Express interests using expressions such as “me gusta, me encanta, me fascina, prefiero, detesto”.
Describe movies considering elements such as plot, characters, genre and setting.
Use the present subjunctive in adjective clauses using expressions such as “buscamos a alguien que…” “necesitamos un ____ que…”
Class structure:
Warm up:
Juego de la Canasta: In a circle, one of the students chooses a subcategory of the main theme (example: horror movies that start with A, comedy movies of the 80’s, etc.) and each one says a movie or series without repeating what someone else said. When someone repeats a word or says something that does not belong to that category, that person loses and starts another subcategory. They have to use titles in Spanish only.
Activity:
Students talk about their interests in movies using expressions such as: me gusta, me encanta, me fascina, prefiero, detesto”, etc. The following prompts will be displayed on the screen as well as examples of how to respond. After that, they share it with the whole class.
Películas/series que encuentras interesantes
Películas/series que consideras raras
Tus placeres culpables
Películas animadas que te gustan
Películas /series que te decepcionaron
Películas/series que son aburridas
Películas/ series que nunca verías
Movie producers: In groups, students are the producers of a new movie that’s going to be released. They discuss what kind of movie they want to make, how they want it to go, what kind of director they need; using expressions such as: “buscamos a alguien que…” “necesitamos un ____ que…” . They will focus on the following aspects:
Genre
Plot
Setting
Director
Actors
Budget
They will present their idea to the rest of the class
Wrap up:
Adivina la película: They play in groups. In turns, each student gets a random movie genre and picks a card, where there will be the name of a movie. That student describes the movie and his group has to say the name of the movie in order to get a point. The group that has more points wins.
Each card will not only have the name of a movie, but also 3 words that are related to that movie. Students are supposed to describe it without saying any of those words. If they do, they lose their point.
Resources used: Powerpoint presentation. Printed out pieces of paper.
Reflection: What worked/did not work? How can it be improved?
The topic seemed to be engaging to students. First activities were easy to follow, and for the “movie producers” it was a bit more challenging. They had been practicing the uses of the subjunctive in previous classes so I went around giving them some extra support and asking questions. They ended up doing a great job and they laughed a lot. The activity that probably worked the most was the Adivina la película. The restriction of words that they could use made them have to find other ways to use the language to explain something, and they managed to do it eventually.
Warm-up (10 minutes): Students share in groups of 3/4 what are/were their favorite cartoons and animated movies growing up and nowadays.
Activity 1: Screening of a video extract from Toy Story 1 (animated movie)–10 minutes-,
the French version: https://www.youtube.com/watch?v=Cb-EW5gwkrk (l’arrivée de Buzz).
Students have to think about these two questions while watching the extract: Que se passe-t-il dans cette scène? Décrivez les personnages et ce qu’ils font? (What happens in this scene / describe the characters and what they are doing)
Vocabulary/cultural Input: (5/7 minutes) in this scene, as it is the French version, characters speak in a colloquial way and use a lot of idioms/expressions that French people use in their daily speech/conversations. Students are asked whether or not they know or understand the meaning of the following words and expressions mentioned in the extract:
Je l’ai pas fait exprès (faire exprès), Voilà qui tombe vraiment à pic (Tomber à pic), On arrête pas le progrès, causer (//parler), ultra moderne (at the cutting-edge)
Activity 2: Students are asked in groups of 3/4 to imagine they are film producers from Hollywood who wants to create a movie adaptation of Toy Story with real actors. They are casting directors and have to find actors and actresses who would according to them impersonate the best the animated versions. When they found the actors, they do a small presentation to convince me that their casting is the best one.
Goal of the class: Create a conversation around the books and movies, learn new vocabulary (adjectives, qualities and personal attributes such as bravery/honesty/wisdom, etc.; clothing (colors, various clothes, accessories), furniture and the vocabulary belonging to the magical universe of Harry Potter).
Reviewing some grammar/syntactic points such as the phrases to explain/describe people’s personality and personal attributes, their outfit, detailing the layout of the furniture in a room.
In addition to that, the main activity is designed as well to make students review and practice how to express wishes in French and structure their presentation of their houses.
Creating groups: Depending on the number of students one has in their class, the groups can count 2 to 4/5 students. Putting them in group is a good idea as it incites them to do teamwork, share ideas and vocabulary to complete the main task. I personally made this class more challenging for the students as they are advanced ones and therefore are more proficient/comfortable in the language.
Structure of the class
1- Warm-up :(10 minutes)
•What did you do this Weekend?
•Presenting today’s topic: Harry potter. Who is a fan? Which books did you read/movies did you watch? What are your favorite-s one-s and why?
2- Input:(10 minutes) Which words come to your mind when you think about Harry Potter? (in order to introduce new vocabulary, I personally wrote the words they gave me on the board and provided new ones). Since my students were advanced and naturally wanted to know more complex vocabulary and expressions, I showed them two extracts of the first HP movie in French, with French subtitles. I then wrote on the board some words and expressions used in the extracts and which I thought could be very useful for the task and for their personal use (adverbs, common exclamatory expressions in French, idioms, words such as feather, candles, magic wands, snake, etc.)
3-Then I showed them the names of the Hogwarts’ houses in French, we also discussed who had done the internet quiz to know the house they belonged to. Then I had made a detailed PowerPoint slide explaining the main activity for the day: “créer votre maison à Poudlard!” (create your Hogwarts’ house!).
The steps they could follow to create their house were the following:
1) Find a name
2) What are the values qualities specific to your house and required to be a part of it?
3) Which animal represents your house?
4) what sort of uniform/clothing? (Colors, motifs, design, accessories)
5) How does your common room looks like?
This lesson plan can also be used with Intermediate students. I would recommend however providing more input before starting the main activity such as vocabulary lists with expressions and phrases to guide the students in expressing themselves and structuring their argument/presentation.
Below is the PowerPoint I made and used to teach this class to both Advanced and Intermediate students:
The effect of adopting story that was originally written in a manga format.
Let’s make renga (30 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)Class agreement, breakout rooms
Zoom, Sharescreen, Youtube, Whiteboard
What worked well in this class? What did not work?
Intermediate:
Today’s trailer was a lot easier to understand for them. They were able to guess the relationship of 3 main characters.
They know some sort of card game is related, but they had little idea. One student was able to guess that it would be something with poems. That was great.
Introduced this game, Hyakunin Isshu, Waka, and Renga. I talked a lot for this to explain what they are. It was like I’m doing a Japanese class in a junior high school in Japan. At least they got the new ideas and cultures around Hyakunin Isshu and Waka poems.
The trailer #2 was fun. This time we guessed what’s going on and also tried to listen carefully each phrase in the trailer. From these phrases, we thought about shared value that these characters are having (team work) in contrast to the best player (individualistic).
Renga was a fun activity. This is a collaborative poetry, so you have to follow 5-7-5 and 7-7 format and also develop the idea and theme that previous people present. They created funny poems collaboratively.
I used whiteboard for this collaborative activity. They just type their work on to whiteboard by themselves. This worked out very well.
I shared music when they were working on poems. It was a good and fun addition to the class.
Advanced:
Today’s trailer was a lot easier for them to grasp the story. They were able to find more details than 11.1 students
We talked a lot about Hyakunin Isshu, Waka, Haiku, and Renga. They knew Haiku but they didn’t know Waka.
We discussed the difference between Karuta and Hyakunin Isshu, which also called karuta occasionally
With trailer #2 we talked about certain values that Japanese society likes to hear and see in pop cultures and entertainment. Some elements, friendship, collaborative work, hard work, are so popular and they are seen a lot of pop cultures
We also talked about a little strange cinematography. This might be because the film tries to adopt the styles of comic.
Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny.
I used white board for the renga making activity, and it worked well
How could this class be improved/ modified?
Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny.
Renga activity can be done in breakout room instead of whiteboard. I was thinking which way to do. This time I used whiteboard. But I think breakout room works as well
(Advanced) Japanese people/society’s attitude towards yokai, other spiritual existence, and not-so-scientific things (5 min)
What technology, media or props did you use? (internetresources, playmobiles, handouts, etc.)
Class agreement, breakuprooms
Zoom, share screen, youtube, google images, pen and paper
What worked well in this class? What did not work?
Intermidiate:
Students researched some ideas of what Yokai is. We also introduced some yokai that they found. They also shared some stories around the yokai.
We watched the video of Amabie story. Amabie is a yokai that became super popular in Japan last year. Amabie is a yokai who lives in the ocean. It is said that if you draw Amabie and show it to a sick person, they will get well. So the coronavirus reminded people of Amabie, and it became a huge cultural trend in japan, like a collective wish towards the people suffering from COVID.
Since we watched the story and know that Amabie looks like (have a bird-like beak, rhombus shaped eyes, long red hear, rainbow color scales, and 3 fish tales on which they can stand), we draw Amabie. That was fun.
We thought about what the yokai could be in today’s contemporary world. It was fun, but we only had a few minutes to think about.
Advanced:
We discussed what yokai is. We were able to discuss more conceptual ideas than 11.1 class. They told me that they didn’t have a concept of yokai until I said it in the previous class, but after some research, they realized they have seen yokai here and there in their lives. They didn’t recognize them as yokai at that time.
We also talked about yokai as not mosters, not spirits, but some other category. Probably based on Japanese people’s imagination towards little things in their lives.
Watching Amabie story and drawing it was fun. We saw other amabie drawings by artists in the world. We also discussed how Amabie became a trend in Japan last year under COVID, and how these non-scientific things are still around people’s life
We talked about other non-scientific things around our Japanese life. Could these things be just stupid ideas or do they help people’s mind/psychology in a certain way? How and Why?
How could this class be improved/ modified?
Yokai is such a unique concept, and one hour might not be enough to fully understand what they are, but I hope they got a bit of sense about it.
Amabie was a good example of relationship between human and yokai.
While they were drawing (5 min or so). There was a silent, but I thought it’s good to have some activities like drawing once in a while, especially when it’s related to the topic.
Language and Level (intermediate or advanced class):
Chinese Intermediate level
Class theme/topics discussed:
Harry Potter
Goal of the class:
By the end of this class, students will be able to talk about likes and dislikes;
How did you structure the class? (please see more details below on Page 3 and 4)
Take attendance and greet the students
Warm-up: your story with <Harry Potter>.
Presentation: introduction to Harry Potter
Discussion: who is Harry Potter.
Wrap-up: are you going to watch the full movie (again)?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
I used PowerPoint to create the slides (7 in total)
I looked up pictures of the movie on Baidu image.
I used 笔记本 to create notes (see Appendix A)
I used Bilibili.com to play the video clips.
What worked well in this class? What did not work?
What worked well:
Students were passionate about this topic. Four out of five students had read the book and watched the movies for multiple times (note: in order to implement this lesson plan, a survey should be conducted beforehand).
Students were able to follow the video. It could have been somewhat challenging since no English subtitles or audio were available. But because of their high level of familiarity with most plots, they were able to complete various types of activities afterwards.
What did not work:
Students got very excited about the movies and books themselves, they were not satisfied with the length of the video— they wanted to watch more. Due to the time limitation; however; it was not feasible due to time constraints.
There are plenty of fictious words and phrases in <Harry Potter>, students’ speeches got interrupted when they encountered them.
How could this class be improved/ modified?
There is another way to conduct activities based on this topic. If everyone in class is familiar with this movie and books, teachers can directly ask them to introduce it to the class instead of playing introduction videos first.
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.
Time/step
Teacher focus
Student focus
Presentation Warm-up (5 mins)
-Take attendance -Ask each student when and where they watched <Harry Potter> for their first time.
– Connect their devices – Greet the instructor – Answer questions
Presentation (10 mins)
-Who is J.K.Rowling? -Show a picture of her -Ask students the questions: 关于这位作家,你了解多少? -你第一次看这本是在什么时候? -你还记得是谁送你的第一本书给你的吗? -你第一次看这部电影是在什么时候? -你还记得是和谁一起看的吗?
Guided & Communicative practice (25 mins)
-Show a picture of Harry Potter -Ask a volunteer to give brief introduction of Harry based on what is shown on the slide -Play Video clip 1 -Ask students to answer the questions: 在爸爸妈妈去世以后,哈利生活在谁的家里? 他的童年幸福快乐吗?为什么? -Show them a picture of Harry with the word “muggle” -Play video clip 2 -Ask students to answer the questions: 麻瓜是什么意思? 哈利为什么在魔法世界受到明星般的待遇? 罗恩是一个怎样的人? 赫敏是一个怎样的人? 你怎么评价哈利,罗恩,和赫敏的友情? -Show them a picture of the sorting hat and Harry -Show them pictures of four houses and their mottos -Play video clip 3 -Ask students to answer questions: 哈利为什么不希望去斯莱特林? 如果你戴上分院帽,你希望被分到哪一个学院? 在所有的课程中,你最希望学到哪一门? -Ask the student who has not read the book or watched to movie to share her/his thoughts on those plots
-Give a speech based on the information -Answer questions -Answer questions -Answer questions
Business (15 mins)
-Ask students to open their teacher evaluation surveys -Send them to the breakout room -Ask them to spend 20 minutes on the survey
Language and Level (intermediate or advanced class):
Chinese Advanced level
Class theme/topics discussed:
Chinese movies and TV shows
Goal of the class:
By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows.
By the end of this class, students will be able to express personal interests (e.g., 我最喜欢看武侠电影)
By the end of this class, students will be able to find expected information based on the instructions provided.
By the end of this class, students will be able to provide detailed information on a subject.
How did you structure the class? (please see more details below on Page 3 and 4)
Take attendance and greet the students
Warm-up: what is the last movie or show you watched
Presentation: Chinese movies and TV shows
Discussion: What do you like or dislike?
Solo presentation: the one on my to-watch list
Wrap-up: what you could watch for your Chinese learning
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
I used PowerPoint to create the slides (17 in total)
I looked up pictures of some dishes on Baidu image.
I used 笔记本 to create notes (see Appendix B)
I used Bilibili.com to play Jackie Chan’s movie clip.
What worked well in this class? What did not work?
What worked well:
Students are familiar with all the genres, even the one that is less common (i.e., martial arts).
Students did not get confused about what those points and stars meant after I explained that it was from a website worked as “a Chinese IMDb”.
All of them have a habit of watching Chinese movies and shows on some American streaming platforms, so they were interested in getting relevant information about what might be available. They also had a lot to contribute themselves.
There was a Chinese teen drama <> on Netflix, they were very excited to learn that their classmates had also known that show, so they had a very interesting conversation about it with each other.
Compared to the intermediate level classes, they had a bigger vocabulary size to support their production on likes and dislikes, so they felt comfortable bringing up more prior experiences with different kinds of shows and movies.
They were willing to invite the observer to their conversations and get them going smoothly. That was my first time watching them speak in Chinese to an “outsider”. I was quite satisfied with their performances.
What did not work:
They were familiar with those genres as just “terms” or “words”, they did not have sufficient experience with most of them to reflect on. I was expected the advanced level class to know more information about certain topics such as Jin Yong’s work. But only one student had heard of him.
I thought they had already learned the four great novels somewhere else. Although I was aware of the lack of knowledge of the details (that is why I demonstrated them in English). But none of the students had even heard of them. It made my presentation on it more challenging.
How could this class be improved/ modified?
I always try to avoid giving away too much information about the coming topics to make sure their output is spontaneous. In the future, if the topics seem to need a fair amount of world knowledge, I probably will release the agenda of the next class prior to it to help them prepare for their participation.
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.
Time/step
Teacher focus
Student focus
Presentation Warm-up (5 mins)
-Take attendance -Greet students by asking them if they still remember the differences among 明星,名人,网红,偶像。
– Connect their devices – Greet the instructor – Answer questions -Answer questions
Presentation (20 mins)
-Show them different genres of the movies and TV shows -Introduce Jin Yong and his work -Show them the old Hong Kong version and the new Mainland China’s version -Demonstrate the list of the gangster movies -Play a 30-second clip of 《无间道》 -Demonstrate Zhou Xingchi’s work -Demonstrate the list of the action movies -Play a 2-minute clip of 《我是谁》 -Demonstrate the list of the new action movies produced by some new directors from Mainland China -Sharing my own experience of watching 《红海行动》and 《战狼》at AMC -Demonstrate the rest of the slides of the movies -Introduce the four great classic novels (see Appendix B) -Play the theme song of 《西游记》 -Demonstrate the rest of the slides of the TV shows
Guided practice (15 mins)
-Make sure they are able to access the handout -Send them into breakout rooms -Let them discuss the questions with their partners: their favorite movie genres; last watched Chinese movie; last watched Chinese TV show, etc. -Bring them back to the main session -Ask them what show they were talking about, whether they use Chinese subtitles; whether they use English subtitles, etc.
-Discuss with their partners
-Present to the class
Communicative practice (15 mins)
-Show them a 45-second video clip of 《知否》 -Read the four lines on the slide -Explain what they mean -Explain why I show them that -Ask them what cultural aspects were presented in it -Ask them what historical aspects were presented
-Answer questions -Answer questions
Wrap-up (5 mins)
-Go over the genres and their Chinese expressions -Mention the availability of the list of movies and shows on Sakai
-Ask questions
Appendix A
武俠片/武侠片 Martial arts 警匪片/警匪片 Gangster 犯罪片/犯罪片 Crime 愛情片/爱情片 Romance 動作片/动作片 Action 喜劇片/喜剧片 Comedies 電視劇/电视剧 TV dramas 四大名著 Four great novels 历史片 history 古装片 period drama 校园片 teen Appendix B
Language and Level (intermediate or advanced class): Spanish intermediate
Class theme/topics discussed: Movie Genres/Storytelling
Goal of the class: To narrate a story with a beginning, middle and end
How did you structure the class?
Ice-breaker: We play Taboo as a group. The instructor will send the “card” to a student in a private chat (see below). They will describe the word without using any of the “taboo” words. Students will take turns. You can add more words to the list or choose different words.
Warm-up: What’s your favorite movie? What is your favorite genre? Do you watch movies in Spanish?
Activity 1: Divide the class into groups. Each group will be assigned a genre (romance, horror, comedy). Add more genres if you have more students.
Step 1: each group writes the beginning of the story using the genre assigned.
Step 2: they exchange stories, and write the climax/middle using their assigned genre.
Step 3: exchange again and write the ending. The idea is that each story will have a mix of the genres.
Step 4: read the stories aloud
Create a Google Doc and share the link in the chat (make sure it’s set to everyone with the link can edit). All students will be working on the same document but on separate pages. The instructor can write lines or use colors to make it clearer (see link below). The teacher can see what students are doing in real time.
Activity 2: We choose a movie everyone has seen. In groups, students write a synopsis. The class votes on the most complete one. Then, we choose another movie and students write a synopsis with an alternative ending or changing some key details. We vote on the funniest one.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
I didn’t anticipate the instructions to be so difficult to explain. I will try this class with the advanced group, it might go more smoothly. Once students understood the point of the google doc, they were very engaged and seemed to be having fun. Because it took a long time to explain, we didn’t finish activity 1. Next class we’ll continue on the topic and finish these activities.
How could this class be improved/ modified?
With the advanced class the first activity did go better but we still didn’t get to do activity 2 so maybe you should plan for a two classes. Encourage them to be as creative as they can to get more ridiculous stories.
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.
Puente: NO PUEDES DECIR río atravesar colgante unir
Batería: NO PUEDES DECIR instrumento banda música tambor
Ayer: NO PUEDES DECIR mañana tiempo antes día
Noche: NO PUEDES DECIR luna estrellas oscuro día
Película: NO PUEDES DECIR cine actor director rodar
Cangrejo: NO PUEDES DECIR pinzas crustáceo caparazón caminar
Museo: NO PUEDES DECIR arte edificio pinturas cuadros
Sandia: NO PUEDES DECIR jugosa verano fruta semilla
Pijama: NO PUEDES DECIR ropa noche cama dormir
Pintar: NO PUEDES DECIR artista cuadro colores pincel
Doctor: NO PUEDES DECIR hospital anestesia operación enfermo
Flan: NO PUEDES DECIR leche molde postre huevos
Disfraz: NO PUEDES DECIR traje mascara fiesta carnaval
Vaso: NO PUEDES DECIR beber agua cristal vidrio
Aceituna: NO PUEDES DECIR negra olivo aceite verde
Hoja: NO PUEDES DECIR árbol papel cuaderno escribir
Language and Level (intermediate or advanced class): Spanish Intermediate
Class theme/topics discussed: The Bar (Film)
Goal of the class:
To exchange information about the main topic of the film
To analyze the characters of the film and their evolution throughout the film
To relate the topic of the film with recent events that have taken place in our society
How did you structure the class?
Warm up: Students share general opinions about the film and their cinema preferences: What did you like most about the film? And the least? Do you like these kinds of films? What is your favorite cinema genre?
Activity 1: Students discuss the significance of the title and analyze the intro of the film: Why did the director choose those images for the intro? How does the music of the intro make you feel? What are your expectations of the film after seeing that intro? Does it match the rest of the film?
Activity 2: Students analyze some cultural expressions and events that happen during the first part of the film, learning colloquial idiomatic expressions.
Activity 3: Students focus on the characters, analyzing the first impression that they portray and possible derived prejudices, also describing their personal problems and how their behavior changes throughout the film. Who is your favorite character and why? Is there any character that you specially dislike?
Activity 4: Analysis of the use of humor in the film. Students talk about humor scenes. Is humor compatible with a horror movie?
Activity 5: Students relate the topic of the film with the current global crisis. Are there any aspects that appear in the film that also show the behavior of people these days in real life? They will also be given some speaking prompts with quotes from the film.
Activity 6: Debate of a hypothetical situation. Students write down the most essential professions during the Coronavirus crisis according to their opinion. The vaccine for the virus is out, but there is not enough for everyone: Which working collectives should have priority and receive the vaccine as soon as possible and why?
Extra final activity: Analyzing the advertising of products throughout the film. E.g. the abundance of Coca Cola drinks in the bar.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Netflix
Handout with questions and activities
What worked well in this class? What did not work?
They had nice discussions with the activity of the vaccine, and they were able to answer all of the questions, however the film and the topic might be too hard for some students.
How could this class be improved/modified?
They did not have as much to say as I had expected with the first activity, about the intro of the film, so since there are lots of activities, I suggest simply skipping that one.
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?
Activity 1 (10’): Students
get asked about Fear and the things that they feel fear about.
Activity 2(15’): Game of
Fear. Students get different situations and they react and show what they feel
about them. Instructions in Spanish below.
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.)
I needed to print out many tags for the fear game. 5 for each student.
I also printed out a A3 paper of the fear scale
Slips of paper with the different fear situations to make hypothesizes
What worked well in this class?
What did not work?
The game of the fear was fun. It was not as exciting as I thought it
would be but they did learn the structures that I had as part of my objectives
so I am satisfied. I will choose other items to talk about fear next time to
make it more appealing.
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.
Spanish Instruction
of the fear game
Instrucciones del juego del miedo
1) Imprima la
primera página, el medidor de presión, en formato A3 y las páginas 2 a 4 en
formato A4. En la página 4, hay un conjunto de 5 tarjetas diferentes para
expresar sus temores, imprimirlas y recortarlas para que cada alumno tenga un
lote personal de 5 tarjetas diferentes (en una página, ya hay 3 muchas cartas).
Luego recorte los papeles pequeños en las páginas 2 y 3 que representan las
“cosas que tememos”.
2) Coloque el
trouilómetro en el centro de la mesa. Da un juego de 5 tarjetas para expresar
los temores de cada estudiante. Luego, coloque los papeles pequeños en las
páginas 2 y 3 (las cosas que tememos) en una pila, boca abajo al lado del
medidor de presión.
3) Elija un
alumno que comienza el juego. Él devuelve un pequeño papel “cosas que
tememos”. Su objetivo es adivinar la respuesta más probable que harán
otros alumnos a la pregunta “¿Cuánto le teme a eso?”
4) Para esto,
cada uno de los demás alumnos elige en secreto una carta de su mano que
determina su nivel de miedo en este tema. Luego lo coloca boca abajo en el
centro de la mesa.
5) Cuando cada
alumno haya jugado una carta, mezcle y tome en su mano el paquete así formado.
Luego pídale al alumno que sacó el papel que lo coloque en el esfigmomanómetro,
bajo la respuesta que parezca más probable en el grupo. Pídale que justifique
su elección (por ejemplo: “Creo que la respuesta más probable para
el” calentamiento global “es” un poco asustada “porque la
gente se preocupa un poco por este problema, pero no le preocupa sus vidas
inmediatas, por lo que son un poco indiferentes y por eso tienen un poco de
miedo de eso)
6) Luego revele
las tarjetas elegidas por los otros estudiantes. Si la respuesta que ha elegido
es la más común entre las respuestas de otros alumnos, gana un punto. En caso
de igualdad entre 2 respuestas, dale el punto de todos modos.
Los otros
estudiantes pueden, si lo desean, dar su punto de vista sobre las respuestas
propuestas. Déjalos debatir juntos si surge la necesidad.
7) Luego, el
alumno de la izquierda toma el mismo proceso: devuelve un pequeño papel, no
vota, pero trata de adivinar la respuesta más probable, etc.
Cuando cada
alumno haya desempeñado el papel principal tantas veces, finalice el juego y
cuente los puntos. Dé simbólicamente la victoria a quien tenga más puntos y
quien haya mostrado más empatía.
Esta es una manera elegante de hablar sobre nuestros miedos sin expresarlos directamente en público, evitando así la incomodidad que este tipo de tema puede generar en el aula.
Intermediate Conversation Class Lesson Summary week 2
Language
Resident Name: Eloise Raoul
Day and
Date: 01/31/2019
Language and
Level (intermediate or advanced class): Intermediate
Class
theme/topics discussed: Introduction to French cinema Part II: Series
Goal of the
class: To help students be familiar with the vocabulary of the cinema in
France and the culture related to it.
How did you
structure the class?
1) 10
minutes – warm up – By groups of two they answer questions about French tv
shows. (see ppt.)
2) 20 minutes
– The creation of their own tv show. With the help of documents giving them
assigned themes and genres they have to create by groups of 3 or 4 their own
plot and tv show.
3) 15
minutes – presentations: They present to the whole group what is their TV
show about. They can vote for their favorite one and explain why.
4) 15
minutes – We review genres of TV shows.Then by small groups they have to match the TV show pictures with its
synopsis as fast as they can. To finish we discuss French tv shows, the ones
they like, the ones they would like to watch etc.
What technology,
media or props did you use? (internet resources, playmobiles, handouts,
etc.)
-Powerpoint presentation with pictures
-Paper they have to fill to create their tv show
-Paper with the tv shows pictures
-Paper with the different synopsis
What worked well in this class?
What did not work?
-They really enjoyed the “Create your own tv show” activity.
Language and Level (intermediate
or advanced class):
German, Intermediate
Class theme/topics discussed:
Movies and series
Goal of the class:
Being able to talk about movies and series (using German words)
How did you structure the class?
Activity 1 (15 min): Introductory
questions. First, the students talked briefly in pairs about the questions I
gave them. They talked about how often they went to the movies, which movie
they liked best etc.
Activity 2 (10 min): What fits together? I gave every pair of students several flyers of movie posters. At the same time, I gave them summaries of movies they had to fit to the movies. The fastest pair would win!
Activity 3 (15 min): Being a film critic. I gave the students movie flyers. In pairs, they had to think of the plot that could have happened in the movie. Then, they should rate the movie as a film critic. At the end, they would present the movie to the group. The LR gives the true summary of the movie at the end.
Activity 5 (20 min): Inventing your movie. The students were told they would invent their own movie. For that, they would draw cards with different tags on them. They would have to draw a genre card and four plot cards. The things on the card had to be added to their idea. At the end, the students would present it to the group again.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Whiteboard and marker
9 pieces of paper for the game «problem on the forehead»
Powerpoint presentation (attached)
Fill in the blank exercise (see attached)
What worked well in this class?
What did not work?
The students had a lot of fun: especially the film critic part and the
movie inventing were a lot of fun.
How could this class be
improved/ modified?
I would keep it as it is. It was a great class.
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.
Language and Level (intermediate
or advanced class): Spanish Intermediate
Class theme/topics discussed:Habits, and future.
Goal of the class: Review vocabulary about daily routines and talk about future events.
How did you structure the class?
Activity 1 (5’):
Students review quickly the grammar forms in the future.
Activity 2 (25):
Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.
Activity 3 (30’)
Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
16 sheets of paper with visual material
What worked well in this class?
What did not work?
The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.
How could this class be
improved/ modified?
I had to divide this class in two because it took too much 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.
Language and Level (intermediate or advanced class): French // Advanced
Class theme/topics discussed: Cinema
Goal of the class: Using description, storytelling with movie material. Learn about French cinema.
How did you structure the class?
Warm-up/pairwork: students are given movie posters and have to imagine the story behind it.
Pair work with two scenes from the movie The Artist: one student cannot see the screen so the other has to describe what he sees. In the end, the students who couldn’t see have to explain what they understood.
Pair work: We watch a short film called “Petit Coeur” that I stop in the middle. Students have to invent the dialog between the two main characters (pairwork).
Movie VS Life: students have to recreate a scene using the same model as the video.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
This class was very dynamic: I had only four students but they were all very invested and we could work with different pairs. One student told me at the end that he thought that this class was very fun.
How could this class be improved/ modified?
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate or advanced class): Intermediate Japanese
Class theme/topics discussed: Japanese Song & TV Show
Goal of the class:
The students will be able to understand the basic contents of Japanese song and TV show.
How did you structure the class?
Activity 1 (2 min) Attendance check and Announcement
I check students’ attendance and give them announcements.
Activity 2 (8 min) Warm-up
I casually ask the students about their weekend and Japanese New Year’s Party held last Friday.
Activity 3 (25 min) Review of the song “Mirai-e”
The students listen to the song with lyrics and fill in the rest of blanks while listening. Then I introduce some vocabulary and we review the meaning of lyrics sentence by sentence together in the class. Then I give them several questions related to the song and students talk about them in the class. In the end, we sing the song together in the class. https://www.youtube.com/watch?v=f6Eyu2V4iDs
Activity 4 (25 min) Japanese Show
I ask a question about what you would do if you pick up some money. Students share the idea by demonstrating themselves in the class. Then, I introduce the show in the class and give them a question related to the theme on the show. We exchange the ideas in the class and watch the show together in the class. Then we review general information of what they have seen. I also give them explanation about some vocabulary not familiar with the students. https://www.youtube.com/watch?v=n-vmsFO_mMc
Back-up Activity (15 min) Listening to Japanese short comedy
I give them the theme before watching the clip. Students brainstorm what the story is about by sharing the ideas in the class. Then, we watch a clip together in the class and review general information of it. I also give them explanation about some vocabulary not familiar with the students. https://www.youtube.com/watch?v=O1zDi9_nxCA https://www.youtube.com/watch?v=wi_cgVxlJCw&t=17s
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint
What worked well in this class? What did not work?
The class was good in general. I was able to get the song activity done quickly and to move on to the next activity. I just found the short comedy, which was supposed to do in the class today, difficult, so I switched the activity with another one that I just came up with right before the class. Honestly, it was not prepared enough because of that sudden change, but I did my best. I could prepare enough before conducting the class, so that I could instruct the class well.
How could this class be improved/ modified?
When I conduct new activities in my intermediate class, I often failed as I feel in that way, and I find many points needed to be revised by the next class of teaching. This semester I usually try new activities in my intermediate class, so I need to be prepared enough more than I did in the last semester; otherwise, the class goes terrible. I need to be more aware of my delivery, explanation, and instruction for guiding the class from now on.