Language Residents

an archive of lesson plans

Tag: Slang (Page 1 of 2)

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

May 3, 2024 /

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.

若者言葉Download

CN SP24 INT Chinese Idioms with animals

May 3, 2024 /

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 work：No

How could this class be improved/ modified?

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

INT0124-动物Download

DE S20 ADV: Youth Slang (Zoom class)

May 6, 2020 /

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 04/16/2020

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

# of Students: 3

Class theme/topics discussed: German youth slang

Goal of the class: Students learn about German youth slang

How did you structure the class?

  1. Warm-up (Prior knowledge):

I post questions in the Google Doc, that serve as conversation starters. They talk about the questions in Breakout Rooms and if they look up vocabulary, which I encourage them to do, they put them in our shared vocab list. The questions were 1. What is good about winter if you compare it to summer? 2. What are the most essential food items for you? 3. What three things are the most important for you in life right now? 4. Who is your favorite musician?

  • Activity 1 (Input):

In the Main Room: I give the students three lists of youth slang words and short phrases in the Google Doc. I give each one of them a list and they do a short research on Google.de to find out what the words/phrases mean and what language they are from. I demonstrate the process via screenshare quickly, so that they know that they should also enter “meaning youth slang” into the search bar after the word/phrase. We then go through the words together.

  • Activity 2 (Guided Practice):

We read a website together that is about German youth slang, its history and its important elements and characteristics. They can later use the forms on that website for their dialogues.

  • Activity 3 (Task):

I give the students four different little scenarios, to choose from and write a creative dialogue around, using as many youth slang words as possible for them. They write the dialogues in pairs in breakout rooms, and then they present them in the Main Room

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

Google Doc, Google.de, Website : https://online-lernen.levrai.de/deutsch-uebungen/jugendsprache/0_jugendsprache_regeln.htm

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

The class went well, we had good conversations and the students had a lot of fun with writing and performing the dialogues. I had to skip the website bit, and we did not have a lot of time left for the dialogues, so they were short.

How could this class be improved/ modified?

I should have reduced the amount of warm-up questions and the amount of words every single student had to research.

JP F19 ADV Onomatopoeias & Slang

December 13, 2019 /

Language Resident Name: Miki Saigo

Day and Date: September 24, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Onomatopoeias and Slang

Goal of the class:
Learn casual vocabulary and phrases

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Ghibli Movie Night on Sep. 26
  • Activity I: Match the onomatopoeias (= sound-based words)
    I ask students to make groups of two or three and give each group a table of onomatopoeias and picture cards. I ask them to place each picture on a corresponding onomatopoeia. When all groups are done, I tell them the correct answers and explain when to use the words.
    I introduce other common onomatopoeias and ask students if they know even more.
  • Activity II: Guess what these slang words mean
    I give a handout that lists slang words and ask students to choose the closest synonym from the options. Students work in pairs, and when they are done, I tell them the correct answers and explain when to use the words.
  • Activity III: Names
    As the newly-invented slang term “kira kira name” (millennium kids’ untraditional names) was mentioned in Activity II, I give a few examples of kira kira names (I first show students the Chinese characters and have them guess how to read them).
    Next, I ask students to make groups of three and talk about their name origins.

What technology, media or props did you use?

  • PowerPoint slides
  • Drawings from the internet
  • Picture cards
  • Web articles

What worked well in this class? What did not work?
Students talked a lot in Activity I. I thought the vocab was too easy for advanced students but they were not familiar with all of them, which led them to discuss with their group members.

How could this class be improved/ modified?
I think this class went well and the amount of content was good for a one-hour class.

Note:
I told students to avoid using slang words to professors and in writing; I made it clear that I talked about slang in this lesson because they might hear/see it sometimes in Japanese media but they are not supposed to use it in formal contexts.

Picture cards (Activity I):

Handout (Activity II):

Slides:

Sep.24_AdvJP_Slides

ES F18 ADV Fear

December 14, 2018 /
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.

DE F16 ADV German colloquial language/slang and its usage

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

 Day and Date: Thursday, September 8, 2016

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed:

German colloquial language/slang and its usage

Goal of the class:

After the lesson students should have learned basic ways to sound more German: basic shortenings of expressions, slang and alteration of sentence structures while speaking German.

How did you structure the class?

15-20 minutes: The students each receive one or two slips of paper with English expressions/filler words. They try to describe, what function the respective filler word has. The LR helps in explaining the German usage or word for it.

10-15 minutes: The students get in groups of two. They tell each other how their days of the week went (or what their last essay was about, what they learned in the last lesson) and use as much of these filler words as possible. They should also try to explain certain things. After that, they should present their “filler word”-stories to the class.

20-25 minutes: Idiom taboo. Students receive each a paper slip with an idiom (in English). They try to explain their idiom to the other person. They should also attempt to translate it as much as possible to see later if it matches the “official translation”. Quick groups receive more sheets. 

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

Whiteboard to write down mentioned vocabulary, paper slips for the Idiom taboo, paper slips with the filler words.

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

Everything worked as expected. Students were very motivated to engage in class and were really interested about the colloquial sentence structures. 

How could this class be improved/ modified?

 I would keep it as it is.

 

CN SP16 ADV INTERNET SLANG

May 6, 2016 /

Language Resident Name:

Ting Cao

Day and Date:

03/29/2016&03/31/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

Internet slang

Goal of the class:

By the end of this class, students will know the types of Internet slang in China, understand the real meaning and way of using some popular slang, and talk about English Internet Slang and share their opinions about using slang in daily life.

How did you structure the class?

Session 1

  1. Snap presentation. Today ‘s topic: Internet.
  2. Ask students to write down some Internet slang that they already knew, and explain the meanings to other students.
  3. Introduction to Internet slang: teacher uses PowerPoint to give an overview of Chinese Internet Slang, such as the types and origins of slang.
  4. Group work: Teacher prepares some sentences with slang and assigns them to different groups. Students work together to find out the real meanings of these sentences.
  5. Presentation: Every group gets a chance to explain their sentences in front of the class.

Session 2

  1. Students continue working on the presentation: Every group gets a chance to explain their sentences in front of the class.
  2. Ask students about following questions: what are the common types of English Internet Slang or how do they usually form?
  3. Group work: To be an English teacher! Students pretend to be English teachers to the language resident. Every group prepares to explain two slangs to the LR in Chinese, and then they will stand in front of the white board and give their mini English slang classes.
  4. Group discussion. Discussing about following questions: Are the Internet Slang common in your life? Do you often use it? What about your students? What is your attitude towards it, positive or negative?

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

Internet, Powerpoint.

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

The class went very well. The Internet slang is a very interesting topic because the language on the Internet is usually funning and creative. It helped students know a different aspect of the Chinese language. The English teaching activity is successful, too. It gave students a chance to review their first language, and they were very excited to become a teacher in class

How could this class be improved/ modified?

No.

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

一、网络流行语言的分类

吐槽：动漫、抱怨、批评；可爱，卖萌

1、英文字母： TMD 、pk、BGM

2、数字：88，233

3、混合：努力ing，高兴ing，get到你的笑点

4、音译：粉丝，狗带

5、旧词新意：呵呵，小鲜肉，老腊肉

6、谐（近）音字：歪果仁，小公举

7、方言口音：你造吗，酱紫哦，表酱

8、缩略：十动然拒

9、动漫：脑补

二、小组合作

1、这些都是什么鬼啊？！

2、这个新电影里的故事真是脑洞大开！

3、现在自黑的人好像很受欢迎。

4、看看国外的那些搞笑视频，真是城会玩。

5、韩剧演员的颜值都很高。

6、我要买两个苹果手机，用一个扔一个，就是这么有钱就是任性。

7、她明明可以靠脸吃饭，却非要考才华。

8、我刚刚看了一个恐怖片，吓死宝宝了！

9、看到他朋友圈里发的自拍照，我也是醉了！

10、网友们在评论越南版《还珠格格》的时候都说：“那画面太美我不敢看”。

11、我每次看科幻电影的时候，都是不明觉厉。

12、——“我觉得科比这场球打得不好。”

——“你行你上啊！”

DE S15 ADV Slang

May 8, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Mirja Schoderer

Day and Date: Thursday, 1/29/2015

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

Class theme/topics discussed: Gestures review and slang

Goal of the class: consolidate the vocabulary from Tuesday and introduce them to the most important slang words in German as well as one of the best and most famous German singers right now

 How did you structure the class?

Ice Breaker: We talked about our plans for the weekend (one of my students is turning 21 and everyone spontaneously came up with ideas for how he could spend his birthday) and about Halona

Activity One: The students asked for a review of Tuesday’s topic right in the beginning, so I got out the same cards and had them act out the gestures and guess the names for them again.

Activity Two: We listened to the song “Oh Jonny” by Jan Delay twice and I gave the students the lyrics where they had to fill in the blanks. We then discussed the cultural references the song makes both in the video and the text

 

Activity Three: We discussed the slang words in the text and what other slang words the students know

Activity Four: There is this thing in Germany called “Your mom” jokes, which basically are mean one liners about people’s mothers. At this point, everyone back home is so familiar with those that just the words “your mother” are enough to start or finish a whole conversation. We look at a couple of the jokes

Activity Four: I prepared a slang puzzle and the students have to match the slang expressions with their standard German equivalents

Activity Five: Work in groups of three and write a short dialogue using as many slang words as you ca 

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

Video, whiteboard, handout

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

Everything worked great! The students enjoyed the game, loved the song and were interested about its cultural implications. And they got the chance to shine with knowledge you can’t usually shine in a classroom with. They knew the most obscure expressions and the class was a lot of fun for all of us.

We didn’t get further than activity three, though. I’ll do the rest of the lesson on Tuesday next week

How could this class be improved/ modified?

More time!

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.

slang puzzle_oh johnny
 

FR F14 ADV Text Language

December 12, 2014 /

Conversation Class Lesson Summary

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, September 23rd

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

Class theme/topics discussed:
Texting in French/ Text Language

Goal of the class:
To learn about the way French people text each other
To think about the impact of this language over the French language

How did you structure the class?

1. Warm-up
I write a sentence in “SMS language” of the board. I ask what is it, what does that mean. Who uses this language? Does it exit in the English language? What do you think about it?

2. Comics
I give them a comic strip and we read it together. Half of it is written in SMS language. I ask them to think about how it is composed. Why it is used in an usual context in this comics? (it is a student at school).

3. Video – listening comprehension

– http://www.myboox.fr/video/francois-de-closets-faut-il-reformer-l-orthographe-359.html
We listen to it twice and students have to answer some questions in pairs.

4. Article – reading comprehension

We read it together and explain the vocabulary.
What are the pros and cons of the SMS language?

5. Practice
I write on the board 5 sentences. Then they have to “translate” them into SMS language. Then, I call students to the board and the rest of the class gives suggestions

What worked well in this class? What did not work?
They seem to have a bad opinion about texting language in English. I told them that it is almost the same in France, except that we still use a lot of these abbreviations in regular emails to friends. I should emphasize on those for another class.
The video was a bit difficult for them. Maybe I should find or create a transcription.

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.

– Leur donner quelques phrases à essayer de « traduire » en SMS. Pour cela, les appeler au tableau.
Salut, qu’est-ce que tu fais demain ?
Coucou, tu viens au café lundi ?
Salut, rendez-vous à 3 heures devant la fac. Bisous, à plus !
Tu vas bien ? Je t’appelle dès que je peux. Bon après-midi !
Coucou, quoi de neuf ? J’espère que tu vas bien.
J’ai un problème, je suis trop occupé au travail. Tu peux me rappeler s’il te plaît ?
Salut ça va ? Moi je vais bien. Ça y est, j’ai acheté un cadeau pour Marie.

ADV 7 Le langage SMS

DE F14 ADV Christmas and Slang

December 12, 2014 /

Language Resident Name: Mirja Schoderer

 Day and Date: 12/04/2014

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

 Class theme/topics discussed: Christmas, slang

 Goal of the class: Review vocabulary, compare traditions, recognize and understand slang expressions

 How did you structure the class?

 Ice Breaker: Announcements, talk about finals

 Activity One: play a Christmas-themed memory where the pairs consist of a picture and the word

 Activity Two: do a Christmas-related puzzle while we talked about Christmas traditions in our families

 Activity Three: My student is going to Freiburg in spring and I want her to be able to understand people there as much as possible, so we did a quick review of the most important characteristics of the dialect there. Then I asked her to do a couple of things in dialect and she had to do them

 Activity Four: I had prepared cards with slang expressions and their correspondents in standard German. She had to figure out what corresponded to what

 Activity Five: We read a dialogue in standard German. Then, using the slang expressions we learned, we transformed that dialogue in something you would hear on the street

 Activity Six: We finished with a very popular video of a German band in which a lot of the slang expression are used

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

 Video, whiteboard, handout, memory

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

 How could this class be improved/ modified?

 More time!! We had to finish after half the slang expressions I prepared and only did half the dialogue because of that

 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.

Slang

ES S14 ADV – Communication and Technology

May 9, 2014 /

Lesson Summary

Language and Section: Spanish Conversation Class 13.1- Advanced

Date:  04/15/2014

Class theme/topics discussed: Communication and technology

Goal of the class: To discuss about communication, distant relationships and language used when texting.

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

Head-ups: Upcoming cultural activities.

Warm up activity: In pairs, back to back.

First each student has to draw a Tic Tac Toe squares. Inside each frame they have to draw three geometrical figures among squares, triangles, circles, stars, dots and lines (horizontal, vertical and diagonal). Then, in turns, they have to draw their partner’s squares exactly as it looked. For that purpose, they use directions, such as: in the right top frame there is a triangle on top, below the triangle there is a diagonal line going up from left to right and next to it and star.

Both students have to give directions and listen to their peers.

Activity 1: Trailer of the Spanish film 10.000 kms, dealing with a love relationship through the Internet.

http://www.youtube.com/watch?v=xaxD_vQQ3fM

We discuss about distance relationships and the secrets to survive.

Activity 2: We brainstorm about the language used in English for texting. We come up with some examples.

Then, I say a sentence and students need to translate it into texting language on the board. We came up with some rules.

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

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

They enjoyed the debate and discussed about long-distance relationships.  They enjoyed a lot Spanish used for texting , as is something they can use in their daily life. They were very creative in the end and came up with many text messages to be translated to regular Spanish.

How could this class be improved/ modified?

They could have worked in smaller groups, so the interaction would have been more fruitful.

 

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

 

HOLA= hl

¿QUÉ TAL?= q tl? k tl?

ESTOY= toy, stoy

MUY BIEN= mb

DESDE= dsd

PORQUE= pq, xq

PARA= xa

PERO= xo

TE QUIERO= tq, tk

UN BESO= 1bs

UN BESITO= 1 bst

UN BESAZO= 1 bsz

EN CASA= n ksa

ESTA NOCHE= sta noxe

CENAR = cnar

TENGO= tngo

CUANDO= cnd,cd

MAÑANA= mñn

TAMBIÉN= tb

LLEGAR=yegar

GUAPO,A= wapo,a

ADEMÁS= ad+

CANSADOS=knsa2

SALUDOS=salu2

 

EJEMPLOS

 

1. hl nene, qt? qdms a ls 5 n l parq? bss

2. Q tl? Yo toy mb. Vams sta noxe a cnar fuera ?

3. Stoy studiand. No puedo salir pq tngo exam mñn.

4. Hl, wapa! k hacs? yo toy n mi ksa. Dps salgo 1 poco. Bst!

 

 

10. INTENTA “TRADUCIR” ESTAS

FRASES AL LENGUAJE SMS:

 

1. Hola, Carlos. ¿Quieres venir mañana al concierto de Shakira?

2. ¿Qué tal? Esta tarde no puedo irporque tengo que estudiar. Un beso.

3. ¿Vas esta tarde al instituto? Si vas, nos vemos allí. Hasta luego.

4. ¿Cuándo vas a llegar? Te estoy esperando hace una hora.

 

FR S14 ADV Party (2 classes)

May 9, 2014 /

Language and Section: FR 13

Date: 04/15 & 17

Class theme/topics discussed: Student party/Parties

Goal of the class:
Learning vocabulary about party and partying.
Learning slang

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

1 Warm-up
Weekend? Did you go to a student party?
Dans votre pays d’origine, participiez-vous à des soirées étudiantes? Racontez-nous vos soirées étudiantes, vos meilleurs souvenirs et vos anecdotes.
Est-ce que vous aimez les soirées étudiantes ? Pourquoi ?
Avez-vous déjà participé à des soirées étudiantes dans d’autres pays ? En quoi sont-elles différentes ?
Quels conseils pouvez-vous donner aux étudiants qui s’apprêtent à aller pour la première fois en soirée étudiante aux Etats-Unis ?

2 Article
Read altogether an article about the French student parties.
Qu’est-ce que ces témoignages vous apprennent sur le mode de vie des étudiants français ?
Quelles sont les alternatives aux soirées étudiantes ?
On rentre chez les parents le week-end ; soirées étudiantes le jeudi ; pas de « vie de campus » à l’américaine

3 Brainstorming
What are the reasons to party? (talking about “la pendaison de crémaillère”)

4 Listening comprehension
Video from Norman about birthday parties
http://www.normanfaitdesvideos.com/2013/12/04/les-anniversaires/

Students then have to answer to 10 questions about this video

5 Scenario
You are at an American student party with a French friend. You have to explain him (in French) the meaning of two words or expressions of American slang.

6 Song
Tryo “Désolé pour hier soir”
https://www.youtube.com/watch?v=9f1yCKZMnbI
They have to “translate” the slang from this song into a “correct” French

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

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

This class took me actually two days instead of one. Students who already lived in France loved sharing their experiences about students’ parties. One of the good surprises was the scenario exercise: it worked really well, and it was a good activity to paraphrase something they know and realize the connotations and levels of language in their own language, so then they understand better the French slang as we worked on translations.

ADV 18 Soirées étudiantes

ES F12 INT Sayings and Proverbs

December 14, 2012 /

Language and Section: Spanish Intermediate 11-2

Date: November 20th, 2012

Class theme/topics discussed:
Dichos y refranes de Mexico. (sayings and proverbs from Mexico)

Goal of the class:
The students will learn different expressions used in Mexico, generation by generation, in a very colloquial context.

Structure of the class (unless you attach your lesson plan below):
–Ask the students whether they know some sayings or proverbs used in the United States and ask them to explain them to me.
-Introduce what the dichos y refranes are in Mexico.
Give the definition with the power point presentation.
-Give them one example.
-Make the students choose 2 different sayings that are into a bowl.
-Ask them to read the sayings by their own and try to figure out the meaning of each of them. 2 min.
-Ask the students to get in pairs.
-Ask them to read their saying to their partner and explain it to him/her. If they cannot try to figure out the meaning together. 10 min.
-Spread the meanings of each saying on the table and make them find the ones that go with each saying. 5 min.
-Ask the students to read out loud one of their sayings with their meaning and give an example of a situation that it can be used with.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Ppt. Presentation and hand outs.

What worked well in this class? What did not work?
The students were very good at guessing the meaning of most of the sayings. I provided the definition for the ones that they could not guess.
They were also very good in coming out with the situations in which the sayings can be applied to.

How could this class be improved/ modified?

 

ES F11 INT/ADV FmL/VMV

December 9, 2011 /

Language and Section: Intermediate Spanish 01

FML/VMV

Date: 29.September.2011

Class theme/topics discussed: FmyLIfe.(your everyday life stories). In this website people post comments, normally funny, in which they share something that happened to them in a ironic way. You can find this website in English, Spanish, French or Turkish, among others.

Goal of the class: This topic is always interesting. Students also get to learn some slang that people use in those posts.

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

We started with a warm-up: Talking about their exams and their plans for the weekend. After that we moved onto the FmyLife activity. I gave them some strips of paper in English with FmyLife posts on them. In pairs, they had to translate them into Spanish and say out loud to the class. After that we talked about some embarrassing things that may have happened to us. Afterwards they read some posts of the Spanish website and we commented them.

Then we talked about our project for this semester.

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

Strips of paper and info from the Internet (FML/VMV website)

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

They loved the topic. We laughed a lot and students were very engaged. It was a bit difficult for some of them to translate the posts into Spanish, since some expressions are very difficult to represent in Spanish.

How could this class be improved/ modified?

I could’ve told them to think about something embarrassing that happened to them as well and have them write it on the board so that the students get more active.

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

ES F11 INT Slang and Youth Culture

December 9, 2011 /

Language and Section:  SPA 11.2

 Date:  09/26/2011

 Class theme/topics discussed: Youth Culture

 Goal of the class: To introduce the topic of youth culture in Uruguay and slang vocabulary.

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

 –        Warm-up: Discussion on news regarding immigration

–        Students watched and commented on the final, edited project.

–        Students were given strips of paper with typical Uruguayan slang expressions and had to try to deduce their meaning:

  • Boludo
  • Estar pasado
  • Che
  • Bo’
  • Descansar a alguien
  • Irse al carajo
  • Pegar en el palo
  • Flaco
  • Mina
  • Estar podrido
  • Romper las Pelotas
  • Levantar un centro
  • Guita
  • Chupa un huevo
  • Estar salado
  • Turra / Trola
  • Yegua / yeguo
  • Un pedo azul / Estar en pedo
  • Una joda
  • Cagarse de risa

 – The entire class discussed the slang terms and the context in which they can be used

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

Whiteboard

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

The students enjoyed watching the project as it also had what the Advanced class made. They were very engaged and interested in the slang expressions.

 How could this class be improved/ modified?

 The strips with slang should have been in a dialogue format so that the context would provide a better hint as to the meaning of the terms.

 

ES F11 ADV Love

December 9, 2011 /

Language and Section:  SPA 13.2

 Date:  10/25/2011

 Class theme/topics discussed: Love and love terminology

 Goal of the class: To introduce vocabulary related to relationships and love, to use the topic of love as a springboard for discussion.

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

–        Warm-up: Brief discussion on Karaoke Night (5-10 mins.)

–        Introduction of vocabulary: (20 mins) I will write and explain phrases and terms common when discussing love / relationships in Uruguay. The students will be paired up and will have a brief time to create a dialogue that uses the terms. Terms to be introduced:

–        Te Quiero / Te Amo

 

–        Estar con alguien

 

–        Estar enganchado con alguien

 

–        Tener un roce / tener derecho a roce

 

–        Hacer un levante

 

–        Hacer un trabajo fino

–        Discussion on Love (30 mins): We will listen to two songs by Argentinian singers showing different views on Love: one that shows love as the “essence of souls” and the most important part of existence; another that states “one cannot live off love”. We will discuss these ideas and the students will state with which they agree the most.  Songs: “Al Amor Después del Amor”, de Fito Páez; “No se Puede Vivir del Amor”, de Andrés Calamaro

 

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

 

Whiteboard, computer, youtube videos of songs, TV.

 

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

 

The class worked very well; the students were engaged and participated a lot. The songs specially motivated discussion, since they showed very different views on love. The students loved talking about different relationships and some even spoke about their own romantic history.

 

How could this class be improved/ modified?

 

–

 

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

No se puede vivir del Amor – Youtube

El Amor después del amor – Youtube

 

 

 

 

FR S11 INT/ADV – Registers

April 12, 2011 /

Different registers of language

How did you pick this theme or topic?

They’re always interested in knowing more about slang, but I thought it would be good to introduce them to formal register too.

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

handouts

How did students react?

They reacted very well.

Did they engage with each other and you?

Yes

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

handouts

Please attach a copy.
lesson plan: registers

Would you recommend this activity for a future class?
Yes, it was very productive

DE S11 INT Song

April 5, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 5th 2011

Class theme/topics discussed:
German Song “Berlin City Girl” by Culcha Candela

How did you pick this theme or topic?
Culcha Candela is a very popular Band in Germany right now. Also this song talks about different cities in Germany and uses a lot of youth language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Listings to the song, and filling in words in spaces I blanked out before,
Talking about where the different cities are in Germany
Talking about youth language, idioms and vocabulary in the song

How did students react?
Liked it.

Did they engage with each other and you?
Yes.

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

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

Why or why not?
Students are interested in German music.

Lueckentext Culcha

RU S11 INT Colloquialisms

April 5, 2011 /

Class theme/topics discussed:
Listening Practice (Video)

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

How did students react?
They generally enjoy videos in class.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

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

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?
4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

ES S11 INT/ADV Spanglish

March 12, 2011 /

Conversation Class
Lesson Plan

Section: SPAN011

Date: 03/12/2011

Class theme/topics discussed:
THE SPANGLISH

How did you pick this theme or topic?
It is very interesting since we all hear Spanglish everyday and it is linguistically controversial to some extent

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave students a newspaper article on Spanglish to comment on it and hear their opinions about the usefulness and linguistic accurateness of Spanglish. I gave them different examples of Spanglish and they had to guess the meaning in Spanish. Finally they had to answer some question on the topic

How did students react?
They found it interesting since they are all familiar with it and they all knew some -American Latino friend who spoke Spanglish and they liked to talk about personal anecdotes with the use of Spanglish or about some celebrities who speak Spanglish

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A newspaper article, examples of Spanglish and a sheet of questions

Please attach a copy.
–

Would you recommend this activity for a future class?
Yes, because it is interesting, but it may be a bit difficult for the intermediate group. They need some help.

Spanglish1
Spanglish2
Spanglish3

RU F10 INT A Song (Naik Borzov – Loshadka)

September 16, 2010 /

Class theme/topics discussed:
Listening Practice

How did you pick this theme or topic?
Previous semester materials.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Playing the song with the video on the screen, handouts.

How did students react?
They always enjoy songs in class..
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, TV, Internet (Youtube.com).
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is both entertaining and educating, so it provides high motivation and interest in the task.

Intermediate Russian
Lesson 6
September 16, 2010

Найк Борзов. Лошадка

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

1. I introduce the song saying that this song was released several years ago and that to be allowed to put the song on the radio they had to remove one word from it. We will try to guess what this word is. + explain the slang meaning of the title

2. Students listen to the song without the transcript, then we discuss what they understood, what the possible story is, etc.

3. They get the transcript with the words missing; the song is played twice.
Lesson 6_Sept 16_Лошадка

4. We read out the text in turns and translate it.

5. Students try to guess what word was removed from the song on the radio and why.

6. Students share their impressions on the song.

FR S10 INT – funny video about Sarkozy and slang

April 20, 2010 /

Funny videos + slang

How did you pick this theme or topic?

After the project, I wanted to do something a little bit more fun for them

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

Handouts
discussion

How did students react?

They reacted well

Did they engage with each other and you?

Yes

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

Youtube videos
Song on youtube

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it was fun for them to learn some slang and at the same time to learn a bit about French politics

Intermediate 04/20

– ‘casse-toi pauvre con’ video
http://www.youtube.com/watch?v=e779iN7Se7E

– talk about it

– song with blanks
video: http://www.youtube.com/watch?v=-HdcJXQfE4E

JP S10 INT/ADV Interview planning

April 1, 2010 /

Class theme/topics discussed:
We discuss what kind of Topics do we want to interview to Japanese Students

How did you pick this theme or topic?
We need to prepare well for interview. Now it is time to decide what kind of topic we need to ask to Japanese Studnets.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Students gave some Modern Japanese words(kind of slang), for example, 就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子・・・

How did students react?
So many topics came up! It was great! Everybody has been to Japan for study abroad before, and most of them already knew modern Japanese such as就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子. It was quite easy to decide the Topics.

Did they engage with each other and you?
Yes!

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

Would you recommend this activity for a future class?

Why or why not?

ES S10 INT/ADV ES-Spanish vs. L.A.-Spanish

April 1, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 04/01/2010

Class theme/topics discussed:
Spanish from Spain and L.A.

How did you pick this theme or topic?
It’s very important for students to know the differences between the several accents within the Spanish speaking regions and students always ask about the differences.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we brainstormed and discuss the differences that they already knew about these accents. Then we listened to the same song in two different versions (The Lion King – I just can’t wait to be king in both Spanish variations).
Finally we did some exercises to settle what they had learned.

How did students react?
They loved the idea, and they found it incredibly helpful, and also enjoyable.

Did they engage with each other and you?
They engage very well with each other, and with me.

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

Please attach a copy.

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

Why or why not?
Yes, it’s important for them to be able to tell the differences between the accents and they thanked me afterwards for this.

Materials:
22nd Class INT
Voy a ser el Rey León
España y LA INT
España y LA ADV
Ejercicio
Diferencias entre el español de Hispanoamérica y el de España
Con valor
Clase del martes
Automóvil

ES S10 ADV FML

February 25, 2010 /

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 02/25/2010

Class theme/topics discussed:
FMyLife: Youth

How did you pick this theme or topic?
I decided to talk about a topic that really interested them, so I picked youth people in Spanish Speaking countries.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First they needed to fill in a formulary to become member of a very famous Spanish Network (Tuenti) and then we discussed issues that affect youth people thanks to the equivalent site of FMyLife in Spanish: Asco de Vida. I took extract from the site and they needed to rate them and explain them to the others.

How did students react?
They loved the extracts. They found them hilarious and understood everything in them.

Did they engage with each other and you?
Yes, they engaged with each other very well and also with me.

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

Please attach a copy.
On the .rar document on Sakai.

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

Why or why not?
They found it very funny and we discussed a lot of topics.

12th Class ADV
Asco de vida

« Older posts

© 2024 Language Residents

Theme by Anders Noren — Up ↑