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Tag: vocabulary

ES F18 ADV Fear

ES-ADV-F18-Fear

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

10/13/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:   Fear

Goal of the class: Learn vocabulary about fear and express emotions

How did you structure the class?

Head’s up (FLRC Open House) (5’)

Activity 1 (10’):

Students get asked about Fear and the things that they feel fear about.

Activity 2 (15’):

Students get some phrases to react to different things that might make them be scared. They comment on them using the vocabulary that they are given.

Activity 3 (10’):

 Students listen to the audio of a scary movie video. They only hear it and have to hypothesize about it.

Activity 4 (5’):

 Students see the video, comment upon it and confirm their hypothesis.

Activity 5 (20’):

Students get some slips of paper with different situations of risk. They are asked to say how they would react to those situations. After that, in groups of 3. They have to choose one of their situations and propose an alternative ending to it.

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

We used slips of paper with prompts.


We used Youtube and a PowerPoint presentation

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

Most of the students really enjoyed the class since it somehow brought some suspense. Also, they could be creative with the stories at the end which they enjoyed a lot.

Some of the students are not into scary things, so they felt a bit uncomfortable at times, but I gave a disclaimer at the beginning of the class and they were fine with it.

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 S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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

Handouts.

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

The activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

ES S18 INT Deriving Words

Language Resident Name: Hugo Briones Cáceres

Day and Date: Monday, April 16th

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

Class theme/topics discussed: Vocabulary and games

Goal of the class:

To learn new vocabulary

To derive words

How did you structure the class?

  1. We start the class by discussing how everyone’s weekends were.
  2. In groups and using a ppt presentation, students are given a word. They have to come up with the most number of words derived from it (e.g.: mar, marino, marítimo, malecón). They have to write them on a white board and press the buzzers to get the point. If they wrote inexistent words, false cognates or words with orthographic mistakes, they do not get a point.

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

Students liked the activity. The worked in teams and were involved in it. They also made sure to ask when they had doubts in regards to certain lexical items. They also liked the competitive element of the game. The idea works out quite well with advanced students too.

How could this class be improved/ modified?

The class worked out quite well. Even though the game was thought as an ice breaker, we used the whole class playing it, and students liked it that way.

RU S18 INT My House

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 02.052018

Language and Level: Russian, Intermediate

Class theme/topics discussed: My house

Goal of the class: learn the vocabulary connected with the topic, draw the map of the student’s house and tell about it

How did you structure the class?

  1. Greetings, general questions, announcements. – 5 min
  2. Warm up: word pages. The students are divided in groups of two and are given worksheets. Their task is to name as many items on the page as possible. After the students finish naming the objects, the LR uses presentation to correct the mistakes and add extra vocabulary. (handout 1) – 25 min
  3. What rooms are there in my house?: The students are given new handouts with the rooms that are usually presented in any house. After reading the names of the rooms/parts of the house, the students name the items presented in every room. – 15 min
  4. Creating word clouds: what do you do in different rooms? Every group of students gets a room, their task is to tell other students in the class what people usually do in those rooms. For example:
  • В гардеробе мы храним одежду / В гардеробе хранится одежда etc. – 10 min 

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

Handouts

ES ADV S18 Personality and Instagram

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

 

Day and Date: 04/18/2018

 

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Personality and Instagram

 

Goal of the class: Personality adjectives, question formation

 

How did you structure the class?

 

Head’s up (5’): Upcoming events

 

Warm-up: (10’) whole-group:

We begin by picking someone’s profile on Instagram. Students will be asked who that person is, and to describe the physical appearance and lifestyle. This will be a modelling activity of what they will have to do later.

We do this activity on the screen and in group.

Students get a sheet to fill out different features: profession, hobbies, appearance, personality.

 

Activity 1: (25’) pairs, then whole group

5’ to search, 5’ to discuss their personality and physical appearance

 

In pairs, students go on Instagram and look up the profiles of some people I tell them too. They tell me what these people do and describe them.

 

@pabloalboran             @SergioRamos             @soyunapringada

@Dabizmuñoz              @pau_eche                 @cristipedroche

 

Whole group:

Afterwards, each of them will present theirADV 04:18 Instagram READY characters and describe them following a similar way of doing it.

 

 

Activity 2 (20’): Groups of 4 or 5: Tiradas telemáticas
Students play a game of questions and answers that prompts the vocabulary that they have used and learnt during the previous activity and question formation.

 

 

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

Instagram, TV, Internet.

 

 

 

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

Using a social network such as Instagram definitely triggers students’ interest when it comes to class activities.

The first part of the class is not so conversational, but it prepares students for the second part in which they get to speak all the time.

 

How could this class be improved/ modified?

A set of fixed questions for them to discuss would help the beginning of the class to be more conversational.

 

 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 F17 INT Love on Tinder

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ 

Day and Date: 09/27/2017

Language and Level (intermediate or advanced class): INTERMEDIATE 

Class theme/topics discussed: Love, cultural differences in relationship.

Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.

How did you structure the class?  

Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.

Warm-up (15’): Word-search about physical and personality features.

Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people

 

Activity 2 (20’) Create your own Tinder profile

Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.

Here they are also advised to include a silly pick-up line that the instructor will provide

 

Activity 3 Speed dating (25’)

Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.

Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.

Students ask each other questions about themselves. Requirement, they need to use at least one pick up line

 

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

Pick up lines (below)

13 word-search sheets love word search

Speaking Prompts for speed dating (below)

13 Tinder templates tinder profile

 

 

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

It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary.  Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.

 

How could this class be improved/ modified?

I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.

 

 

 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.

 

 

Pick-up lines

 

 Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada

 

 

Ojalá la mitad de las estrellas brillaran tanto como tus ojos.

 

 

Ojalá fueras bombero para apagar el fuego de mi deseo.

 

 

Quisiera ser joyero para poder apreciar todos los días un diamante como tú.

 

 

 Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar

 

 

Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.

 

 

Si el agua fuese belleza, tú serías el océano entero.

 

 

Si besarte fuera pecado, caminaría feliz por el infierno.

 

 

Perdí mi número. ¿Puedo tener el tuyo?

 

 

¿Crees en amor a primera vista, o debo pasarte otra vez?

 

Phrases to help speed dating

 

¿A qué te dedicas?

 

¿Qué te gusta hacer en tu tiempo libre?

 

¿Has tenido otras relaciones en el pasado?

 

¿Por qué no funcionaron?

 

¿Qué es lo que más te gusta en una persona?

 

¿Dónde te gustaría vivir?

 

¿Quieres tener hijos?

 

¿Eres de playa o de montaña?

 

¿Cuál es tu libro favorito?

JA S17 ADV “3.11 & Reading a Short Story”

Language Resident Name: Yohichi Tagami

Day and Date: Thursday, March 9, 2017

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

Class theme/topics discussed: 3.11 & Reading a Short Story

Goal of the class:

Students will understand a story of Disneyland on March 11 of 2011 and then consider true nature seen within Japanese people.

 

How did you structure the class?

Activity 1 (5 min): Attendance check & Announcement

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (20 min): Warm-up & Introduction of 3.11

I ask some questions about natural disaster to the students. Then the students discuss them in pairs and class. We review related vocabulary together by showing the images and writing them down on the whiteboard. Then, I introduce a today’s topic in the class, and I give them some questions and they share their experiences in the class. Finally, I introduce a little bit history of earthquakes with some videos, which we had a lot in the past. Then the students freely share their ideas and comments in the class.

Activity 3 (25 min): Reading & Comprehension

I make pairs in the class and then give them a handout. The students read aloud the story sentence by sentence while switching. After reading, we review the story together in the class asking some questions to the students. Also, students learn some vocabulary from the reading. I give them several critical questions and they think about them in groups. We share the ideas and discuss each question in the class and consider the true nature of Japanese people.

 Activity 4 (10 min): Conclusion

I back to the main topic of 3.11, and then we review the key points together in the class. And I will show them a special video created by those in stricken areas and then students watch that video. After that, I lead open-conversation where students freely share their ideas and comments about 3.11 in the class.

 

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

Powerpoint

 

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

The class was successful in general. Today I was able to lead the class as planned, conducting every activity in time. Today’s topic is something deep and sentimental, but students demonstrates their active interest towards the theme. I tried to give them as many chances as possible where they can share their ideas and comments in the class. As a result, we had great class today overall, and their performance in the class today was great.

 

How could this class be improved/ modified?

Well, I might be able to conduct the reading activity more effectively and efficiently. Today, I led the activity, but there would be some other ways which makes the activity work and more interactive. Since I have a small class, it is hard to apply the other teaching techniques that I know to that class. I am going to research the teaching methods for small class over the weekend and would like to use them in the class in the near future.

JP S16 INT Exaggerations

 

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Feb. 3rd

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Exaggerations

Goal(s) of the class:

   Students will learn vocabularies used to exaggerate adjectives

Students will learn appropriate use of exaggeration words

Students will practice exaggerating adjectives

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance. Teacher also talks about a topic that is hot in today’s Japan.
5(10) Introduction T continue today’s Japanese topic and asks Ss’ favorite menu restaurants. The S will be asked to describe how much he/she likes that menu using words that describes the amount. T asks several Ss and announce them that today’s theme is exaggeration.
15(25) Pre-Activity Ss will brainstorm and activate their vocabularies used in exaggeration. After they gave all the vocabularies, T shows the list of the words. Then the Ss will replace the words in a two dimensional graph according to the degree and formality of each word.

Then the Ss will participate in a discussion. T leads the discussion and talk about collocations, use, and degree of each word.

10(35) Presentation and Practice T will explain some rules of using the words and exaggerating adjectives.

Ss make a sentence that includes exaggerating word that fits given adjectives. T will tell if the sentence is correct or not. After several times, Ss will discuss and try to identify the rules behind the correct sentences and incorrect sentences.

15(50) Production Mozzarella Chees Game – exaggeration version

Ss watch a video and learn the rule. In this activity, Ss practice using exaggerating words.

T will first give a sentence that uses an adjective. The first S will make a sentence with the same subject and adjective. The sentence made by each student needs to be more exaggerating each time. Ss repeat this and Ss will judge if the degree of the sentence is more exaggerated than the last Ss.

5(55) Consolidation T reviews the class and gives some feedback to students.
5(60) Announcement A LF visits the class and gives a short presentation about LF programs.

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

Power point presentation

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

   What worked:

Comparing to the advanced class, I told the rules less and it seemed to work well. Even in the intermediate class, students could tell if a sentence is correct or not based on their own knowledge and tell the reasons why they think so.

Also, this time I had time to discuss accents and emphasis and how they work in exaggeration and the students also enjoyed this part.

   What did not work:

Since, the Ss were hopefully quite active in the pre-activity discussion, not much time was left for the last production.

How could this class be improved/ modified?

Some kind of more productive activities would be nice as a consolidation.

RU F15 INT Clothes and Colors

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Monday, 11/23/2015
Language and Level (intermediate or advanced class): Russian, Intermediate
Class theme/topics discussed: Clothes and colours
Goal of the class: to introduce and use the vocabulary in speech

How did you structure the class?
1. Warm up – Tongue twister
10 minutes
2. Clothes and color vocabulary. What is your favorite color?
15 minutes
3. Describe the clothes of the person sitting next to you.
10 minutes
4. Students are divided into 2 groups of 3 people. Make a list of pieces of clothes on the picture as fast as possible (the picture is the same for both groups).
15 minutes
5. Game (if time left). Students should understand a question and step out of the circle if they have any mentioned color on them.
5 minutes

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

What worked well in this class? What did not work?
It seemed to me that students liked the idea of learning the clothes and color vocabulary. They asked a lot of questions. Though some of them still didn’t pay much attention to what was going on in class. The game went well as they had to use the vocabulary to speak in Russian.

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
Мыла Мила
Мыла Мила мишку мылом,
Мила мыло уронила.
Уронила Мила мыло,
Мишку мылом не домыла.

Handout 2
Одежда – Clothes
Рубашка – shirt
Костюм – suit
Брюки – trousers
Носки – socks
Свитер – sweater
Футболка – t-shirt
Тенниска – t-shirt, polo-shirt
Майка – singlet, tank-top
Кофта – blouse
Джинсы – jeans
Юбка – skirt
Платье – dress
Шорты – shorts
Водолазка – poloneck
Жакет, куртка – jacket
Жилет – waistcoat
Шарф – scarf
Пальто – coat
Шуба – fur coat
Шапка – cap, hat
Колготки – tights
Ботинки – boots
Сапоги – high boots
Туфли – shoes
Кроссовки – sneakers, sport shoes
Носки – Socks
Спортивный костюм – sport suit
Кеды – gumshoes
Босоножки – sandals
Тапочки – slippers
Бюстгалтер – bra
Нижнее белье – underwear

Украшения – Jewelry
Кольцо – ring
Цепочка – chain
Браслет – bracelet
Ожерелье – necklace
Сережки – earrings
Кулон – pendant

Носить – wear
Надевать – put on
Снимать – put off
Обувать – put on shoes
Переодеться / переодеваться – change

Цвет – Color
Красный – red
Оранжевый – orange
Желтый – yellow
Зеленый – green
Голубой – blue
Синий – dark blue
Фиолетовый – violet
Белый – white
Серый – grey
Коричневый – brown
Черный – black
Розовый – pin

Picture for the 4th task
Picture for the 4th task

JP F15 INT Onomatopeia

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Mon. Nov. 23rd, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Onomatopeia/ Mimetic words

Goal(s) of the class:

   Students will learn some onomatopoeia and mimetic words.

Students will be able to use the onomatopoeia and mimetic words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
5(10) Introduction T gives some quiz as an introduction to today’s topic. In the quiz game Ss choose what they think fit to the situation given.
10(20) Pre-Activity Ss participate in an open discussion. They share the onomatopoeias and mimetic words and T writes them down on the board. Then T asks how they sound to get Ss think of the underlying rules.
10(30) Presentation T gives some onomatopoeia, mimetic words, and the foundation rules to use them.
18(48) Practice Ss participate in a comic making activity. They get into pairs and take a page of comic without lines and onomatopoeia. Activity proceeds as follow: First, they guess the story consulting with each other. Second, they write down the lines in the blanks of callout. Third, they write down onomatopoeia that they think to fit based on the stories they decided. After that, Ss read aloud the comic they made. T gives Ss some feedbacks and reminds them of the expressions and rules regarding to onomatopoeia.
10(58) Production Ss work individually in an activity. They find a partner and talk about their own comics using the onomatopoeia and mimetic words.
2(60) Consolidation T reviews the class and gives some feedback to students.

 

 

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

powerpoint presentation, comic

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

   What worked: It seemed the lesson was planed in a good way so that each student can learn from each other through sharing vocabulary they had, thinking upon each words, answering questions to the words given.

   What did not work: The class was not quite conversational although it was communicative in a sense that it dealt with some writing communication.

How could this class be improved/ modified?

A more conversational activity could have been added as a consolidation part at the end of the class.

Appendix

Powerpoint slides used in the class: JAPAN11 Nov. 23rd

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