an archive of lesson plans

Category: Culture (Page 1 of 8)

jp s24 Talking about CM:Japanese ads(int and adv)

Conversation Class Lesson Summary 

**Please email your course summaries for the week to Adan and Eileen preferably Thursday evening 

and no later than Friday afternoon.

Language Resident Name: Anbi Yamamoto                                                       

Day and Date:4/18(Thu)

Language and Level (please circle): Advance

Class theme/topics discussed: Japanese ads!

Goals of the class: Challenge class: Being able to create an original commercial.

How did you structure the class? 

 Japanese tongue twist(15min)

 Listen to the YouTube and challenge it.

②Finding some interesting ads(20min)

→pair work

 Commercial skit(25min)

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

Powerpoint, YouTube

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

The tongue twist and the skit went really well. It was a great way to start the class since it woke up the students and it was very fun. Also, for the skit the students were very creative.

How could this class be improved/ modified?

I should have shared the interesting ads that the  students found so they could have more idea about the Japanese ads.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  

jp s24Talking about slang! 若者言葉(int and adv)

Language Resident Name: Anbi Yamamoto                                                       

Day and Date:4/25(Thu)

Language and Level (please circle):  Advance

Class theme/topics discussed: Let’s learn some Japanese slang!

Goals of the class: Being able to use some Japanese slang?

How did you structure the class? 

  •  Free talk (15min)
  • Introducing what kind of slang that I use (10min)
  • Discussion(25min)

Do you often use English slang? Why do you use it? Do you know some Japanese slang?

    Talk your semester using the slang that you learned at the class.

  • Class evaluation(15min)

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

PowerPoint

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

Students enjoyed the discussion, and I learned many things about English slang from the students. It was hard for students to explain the English slang in Japanese, but the students did they best.

How could this class be improved/ modified?

I think the students could search slang and introduce the words. I think this would have made the class more interesting.

 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.

GERM SP24 Int Karneval

Conversation Class Lesson Summary

Language Resident Name: Lea Marie Uhlending                                                   

Day and Date: Wednesday, 02/14/24

Language and Level:  Intermediate

Class theme/topics discussed:

Karneval

Goals of the class:

show them what Karneval is all about

How did you structure the class?

I started off by telling them that while it’s valentine’s day we weren’t going to talk about it because it’s not a thing in Germany. Instead we would talk about Karneval since it was also Ash Wednesday, the end of Karneval season. I started by showing them where in Germany we call Karneval what (depending on the region there’s a different name for it). And then I gave them some background info on Karneval and Weiberfastnacht. Then we moved on to the floats, I showed them pictures of the floats that were created for this year and asked them what they thought this was criticizing, who they were showing and so on. We ended class with me showing them pictures of “Nubbelverbrennungen” since that’s what happens on Ash Wednesday.

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

powerpoint

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

The students enjoyed learning about Karneval and they really enjoyed the floats I showed them, and since we had talked about politics before they could also interpret and recognize a lot of the satire shown on the floats.

How could this class be improved/ modified?

Maybe I could include a research portion where I tell them to search for floats and pick one that they liked the most and present it to the class.

jp s24 onomatopia

Language Resident Name: Anbi Yamamoto                                                       

Day and Date:4/23(Tue)

Language and Level (please circle):  Advance

Class theme/topics discussed: Let’s learn onomatope!

Goals of the class: Being able to use the onomatope in sentences.

How did you structure the class? 

  • Free talk(15min)
  • Guessing the onomatope game(30min)
  • Creating a story using onomatope(15min)

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

Handouts

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

All the activities went very well! Students enjoyed the game, and they came up with interesting stories. 

How could this class be improved/ modified?

Maybe for the game it may have just been better for me to divide the group into two. I think this would have made the game more interesting.

 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 S24 Adv Superpowers

Class theme/topics discussed: Conditional, if you had a superpower, which one would it be??

Goals of the class: practice conditional and talk about superpowers!!

How did you structure the class? 

  • 10 min: Wordle and Connections in Spanish
  • 35 min: We brainstormed for the CC project. It was actually a quite long conversation that took almost all the class’s time.
  • 15: I introduced the topic of superpowers and conditionals, but we will finish this lesson next Tuesday.

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

Canva Presentation and Youtube for looking for ideas for the project.

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

I was really happy with the conversation that we had regarding the CC project. They all looked really engaged and willing to do it. I didn’t have time to do the lesson that I had planned but that’s okay, I’m happy that we discussed and also really proud because their communication skills in Spanish are improving a lot!!

How could this class be improved/ modified?

I think that if I hadn’t brought up the CC project, we would have finished the lesson plan. However, we will finish it next Tuesday and then we will continue with the project!

 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.

CN SP24 INT Chinese Idioms with animals

Language Resident Name: Manxi Wang                                   

Day and Date: Wed 240123

Language and Level (please circle):  Intermediate

Class theme/topics discussed: Chinese Idioms with animals.

Goals of the class:

Learn words about Chinese idioms with animals, like鸡毛蒜皮、望子成龙、画蛇添足、一箭双雕、对牛弹琴

Review words from today’s class and last week’s class.

How did you structure the class?

Warm-up: Group sharing on what’s your feeling today by showing the dog day pics.

Activity1: Chinese idioms rebus writing guessing!

(My preparation: Transliterating each character in idioms into emojis, like 鸡毛蒜皮、望子成龙、画蛇添足、一箭双雕、对牛弹琴 )

Students work in groups to guess the pronunciation of each emoji.

Vocabulary:

Choose five of them and then elaborate the meanings and usage. After each idiom, students will practice by discussing questions.

Activity2: Playing Game: You Preform, I guess.

Students divided into groups. Performing and Guessing words from today’s class and last week’s class.

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

Powerpoint, Wordwall

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

Worked well:  Students really enjoy playing games.

Did not workNo

How could this class be improved/ modified?

To explain the idioms, it’s better to show videos about the story behind it.

RU F23 INT Russian markets

Class theme/topics discussed: we discussed different types of markets in Russia and their peculiarities, vocabulary related to trade

Goals of the class: to familiarize Ss with the kinds of markets that they are very likely to come across in Russia, Kazakhstan etc, to let them know what they can find there and what they can expect to see / what is expected from them. To brush up / learn some new vocab related to trade.

How did you structure the class? We spent about 15 minutes discussing the weekend and asked each other questions about it. Then I handed each of the Ss a wordsearch activity (included below) that I created myself. There were words related to trade. They knew almost all of them, only 1-2 I had to explain in more detail. Then I asked them what they thought our today’s topic was (-> trade). We talked about the weekly farmer’s market in Claremont and then I showed them 2 pictures of 2 types of Russian markets. In pairs they had to discuss what the difference between the 2 was and later, after they presented their opinions, I explained the difference to them. I asked them a couple more topic-related questions, told a short story and divided them into pairs. One pair was FOR and the other AGAINST such markets that we discussed. We had mini-debates (I wanted to test the waters before dedicating a larger portion of a CC to this format). After the rebuttal I had them correct the agreements and that was the end of the class.

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

Wordsearch handouts, whiteboard, photos on my laptop

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

I did not expect Ss to like the wordsearch so much. They also gave positive feedback about the mini-debates

How could this class be improved/ modified? I guess I could give them some information on the structure of debates before having them. It seems to me that they did not have any exposure to debates before. The activity went well, but next time, when I decide to have debates in class again, I will dedicate more time to them and will make sure the Ss know the structure and what is expected from them, based on these mini-debates about the markets and also some visuals that I’ll prepare.

22Найди-слова22

ES F23 INT- Thanksgiving

Class theme/topics discussed: Día de Acción de Gracias / Thanksgiving.

Goal of the class:

-To share opinions and personal experiences related to Thanksgiving.

-To write ideas and decorate a cup with things we are thankful for.

How did you structure the class?

*Music in the background*

– Greet the students and ask them to tell how they are feeling today and how was their Thanksgiving break. The students are reminded about important dates related to the class and the end of the semester (10min).

– The students are told we are going to share ideas and experiences related to Thanksgiving. Each student is given 5 questions and in a small group, they must ask each other these questions and share their ideas and experiences (30min).

– The students are given a picture of a cup with marshmallows. They must write in each marshmallow different things they are thankful for. The final cup can be sticked in the whiteboard of the classroom only If they want to share it with others (optional) (15min).

– Space for general questions and closing (5min).

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

– Speaker

– Printed worksheet with questions about Thanksgiving

– Printed worksheet with cup and marshmallows

– Markers to color and decorate the cups

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

The “thankfulness cup” worked well for this class. They were enthusiastic about completing it with their ideas and decorating it.

This class always gives me a hard time trying to make them speak. I have to guide the discussions most of the time. I kind of understand why I have to do it, but I would like them to be more proactive in terms of making an effort in participating more. Sometimes is the lack of vocabulary, tiredness, not actively listening to their peers or low self-confidence related to their Spanish skills. Maybe if the group was larger, the relationship and interaction between them would be different.

How could this class be improved/modified?

Maybe aiming to teach the students more strategies/skills to keep a conversation going such as making questions, listen actively, show interest, and try to make connections with others. Sometimes I have the feeling some of my students come to class, and they do not pay too much attention to what their peers are saying. This could be the main reason why they do not get engaged in the conversation.  

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.

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CN F23 INT Chinese idioms Lesson Plan

Language Resident Name: Manxi Wang                                   

Day and Date: Monday 230925

Language and Level (please circle):  Intermediate Class

Class theme/topics discussed: Chinese idioms

Goals of the class:

Learn words about Chinese idioms.

Know the context when using these idioms.

How did you structure the class?

Warm-up: Given English translation for each Chinese characters, students guess meanings of some of the Chinese idioms.

Vocabulary:

Introduce some of the Chinese idioms like: 吃醋、放鸽子、吹牛、打车、说曹操,曹操到。

For each vocabulary, let students guess with the picture and then tell their meanings.

After knowing meanings, showing them a video, which use these words in real context.  

And then ask questions related to the words, like have you ever experienced this.

Activity:

Ask student to choose one of the idioms they like and then create a scenario and act it out.

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

Powerpoint, videos, google doc 

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

Worked well: When creating the scenario, student really enjoy it and the conversation she came up with is creative.

Did not workStudents hardly guess the meaning through pictures.

How could this class be improved/ modified?

Maybe give students more time to create the scenario and support them more, like telling them if they want they could print something. Make sure they have enough time to create a better one!

 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.

CN F23 INT Papercutting Lesson Plan

Language Resident Name: Manxi Wang                                   

Day and Date: Monday 230913

Language and Level (please circle):  Intermediate Class

Class theme/topics discussed: Chinese papercutting

Goals of the class:

Learn words about papercutting like (tools, patterns, meaning and steps to make it)

How did you structure the class?

Warm-up: Brief introduction to papercutting. (video)

Vocabulary: 剪刀、刻刀、红纸、图案、日常生活、对折、折叠

Sentence Pattern:首先……, 再……, 之后……, 最后……。

Activity1: Make the flower papercutting

Vocabulary:十二生肖

Activity2: Introduce how to make the papercutting and make a short video.

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

Powerpoint, video, red paper.

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

Worked well: Vocabularies and sentence patterns help the student to out put the language. Papercutting itself is also very interesting.

Did not workI prepare two patterns of papercutting which are flowers and zodiac signs. The student thinks zodiac sign patterns are too difficult, so she doesn’t want to have a try.

How could this class be improved/ modified?

When doing the papercutting, I played some music, and we talk about our favorite songs. But I still think the student speak less when cutting the paper. I should come up with some ideas that can discuss more about the topic (papercutting)

FR F23: Lesson Plan – La peinture en France !

Activity 1: What is your favorite painting? Explain why.

Activity 2: imagine you are an art critic in a museum and analyze the paintings displayed in the classroom :

Claude Monet, Les Nymphéas

Jean-Antoine Watteau, Le Pèlerinage à l’île de Cythère

Auguste Renoir, Les Deux Sœurs

Give your opinion and debate with the class!

Activity 3: Watch the following video and answer questions :

CN F23 ADV Blind Box Lesson plan

Language Resident Name: Manxi Wang                                   

Day and Date: Monday 231128

Language and Level (please circle):  Advanced Class

Class theme/topics discussed: Blind Box

Goals of the class:

Learn words about features and problems of blind box economy, like: 盲盒,收集,随机,假冒产品,质量问题Know the phenomenon of blind box consumption among young people in China

Make comments on blind box phenomenon and compared with the US.

How did you structure the class?

Warm-up: Show the video of Blind box. Also show them the blind box I have and let them guess which type may in the box.

Vocabulary: 盲盒,收集,随机,假冒产品,质量问题

Based on videos and the real toy, students brainstorm on what features blind box have. (I enlarged the vocabularies.)

Questions on what else toys do you know (in the US, Japan…)

Introduce the history how blind box develop in China.

Activities:

  1. Group discussion on why blind box is popular now in China? (Compared features with other similar toys.)
  2. Comic interpretation: What problems blind box now have through these comics?
  3. Opinion sharing: Do you think young people should buy blind box and why? If they buy it, do you have any advice for them?

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

Powerpoint,

videos : https://www.bilibili.com/video/BV1tJ411N7MS/?spm_id_from=333.999.0.0&vd_source=b0433bcaef2a5c321e133f168b3f3157

website: https://www.popmart.com/us/collection/ALL?page=1&sortWay=1

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

Worked well: Showing the blind box I have really arouse their interests.

Did not workno

How could this class be improved/ modified?

Everything seems fine!

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.

jp f23 Karuta (int and adv)

Class theme/topics discussed: Things that will probably be asked in Japan. (About language study)

Goals of the class: Learn some new vocabulary and have fun

How did you structure the class? 

Talking about our weekend (5min)

②Karuta (50min)

Reminder for the Onigiri event (5min)

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

Karuta(cards)

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

I think the students had fun playing Karuta. I made the student read out the phrase that I read and checked the words. When explaining the words, I think I should use the white bord and explain.

How could this class be improved/ modified?

Maybe I should have prepared some hand sheets so it will make the students easier to understand the vocabulary.

 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.

The Karuta was about foods in Japan and they played with words.

JP SP23 INT / ADV : What would you do when you get sick!! 日本の病院に行こう!

Class theme/topics discussed: Let’s go to Japanese hospital

Goal of the class:   increase vocabulary on medical field, learn the difference of medical / insurance system in Japan and US

How did you structure the class?

7th April 2023

16:15             

              Intro of Japanese pops: Haru yo koi by Yumi Matsutouya

      松任谷由実 春よ来い

16:25

              Reviewing the name of body parts (Detailed ver)

              Reviewing vocabulary for symptoms, diseases, etc.

16:40 

              Activity 2

              Talk with nurse in Japanese (skit, role play)

              Create your own situation (i.g. Having stomachache, flu, etc)

              Learning Japanese onomatopoeia in medical field to describe your symptoms properly

              Switching the role as Patient and Nurses

              Changing partners

17:15      End

What technology, media or props did you use?  

Handout

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

The medical terms and body parts, it was great opportunity for heritage speakers too since there are several registers to say each part. (Children, Casual, formal, medical term) Students loved / hated about the onomatopoeia used in medical field. 

Handouts below:

<<<< I will put the pic of the body parts which I hand draw.>>>>

Goal of the class: 病気(びょうき)になっても大丈夫(だいじょうぶ)!??

Warm-up: 身体(からだ)の部位(ぶい)についてブレインストーミングをしよう!

アクティビティ 1: 必要(ひつよう)な単語(たんご)

すいません、<<お腹(なか)・ 喉(のど) >> が痛いです。

風邪(かぜ)をひいています。熱(ねつ)があります。コロナにかかったみたいです。 

何科(なにか)に行ったら良いですか? 

→ 皮膚科(ひふか)・ 循環器科(じゅんかんきか)・内科(ないか)

保険証(ほけんしょう)

血液検査(けつえきけんさ)・尿検査(にょうけんさ)をします。

レントゲンを撮ります(とります)。

処方箋(しょほうせん)を薬局(やっきょく)に持っていってください。

錠剤(じょうざい)  クリーム

サバイバルアクティビティ2: 病院に行こう!

わからない単語(たんご)を事前(じぜん)に調べて(しらべて)、看護師(かんごし)と話(はなし)をしよう!

わからないことがあったらGoogle 翻訳(ほんやく)やDeepLを使ってみよう。

自分のケースについて考えてみよう!Think about your own case!

何科にかかる? Medical Genre:

症状(しょうじょう)は? Symptoms: 

いつから? Since when?:

身体のどこに? Which part of the body?:

どんな痛み(いたみ)? How is the pain?:

FR INT/ADV SP23 Political Systems in French-speaking Countries

Level: Intermediate and advanced

Objective: By the end of the lesson, students will be able to identify and describe the main characteristics of the different political systems in French-speaking countries and their main differences.

Materials:

– PowerPoint presentation on political systems in French-speaking countries

– Handouts with vocabulary related to politics and government

– Audio recordings with native speakers discussing political systems in different countries

– Internet access for research

Warm-up activity:

Begin the class by asking students to brainstorm words related to politics and government in French. Write their responses on the board and review the vocabulary as a class. Then, divide the students into pairs or small groups of 3 and give them a list of French-speaking countries. Have them research the type of government each country has and write a brief description.

Activity 1:

Present a PowerPoint on the different political systems in French-speaking countries. Include examples of countries that use each system and the main characteristics of each system. After the presentation, divide the class into small groups of 2 or 3 and assign each group a different political system. Have each group research a French-speaking country that uses their assigned political system and prepare a short presentation describing the system and how it functions in that country.

Activity 2:

Play audio recordings of native speakers discussing political systems in different countries. Have students listen and take notes on the characteristics of each system. Then, ask them to work in pairs to compare and contrast the different systems and discuss which one they believe is the most effective.

To extend the lesson, you could ask students to research current political events in a French-speaking country and write a news report discussing how the political system is affecting the situation. You could also ask them to research political parties in a French-speaking country and create a presentation discussing their platforms and how they relate to the political system in that country.

CN SP23 BEST CHINESE STUDY BREAK EVER

Pros and cons:

Pros: A LOT of people showed up!

Cons: A LOOOT of people showed up!

Take away:

Chinese lounge was way too small for 40+ students showing up at the same time. For cultural events like Spring Festival, it’s probably better to host at a more roomier location.

DE 23 Study Break Event – Eastern Brunch

What worked well in this Event? What did not work (and how could it be improved)?

Very many students and professors came to this event, which made me very happy. Since I held this event on a weekend, accordingly many people had time to come, which I can also recommend. The only problem was that the purchased food and snacks were eaten relatively quickly. Some students unfortunately could not try German food, which is a pity. For the next event, which is held on a weekend, I would definitely buy enough food. In general, the interest in a brunch event was very high and especially the white sausages were very popular and therefore eaten very quickly. What I should have next time also on the screen that you need a lot of chairs and seating. Which one should organize in advance. In general, however, it was a very sound event, which was received with a lot of joy. Especially the fact that professors came to this event made me very happy.

CN SP23 INT/ADV 情人节 求生欲测试VALENTINE’S DAY

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2023.02.14

Language and Level (intermediate or advanced class): Intermediate & Advanced

Class theme/topics discussed: 情人节 求生欲测试 VALENTINE’S DAY

Goal of the class:

  1. Talk about how people celebrate Valentine’s Day and traditions in both China and the US
  2. Get to know the differences between the East and West

How did you structure the class?

Warm-up

  1. Greetings and some chitchats with students;

2. About Valentine’s Day (10 min):

  1. History
  2. Traditions

Activities (25 min)

1.Brainstorm

  • 礼物:送什么?- Presents – What would you choose and why?

2. 求生欲测试

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

Powerpoint presentation

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

It went really well!

How could this class be improved/ modified?

Nope 🙂

 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.

See attachment

【Handout】See above

【PPT】汉语口语 情人节

FR INT/ADV S23 French Online Influencers

Objective: To introduce French online influencers and improve French language skills through watching their videos and engaging in related activities.

Level: Intermediate and advanced

Materials:

– Access to the Internet and YouTube

– Activity sheets

Introduction:

1. Introduction of the concept of French online influencers, what they are, who some of the most popular ones are, and what they typically do (vlogs, gaming, comedy, etc.)

2. Present the influencers that will be focused on in this lesson: Squeezie, Mcfly et Carlito, and Le rire jaune, and make a brief overview of their content and why they are popular in France.

3. Ask students if they have heard of any of these influencers before, and if so, what they know about them. Encourage a discussion to get students engaged.

Activity 1: Watch a video by Squeezie

1. Have students watch a video by Squeezie on YouTube, such as his “Je teste des objets insolites” series or QUI EST L’IMPOSTEUR ? (ft Eric & Ramzy) https://www.youtube.com/watch?v=J1Z1A46FknM .

2. While watching, have students take notes on any new vocabulary words or phrases they hear.

3. After watching, have students share some of the new words and phrases they learned. Create a vocabulary list on the board or in a shared Google doc online. What did they like/dislike about the videos?

Activity 2: Complete a listening comprehension activity with Mcfly et Carlito

1. Have students watch a video by Mcfly et Carlito, such as their CONCOURS D’ANECDOTES vs LE PRÉSIDENT DE LA RÉPUBLIQUE video ( this one is very long but you can show them just a part of it https://www.youtube.com/watch?v=neqCdyadqFA&t=156s ).

2. After watching, provide students with a worksheet with questions related to the video

3. Have students work in pairs or small groups to discuss their answers and ensure they understood the video/what was shown.

Optional activity if there is time left, or can be done in the next class:

Activity 3: Create a sketch inspired by Le rire jaune

1. Introduce students to Le rire jaune, a famous French YouTuber who creates comic videos.

2. Have students watch a few of his videos and identify common themes or elements (e.g. humor, sarcasm, pop culture references).

3. Divide students into small groups and have them create a short sketch inspired by Le rire jaune. Encourage them to incorporate some of the elements they identified in his sketches.

4. Have groups perform their sketches for the class, allowing time for feedback and discussion.

Conclusion:

1. Review the new vocabulary words and phrases learned throughout the lesson.

2. Ask students to reflect on what they enjoyed about learning French through online influencers. Did they find it engaging? Did they feel like they learnt anything new?

3. Encourage students to continue watching videos by these youtubers and other French influencers as a way to continue improving their language skills outside of class.

DE INT/ADV S23 Universities in Germany and the whole World / Which University would fit for You?

TopicUniversities in Germany and the whole world 
Goals of the ClassCriteria that speak for and against a uni. What is important for me. How do I know which university suits me?
Warm Upstate land river game
Activity 1If you could choose any university, which one would you attend? Top 3 What would you study? / Would you change something?
Activity 2What characterizes your university? What do you find good? Imagine you are the head of your university. What would you change? 
Activity 3I told the students about the best German universities. Where they are located geographically and what sets them apart. We also talked about factors that make universities popular and important. But also, which cities they would fit into if they wanted to study in Germany in the future. By means of a quiz. Create a ranking with the most important things for you that a university should have. Ranking 1-10 (1= very important, 10= not so important)Do you already have an idea what you want to do after graduation?Abroad, travel, master, work…. Do you have a dream job?Why? What fascinates you about it?
What worked well in this class? What did not work (and how could it be improved)? The students have requested this topic and have shown great interest in talking about it. So little had to come from my side, because the motivation in this hour was very high. It was interesting to see which factors are important for the students at a university. I would change very little here. Time was a bit short at the end and we did not get through all the questions, as some questions were discussed for longer. You could shorten the hour depending on the class size.

https://studiumundfinanzen.spiegel.de/artikel/die-besten-universitaten-in-deutschland-welche-uni-hat-fur-meinen-studiengang-den-besten-ruf

https://studybees.de/magazin/quiz-in-welcher-studentenstadt-solltest-du-leben/#Los_gehts_Hier_das_Quiz

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