Language Residents

an archive of lesson plans

Tag: Storytelling (page 1 of 3)

JP F18 ADV Japanese Old Tales

Language Resident Name: Ayaka Matsuo

Day and Date: Thursday, October 17th

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

Class theme/topics discussed: Japanese old Tales / Feedback Session 

Goal of the class: To be familiar with Japanese old tales and to be able to describe / visualize a scene of the old tales. 

How did you structure the class?

Activity1 (25 min): Feedback Session / Werewolf Game

I continue the feedback session and the other students play the werewolf game. 

Acitivity2 (5 min): Brainstorming

Each student says one Japanese old tales or Japanese stories (ex. Ghibli stories) they know. All the stories they came up with are written in the while board.

Activity3 (10 min): Creating a Manga

Students make a pair. At least one student of the pair should know a plot of a story. I give each pair a blank sheet with 5 manga boxes. One student tells the plot briefly and the other student draws.

Acitivty4 (15 min): Presentation

Each pair presents their story, showing a manga they draw. 

Activity5 (5 min): Wrap-up

I ask them open questions such as what is their favorite story? Did you learn new stories? Was it hard to draw pictures? Etc…

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

It worked well. This was a really good way to introduce Japanese stories, making them keep talking. 

How could this class be improved/ modified?I could do this in FLRC so I can show their manga on the bigger screen. 

JP S18 INT/ADV Japanese Fairy Tales

Language Resident Name: Ayaka Matsuo

Day and Date: 4/11/2018

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

Class theme/topics discussed: Japanese Fairy Tales

Goal of the class: By the time this class ends, they get to be familiar with some Japanese fairy tales. Also, they get to make stories in Japanese.

How did you structure the class?

Activity1 (5 min): Brainstorming of Japanese Fairy Tales

We share what students already know about Japanese fairy tales quickly.

Activity2 (10 min): Learning the Story

I divide the class into 3 groups and give them stories written in pieces of papers. First, students have to rearrange the pieces to make a story. Then, after they learn the story, they think about what the message the story tells in a group.

Activity3 (25 min): Sharing the Stories

Each group presents what story they learn, summarizing it briefly. Before they present it, they clarify what characters there are. They also share what they think about the story, what they find interesting, the onomatopoeias they learn from the story and what the message the story tells. Each group has 3 minutes to present. Every time after they present, I’ll show them short movies of the story found on YouTube so everyone could understand to some degree.

Activity4 (10 min): Creating Their Fairy Tales

Based on what they learn from the previous activities, they create their fairy tales. They need to clarify the message they want to convey through the story.

Activity5 (10 min): Presentation

Each group presents their fairy tales, without mentioning the message. After the rest of the class finishes listening to them, they guess what the message they put in it.

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

Everything worked well although we didn’t have time to go over the second part of my plans, which is to create their fairy tale. It was really interesting to discuss what those fairy tales imply.

How could this class be improved/ modified?

I would keep it as it is.

DE F17 ADV Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Tuesday, Nov 28, 2017

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

Class theme/topics discussed: Thanksgiving

Goal of the class: Students use vocabulary learned and talk about their Thanksgiving holidays

How did you structure the class?  

4.15-4.20 (5mins): Save the date – 4 Cultural activities

4.20-4.30 (10mins): Review Thanksgiving vocabulary; bomb-game (use bomb from the game “Tick Tack Bumm” in German LR apartment): each person has to say one word related to thanksgiving and after that they can pass the bomb to the next person. The person who holds the bomb when it explodes cannot participate in the regular game anymore, but has to act as a “lifeline”. Each player can ask for help from these students, but only once during the game.

 4.30-4.45 (15mins): students come up with questions about their Thanksgiving holidays: 2 groups (5 and 6 students); 12 questions (number questions like: 1., 1.1, 2., 2.1, …) for each group – they type them in the MacBook; LR assists and makes sure that the final questions are grammatically correct.

 4.45-5.15 (30mins): students dice and answer the question with the number they get; if they get the same number again, they use the second question for that number (e.g. 3. and 3.1). After approximately half of the time, the groups swap the questions they came up with.

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

mac books for students, dice

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

They liked to talk about Thanksgiving but one group was much more energetic and motivated than the other. This happens a lot; maybe switching people between the groups could help to improve that.

How could this class be improved/ modified?

make 10 questions (1.1, 1.2, 2.1, 2.2….) and if they dice 6, the person should switch the group.

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.

 

DE F17 INT Thanksgiving

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

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

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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.

DE F16 ADV Berlin: Orientation and Adverts

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Tuesday, September 27, 2016

Language and Level (intermediate or advanced class): German Advanced Conversation 

Class theme/topics discussed:

Students re-learn to tell easy stories, to improvise and to orientate. 

Goal of the class:

Students re-learn to tell stories fitted to their capabilities and to improvise. They learn to provide directions and guidance to orientate themselves on a given map and start to understand short film scenes.

How did you structure the class?  

15-20 minutes: Warm-up story-telling with story cubes. Students get into two groups so everyone has more opportunities to speak. Students choose after each round which story is the best.

10-15 minutes: Students get in pairs. They get parts of a Berlin map. One of them is marked, the other isn’t. One student describes the starting point and how to walk through the map. The other student tries to find out as well as possible where he ends up. During the description game, they are not allowed to compare the maps. Only at the end they can share the original and the result. They take turns. Depending on how much time they needed, they get another pair of maps. In the end, the LR shows pictures and gives short information about the history of these destinations.

10-20 minutes: BVG Video: https://youtu.be/2pic3FnvUrY

Video about public transportation in Berlin. LR hands out questions. The students watch the video and answer the questions together with their partner and discuss their ideas. 

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

TV-screen, youtube video handout questions, story cubes, prepared maps, pictures of the mentioned important Berlin landmarks.

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

Everything worked out fine. Students like the “noun”-story-cubes better than the “action”-story-cubes.

How could this class be improved/ modified?

Only use the “noun”-story-cubes.

 

Sheets:

BVG  Werbespot

 

Was kostet das Jahresabo im Monat?

Warum ist das Ticket so teuer?

Welche Leistungen gibt es für diesen Preis?

Leistung 1

Leistung 2

Leistung 3

Leistung 4

 

Ist das ein guter Werbespot?

Warum? Warum nicht?

ES F16 INT Storytelling and Past Sentences

Language Resident Name:

Joaquin Garcia 

Day and Date:

10/05/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advanced Class

Class theme/topics discussed:

Past Sentences

Goal of the class:

 Students practice how to use the different past conjugations times

How did you structure the class?

Heads-out: Upcoming Cultural Activities. I explain feedback sessions.

Activity 1: I divide the class into four groups. Each of them has to write in a piece of paper the beginning of a story (terror, fantasy, drama, love and so on respectively). After a while, they switch papers and write the body of the story. Then, they switch again and write the end of the story. Finally, the switch papers for the last time and they read them in front of the class.

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

Students really liked this class and it very simple!

 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.

 

 

ES S16 INT Horror stories

Language and Level (intermediate or advanced class): Intermediate Spanish

Class theme/topics discussed: Horror movies

How did you structure the class?

 

http://www.youtube.com/watch?v=k6KTUS_uNB8

Películas de terror

Warm up: Introduce the topic by asking students if they like horror movies, why or why not, which ones are their favorites.

Activity 1: Students close their eyes while the video plays (from 0:22 to 01:35). They must pay attention to the noises/sounds. After this I ask them what they heard, what they think the video is about. Write some vocabulary on the board, words they didn’t mention and words they don’t know how to say.

(Malvado, villano, chirrido, sepultar, gritar, sombrío, oscuro, solitario, agonía, espeluznante, , sangriento, miedo, cadáver, venganza)

Activity 2: In pairs they must create a horror story, write it down and the read it to the class. Each pair will be given the beginning of the story.

  1. Estás en la casa de tu mejor amigo cuidando a su perro porque él se fue de viaje. Estás solo y escuchas una voz que te dice “no saldrás vivo de aquí”…
  2. Fuiste a acampar con tu novio al bosque, ya armaron la carpa y ahora quieren comer. La batería de tu linterna muere y todo está completamente oscuro cuando escuchar un sonido extraño cerca de tu carpa…
  3. Estás solo en casa cuando escuchas un goteo. Revisas todas las llaves de agua y todas están cerradas. Decides seguir el sonido y te lleva hasta el sótano, el goteo no es agua, es sangre…
  4. Estás viendo televisión y de repente suena el timbre. Abres la puerta y hay un paquete para ti pero no hay ninguna persona. Entras a tu casa y en el paquete hay….
  5. Estás de vacaciones en la casa del lago de tus padres, has llegado una noche antes que tus amigos para asegurarte que todo está bien. Has escuchado muchas historias de terror, pero tú no crees en eso hasta que en la noche escuchas sonidos extraños desde el muelle del lago…

Activity 3: Watch the full video. Comment on whether or not they expected the ending.

Activity 4: Talk about urban legends, from Claremont/5c/their home towns

DE SP16 ADV Carnival speech

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Tuesday, 9 February ‘16

 

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

 

 Class theme/topics discussed: Die Büttenrede (Carnival speech in Germany)

 

Goal of the class: Writing a funny speech and rhyming about Pomona college

 

How did you structure the class?

 

  • Warm-up: I gave them some rhyming words and they had to come up with two lines for each pair. (10 min)
  • I explained to them what a “Büttenrede” is and that at carnival, people make funny speeches about things that the audience can relate to, like institutions, places and people. Then I asked them to think of typical places and persons representing Pomona college and interesting characteristics of these. From this information, we started to make rhyming couples and wrote a little speech. (50 min)

 

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

Paper and pen

 

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

 

This worked great! The students told me that they had a lot of fun.

 

How could this class be improved/ modified?

 

For intermediate, you could also write a speech. But instead of rhyming, you set a rule that each sentence has to start with the last word of the sentence before.

Lesson Plan

Lesson Plan advanced 9. februar 

 

 

 

RU F15 ADV Russian Proverbs and Sayings

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 09/17/2015

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Russian proverbs and sayings

Goal of the class: learn about the meaning of the Russian proverbs and sayings. Try to apply them in the real life situations.

How did you structure the class?
1. Match the two sides of proverbs and sayings (Handout 1).
Try to explain its meaning (5 proverbs to each student).
Do you know any American proverbs? Do you use any of them? Do you know the Russian equivalent?
20 minutes.

2. Imagine situation where you can apply these proverbs.
10 minutes

3. Russian Fairy tale – read (Handout 2) and answer the questions:
1. Как получился Колобок?
2. Кого колобок встретил первым?
3. Как Колобок обманул волка?
4. Кого Колобок встретил после волка?
5. Удалось ли Колобку обмануть лису? Как лиса обманула Колобка?
30 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?
Only 1 of my 2 students showed up today so all the tasks were completed much earlier. During the time left we discussed whether the language table with the beginners went well yesterday. It was the first time when they all came.
Proverbs were definitely a success. It turned out that the student didn’t know many of them in Russian so he had to think carefully about its meaning.
The fairy tale was also good as in the end we discussed what proverbs can be applied to it.
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.

Handout 1. Proverbs and sayings for matching

Без труда не вытащить и рыбки из пруда.
Терпенье и труд все перетрут.
Друзья познаются в беде.
Не место красит человека, а человек место.
Язык до Киева доведёт.
Рыба ищет где глубже, а человек – где лучше.
Слово – не воробей, вылетит – не поймаешь.
Не было бы счастья, да несчастье помогло.
Заставь дурака Богу молиться, так он себе и лоб расшибет.
Встречают по одёжке, провожают по уму.

Handout 2. Колобок

Жили-были старик со старухой.
Вот и говорит старик старухе:
— Поди-ка, старуха, по коробу поскреби, по сусеку помети, не наскребешь ли муки на колобок.
Взяла старуха крылышко, по коробу поскребла, по сусеку помела и наскребла муки горсти две.
Замесила муку на сметане, состряпала колобок, изжарила в масле и на окошко студить положила.
Колобок полежал, полежал, взял да и покатился — с окна на лавку, с лавки на пол, пó полу к двери, прыг через порог — да в сени, из сеней на крыльцо, с крыльца на двор, со двора за ворота, дальше и дальше.
Катится колобок по дороге, навстречу ему заяц:
— Колобок, колобок, я тебя съем!
— Не ешь меня, заяц, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
От тебя, зайца, подавно уйду!

И покатился по дороге — только заяц его и видел!
Катится колобок, навстречу ему волк:
— Колобок, колобок, я тебя съем!
— Не ешь меня, серый волк, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
От тебя, волк, подавно уйду!

И покатился по дороге — только волк его и видел!
Катится колобок, навстречу ему медведь:
— Колобок, колобок, я тебя съем!
— Где тебе, косолапому, съесть меня!

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От тебя, медведь, подавно уйду!

И опять покатился — только медведь его и видел!
Катится колобок, навстречу ему лиса:
— Колобок, колобок, куда катишься?
— Качусь по дорожке.
— Колобок, колобок, спой мне песенку!
Колобок и запел:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От медведя ушел,
От тебя, лисы, нехитро уйти!

А лиса говорит:
— Ах, песенка хороша, да слышу я плохо. Колобок, колобок, сядь ко мне на носок да спой еще разок, погромче.
Колобок вскочил лисе на нос и запел погромче ту же песенку.
А лиса опять ему:
— Колобок, колобок, сядь ко мне на язычок да пропой в последний разок.
Колобок прыг лисе на язык, а лиса его — гам! — и съела.

ES F15 Food: names, tools and recipes

Goal of the class:

 Students remember vocabulary about food.

 How did you structure the class?

 Activity 1 (10min): Since the whether was really hot, I prepared one Spanish song that is about that. I printed the lyrics with some gaps instead of words and they had to fill them up while listening. Beforehand, they ask all the words they did not understand.

Activity 2 (15min): Food brainstorm. The whiteboard is divided into three columns: one about food, another about tools for eating and cooking and the last one about verbs for cooking. Likewise, the first column is divided into vegetables, meat, fish, fruit and spieces. One by one, the students fill each of the topics.

 Activity 3 (15min): My favorite receipt. Divided in groups of three, they tell each other how to cook their favorite meal or the meal the can cook better.

 Activity 4 (20min): In the same groups, they tell each other one catastrophic story that happened to them while cooking. Afterwards, they choose one and invent another two stories. The rest of the groups have to figure out which is the true one and who happened to.

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

Clip from youtube : https://www.youtube.com/watch?v=Kdp9KG52qpk

What worked well in this class? What did not work? How could this class be improved/ modified?

I think this class worked well in general. They had a lot of fun telling the others the catastrophic stories. The first activity is a warm up activity. You are welcome to choose any other or not, depending on how you like the song and if it is a hot summer/autumn day =)

 

 

 

RU S15 ADV April Fool’s Day

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13 

Date: April 2, 2015

Class theme/topics discussed:

April Fool’s Day

 Goal of the class:

Talk about pranks and practical jokes for April Fool’s Day

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

Activity 1 – Warm-up Talk about April Fool’s In Russia and the US: differences – 10 minutes

Activity 2 Discuss my fake “Translation prize” 🙂 – 5 minutes

Activity 3 Best April Fool’s pranks of the 20th century – 15 minutes

Look at pictures, predict what the prank is, then read and discuss http://lifeglobe.net/entry/1557

Activity 4 More April Fool’s – 15 minutes

http://www.adme.ru/svoboda-kultura/samyj-krasivyj-v-mire-uchitel-po-matematike-887860/

http://www.adme.ru/svoboda-narodnoe-tvorchestvo/15-genialnyh-shutok-na-1-aprelya-884060/

Activity 5 Create your own prank! – 15 minutes

Work in pairs, describe what you would do and how

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 was super fun 🙂

How could this class be improved/ modified?

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

 

 

RU S15 ADV Lying

Conversation Class Lesson Summary 

Language and Section: Russian Advanced 13

Date: February 10, 2015

Class theme/topics discussed:

Lying

 Goal of the class:

Review different ways of referring to lying – and different ways of lying!

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

Activity 1 Warm-up Video Liar liar trailer in Russian – 5 minutes

https://www.youtube.com/watch?v=8g8ZvLSyjxI

Activity 2 – Vocab brainstorm – 10 minutes

Lying, telling the truth, fooling… on the whiteboard. Also discuss the difference between “правда” (truth, also accuracy) and “истина” (higher truth, philosophical truth)

Activity 3 – Rules of lying – HANDOUT 1 and HANDOUT 2 – 20 minutes

Adapted from “How to lie: user’s manual ” http://kyky.org/mag/life/kak-pravilno-vrat

Each student gets the list of rules of lying (Handout 1) and each of them gets one or two descriptions of the rules (Handout 2), which they read out loud.

Activity 4I’m telling the truth! – 20 minutes

Each student comes up with a situation in which lies are necessary – and their partner acts it out. We evaluate the lies in terms of believability and all the factors/aspects discuseed in Activity 3.

Activity 5 – Wrap-up – 5 minutes

Handout 3 – Funny/absurd Russian expressions

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, but even though I adapted the text quite a lot, it was still a little too much reading. But great to practice textual coherence! And despite a very high level of fluency, reading aloud still poses quite a challenge for these students, so it is good to practice it every now and again. The last part was very funny!

How could this class be improved/ modified?

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

CC_RUSS13_Lying_Feb10

HANDOUT 1

http://kyky.org/mag/life/kak-pravilno-vrat

  1. Разработайте легенду заранее
  2. Подкиньте подробностей
  3. Вовлекайте минимум третьих лиц
  4. Контролируйте тело
  5. Контролируйте голос
  6. Поверьте во все сами
  7. Нападайте!
  8. Отрицайте все
  9. Соглашайтесь со всем
  10. Тренируйте память

HANDOUT 2

Любительство и небрежность — залог немедленного провала. Легко врать детям до пяти лет. Их оперативная память все равно сотрет все без остатка, и назавтра вы получите чистую версию, только что из-под пресса. Но если вы собрались врать взрослому человеку, то не отказывайте ему в способности к критическому анализу. Ваша версия событий должна быть логичной, вытекать из обычного для вас образа жизни и распорядка дня.

Дьявол скрыт в деталях. Они делают легенду правдоподобной. Именно детали запоминаются лучше всего, а вовсе не последнее из сказанного. Врите только о местах и событиях, которые способны описать достоверно, — вы там бывали. Но имейте чувство меры — слишком яркие подробности вызывают подозрения.

 

Во-первых, четко оговорите с соучастниками ход событий. У вас уже готовы убедительные детали? В идеале число свидетелей должно быть минимальным. Чем больше лиц вы втянули в свой план, тем больше вероятность провала.

 

Помимо языка во рту, у вас имеется еще и язык тела, который часто ведет себя совершенно предательски. По выразительности язык тела ни в чем не уступает вербальным средствам и выдает не хуже отпечатков пальцев. Язык тела анализируется подсознательно: достаточно быть зажатым, избегать взгляда в глаза, сложить руки в защитной позе – и вас уже подозревают. Это все проклятый адреналин, вызывающий потоотделение, прерывистое дыхание и неестественные движения. Попробуйте сперва наврать по телефону — так вас не будет видно. Если надо врать лично, сделайте дыхательную гимнастику, успокойте нервы и действуйте: прямая спина, открытые руки, твердый взгляд. Только не вздумайте пить, чтобы снять напряжение!

 

Мужчину обмануть легче, чем женщину. В силу генетических причин женщины гораздо тоньше улавливают нюансы речи. Высшая категория сложности — это жены и мамы. Отклонения в привычном тембре и темпе немедленно регистрируются и вызывают подозрения. Врите лучше мужчинам, так риск попасться гораздо меньше. Но во всех случаях придерживайтесь простых правил: расслабьте мышцы брюшного пресса, освободите дыхание, дышите ровно. Смейтесь в нужных местах, нет ничего более полезного для отвлечения внимания, чем смех.

 

Универсальный и непобедимый способ врать — самому поверить в то, что так оно и было. Это высшая лига, номинация на «Оскар» в категории «Ложь». На подобное, правда, способны только истинные артисты. Вдохновенная трепотня этих граждан найдет путь к любому сердцу: глаза горят сдержанным блеском, голос убаюкивает, жесты внушают доверие, и вот Константин Сергеевич Станиславский утирает старческую слезу, говоря: «Голубчик, я верю вам». Здесь требуется время и подготовка. Репетируйте свою партию перед зеркалом, глядя себе в глубину души, выучите ее наизусть от начала до конца и обратно, пока ваша легенда не начнет вам сниться.

 

Политики — генетически предрасположенные ко лжи существа, населяющие нашу планету. Помимо природных гипнотических данных, они обычно владеют еще и методами отвода внимания. В случае, если вы попались на вранье, пользуйтесь их ноу-хау. Нет лучшей защиты, чем нападение — припомните оппоненту эпизод из прошлого, когда он повел себя предосудительно. Демагогия и уверенность в себе здесь лучшие помощники: «Как же ты мог мне врать?» — «А как ты могла не любить мою бабушку? Она переехала из Щучина, только чтобы быть поближе к тебе!», — и разговор немедленно получает выгодное вам направление.

 

Здравый смысл, логика, даже видеозаписи — все пасует перед железобетонным словом «нет». Если вы врете близким людям, задача облегчается — они заведомо настроены вас простить.

Жена моего друга однажды нашла у него в сумке пачку презервативов. Она аккуратно разрезала каждый пополам и положила пачку назад, застегнув замочек. С тех пор ни один из них не заикнулся об инциденте, но каждый сделал для себя соответствующие выводы.

Главное — не вздумайте проявить слабость и начать извиняться!

 

Парадоксально, но этот метод работает не хуже предыдущего, особенно с мужчинами. Даже самому последнему из мужчин по душе роль великодушного готового все простить Цезаря, глядящего из ложи на гладиаторский цирк.

 

Вступая на скользкую дорожку лжеца, помните, что вам придется держать в голове все подробности ваших сочинений. Хороший врун похож на шахматиста: в случаях многоходовых комбинаций он держит все нити под контролем, как паук в паутине. Никогда ничего не записывайте!

Ложь сродни высокому искусству. Она сочетает в себе актерское мастерство и математические способности, тренирует гибкость ума, память и в долгосрочной перспективе способствует долголетию мозга. Если бы не морально-этические нюансы, я бы рекомендовал вранье в курсе средней школы. Увы, в настоящий момент нам остаются кроссворды, головоломки и курсы макраме.

 

HANDOUT 3

 

  • Старый новый год
  • Принуждение к миру
  • Детская пластмассовая железная дорога
  • Свежие консервы
  • Незаконные бандформирования
  • Туалетная вода
  • Среднее ухо
  • Холодный кипяток
  • Ресторан Макдональдс
  • Сухое вино
  • Миротворческие войска
  • Истинная правда
  • Да нет наверное
  • Наверное, точно
  • Молочный зуб
  • Два градуса тепла
  • Начинают заканчиваться
  • Деревянный стеклопакет
  • Битый час!
  • У пациента сильная слабость
  • SMS—сообщение
  • Убить насмерть
  • Пойду съезжу в магазин
  • Жидкий стул
  • Сделай огонь тише!
  • Предельно допустимая норма
  • Смертная казнь
  • Федеральная служба по контролю за оборотом наркотиков

DE S15 INT Sentence Structure

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Wednesday , 4/15/15

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

Class theme/topics discussed: Sentence structure

Goal of the class: repeat sentence structure

How did you structure the class?

Ice Breaker: talk about the rest of the week and their plans for the weekend

Activity One: review sentence structure with an example sentence 

Activity Two: I had prepared cards with different words and sentence parts on them and they had put them in as many different combinations as possible

Activity Three: I gave them postcards, some of them my own from around the US, some of them leftover from the Open House with German cities and asked them to write a fake postcard, starting every sentence with a different part of a sentence

 

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

Printed cards, postcards, whiteboard 

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

It was a great class! They really enjoyed the game and the postcards and I feel that after the rather dry grammar part of our last class, this was the perfect end to this grammar unit

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.

Wort-Puzzle

FR S15 INT Movies vs Life

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, April 28th

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

Class theme/topics discussed:
Movies vs Life

Goal of the class:
To learn about movies currently in the theaters in France
To create stories

How did you structure the class?
1. Warm-up: how was your weekend? Coming CA
2. Posters
I make groups of 2 or 3. I give them a poster of a movie currently screened in France. They have to describe it to their classmates and imagine the movie behind this poster
Then, we watch the actual trailer: what do they understand? Is it close to what they imagined? Which version do they prefer?
3. Movies vs life
I show them the video from Suricate – Golden Moustache called “Movies vs life”. In small groups, they have to imagine their own and present them in front of the class.
Then, we watch the “Movies vs Life 2”

How did it work?
Students always LOVE creating stories and acting. Those exercises gave them enough freedom to be creative. Especially the “movies vs life”, they had a lot of ideas.

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

DE S15 ADV Crime

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Thursday, 4/10/15

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

 Class theme/topics discussed: Crime

Goal of the class: introduce vocabulary around crime, familiarize the students with one of the most popular German TV series right now

 How did you structure the class?  

Ice Breaker: how did you like working on the project? What was new, also in terms of language?

Activity One: Which words do you know that are related to crime? How could someone die? I checked the words off of a list I prepared and handed it around in the end so they could see which vocabulary was still new 

Activity Two: Work in pairs: One of you describes a crime scene, the other one has to draw it 

Activity Three: “Black Story”. A black story is a very short account of a crime/ crime scene, the audience then has to guess what happened, using only yes or no questions

Activity Four: We watched the first episode of the German TV show “Tatortreiniger” which is about someone who comes to clean up crime scenes. An episode is only 25 minutes, so there was enough time to stop every now and then and make sure they understood the main points (there are no subtitles for the show)

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

Youtube, whiteboard, handout

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

They loved the class and kept using the words even in later classes, so for some reason it must’ve been memorable

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.

Das Verbrechen

Der Mord, der Mörder, jemanden ermorden, der Selbstmord
Die Tat, der Täter, der Tatort
Der Beweis, etwas beweisen, das Beweismittel
Die Spur, Spuren suchen, die Spurensicherung, der Fingerabdruck
Der Tod, töten, tot
Die Leiche, der Leichnam
Das Blut, bluten, die Blutflecken
Die Polizei à die KriPo, der Kommissar, der Detektiv
Das Gericht, der Richter, der Anwalt, das Urteil, jemanden verurteilen
Das Verbrechen, der Verbrecher, ein Verbrechen begehen
Das Gefängnis / der Knast (colloq.), im Gefängnis sitzen 

 

RU F14 INT Verbs of motion

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: November 19, 2014

Class theme/topics discussed:

Verbs of motion (ходить-идти)

Goal of the class:

Revise verbs of motion (ходить-идти), talk about public transportation

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

Activity 1 Warm-up – Funny video Cheburashka & Crocodile Gena – https://www.youtube.com/watch?v=wEjByRLInMo parody – 3 minutes

Activity 2 – Russian anecdotes i.e. jokes – 2 minutes

I read a few jokes with verbs of motion from “Russian grammar in anecdotes”, making sure they understand what the jokes mean.

Activity 3 Verbs of motion (ходить-идти) Revision – 5 minutes

I explain the difference between the unidirectional “идти” – “be going somewhere” and the multidirectional “ходить” – “go somewhere regularly and come back”. The main difference is process “идти” / result “ходить”.

Activity 4 – Where are they going? (идти) 5 minutes

First, we write down places people can be going to on the white board. Then, I show them street style/paparazzi pictures of Hollywood celebrities on the screen and they work in pairs asking each other “Where are you going? Where are they going” and answering.

Activity 5 – Where do you go? (ходить) 5 minutes

Again, we start with writing down ideas on the white board – what can you ask your partner using the verb “ходить”: Do you go to the movies often? Where do you and your friend usually go on Saturday? Where did you go last Friday? They then discuss in pairs.

Activity 6 – Revision exercise (ходить-идти) – HANDOUT 1 – 10 minutes

They do the exercise in pairs, then we revise together. 

Activity 7 – Draw the map – HANDOUT 2 – 10 minutes

I read a story with a lot of verbs of motion with prepositions, one student draws the map on the white board, the rest on their handouts, then we revise.

Activity 8 – How to get there? – HANDOUT 3 – 15 minutes

Working on passive understanding of a variety of motion verbs. I give them a handout with directions on how to get from LAX to Claremont using public transportation. The email is broken into 9 parts and rescrambled, and their job is to restore the original order in pairs. Then put in together and then we read it aloud together

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 well, now they seem very comfortable using verbs of motion we practiced. They also loved the funny video and the jokes, it always sets a good mood. I decided against using handouts in Activities 4 and 5, but I think in the end they would have benefited from a traditional conversation ideas handout I always give (with questions, ideas). Intermediate is tricky in that they know things passively, but cannot always recall structures and vocabulary in a “stressful” situation of real-time oral communication (as opposed to writing). To really be talking and using the language, they still need to rely on something solid (e.g., a written handout), so I’ll keep that in mind in the future. Activity 7 went very well – great occasion to remind them how fabulous it is that after 2,5 semesters of Russian they are able to make perfect sense of a totally real, 100% authentic Russian email!

How could this class be improved/ modified? 

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

FA2014 RUSS 11 HANDOUT VERBS OF MOTION

DE F14 ADV Movies

Language Resident Name: Mirja Schoderer

 Day and Date: Tuesday, 09/30/2014

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

 Class theme/topics discussed: Movies

 Goal of the class: Analyze short scenes of a movie, develop ideas about the content of the movie, come up with a voice over to one scene

 How did you structure the class?

Announcements, talk about Midterms

Activity One: Watch a short scene of a movie without the sound. One of the students had his back to the screen, the other had to describe what was happening. Every 30 seconds, they switched

 Activity Two: We watched the whole sequence together, still without sound. What do you think is happening? What could the movie be about? What sort of movie is it (judging by the colours, gestures, …)

 Activity Three: Based on the hypotheses you just formed, what could the characters be saying? Do a voice over of one of the short scenes we just saw

 Activity Four: Watch the scenes with sound. What’s really happening? What could have happened before? What after?

 Activity Five: Watch the trailer to the movie to see how close we came to its actual content

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

Video, whiteboard

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

 Doing the voice over was a lot of fun, even though one of my students had already seen the film. Unfortunately, the class was not all that creative and needed a lot of guidance to come up with different scenarios of what could have happened or was going to happen

 How could this class be improved/ modified?

I feel like the activities would have worked a lot better in a bigger group (I only had two people)

 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.

RU S14 INT Case Review & Story-telling

Language and Section: Russian Intermediate 11

Date: February 20 and 25, March 11 2014

Class theme/topics discussed:

Case system review

Goal of the class:

Revise Home/furniture vocabulary and review cases, Grammar revision – cases, verbs, short adjectives – important to describe a person

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

PART 1

Activity 1  Review cases

Go through examples in Handout 1 (Case review), make sure the students understand what they sentences mean, explain why the case is used, do transformations, e.g. ask to give the nominative case of the words – 35 minutes

Vocabulary is from Chapter 5 of V puti – Russian grammar in context, photocopies are provided (pp. 112-135)

Activity 2 Translate and revise thematic vocabulary

Translate sentences in Handout 2 – 25 minutes

PART 2

Activity 1 Discuss OLC on Ukraine – 15 minutes

Activity 2 Discuss funny excerpts from Russian for foreigners- textbooks and phrase books “Why foreigners don’t understand Russians” http://www.adme.ru/vdohnovenie-919705/pochemu-inostrancy-ne-ponimayut-russkih-639205/?fb_action_ids=10203143073563535&fb_action_types=og.likes&fb_source=aggregation&fb_aggregation_id=288381481237582 and listen to funny listening comprehension tasks “Princeton Russian” http://vk.com/timerain?w=wall175830784_1382 – 15 minutes

Activity 4 Describe your apartment/room using as many words from Handouts 1 and 2 as possible – 10 minutes

PART 3

 Activity 1 – Warm-up – Handout 3 –10 minutes

Rescramble vocabulary from Handout 1 into three categories – verbs, nouns, and adjectives

Activity 2 – Vocabulary + grammar revision (cases, verbs, short adjectives) – Handout 4 – 25 minutes

Do exercises from Handout 4, discuss more in detail when the information is pertinent to the student and his/her family situation

Activity 3 – Compose stories 15 minutes –Handout 3 and 5

Using phrases from Handout 5, start telling a story about a person: choose 1 phrase from Handout 5 and then choose grammatically suitable category from verbs/nouns/adjectives and use them accordingly, picking words at random. This is a lot of fun because it may well turned out that She looked like… (Handout 5) a big sofa (Handout 3).

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

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

Every now and again with this particular student, grammar revision exercises like these are a wonderful tool to offer an low-stress way of revision and boost confidence. Spontaneous humor is a great thing at this point in the semester, too

How could this class be improved/ modified?

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

Conversation Class_RUSS11_CASES_HOME_UPD_2_20_2014

FR S14 ADV Cinema & Cannes festival (2 classes)

Language and Section: FR 13

Date: 04/22 & 04/24

Class theme/topics discussed:
Cinema and Cannes Festival

Goal of the class:
Discovering the most viewed French movies in France
Learning the history of the Cannes Festival
Creating stories from movie posters

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

1 Video about Cannes Festival
http://www.flevideo.com/fle_video_quiz_high_intermediate.php?id=4583
In pairs, they have to answer the questions about this video.
Ask them some other questions related to the festival, they have to guess the answers (available on the website + which Disney movie received a Palme d’Or? Dumbo. Which countries received the most Palmes? USA – France – Italy).

2 Top 10 in France
I give them a paper with pictures from the 10 most viewed movies in France. They have to match these pictures with the title and the year, and rank them in the right order.

3 A l’affiche
Groups of 3. I give each group a poster of a movie screening now in France. Then have to imagine the story, write it down and then present it to the other students. In the end, they decide with one should receive the Palme d’Or.

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

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

I did not expect this class to last two days. They loved it. Especially when they had to create skits to present the movies. We watched the actual trailers, and they were really interested in watching them.

Top 15 films français

JP F13 ADV Skit

Language and Section:

Date:  October 15

Class theme/topics discussed:

Creating and acting out original skit (1) ~ what is going to happen in the next scene? ~

 (We used Japanese drama “Otomen” for this class)

 Goal of the class: 

–       Students will be able to grasp the personality traits of the 3 main characters

–       Students will acquire new vocabulary related to the movie

–       Students will be able to think creatively for their skit

–       Students will be able to act out their skit with confidence

–       Students will realize the importance of using Japanese phrases with emotion

–       Students will be able to cooperate with their team members towards achieving a goal.

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

 (1st activity Introduction)

-Teacher introduced the topic and skit project that the students will act out it in groups.

-Teacher introduced the 3 main characters’ names and made the students watch them carefully during the summary part of the video

(2nd activity Go over the drama)

-Students watched the first part of the video to understand the summary of the drama

-Students described the characteristics of each main character as a class

(3rd activity Discussion and Making own drama)

-Students watched the main part of the video that they will use to lead in to their skit

-Students discussed what happened in the main part of the video

-Students split into 2 groups and assign each member a role

-Students discussed about what is going to happen in the next scene, and then practice acting out their skit

(4th activity Sharing own skit each group made)

 -Each group present their own skit

-Students evaluated each other’s skits

-Students watched the true ending to the video

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

TV, macbook, video,

handouts, doll

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

-Students enjoyed watching the Japanese drama and were able to cooperate with one another when they made their skit. In addition, students were able to act out their skit emotionally with gestures that is, they learned how to speak Japaanese emotionally as well.

How could this class be improved/ modified?

This class went really well!

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

FR F13 INT Speech Game

Conversation Class

Lesson Summary

 

Language and Section:

French11 INT

Date:

09/24/13

Class theme/topics discussed: Having fun!

Goal of the class: no pressure today, just board games!

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

  1. General discussion / coming cultural activities
  2. Speech: One student picks up three cards (with pictures on it, for example a witch, someone angry and an apple) and has to make a story about these pictures.
  3. Speech: A first student picks up a card, invent a story about it. Student #2 picks up a second card, invent a story about this card but related to what have been told before. Etc.

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

Game « Speech ».

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

Students loved it. Even the shiest talked a lot. This game is better in small groups (we were 8, no more!). Every time a card is picked, we first find the word to describe it. Even if I didn’t ask them to do so, many of them took notes of the vocabulary.

How could this class be improved/ modified?

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

JP S13 ADV Who is this?

 

Language and Section:  Japanese Intermediate/advanced

 Class theme/topics discussed: Questions and answers to establish people’s appearance, interests and other details.

 

Goal of the class: To be able to describe details of the people

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

5-10 minutes I asked students how they feel that day.

50 minutes each student makes a “biographical card” of a well-known person, all these biographical cards are displayed. All the students study the cards on display and write down the names.   Students work in pairs to figure out who the person is.

 

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?

It worked well. Some students did not have enough vocabularies to describe people.

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

RU F12 INT White lies; students & cheating

Language and Section: Russian Intermediate

 Date:  09/13/12

 Class theme/topics discussed: White lie; Students and cheating

 Goal of the class:

–        to practice description, argumentation and presentation

–        to compare Russian, American and Italian contexts regarding the topic

 Structure of the class:

–        Asking students how they understand an expression “white lies”; introducing vocabulary of the topic

–        Group work (each team get a sheet of paper with white lies; they should rate how bad is each situation coming to a common conclusion)

–        Discussing the results with the whole class, talking about controversial opinions and cultural differences

–        Students giving examples of their white lies and most common white lies of the nation they represent; most common white lies in Russia

–        Talking about students and cheating (Students had to guess what was a little paper with formulas, it was shpargalka – cribs. They discussed where one could hide it. Then we talked about how students cheat in Russia, the USA and Italy. Students told about their experience with cheating)

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

–        A sample of cribs

–        Handouts with white lies situations

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

The students really enjoyed the topic. They were willing to speak and stand for their opinion. In general, they were negative about cheating but they also told that sometimes white lies are necessary. So everything worked well.

 How could this class be improved/ modified?

If the teacher had time, it would be nice to show funny videos about white lies or students and cheating.

 

FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

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

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

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

Guess My Life

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