M.ART's PORTFOLIO 
about cv portfolio publications projects links

Lesson Plan #2


SUBJECT/CLASS: Russian 111 DATE: 29th of November, 2006
UNIT 5: Распорядок дня = Daily routine TOPIC: Talking about daily activities and schedules.

LESSON OBJECTIVES:1) to repeat how to ask and to answer the question: what time is it now?; 2) to learn how to speak about everyday life using particular grammatical structures in context of short informal conversation; 3) to make students internalize some new vocabulary from the text we read in class.

TIME: TYPE OF ACTIVITY PEDAGOGICAL REASON/BACKGROUND
11:00 am I started my class asking the students: какой сегодня день? = what day is it today?; какой день был вчера/позавчера? = what day was yesterday? day before yesterday?; какой день будет завтра/послезавтра? = what day will be tomorrow? and day after tomorrow?
All the words they needed to answer my questions were provided on a screen (see the Slide-1 - Дни недели).
The objective of this easy exercise was to refresh in the students' memory the Russian names of the days of the week. It was already a familiar material for them and they were going to need it later on for the other activities of this class.
11:05 am Then I switched off my PowerPoint presentation and we played a very simple game: the first student had to say Понедельник = Monday, the second one - Понедельник, Вторник = Monday, Tuesday, the third - Понедельник, Вторник, Среда = Monday, Tuesday, Wednesday, etc. After the seventh student listed all the days of the week the eighth student started a new circle with Понедельник = Monday. This short activity made everybody engaged and helped the students to memorize and to automatize Russian names for the days of the week.I believe that repeating these words as isolated entities (such as Понедельник = Monday or Пятница = Friday) is less useful than saying the same words at least in minimal context. Moreover repeating them in a row the students get used to the idea that for Russians the first day of the week is Понедельник = Monday and not Воскресенье = Sunday.
11:10 am I asked the students on what days do they have classes of Russian language? on what days they do not? On what days do they have other classes like mathematics, biology, philosophy, chemistry, etc. In order to say on Tuesday or on Thursday in Russian one needs to put the noun in the Accusative case, which will be different for the days of masculine and feminine gender. The students practiced this rule in very personal and their real life related context.
11:15 am
Сколько времени? - Во сколько? (What time? -- At what time?)
The first stage of this exercise was dedicated to the asking and answering questions about time.I had a number of examples displayed on a screen (see the Slide-2, the column on the left). I asked a student the question Сколько времени? = What time? and simultaneously pointed on the example I wanted him/her to use. (S)he was supposed to answer my question using the number I was pointing on. In a couple of days our students were supposed to have a quiz. Thus, I continued my class with the partial review of the Unit 5. In Russian one needs to use different cases of word 'hour' (час) in order to indicate time. Thus, we use nominative of this word with numeral 1, genitive singular with numerals 2-4, and genitive plural with numerals 5-9. Moreover, in Russian we use 24, not 12, hour system. The examples I had on my Slide-2, which this activity was based on, combined all this cases and took into account all these nuances.
11:20 am The second stage of this activity was dedicated to the indicating of time what some process or action took place at.In the beginning we worked all together. We read and translated the verbs in the right column of the Slide-2. Then I asked a student the question Во сколько Вы ...-те? = At what time do you [do this]? and simultaneously pointed on the verb I wanted him/her to use. (S)he was supposed to answer my question combining the verb and the time I was pointing on (i.e. Я встаю в семь часов = I get up at 7 o'clock). The objective of both stages of this exercise was, on the one hand, to prepare students for the quiz and, on the other, to give them opportunity to practice answering to the question about time.This activity also activated some knowledge the students were going to need for the next exercises of this class.
11:25 am I asked the students to work in pairs.They had to ask each other questions about their daily routine: at what time do you do this? at what time do you do that? The verbs to use were provided on a screen in infinitive (see the Slide-3). They corresponded with the verbs from the previous exercise.In 5 minutes each pair shared the results with the class: everybody described her/his partner's regimen. In addition to the time-focused issues there was another objective I had in mind developing this activity. Since we have verbs' conjugation in Russian the students had to put all the verbs they used first in the second person, singular (when asking questions), then in the first person, singular (answering their partner's questions) and finally in the third person, singular, presenting the information about their partner to the class.
11:35 am
Pre-reading activity
I asked the students some questions about their university life such as: where do you study? is it a private or a state university? what courses do you take? are they difficult or not? what is your major? at what time does the first class start? etc (see the Slide-4). The text we were going to read afterwards was dedicated to the description of one American university from the perspective of a Russian student visiting it. The question I asked from the students were directly related to the topic of the text and thus activated some general knowledge about university life.
11:40 am We start to read and translate the text in their textbooks (P. 169-170). The text we were going to read afterwards was dedicated to the description of one American university from the perspective of a Russian student visiting it. The question I asked from the students were directly related to the topic of the text and thus activated some general knowledge about university life.

HOMEWORK: Our students had no homework this time because the were supposed to review the material and to prepare for a quiz.

about cv portfolio publications projects links