Language Residents

an archive of lesson plans

Category: Advanced (Page 1 of 31)

Advanced Conversation class.

JP SP23 ADV / Int : Let’s go to the police in Japan! (Talking about the appearance of the suspect). 見た目について話そう

May 5, 2023 /

16:15             

              Intro of Japanese pops

君のすきなとこ（平井堅） https://www.youtube.com/watch?v=Q4EevRLmHm4

16:25

Match the number of picture (1~8) and the description (a~h) (1st page)

16:30

Check if everyone got correct answer.

16:32

Put necessary vocabulary to describe someone’s appearance (2nd page)

16:35

(page 3)

  1. Let’s decide what kind of facial feature your imaginary suspect has beforehand, (not telling to your partner),
  2. Then try to describe the features to the Police (your partner). If you are police, draw a picture in the space on the right side of the chart.

16:45

(page 4)

3. When you are shopping at the supermarket, you saw some young lads shoplifting. Tell the police about the appearance. If you are the police, draw the picture.

4. switch the role of Witness and the police.

17:15      End

What technology, media or props did you use?  

Hot tea (Houji-cha, roasted Japanese tea), small snacks

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

This activity was a great success. Everyone loved to see each other’s drawing which came out hilarious.

見た目

JP SP23 INT / ADV : What would you do when you get sick!! (I mean, literally sick como enfermo in Japan, not the “cool” meaning as Gen-Z use.) 日本の病院に行こう！

May 5, 2023 /

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

May 5, 2023 /

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.

RU S23 ADV: Dream Job

May 5, 2023 /

Language Resident Name: Aleksandra Bystrova

Date: 03/21/2023

Class theme/topics discussed: Dream Job

Goal of the class:

  • Students can talk about jobs and use related vocabulary
  • Students can give reasoning to choose a particular job
  • Students can describe their dream job and explain their choice

How did you structure the class?

  1. Warm-up. Famous People’s Quote (10 mins)
    I show the students a quote and ask them to speculate on the subject. Do you agree or disagree? “Choose a job you love, and you won’t have to work a day in your life.”
    “Выберите работу, которую вы любите, и вам не придется работать ни дня в своей жизни”.
  2. Activity 1. Vocab (10 min)
    I print out pictures that can be described with certain words from the vocabulary for this class. I ask students to find a pair using the a dictionary.
  3. Activity 2. Jobs of Famous People (10 min)
    First I show the students a portrait of George Clooney and ask them if they know what this man did before his acting career. I ask students to find a celebrity whose work was very unexpected before they became famous. They show us a portrait and we have to guess who they worked for.
  4. Activity 3. My dream job (20 min)
    In pairs, students fill out a chart about their partner’s dream job. Then they present the results to the whole class.

5. Wrap-up. Benefits of knowing a second language at work (10 min)
We wrap the class up with listing the benefits of knowing the second language for work.

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

The class went well. The dream job is a very topical issue for college students, and in my opinion it is very useful to reflect on this topic once again. Especially in a group where everyone shares the same problem. Students made interesting arguments for the first quote.

How could this class be improved/ modified?

I would add one more activity with students asking each other questions about jobs. For example, you print several questions and face them down. Students pick a card and ask another student the question.

РАбота-мечты-ADVDownload

JP SP23 ADV : Let’s join creati部！

May 5, 2023 /

Class theme/topics discussed: Creative writing! (Just for fun)

Goal of the class:  Enjoy the art of creative writing!

How did you structure the class?

7th April 2023

16:15             

 Explaining the concept, showing the actual example with my birthday

16:10

 Students started writing the piece by using their own info of b-day.

16:20

Each one of them read it out loud to the floor.

16:35

Switch the paper to other classmates, start writing the story continuing from the last person.

16:50

Each one of them read it out loud to the floor.             

17:15      End

What technology, media or props did you use?  

Handout

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

Participants enjoyed writing creative works by collaborating. They enjoyed how the story went crazily.

クリエイティ部に入ろう！（笑）Let’s joing the creati部！

今日やること：日本語で創作（そうさく）しよう！Creative writing in Japanese

下の表から自分の生年月日を探して、当てはまる単語に丸をつけて、抜き出します。その単語を使ってオリジナルな物語を創作してください。あとで他の人に発表します。Look for your birthday from the chart below, circle them. Later, start writing a creative story, using the vocabulary you got from the chart.

       ・８月４日（土）は？How would it look like for 4th Aug?⇨

Sao Paulo　サンパウロ, むしゃむしゃMusha musha (munch munch)

生まれた年 birth year

２０００年👉明日 tomorrow

２００１年👉昨日 yesterday

２００２年👉今日 today

２００３年👉おととい the day before yesterday

生まれた月 birth month

１月　大阪 Osaka

２月　ヤンゴンYangon

３月　ホノルルHonolulu

４月　リマLima

５月　ヨハネスブルグJohanessburg

６月　上海Shanghai

７月　マドリッドMadrid

８月　サンパウロSao Paulo

９月　ソウルSeoul

10月　フランクフルトFrankfurt

11月　ロサンゼルスLos Angeles

12月　カイロCairo

生まれた日 birthday

１　ふわふわ Fuwafuwa

２　キラキラ Kirakira

３　ぷにぷに Punipuni

４　むしゃむしゃ Mushamusha

５　くちゃくちゃKuchakucha

６　ぐりぐりguriguri

７　ぐつぐつgutsugutsu

８　ぽろぽろporoporo

９　ふつふつfutsufutsu

10  チカチカchikachika

11  チラチラchirachira

12  チリチリchirichiri

13  つやつやtsuyatsuya

14  てかてかtekateka

15  とろとろtoro toro

16  ほわほわhowa howa

17  カリカリkarikari

18  ガブガブgabugabu

19  サクサクsakusaku

20  パリパリparipari

21  チリンチリンchirin chirin

22  ガタンゴトンgatan goton

23  パサパサ pasapasa

24  ドロドロdoro doro

25  コロコロkoro koro

26  ごろごろgoro goro

27  ピカピカpika pika

28  ざあざあzaa zaa

29  さらさらsara sara

30  きりきりkiri kiri

31  いらいらira ira

生まれた曜日（上座部仏教東南アジアでは大事）date of the day (Teeravada Buddhist countries in South East Asia such as Myanmar, Thai, is important.)

月　笑っていた Mon: Laughing

火　泣いていた Tue:Crying

水　ぼーっとしていた Wed:Zooning out

木　にらんでいた Thu: Staring

金　怒っていた Fri: Angry

土　悲しんでいたSat: Sad

日　悔やしがっていた Sun: lamenting

自分の単語は？？👉 What words did you get?

物語（ものがたり）を書き始めよう！Let’s start writing!

CN SP23 INT/ADV 电视剧电影和综艺 TV shows & Movies

May 5, 2023 /

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2023.02.21

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

Class theme/topics discussed: TV shows & Movies

Goal of the class:

  1. Talk about your favourite TV shows and movies
  2. Learn vocabularies about TV/Movie industries

How did you structure the class?

Warm-up

TV & Film Genres 电视剧、电影有哪些类别？它们用汉语怎么说？

Activities (30 min)

1.Vocab builder

  • TV & Film Genres 电影/电视剧的类别
  • Guess what is your partner’s most favourite TV/ Movie Genre & why do you think he/she likes this genre.

2. Discussion

你最喜欢看什么类型的电影？为什么？

你最喜欢哪一部电影？为什么？

怎样评价一部电影是好是坏？你的标准有哪些？

你喜欢在家看电影，还是在电影院看电影？为什么？

你有没有最喜欢的导演？他是谁？你为什么喜欢他/她?

3. Activities

What is your most favourite:

Design + Music + post-credits scene? & Why?

Make a short movie about your daily rountine.

2.21-电视剧电影和综艺-3Download

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! But we didn’t have time to finish all the activities.

How could this class be improved/ modified?

Too many activities! We didn’t have time to finish all the activities. We will continue doing the activities next week.

 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.

FR INT/ADV S23 French Museums and Arts

May 5, 2023 /

Level: Intermediate and Advanced

This lesson can take between one to two hours depending on the activities you choose to do. It is better to take more time doing each activity and thus to dedicate 2 classes to this lesson

Objective: By the end of the lesson, students will be able to describe different French museums and their collections while learning French vocabulary related to art.

Materials:

– Computers or tablets with internet access

– Pen and paper

Warm-up

– The teacher introduces the topic of the lesson by showing pictures of famous French artworks or landmarks such as the Mona Lisa, the Eiffel Tower, or the Palace of Versailles. The teacher asks the students if they recognize any of them and what they know about them.

Presentation / activity 1:

– introduce various French museums such as the Louvre, the Musée d’Orsay, the Centre Pompidou, and the Musée Picasso, and explains their collections and history. Show pictures of the museums and explain where they are located in France.

– introduce vocabulary related to art such as peinture (painting), sculpture (sculpture), exposition (exhibition), artiste (artist), and œuvre d’art (artwork), etc.

Activity 2:

– divide the class into pairs or small groups of 3 and assign each group a French virtual museum to explore. The museums can be found on websites such as Google Arts & Culture or the museums’ official websites.

– provide a worksheet with questions for the students to answer while exploring the museum. The questions should include specific artworks or collections to look for and descriptions to write.

– encourage the students to use the vocabulary they learnt in class to describe the artworks and to write short paragraphs in French.

Wrap-up

– ask each group to present their findings and to show pictures of the artworks they have explored.

– lead a discussion on the different museums and their collections, and ask students to share their favorite artwork or museum.

– review the vocabulary and encourage the students to continue practicing by exploring more French museums or by watching French documentaries or films about art.

ES SP23 ADV Chilean memes and viral videos

May 5, 2023 /

Level: Advanced

Class Topic: Chilean memes and viral videos

Students will be able to:

  • Practice using colloquial language and expressions in Spanish
  • Identify popular Chilean memes and viral videos and their cultural significance

Class structure:

Warm up:

The facilitator starts by showing a picture of a popular Chilean meme and asking the students to describe what they see and what the meme means. The facilitator writes vocabulary words in the white board that are relevant to use in the class

Activity:

In groups, students are assigned list of popular Chilean memes and viral videos, such as “Papi ya bájame”, “Instinto de madre leona”, “No soy material de los weones”, etc., and ask the students to watch them and analyze the language and expressions used. They are allowed to use their phones to watch them. Then, in their groups, they will practice using the new expressions in their own sentences.

Activity: Role play

The class is divided in 3 groups to work on the cases at first.

In small groups or pairs, students choose one of the videos and perform it in front of the class. They plan and prepare for it, discussing how they want to perform it, what elements they want to change and the kind of vocabulary that they want to use

Wrap up:

Students discuss and vote on the performance that was best in the class. They consider their acting, use of vocabulary and creativity

Resources used: Cellphones, Youtube, Powerpoint presentation

Reflection: What worked/did not work? How can it be improved?

It was a bit difficult for students to understand the vocabulary on the videos, which is why I wouldn’t do this class for the intermediate class. I tried to show them the kind of words that they would find in the videos, so they had an idea. They had fun though, and they did a great job performing the videos.

SP ADV REGGAETON

May 5, 2023 /

Language resident: Natalia Cano

Class theme/topic discussed:

Goal of the class: The students learn about Bad Bunny, Rosalia and old Reggaeton

Class structure:

Warm up:

Do you know Bad Bunny?

Do you know any of his song?

Activity 1: Bad Bunny and Kendall Jenner go on a date

We watch a little bit of this video:

Even though it is in English, it is important for the activity, since they have to know about Bad Bunny’s English for the activity.

After watching the video, they have to decide in pairs who is going to be Bad Bunny or Kendall Jenner. After that, they have to do a little theatre being these characters.

Activity 2: La noche de anoche

What references do you see in this video? What do you think about it?

Activity 3:

We listen to these three song with the lyrics:

-Titi me preguntó – Bad Bunny

-X si volvemos – Karol G

-Candy – Plan B

What differences do you see between these songs and songs in English

Resources used:

Youtube, Spotify

What worked well? What did not work?

This class was very good, my students were very enthusiastic about the topic. However, a class about reggaeton is always going to have explicit content. So it is important to do a disclaimer at the beginning of the class.

CN SP23 INT/ADV 数学与自然科学 Math and Stem courses

May 5, 2023 /

Language Resident/Assistant Name: Feiya Suo

Day and Date: 2023.02.07

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

Class theme/topics discussed: 数学与自然科学 Math and Stem courses

Goal of the class:

  1. Learn vocabularies about courses (Humanities & Stem)
  2. Talk about learning experiences

How did you structure the class?

Warm-up

Greetings and some chitchats with students.

Activities

Brainstorm: 你知道下面的课程用汉语怎么说吗？文科 liberal arts/ humanities + 理科 Stem

申请大学的时候，你参加了哪些考试？
什么最难？什么最简单？说一说你的经历。

Discussion:

你最喜欢的专业课是什么？为什么？
你最不喜欢的专业课呢？为什么？ 大学里，你对那一堂课 印象最深？为什么？
在课上，教授带你们做了什么？ 灵魂拷问：你翘过课吗？为什么翘？
（怎么翘课才能不被老师发现？）

大学里，你做过最作的一件事（不限于上课）

汉语口语-数学与自然科学Download

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.

2.7-数学与自然科学-2Download

RU S23: NEWS: TRUTH AND FAKES

May 5, 2023 /

Language Resident Name: Aleksandra Bystrova

Date: 02/09/2023

Class theme/topics discussed: NEWS: TRUTH AND FAKES

Goal of the class:

  • Students will identify for themselves news media where they can read the news
  • Students can distinguish truth from untruth in Russian
  • Students can lie in Russian

How did you structure the class?

  1. Warm-up. Good News (10 mins)
    Share the good news; what positive and interesting things happened to you in the past week?
  2. Activity 1. Discussion about news (10 min)
    Students discuss the following questions in pairs: Where do you read/watch the news? What was the last shocking news item you read? How do you recognize fakes? Is it difficult?
  3. Activity 2. What words are associated with the newspaper? (5 min)
    I write the word newspaper on the board and ask students to write all the words they associate with it.
  4. Activity 3. Objects create news (15 min)
    Create a news story with the items from the picture. In pairs, choose three items from the picture and create a news story.

5. Activity 4: Fake News
In pairs, students choose one news story that is real and make up a fake one from it. They can use their phones to do this. They then tell both news stories to the class, and they have to decide which one is true and which one is fake.

6. Wrap-up. Do you agree or disagree (10 min)
Read these statements. Decide whether you agree or disagree with them. Think about the reasons for your answers.
– Now that we have the Internet, print newspapers are no longer necessary.
– News reports are always biased.

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

I really enjoyed this class. The students are very interested in the topic of news in Russia. They talked a lot during the discussion. The picture activity, where they had to choose several subjects, was very interesting. The students were very creative. Also the last activity worked well. Students were able to practice their presentation and lying skills.

How could this class be improved/ modified?

I wouldn’t change anything. In my opinion, the class went very smooth, even though I was a little nervous to talk about news sources.

INT-НОВОСТИ-ПРАВДА-И-ФЕЙКИDownload

FR INT/ADV S23 Introduction to French Literature

May 5, 2023 /

Objectives:

– To introduce students to French literature and its cultural significance

– To improve students’ reading comprehension in French

– To expand students’ vocabulary and improve their language skills through games and activities related to French literature

Materials:

– Copies of short stories or extracts from French literature (in French)

– Vocabulary lists for each story/extract

– Whiteboard and markers

– French literature-themed games such as Scrabble, and French literature trivia

Introduction:

– Begin the class by asking students what they know about French literature, what books from French authors they know and/or like/have read before.

– Discuss the significance of French literature in French and global culture and education.

Activity 1: Reading Comprehension

– Hand out copies of short stories or extracts from French literature.

– Divide the class into pairs or small groups of 3 and ask them to read the stories/extracts and answer questions.

– Each group presents their answers to the class

The following activities are examples of games you can use in this class:

Activity 2: Vocabulary Building

– Provide the students with a vocabulary list related to the short stories/extracts they read in the first activity.

– Have them work individually or in pairs to create flashcards or a quizlet deck with the new vocabulary.

– Once the vocabulary list is complete, conduct a quiz or game to test the students’ understanding of the new words.

OR

Activity 3: French Literature Trivia

– Divide the class into teams and conduct a French literature trivia game.

– Questions can include famous French writers, their works, and their impact on French culture.

Activity 4: French Literature-Themed Games

– Play Scrabble with French literature-themed words.

– This activity can help students expand their vocabulary, practice spelling, and improve their understanding of French literature.

Conclusion:

– Recap the class by discussing the importance of French literature and its contribution to French culture.

SP ADV Influencers

May 5, 2023 /

Language resident: Natalia Cano

Class theme/topic discussed: Influencers

Goal of the class: The students learn critical vocabulary, some information about Spanish influencers and practice conditional

Class structure:

Warm up:

-What do you like most about influencers?
-Do you follow any influencers? Why do you follow them?
-Do you think influencers have a social responsibility? Why?
-What do you think about the relationship between influencers and brands?
-Do you think influencers can influence the behavior of their followers?
-What do you think about influencer scams that are sometimes seen on social networks?
-Do you think the popularity of influencers affects the way people view their own lives?
-Have you ever bought something recommended by an influencer and why?
-Do you think influencers have a positive or negative impact on society?
-What do you think about the regulation of advertising and collaborations between influencers and brands?

Activity 1:

What Spanish influencers do you know?

Activity 2:

We watch this video with Georgina’s best quotes:

Activity 3: Conditional

Imagine you have have Georgina’s credit card for a day. What would you do?

Resources used:

Georgina’s video

What worked well? What did not work?

This class went well because my students are very talkative and they were willing to talk a lot.

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

May 5, 2023 /

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

汉语口语-情人节求生欲测试Download

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

汉语口语-情人节-1Download

FR INT/ADV S23 French Online Influencers

May 5, 2023 /

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 23 ADV/INT S23 Image Description – in different ways, How to be accurate

May 5, 2023 /
TopicImage description
Goals of the ClassHow do I describe images in a very accurate way. What sentences do I use PronounsEffects of pictures
Warm UpSmall Talk about the first weekend back at the College. Expectations for the semester
Activity 1One person had a picture and the other person had to paint the picture. By describing the person with the picture. Then change partners with a new picture.
Activity 2How do I describe a picture. Input from my side: – What are the characteristics- background, foreground, on the right/left side, …- Pronouns (on, under, beside,) Each person got a picture and had to describe it with the given input.
Activity 3Everyone was allowed to choose a painting or a picture from the Internet:- Tell something about the artist and the painting- Describe the painting – Why do I like the painting / what effect does it have on me?- does it tell a story?
What worked well in this class? What did not work (and how could it be improved)? the students had a lot of fun and were able to quickly implement and use the phrases they had learned. The initial activity went very well, and the students’ drawings were very good. Next time I would probably choose simple pictures that are easier to draw.
BildbeschreibungDownload
Bild-beschreibung-Download

DE 23 INT S23 German Politics/Parties

May 5, 2023 /
TopicPolitics
Goals of the Classget to know the German political parties and their programs. form your own opinion about important issues in a country. what is important for me or for society.
Warm UpWhere is which city in Germany? the students had to take a quiz on different cities on the Germany map positions.
Activity 1I showed the students the colors of the six major parties. What do you associate with which color? What do colors stand for? What do they stand for in a political sense?
Activity 2Input about the programs of the German parties from My Side. Results of the last elections were shown. – Which points are of great importance to you? – If I were head of a party, what things would you focus on? – What colors and what name would your party wear?
Activity 3Voting at 16? sensible or not? Discuss advantages and disadvantages
What worked well in this class? What did not work (and how could it be improved)? The lesson was very well received by the students and was also requested as a proposal in the first lesson. the two participants were able to represent their opinions very well and participated very strongly. The students were also very interested in the input about the German electoral and party system.  
Politk-Download

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

May 5, 2023 /
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

universitiesDownload

SP INT/ADV SHAKIRA AND PIQUÉ (OR ANY OTHER GOSSIP YOU WANT TO TALK ABOUT)

May 5, 2023 /

Language resident: Natalia Cano

Class theme/topic discussed: Shakira and Piqué’s drama

Goal of the class: The students learn how to talk about current affairs and vocabulary related to cheating.

Class structure:

Warm-up:

  • Do you know who Shakira is?
  • Do you know who Piqué is?

Activity 1:

Information about:

-Shakira

-Piqué

-Worldcup 2010

-Ibai’s video

-Clara Chia

-Monotonia

-Henry Cavill’s reaction to Shakira

Activity 2: 

-We analyze together the Bizarrap song’s lyrics.

Activity 3: 

In pairs, they have to act as if they were different characters of this story in these situations:

-Piqué arrives home and Shakira is recording the song.

-Piqué, Clara Chia and Shakira meet each other.

-Henry Cavill goes on a date with Shakira and Piqué shows up.

Resources used:

Monotonía: https://www.youtube.com/watch?v=j5y6xLpRwx4

Bizarrap session: https://www.youtube.com/watch?v=CocEMWdc7Ck

What worked well? What did not work?

The students absolutely loved the class and they spent the rest of the semester talking about this couple. They asked so many questions that the class went super fast.

ES ADV: Podcast

December 9, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed: Podcast

Goal of the class: The students discover new podcasts in Spanish.

Class structure:

Warm-up:

  • Do you listen to podcasts?
  • What is your favorite podcast?
  • What topics are you interested in?

Activity 1:

We watch a video of my favorite podcast: Estirando el chicle.

Activity 2: What is your favorite podcast?

We made an incredible list about podcasts in English and Spanish. My students had great taste.

Activity 3: Influencers

What do you think about influencers?

Activity 4: Malas personas https://www.20minutos.es/noticia/5068394/0/victoria-martin-anuncia-con-un-hilarante-trailer-su-nuevo-podcast-malas-personas-donde-entrevistara-a-famosos-cancelados

Backup: The worst influencers’ controversies

Resources used:

Estirando el chicle: https://www.youtube.com/watch?v=6FC6bJBugLk

What worked well? What did not work?

This class was great. We discussed a lot of different topics and we all discovered a lot of different podcast.

ES ADV: Architecture

December 9, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed:

Goal of the class:

Class structure:

Warm up:

-What do you think about architecture?

-Do you like it?

-Is it art?

Activity 1:

What is your favorite building? Why?

All the students show each other their favorite building

Activity 2:

The students get a lot of famous buildings around the world and they have to say if they know the building, if they know where it is, if they have been there and if they would like to go.

Activity 3:

The students have to match the building pictures with their name and a short explanation about them.

Resources used:

Powerpoint, building pictures, names and explanations on paper.

What worked well? What did not work?

The class was fantastic. My students favorite buildings were beautiful and we all had a great time.

FR F22 INT/ADV Les Stéréotypes/clichés sur les Français

December 9, 2022 /

Goal of the Class: Students discuss on stereotypes they have on French people; they also learn about the various stereotypes existing in different regions of France and also different kind of expressions used in daily speech and referring to these stereotypes. Students practice their listening and speaking skills by watching videos in French on the topic, and then discuss about it both in groups and then with the whole class

Warm-up : 10/15 minutes

Intermediate and advanced : Par groupes trouvez 5 clichés que vous avez sur les Français (in groups find 5 clichés/stereotypes that you have about French people). I gave students 10 minutes to talk about it in groups and then I asked each group to share what discussed. Then I showed them a picture of different typical stereotypes existing about French people around the world with vocabulary included and further explanation of them if needed.

Input:

As a transition towards the first activity, I gave them three commonly used expressions in French that are related to stereotypical traits generally assigned to French people: Grande gueule (talk too much, is too direct), dragueur (flirty), nul en langues (bad at languages)

Advanced: for advanced I added more specific cultural input on various stereotypes depending on the regions in France:

  • En France, selon les régions il y a aussi des clichés différents: Par exemple, on dit qu’en Bretagne il pleut tout le temps, à Paris les gens sont hautains et arrogants (haughty and snobbish), en Alsace ils mangent que de la choucroute (plat traditionnel avec du chou), la Normandie est principalement peuplée de vaches.
  • Ce ne sont que des stéréotypes et donc pas totalement vrai! par exemple, en Bretagne il ne pleut pas tout le temps (mais souvent) et beaucoup de Parisiens sont très gentils (pas tous)

Activity 1: In groups still I then asked them to discuss the following questions revolving around stereotypes on Americans:

  • Quels sont d’après vous les stéréotypes que les personnes étrangères ont sur les Américains ? (What do you think are the stereotypes that foreign people have about Americans?)
  • Est-ce qu’il y a des stéréotypes spécifiques pour chaque états des Etats Unis? Donnez des exemples (Are there specific stereotypes for each state in the United States? Give examples)
  • Est-ce que vous connaissez des clichés sur d’autres pays Européens comme l’Italie, l’Angleterre, l’Espagne, etc.? (Do you know any clichés about other European countries like Italy, England, Spain, etc.?)

After they discussed for about 10-13 minutes, we exchange as a class and then I gave them some stereotypes we have in France about Americans:

  • Les Américains mangent mal et il y a des fast foods partout
  • Les Américains sont très patriotes
  • Il y a plus d’armes (guns) que d’Américains
  • Les Américains n’ont pas d’assurance santé
  • Les gobelets rouges (red cups) dans les fêtes étudiantes
  • Les ‘Hugs’ pour dire Bonjour

Activity 2: this second activity is centered on a video I showed them. One is on how Europeans living in France and speaking French fluently view French people, and the other one is similar but is an interview of non-European people living in France.

Intermediate:

  • En regardant la vidéo, notez les mots que vous ne connaissez pas sur une feuille de papier ou votre téléphone portable (While watching the video, write down the words you don’t know on a piece of paper or your cell phone)
  • Les Français vus par des Européens (how Europeans see French people) :
  • Quels sont les clichés/stéréotypes mentionnés dans la vidéo? (What clichés/stereotypes are mentioned in the video?)

Then I showed them some slides I created with photos on new vocabulary mentioned in the video, here is an example:

Advanced:

Quels sont les clichés que certaines personnes hors d’Europes ont sur les français?

Quelles sont les habitudes / les comportements typiquement français ?

Last activity : Les gestes et expressions typiquement francais – French also speak using gestures. This video is very funny and explains some of these common gestures used in the common speech in France:

1- j’ai les chocotes/ça fait peur/c’est flippant/j’ai peur

2- I’m drunk

3- j’en ai par-dessus la tête/j’en ai marre

4- ça m’énerve!

5- et toc! / dans ta face

6- les doigts dans le nez (it was easy)

laquelle intégreriez-vous dans votre vie de tous les jours ? (Which one-s would you incorporate in your everyday life?)

Est-ce que vous utilisez des gestes quand vous parlez?  (do you use gestures when you speak?

Feedback/end of the class: give one or two words that you learnt today, how many times do you think people do ‘la bise’ in France to introduce themselves?

Ressources used: Powerpoint, Youtube videos, images

Reflection: This class went so well both in the advanced and intermediate classes. The students were participating a lot and we ended up having very interesting points and elements of discussions raised all throughout the class. These classes definitely showed that conversation classes are much more than just practicing the target language, they can also be an opportunity to learn and enlarge point of views, knowledge on various topics/issues, etc. This class led to deep and meaningful exchanges as a whole class.

ES FA22 INT/ADV Work and future plans

December 9, 2022 /

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Work and future plans.

Goal of the class:

Students will be able to:

  • Describe job positions, tasks, different work settings and eventual future plans.
  • Talk about hypothetical situations and things that they would like using the conditional form (for example, trabajaría, ganaría, me gustaría, etc.)
  • Simulate job interviews

 Class structure:

Warm up:

Word Box: students come up with vocabulary words related to the topic and the facilitator writes them on the board. There will be a chart on the board to organize them, in terms of objects, actions and characteristics.

Students discuss the following question in a small group, then share it to the class: have you ever had a job? What was it? What kind of job would you like to have in the future?

Activity:

Students watch a video of a woman talking about her job routine and tasks. They talk in a group and then share the following: 

  • ¿A qué se dedica?
  • ¿Cuáles son sus funciones?
  • ¿Cuál crees que son las ventajas y desventajas de su trabajo?
  • ¿Trabajarías en algo similar?

Choose the right person for the job: Each student chooses one occupation for which they will be looking for a candidate. In two rotating circles (one inside of the other) students will interview each other simulating short job interviews. First, half the class will interview and the other will be interview. Those who interview have to describe the job position and ask questions to the other. After a couple of minutes, the circle rotates and they interview the next one. After the circle does a whole round, they switch and those who were being interviewed, take the other role. 

At the end of the activity, everyone shares who they would hire for that position. The person who gets more job offers wins.

Wrap up:

Students talk about what their ideal job would be, describing hypothetical work settings, talks, routines and so on.

Resources used: Powerpoint, projector, youtube video https://youtu.be/3AgAj069znc

Reflection: What worked/did not work? How can it be improved?

Students seemed excited to go back to class after finishing the project. They seemed to have fun with job interviews and choosing the right candidate, since they ended up acting as real hr  agents and being critical about the candidate’s background. It might have been a bit repetitive but it seems that it helped them by being exposed to certain questions that they could be potentially ask one day if they ever have a job interview in Spanish

FR F22 ADV La mode écologique ou pas ? (Eco-friendly fashion)

December 9, 2022 /

Goal of the class: learn about a phenomenon/trend in France related to the increase production of eco-friendly clothes and the increase launching of eco-friendly brands. Learn vocabulary on ecology, fashion, and the environment.

Warm-up: Do you like fashion? Do you buy a lot of clothes in a year? Do you like buying specific brands of clothes?

Activity 1 : La mode eco-responsable

  • Students are shown 2 short videos, one providing facts and numbers about the textile/clothes industry in France, and how it came to become the second most polluting industry in the world. The second video is about the upsurge of eco-friendly clothes/fashion in France
  • After watching the videos, students are asked to state one or two elements they learnt in the videos and talk about it with the whole class. For instance:
  • Chaque année 100 milliards de vêtements sont produits dans le monde
  • Après l’industrie du pétrole, celle de la mode est la plus polluante au monde
  • 700 000 tonnes de vêtements chaque années en France
  • La mode éco-responsable
  • Les créateurs de marques étiques et écologiques
  • 70% des Français disent ne pas être intéressés par la mode

Some vocabulary was provided on colloquial words/expressions used in the videos

  • Quantité astronomique – quantité énorme
  • La fast fashion – la mode jetable
  • Se zapper – s’habiller

Activity 2: Débat – Quelles solutions pour créer une mode plus écologique ?

Students were asked in groups of 3/4 to draw a mental map with at its center : “la mode eco-responsable”. They have to find solutions to create more eco-friendly approaches to fashion and shopping. Then they make a presentation about it in front of the class, helped by the mental map they filled out with ideas and solutions:

  • dessinez et remplissez une carte mentale. Incluez plusieurs solutions pour créer une mode eco-responsable et durable (sustainable) – vous pouvez vous inspirer de ce site internet: https://www.wedressfair.fr/
  • chaque groupe fait une presentation de leur projet lorsqu’il est terminé

Ressources : Powerpoint, Youtube, handout (mental map)

Reflection : This class went very well, the topic interested the students, the presentations were very resourceful and students came up with deep and smart solutions. We ended up the class prolonging the debate and extrapolating to other areas of societies and consumerism that could be improved in a more eco-friendly way. We also ended up changing topics towards the last 10 minutes of the class and talked about Cartoons, and I showed them the opening themes of one of my childhood French cartoons and we talked about it.

DE F22 ADV Food and Groceries – Wie bereite ich deutsches Essen zu?

December 9, 2022 /
TopicFood and Grocery + Vocabulary for Cooking and Baking
Goals of the ClassIdentify food in a recipe and know how to cook/bake it  
Warm UpWho enjoys cooking? Who does it regularly? Has it changed with the pandemic? What’s your favorite food?
Activity 1Quick food quiz about fruit & vegetables I showed them typical German fruits and vegetables (pictures) and they had to guess the name and translation. I showed just pictures and they had to guess the name of the fruit or the vegetable. What ingredients are used for this dish?
Activity 2Everyone was given 3 vocabulary words (verbs for cooking) and had to explain them without using the word. Think of a dish that consists of the ingredients mentioned and then present it to the others. Not all ingredients have to be included and other ingredients can be used.
Activity 3How to use the ingredients to cook? potatoes, beans, mushrooms, tomatoes, peppers, cucumber, carrots  Apple, peach, strawberry, kiwi, banana What are the ingredients of your favorite foodShow us a picture 
What worked well in this class? What did not work (and how could it be improved)?  Especially the explanation of the cooking vocabulary worked very well, and the students were able to memorize the vocabulary and use it later. Also, the presentation of the favorite dish with ingredients and cooking instructions was well received. The fruit and vegetable quiz were a bit too easy, here one could choose more difficult products.
foodandgroceryDownload
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