchange their prompts and play out the situations.

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