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RU F15 ADV Stereotypes about Russia and Russians

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 09/10/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Stereotypes about Russians and Russia
Goal of the class: to find out the stereotypes American people have about Russian and vice versa.

How did you structure the class?
1. Warm up. Brainstorm on what stereotypes Americans have about Russian people. 5 minutes
2. Watch the video on how would a film about Russians look like if it was shot in Hollywood. https://www.youtube.com/watch?v=m5KYZb178kI
Discuss what stereotypes are included in this video (enumerate them one by one); which of them to the students’ opinion might be true?
Discuss what stereotypes do people have about Americans.
25 minutes.

3. Watch commercials and guess which stereotypes about Russia and Russian people are used in them.
http://golbis.com/pin/this-is-russia-10-stereotipov-o-rossii-v-reklame-globalnyih-brendov/#.VfE0vrRTDbo
20 minutes

4. Wrap up. The video about what Americans find strange about Russian homes.

4 minutes.

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

What worked well in this class? What did not work?
The class went well, students talked about stereotypes with pleasure. We had laughed a lot as well. They also shared their experience of staying in Russia and confirming or ruining the stereotypes.
How could this class be improved/ modified?

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.

Text for the task #3
Стереотипы в рекламе
1. Huawei Honor 3. Телефон для России
Cтереотип: в России все вопросы решаются силой
Невероятную популярность ролик приобрёл благодаря истории о типичных русских бандитах из 90-х, пытающихся «выбить» информацию из молодого человека в офисной одежде. Во время разборки клерка окунают в чан с водой, но разговор по понятиям прерывает телефонный звонок. Смартфон в кармане жертвы оказался водонепроницаемым, что вызвало интерес у главаря банды. В результате разборка заканчивается фотосессией.
2. Nissan Almera. Машина для российских дорог
Cтереотип: в России плохие дороги
Если автомобиль купят в России, значит, он будет ездить по плохим дорогам. Эту довольно очевидную мысль взяло себе на заметку сетевое рекламное агентство TBWA\Moscow в 2013 году и разработало кампанию для автомобильного бренда Nissan под названием «Забудьте о плохих дорогах».
3. Audi. Любые условия — идеальные условия
Cтереотип: в России очень холодно
Благодатную тему плохих дорог и тяжёлых погодных условий автомобильные бренды используют довольно часто. Креативное агентство Instinct (BBDO Group) показало в рекламном ролике системы постоянного полного привода Audi Quattro настоящую русскую зиму. Главный посыл — эти системы идеально адаптируются к российской действительности, поэтому на Audi вы вернётесь домой к ужину в любой мороз и по любой дороге.
4. Nike. Just do it – Play Russian
Cтереотип: в России живут сильные духом люди
В преддверии Олимпиады спортивный бренд Nike запустил рекламную кампанию Play Russian. На экране опять суровая русская зима, но главным объектом внимания на этот раз становится невероятная сила духа и стремление спортсменов к победе любой ценой. Одним словом, русская зима закаляет людей, делает их сильнее и позволяет играть по-русски.
5. IKEA. Отдыхайте за границей дома
Cтереотип: русские любят отдыхать на даче
Загорать на траве, жарить шашлыки, поливать друг друга из шланга и не прерывать отдых на природе, несмотря на дождь, — таковы правила русской дачи. За роликом о летнем отдыхе россиян на их любимом курорте IKEA Россия обратилась к агентству Instinct и получила знакомую многим картинку.
6. Snickers. Хорошо, что не все мечты сбываются
Стереотип: все мальчики в 90-х мечтали стать бизнесменами
В 2011 году компания Mars отмечала 20 лет со дня выхода батончиков Mars, Snickers и Twix на российский рынок. К этой дате рекламное агентство BBDO Moscow подготовило для компании несколько рекламных роликов про то, о чём мечтали дети 20 лет назад. В рекламе Snickers мальчик, чьё детство пришлось на 90-е, рассказывает о том, как мечтает стать бизнесменом, торговать видиками и носить крутую кожаную куртку, когда вырастет.
7. Mars. Хорошо, что не все мечты сбываются
Cтереотип: все девочки в 90-х мечтали выйти замуж за бизнесмена
Ещё один ролик кампании — реклама батончика Mars. Он повествует о том, как светловолосая девочка с бантом, к счастью, не стала секретарём и не ходит на дискотеки в розовых лосинах, как мечтала.
8. Lay’s. From Russia от бабушки
Cтереотип: русские бабушки не дадут замёрзнуть и проголодаться
В 2011 году рекламное агентство BBDO Moscow запустило рекламную кампанию чипсов Lay’s со вкусом малосольных огурцов и укропа. Её лицом стал бывший капитан российской сборной по футболу Андрей Аршавин. В ролике рассказывается о том, как бабушка прислала любимому внуку Андрюше в далёкую Великобританию тёплую спортивную форму и картошечку с огурчиками и укропом.
9. Google. Для тех, кто любит читать
Cтереотип: Россия — самая читающая страна в мире
Ролик Google из цикла «То, что вы любите» рассказывает о том, как продукты компании помогают любителям литературы. Если верить стереотипам, в России любителей литературы особенно много. В ностальгическом ролике появляются кадры, напоминающие те времена, когда за книгами в России выстраивались очереди. В рекламе снялись писательница Виктория Токарева и её внучка Екатерина Тодоровская.
10. Hitachi в России. Непонятно
Cтереотип: русские ничего не понимают в технологиях
Этот ролик можно было увидеть на японских телеканалах в 2012 году. Компания Hitachi сняла добрую, но в то же время ироничную рекламу о своём сотрудничестве с Россией. Японский представитель пытается наглядно объяснить российским товарищам, как работает продукция Hitachi, но на его уточнение «понятно?» получает единогласное «нет». В то же время в ролике можно увидеть пример идеального российского тимбилдинга с дружескими кулачными боями и баней.

RU F14 INT/ADV Russian habits and Intsrumental case

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

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

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band https://www.youtube.com/watch?v=r9dhtXsEalg

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”. http://www.buzzfeed.com/azazello/16-things-russians-do-that-americans-would-find-we-cqjf?fb_ref=Default&fb_source=message

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications. http://www.adme.ru/zhizn-semya/13-privychek-kotorye-est-tolko-u-russkogo-cheloveka-802560/

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution. https://www.youtube.com/watch?v=Qc5hySGdBXg

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

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

The class went exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

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

PDF ALL CASES REVIEW SHEET Cases Review Sheet

PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises

LESSON PLAN WITH HANDOUTS CC_RUSS11_Russian_habits_Nov17

HANDOUT 1   РУССКИЕ ПРИВЫЧКИ – RUSSIAN HABITS RUSS11 November 17

 

  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.

 

  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

присядем на дорожку”.

 

  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.

 

  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).

 

  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.

 

  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).

 

  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!

 

  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).

 

  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.

 

  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!

 

  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.

 

  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!

 

  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).

 

 

HANDOUT 2

 

(1)

Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?

 

C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?

 

За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)

 

(2)

Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?

 

Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?

 

С чем ты любишь пить чай/кофе? С молоком?

 

CN S15 INT Stereotypes about China & Chinese

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Wednesday, April 8, 2015

Language and Level (intermediate or advanced class): Chinese Intermediate 011

Class theme/topics discussed:

Stereotypes about China & Chinese

Goal of the class:

  • To make students aware of some stereotypes about China and Chinese;
  • To help students develop a comprehensive and true understanding of China and Chinese;
  • To help students get a critical view of some issues and phenomena in China.

How did you structure the class?

  1. Introduce the word “stereotype” in simple Chinese to the students;
  2. Ask them to brainstorm some stereotypes about China and Chinese;
  3. Invite them to write down the stereotypes they hold (key words) on white board;
  4. Explain each stereotype they wrote and provide them with more information;
  5. Let the students fully understand different stereotypes that foreigners hold:

https://www.youtube.com/watch?v=lSM1VEygFCc

https://www.youtube.com/watch?v=2jD9Txvsoe8

https://www.youtube.com/watch?v=xA1qRYBi6Xg

  1. Wrap up this topic.

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

Videos.

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

Brainstorming worked well in this class, since the students were very active in coming to the front to write down the stereotypes they held on white board. Besides, they loved to understand those stereotypes through discussion with me (a native Chinese) after watching the videos.

How could this class be improved/ modified?

No.

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.

Some stereotypes about the Chinese:

  • Chinese people are only good at math and science;
  • Chinese restaurants serve cats and dogs;
  • Chinese people look alike/exactly the same;
  • Chinese women are inferior and subordinate to men;
  • Chinese people are not allowed to be Christians;
  • Chinese people are very quiet and introverted;
  • Chinese people can ride bicycles, but can’t drive;
  • Chinese people eat everything that moves;
  • Everything “made in China” is fake;
  • Chinese people know how to play Kung Fu;
  • All Chinese names are difficult to pronounce;
  • There are only two famous actors in China: Bruce Lee and Jackie Chan;
  • When you see an Asian on the street, he/she must be Chinese;
  • Chinese is the most difficult language in the world;
  • Cantonese is the official language of China;
  • Chinese people are traditional and conservative;
  • Chinese people think money can buy anything;
  • Many foreigners tend to think that Chinese people are brainwashed or mind-controlled by their government.

ES F14 INT In Grammar Subjuntive Mood 2

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/19/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood 2

Goal of the class: To integrate the use of subjunctive when talking about desires, advices and indirect speech.

How did you structure the class?

  1. Heads-up: Upcoming study break.
  2. Warm-up: The Chairs Game using the Subjuntive. One student say a sentence like “the students who have gone to Paris stand up and switch seats.” Then the next one in the middle make up another sentence and the rest obey, so different students stand up in the middle. E.i: Los estudiantes que hayan ido a París, que se levanten y se cambien de sitio.
  1. The milkmaid and her pail. Introducing the classic tale, I start the round by saying something like “when I’d have money, I will travel to Brazil.” The next one will continue the story saying something like “when I’d be in Brazil I will eat tapiocas” and so on. We do several rounds. We practice the subjunctive form and the simple future. E.i: Cuando tenga dinero, viajaré a Brasil.
  1. A bad day for the fortuneteller. Students work in pairs. One of them is the fortuneteller and the other one is the skeptical client. The fortuneteller will tell predictions using the future and the client will contradict them using the subjunctive form. E.i: Tendrás muchos hijos. (Future tense) – No creo que tenga muchos hijos porque no me gustan los niños. (Subjunctive form)
  1. Men vs. Women. I Split the class in men are women. They discuss about things they find annoying, irritating of the opposite sex using the subjunctive form. E.i: Me molesta que los chicos no usen desodorante. Me irrita que las chicas se echen demasiado perfume.

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

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

It was maybe quite repetitive but students revised the conjugation of verbs in the subjunctive form and fixed some structures. I had to participate in a couple of activities to lead the story/discussion and make it more dynamic.

How could this class be improved/ modified?

I had to work with half of the students. I guess the activities could have been more dynamic and engaging if all the students would have attended.

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.

 

FR F14 ADV French Geography

Conversation Class Lesson Summary

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Thursday, November 13th

Language and Level (intermediate or advanced class):
French advanced

Class theme/topics discussed:
French Geography

Goal of the class:
– To check their knowledge of the French geography
– To teach them some fun facts about the French geography
– To talk about the stereotypes between the different regions of France

How did you structure the class?
I tell the class that we are going to do a little contest. I divide them in pairs (plus one group of 3)
After every test, a group corrects the work of another and counts the points. We do the correction orally and I add some cultural information or fun facts.

Test 1: I give them a blank map of France. They have to place and name the main mountains and rivers.

Test 2: Quiz; they must answer eight questions about the regions/cities/departments/geographical position of France in Europe.

Test 3: they have a blank map of the regions of France and a list of those regions. They must find where each region is located.

Test 4: Each group has a “map of stereotypes”. They have to prepare a short presentation of what are those stereotypes and guess where do they come from.
I also show them the trailer of “Bienvenue chez les Ch’tis” about the North/South stereotypes http://www.youtube.com/watch?v=fY5cWL4SUmw
To relax in the end, I show them a funny PowerPoint about the Google suggestions about the regions of France and all the stereotypes that it implies.

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

They all learnt about the French geography in previous classes (in high school, college) but forgot a lot. That was a good reminder. I am always surprised to see that they are confused between cities and regions. It was the occasion to clean things up.
It was also an opportunity to talk about the new law about the “découpage territorial”: France division will change from 22 to 13 regions soon.

 

Les cartes et leurs corrigés :

Les clichés français

Les Français selons Google

ADV Géo française

DE F13 ADV Immigration (II)

 Advanced German Conversation

Date: 11/14/2013

Class theme/topics discussed: Immigration, part II

Goal of the class:  Discuss current issues on immigration, the idea of culture

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

– We started off by watching a short video on new immigration into Germany due to the European crisis. Students were asked to summarize the video, identify the previously mentioned problems and advantages of living in Germany. http://www.youtube.com/watch?v=M0pdauy7jGo

– Summarize and recapitulate the episode of “Türkisch für Anfänger” for the students who had not been to class the week before

Citizenship test: I wanted to do the German citizenship test with my class. First, I divided the class into  3 groups and asked them to discuss what they thought would be important enough to be part of a test as such.

–  When we collected the ideas, a discussion started about culture and nationhood which went very deep and made almost everyone contribute significantly. I decided to leave the test for next class and let them go on.

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

TV screen, computer

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

One of the best classes so far. The discussion that students spontaneously started was a highlight of this semester.

How could this class be improved/ modified?

—–

 

 

ES S13 ADV Stereotypes

Language Section: Spanish 13-2

Date: January 29th, 2013

Goal of the Class:

Developing conversation skills.

Defining what a stereotype is and the different ones around the world.

Icebreaking

-Remember the students about the cultural event off campus in Olvera street.

Warm up

-Ask the students what a stereotype is.

-Brainstorm some stereotypes from Mexico, Spain and US.

Activity

-Show the students a picture of the PPT. of the Mexican colleges stereotypes

-Talk about other stereotypes and stereotypes of the Claremont colleges.

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

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

The class went very well and the students were very talkative and engaged telling about the different stereotypes they know of the Claremont colleges.

 

CN S13 ADV Chinese Americans

Date: April 30, 2013

Class theme/topics discussed:
Chinese American

Goal of the class:
To introduce Chinese American life to students
To talk about different concepts

Structure of the class (unless you attach your lesson plan below):
1 Boba Life song
2 Talk about ABC (American born Chinese) and some new words.
3 Discussion: how many Chinese students in your high school? What is the ratio? How about your hometown? Do you feel any culture difference? Do you know their parents?
4 Introduce Amy Tan’s book
5 Introduce Tiger Mom
6 Chinese American comedian- Joe Huang
7 Chinese American in China

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






What worked well in this class? What did not work?
Students talked a lot during the discussion part. I should let them talk more.
They are interested in this topic because there are so many Chinese American around us. They do experience the culture difference a lot.

How could this class be improved/ modified?
None

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?

CN F12 INT Numbers and daily life

Language and Section: Chinese Class—Intermediate Conversation (11)

Date: Sep. 11th, 2012

Class theme/topics discussed:
Numbers and daily life

Goal of the class:
People in China do like some special numbers and do not like some numbers. By talking about numbers, students will understand Chinese Culture.

Structure of the class :
1 Count from 1 to 10 using hand gestures and explain reasons (3 minutes)
2 Introduce games which are related to numbers, such as 24 Points, Sodoku, Skip 7. Explain rules of 24 Points and play games of 24 points. (25 minutes)
3 Practice numbers such as one hundred, one thousand, one million, one billion. Ask students some fact using numbers. For example, what is the population in America, China and India? What is the population in CA? (5 minutes). Teach students how to say percent, over, less than etc. in Chinese. Instructor will read some numbers then ask students to write down the numbers. (2 minutes)
4 To introduce some fact in China. For example, people spent 1 million for car license plate. People spent 2000 dollars for cellphone number. To ask students what is the reason for these facts. Explain lucky numbers and unlucky numbers. Talk about lucky or unlucky number in other countries. To learn website number slang, such as 520 which means I love you. (15 minutes)
5 Talk about Pomona College lucky number 47. What are the 47 things you should do before graduating? (5minutes)

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Powerpoint
Internet resouces
∗ http://uk.answers.yahoo.com/question/index?qid=20090903081727AAPtI3y
∗ http://japanese.about.com/blqow7.htm
∗ http://zhidao.baidu.com/question/4004891.html
∗ http://www.pomona.edu/magazine/pcmfl04/47thingsLIST.shtml

What worked well in this class? What did not work?
Students are interested in Chinese people’s concept. So this is a good topic.
However, the students are not so involved in the class. Some of them are too shy.

How could this class be improved/ modified?
Use some kind of activities to encourage all students to talk.

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

ES F11 INT/ADV Stereotypes

Language and Section:  Intermediate Spanish 01

stereotypes

Date:  13.September.2011

Class theme/topics discussed: Stereotypes I

Goal of the class: Making students talk about stereotypes. These are very common nowadays so it is something familiar for students. At first we talked about stereotypes closer to them (school, university) and then we moved onto more general ones (social stereotypes, between men and women…).

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

We started up with a warm-up, Pictionary (vocabulary related to the previous class). After that we moved onto the stereotypes. They had to come up with as much stereotypes as possible for Spain and I would write them down on the board. Then we did the same with stereotypes for the US. Afterwards I showed them a video of some Spanish stereotypes and explained a little bit since they didn’t understand everything. We talked about other stereotypes, e.g. between men and women and also stereotypes of kids in school.

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

.ppt and a video from youtube.

http://www.youtube.com/watch?v=E0nGKN_64T8&feature=related

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

I think they liked the fact that they had to come up with ideas to find stereotypes for Spain and the US. And they also liked to learn some “slang” vocabulary to define some characters in the school, e.g. “coqueta”, “ligón”, “empollón”, “bonachón”…

How could this class be improved/ modified?

I could’ve also had them working in pairs or little groups and discuss about some of the main stereotypes of Spain and the US.

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

CN S11 ADV Chinese people

Class theme/topics discussed:

What do you know about Chinese people?

How did you pick this theme or topic?

Inspired by a video addressing “Chinese from a foreigner’s eyes”, students work in groups find out what they are curious about Chinese and write up their questionnaire. In the later project, they will have a one hour long interview with 6 Chinese students from 5Cs.

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?

It’s an interesting topic for students and also they learn a lot in making strictly grammatically correct sentence when they write up the questionnaire.

RU S11 ADV Urban Subcultures

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

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

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
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 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.


Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

JP S11 INT Gender Roles

Class theme/topics discussed:

1. Warm up Activity: Number in Your Life
-A student says a number which he/she likes and other students guess the reason why he/she likes.

2. Discussion Topic: Thinking about gender role
-filling in the blank of the article in group (Which occupation is mostly for women or men in general?)
-general discussion

How did you pick this theme or topic?
In the previous lesson, my students were wondering gender roles in the Anpanman video. So I just wanted students to think about this issue more deeply.

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

How did students react?
It was a kind of tough topics, but they tried to express what they thought in Japanese as much as possible. It was amazing!!

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
I used an article from Japanese text book.

Please attach a copy.
N/A

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

Why or why not?

Connecting to the previous class was very useful for students to remember words for the topic. As for the warm up activity, they love to guess the meaning, which drove students to think about lots of questions in Japanese. It was successful!!

FR F10 ADV – stereotypes (5Cs, French and American, national)

Stereotypes

How did you pick this theme or topic?

Stereotypes always work with students because they usually have many things to say.

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

Pair work
General discussion

How did students react?

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 video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Advanced 10/28

French and American stereotypes

1. Warm-up 5 min

1. Write the first thing that comes to your mind when someone says:
étudiant de Pomona / Pitzer / Scripps / CMC / HMC

2. Interviews in pairs
– What are the French stereotypes for them?
– What are the American stereotypes for them?
– Do you know other country stereotypes?

→ group discussion

⇒ Have you ever experienced stereotyping in France or abroad?

3. Youtube video

http://www.youtube.com/watch?v=X4A8C5nRWTg

4. Game

Equipes de 3

– je lis les 10 stereotypes, l’equipe qui repond en premier gagne un point

#2
– chacun doit ecrire une definition d’un stereotype sur un bout de papier, je les collecte tous, puis je lis les papiers et l’equipe qui repond en premier gagne un point.

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.

FR S10 INT – French stereotypes

French Stereotypes

How did you pick this theme or topic?

Stereotypes are always a good topic because usually students have a lot to say about them and are interested in knowing what the stereotypes of the Americans are.

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

Youtube video
Flashcards

How did students react?

They reacted well, but I was very surprised that they had not more stereotypes to associate to French people. They only had a few, and were not aware of most of the ones we saw in the video and talked about with the flashcards.

Did they engage with each other and you?

Yes. They engaged with me as they tried to think about stereotypes, as they had to summarize the video, and as they asked questions about whether or not the stereotypes were true/partly true/false.

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

Laptop
Flashcards

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

Would you recommend this activity for a future class?
Yes, but it would be more fun if they knew more about the stereotypes.

Intermediate 03/02

1. Stereotypes – 10 min

French stereotypes they know?
⇒ On the white board, two columns, positive/negative

2. Youtube video

→ French stereotypes in movies
http://www.youtube.com/watch?v=X4A8C5nRWTg

→ they need to write down all the stereotypes mentioned in the video

3. Brainstorming – 15 min

– What do they think? Do you agree?
– Writing them all (video + brainstorming) on the blackboard in the right column: POSITIVE OR NEGATIVE

4. Flashcards – 15 min

– Cards with pictures such as garlic, wine, cheese, bread, an accordion, a mime, a man with two women, people on strike, a bad driver, etc…
– Have to describe the cards to the other
– Find the stereotype associated with the card
– Then, they have to discuss it and put it in the right column: Vrai/Partiellement vrai/Faux

FR S10 ADV – stereotypes (American and in movies)

Stereotypes

How did you pick this theme or topic?

We had talked about French stereotypes, but this topic is so vast that there is a lot to say about it – talking about general stereotypes, stereotypes in movies, stereotypes of Americans or other nations…

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

General discussion
Group discussion
Game

How did students react?

They reacted very well. As for the French stereotypes, they had a lot to say and were curious to share their opinions.

Did they engage with each other and you?

Yes they engaged a lot with each other when discussing the different stereotypes and also engaged with me at the end to know what I thought.

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

Slips of papers
Handouts with a chart (stereotypes in movies)

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

Would you recommend this activity for a future class?
Yes, I think it was very productive and created a lot of speech from the students’ part.

Advanced 02/09

1. American stereotypes – General discussion

⇒ Have you ever experienced stereotyping in France or abroad?

2. 10 stereotypes – game

⇒ Each one has to read the slip of paper with statements
⇒ The others have to guess which stereotype it is

3. General stereotypes in movies (chart with nerd/professors/old people…) – they have to give examples of movies

⇒ Have to work in pair
⇒ General discussion about it

DE S10 ADV Stereotypes 2

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: January 26, 2010

Class theme/topics discussed: Stereotypes about Germans and Germany (continued)

How did you pick this theme or topic? The students enjoyed the previous lesson and thus I thought, it’d be a good idea to continue with this topic.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked my students to summarize what we talked about in the previous lesson and I had them make a list of all the German stereotypes we had talked about. Then, I showed the students a video on youtube, ‘Frag nen Deutschen’, where a German man talks about German stereotypes. After this, I handed out a transcript of the video and showed it a second time, so that this time the students could read along while listening. Then, we talked about the stereotypes that were mentioned in the video and whether or not they are rather true or false. Afterwards, I asked the students to make a similar, short video where they would talk about stereotypes about America and Americans. The students made some notes and then we recorded their show with a flip camera. The last activity for this lesson was a fun exercise about international stereotypes. I had prepared slips of paper that each had a one-sentence-statement on them regarding a certain stereotype. I asked the students to read these sentences and discuss who the respective stereotype might be about. Finally, I asked my students if they knew any other stereotypes about different countries or people.

How did students react?
The students seemed to like the activities very much and were eager to tell their impressions and their experiences about certain stereotypes. They were laughing a lot and seemed to enjoy the topic.

Did they engage with each other and you?
Yes, they talked a lot with each other and we had a lively discussion. They were also very interested in my opinion and wanted to know, if those stereotypes were really true or not.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards of German stereotypes (Flashcards are printed and in my ADV conversation folder).
My Laptop + TV in the German Lounge.
Video on youtube : http://www.youtube.com/watch?v=YQ0Bgw2vkAM
Slips of paper with one-sentence-statements about different stereotypes

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students were very motivated and eager to share their thoughts and experiences. I think they really enjoyed this lesson.

Frag_nen_Deutschen_Transcript

JP S10 ADV Stereotype

Class theme/topics discussed:
Short questions to friends
Adjective for describe person
Stereotype (5Cs and the nationalities)

How did you pick this theme or topic?
They reacted very well. Everybody in this class has been to Japan for study abroad, and some of them has just came back. So, their speaking skill is very good actually. They can develop their own conversation. I decided them to practice Adjective to describe personality.

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

Vocabs list for describe person

How did students react?
They reacted very well when I passed handout about pictures of food.

Did they engage with each other and you?
I think they engaged very well! They discussed and talked a lot!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Vocabs list for describing person

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

Why or why not?
It was very fun to have discussion about Stereotype. Especially, discuss 5Cs stereotype was really engaged. We have Pomona students, HMC student, and Scripps student, so we can make sure those Stereotype are true or not.

stereotypejan21
stereotype2jan21

DE S10 ADV Stereotypes1

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: January 21, 2010

Class theme/topics discussed: Stereotypes about Germans and Germany

How did you pick this theme or topic? I thought it was a good way to start talking about Germany and to see what impressions they might have of Germans and Germany.

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

I put about 10 different flashcards with pictures of German stereotypes (e.g. Bratwurst, Dirndl & Lederhosen, Mercedes & VW) on the table and asked the students to each chose one and say what they can see on the picture and what it might have to do with Germans / Germany. The students quickly guessed that those were all stereotypes. I asked them about their experiences and what they thought about those stereotypes. I had prepared three pieces of paper saying ‘Stimmt oft’, ‘Stimmt manchmal’ and ‘Stimmt gar nicht’ and asked the students to put the flashcards on either one of the papers to say whether they believed they are mostly true, sometimes, and not at all. I also asked them to say why they thought so, this way we had a very lively discussion.
At the end of the class I asked the students, if they knew any stereotypes about the Claremont Colleges and they told me about stereotypes of each of the five colleges.

How did students react?
The students seemed to like the activities very much and were eager to tell their impressions and their experiences about certain stereotypes. They were laughing a lot and seemed to enjoy the topic.

Did they engage with each other and you?
Yes, they talked a lot with each other and we had a lively discussion. They were also very interested in my opinion and wanted to know, if those stereotypes were really true or not.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards of German stereotypes (Flashcards are printed and in my ADV conversation folder).

 

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students were very motivated and eager to share their thoughts and experiences.

DE F09 ADV Men-Women

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 3. November 2009

Class theme/topics discussed: Typisch Mann und typisch Frau

How did you pick this theme or topic? I did this with my German 33 class and they really liked the topic. So I thought my other students might like it as well.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked my students about stereotypes of men and women. We made a list and they drew a cluster. Afterwards we read a text about men and women (“Wer putzt und wer verdient das Geld?”). I asked my students about their opinion on this and we had a very interesting talk. Afterwards, I told my students to have a discussion. One of them was supposed to be in favor of traditional roles and the other one in favor of a modern view.

How did students react?
The students were very interested and were eager to share their opinions.

Did they engage with each other and you?
Yes, they talked a lot. We had a very interesting and lively discussion.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Whiteboard
Text (“Wer putzt und wer verdient das Geld?”)

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The students liked the topic and it stimulated a great discussion. It might have been more interesting though, if we could have heard a man’s point of view (both my students are female).

 

ES F09 INT/ADV Stereotypes USA-ES

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/08/2009

Class theme/topics discussed:
Stereotypes

How did you pick this theme or topic?
I thought it might be interesting to talk about the different stereotypes we can find in Spain and then move to the stereotypes in the USA.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I handed out pieces of paper with different stereotypes they had to agree with and explain why. Then another person in the class had the answer and argued against that stereotype. In the end, they all had to defend the American stereotypes.

How did students react?
They liked it and they liked knowing the different stereotypes in Spain and knowing what Spaniards think of Americans.

Did they engage with each other and you?
They engaged, but maybe we needed a funnier activity to have them talking for a longer time.

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

Please attach a copy.
See next page.

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

Why or why not?
They liked the activity and participated a lot.

12th Class INT
12th Class STE AM
12th Class STE SP1
12th Class STE SP2

RU F09 INT National Stereotypes

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

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

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

How did students react?
They participated very actively in the discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy. – See info below.

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

National Characters (+ Personal Characteristics). Stereotypes

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

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

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

FR F09 INT/ADV – French and American stereotypes

French and American stereotypes

How did you pick this theme or topic?

Stereotypes are interesting because they make you think about the way nations see one another, and it’s rather easy to find activities around it and to make the students talk because they find it interesting.

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

General discussion
Work in pairs
Handouts

How did students react?

They reacted well, they all had something to say and were very interested in the way French saw Americans. We talked about the positive and negative stereotypes, and they had a lot to say so it was easy to keep the discussion going.

Did they engage with each other and you?

Yes. They had to ask questions to each other, and then to talk about the video. And they also had to perform a short skit in groups of two or three so they had to engage with each other.

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

Handouts
youtube

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

Would you recommend this activity for a future class?

Yes, definitely.

Why or why not?

It was a very good way of making them speak.

Advanced 09/17

French and American stereotypes

1. Warm-up 5 min

2. Interviews in pairs
– What are the French stereotypes for them?
– What are the American stereotypes for them?
– Do you know other country stereotypes?

→ group discussion

3. Youtube video

→ French stereotypes in movies
http://www.youtube.com/watch?v=X4A8C5nRWTg

→ they need to write down all the stereotypes mentioned in the video

4. Brainstorming
– What do they think?
– Writing them all (video + brainstorming) on the white board in the right column: POSITIVE OR NEGATIVE

For Advanced:

5. Skit: French stereotypes – 10 min

Divisez la classe en paires et dites aux élèves que le défi est maintenant de préparer un sketch mettant en scène les stéréotypes Français courants, ils doivent choisir un des stéréotypes déjà discutés.

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