Language Residents

an archive of lesson plans

Category: Politics and Social Issues (Page 2 of 6)

About political system, politicians, election, and social “problems”

ES SP19 ADV: Mini Debates

May 10, 2019 /
  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Thursday, February 7th 
  • Language and Level: Spanish Conversation Advanced
  • Class theme/topics discussed:

Mini debates

  • Goal of the class:

To have mini debates

  • How did you structure the class?  
  • Class is divided in three groups, one consisting of two persons (the jury) and two big groups of four persons each. One topic is given, and both groups are playing against each other, whether it is for the statement or against it. Students present their arguments in 5 minutes and then the jury decides. Another statement is given to the students, this time a little more serious. Statements go from “Birkenstocks and socks are a good look” to more serious ones. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Mini Debates pptDownload
  • What worked well in this class? What did not work?

The Activity worked out very well. Students were eager to debate even about “dumb” topics. It also gave an opportunity to discuss serious issues within American society. The format was really appreciated by students too.

  • How could this class be improved/ modified?

The class worked very well. 

ES SP19 ADV: Latinoamérica – Calle 13

May 10, 2019 /
  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Tuesday, January 29th
  • Language and Level: Spanish Conversation Advanced

  • Class theme/topics discussed: Latin American history, Latin American music
  • Goal of the class:

To promote talking through small talk

To get to know about Latin-America through music

  • How did you structure the class? 
  • Ice Breaker: In pairs, students talk about the question “With what historical figure would you have dinner with?”, so they can practice conversation. We follow up by sharing their answers and working on questions regarding vocabulary or grammar. This is to activate their Spanish conversation abilities before moving forward.
  • Activity 1: We listen to the song “Latinoamérica” by Puerto Rican duo Calle 13. Students pay attention to the lyrics and topics in the song. Students get the lyrics with highlited topics.
  • Activity 2: In pairs, students are assigned one theme tackled in the song Latinoamérica alongside a set of questions related to the topic. They are related to the life, history and culture of the subcontinent. They are asked to research on the topic and present it to the rest of the class. (Refer to the appendix to see the topics). 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Latinoamérica – Calle 13
“Latinoamérica” LyricsDownload
Handout: Temas en LatinoaméricaDownload
  • What worked well in this class? What did not work?

The class worked out very well. Particularly in advanced, students are really eager to talk to each other, so the first activity worked out quite well. The second activity worked out well too, but this activity requires more than one class.

  • How could this class be improved/ modified?

The class worked well. Maybe it is important to consider two classes to work on this instead of one.

DE S19 ADV Professions

May 10, 2019 /

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 26/02/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Professions

Goal of the class:

Get to know the professions in German, be able to describe them, get to know the salaries in Germany

How did you structure the class?

Activity 1 (15 min): Story cubes. The students had to roll dices with pictures of little figures on them. They had to invent stories with the dices that showed up. Also, they had to add a profession (of a possible protagonist) to the story they were making up.

Activity 2 (5 min): Most professions in one minute.  In one minute and in pairs, the students had to think of as many professions they could think of. The winning pair would get a small treat. Then we would talk about the vocabulary they gathered.

Activity 3 (20 min): Guess my profession. Every student would get a work sheet. In pairs, they would try to guess the partner’s profession by asking questions provided on the work sheet and adding additional questions.

Activity 4 (20 min): Create a new business. The students were asked to imagine being in the position of creating a company. In pairs of two, they should create their own company and present it to the group at the end. They had to think of the location, the service they provided, the price and what made them the most successful company. At the end, they presented their product. Also, everyone voted for the best product. Again, the winner received a brownie.

Activity 5 (additional): If you have time left, you can make some kind of a “quiz”. You ask the students which professions are the best paid/ worst paid in Germany. They have to make a ranking. Then you can show the ranking to them (in the presentation). After that, you can have a discussion if this is fair/just (if the students are into it).

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

Whiteboard, pen

Powerpoint presentation (see attached)

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

The students really liked the class! I think every activity went well.

How could this class be improved/ modified?

It was a good class. I would keep it as it is.

 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.

ADV-26.02.2019Download

DE S19 ADV Tim Bendzko

May 10, 2019 /

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 16/04/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Tim Bendzko

Goal of the class:

Talk about social phenomena and German society using the example of Tim Bendzko and one of his songs, practice discussion skills

How did you structure the class?

Activity 1 (15 min): Partner interviews. In pairs, the students will talk about their music preferences. The questions on the screen will prompt thoughts and discussion between them.

Activity 2 (10 min): In the group, we would brainstorm everything they would associate with Germany. I would write that down on a big paper.

Activity 3 (10 min): Discussing pictures. In pairs again, they would receive a picture. They would talk about the picture and say what/if they associated something with Germany. Now having talked about the bright sides of German society, I would also ask them what kind of problems they could imagine. Pictures in presentation.

Activity 4 (10 min): I would show them a video of a guy “escaping” from Germany and living on an island. We would have a discussion on that why he might do that and what the students think about that. Link in presentation.

Activity 5 (10 min): After watching the muted video, the students would share their thoughts in the group. We would also watch the music video with audio, aided by lyrics. Discussion after that. Link in presentation.

Activity 6 (10 min): Wrap up and final thoughts. Also critique on the music video by a comedian. If there is still a lot of time left, you can ask the students if they see any similarities to the US. Or also show them another video of Tim Bendzko “Nur noch kurz die Welt retten”. Link in presentation.

ADV-16.04.2019Download
TimBendzko-KeineMaschineDownload

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

Lyrics from the song

Pictures

Paper for brainstorming

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

The students seemed to like the topic!

How could this class be improved/ modified?

It was good. I would keep it as it is.

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

DE FA18 INT Politics

December 14, 2018 /

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Monday, 11/26/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Fukushima incident

Goal of the class:

Get to know the vocabulary regarding politics. Talk about the incident of Fukushima and its consequences on German politics in particular.

How did you structure the class?

Activity 1 (15 min): Interviews. I asked the students if they liked reading the news and how often they did it. They should also tell the story of an incident they read in the news and rephrase it. Then, we discussed the results in the big group.

Activity 2 (5 min): Vocab gathering. Every student had to contribute a word or a sentence what they had in mind regarding politicians and politics.

Activity 3 (20 min): The Fukushima incident. First, they had to think what happened in Fukushima in2011. They should talk to their partner then. After this, I handed them an input sheet about the Fukushima incident. They should discuss their results in a small group.

Activity 4 (20 min): Have a speech. I divided the class into two groups. To each small group, I handed a work sheet: one which was in favor of nuclear power and the other one who was against it. In their groups, they should gather the information for their sides from the sheets. Also, they should find more information about it. Additionally, as a group they would prepare a speech for their side and present it later on (like having a discussion in the parliament). At the end, we had a nice discussion going on which the students seemed to like.

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

Whiteboard, pen

PowerPoint presentation (see attached)

Input sheet (attached)

Worksheets (see attached)

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

Even though the text on the Fukushima incident might have been a little bit difficult, the students enjoyed the speeches they made.

How could this class be improved/ modified?

It was a good class. I would keep it as it is. I could adjust the texts for the next 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.

Atom-Katastrophe (atomic disaster) in Japan

Ein Erdbeben (earth quake) und ein Tsunami beschädigten (damaged) am 11. März 2011 das Atomkraftwerk (powerplant) in Fukushima.

Nach einem starken Erdbeben und einem schweren Tsunami fiel am 1. März 2011 das Atomkraftwerk in Fukushima aus. Dabei kam es zu einer Kernschmelze (meltdown). Außerdem gab es in einem Reaktor eine Explosion. Dadurch wurde radioaktives Material in die Luft geschleudert (thrown in the air) und ein großes Gebiet mitStrahlung (radiation) kontaminiert.

Was passiert am Atomkraftwerk?

Bis heute versuchen Arbeiter die Situation unter Kontrolle zu bringen. Um eine weitere Kernschmelze zuverhindern, kühlen (cool down) sie das Atomkraftwerk mit Wasser. Für die Arbeiter ist das gefährlich, weil sie täglich viel radioaktive Strahlung (radiation) abbekommen. Außerdem gelangt kontaminiertes Wasser vom Atomkraftwerk in die Erde und ins Meer. Das soll mit einem Wall (embankment) in der Erde verhindert werden.

Was ist mit den Bewohnern (residents)?

Ein großes Gebiet rund um das Atomkraftwerk wurde besonders stark radioaktiv kontaminiert. Deshalb hat die Regierung dort eine Sperrzone (forbidden area) errichtet (enforced). Etwa 100.000 Menschen, die in diesem Gebiet lebten, mussten ihre Wohnungen verlassen. Einige Gebiete werden noch sehr lange kontaminiert bleiben. Einige Menschen werden also wahrscheinlich (probably) nie mehr dorthin zurückkehren können.

Boden und Wasser verseucht

In einem riesigen Gebiet ist auch der Boden immer noch verseucht. Deshalb baggern (to dig) Arbeiter die kontaminierte Erde einige Zentimeter tief ab. Das dauert sehr lange und es gibt eine große Menge an kontaminierter Erde. Bisher ist nicht klar, wo diese Erde sicher gelagert werden kann. Bis das Atomkraftwerk und das verseuchte Gebiet sicher sind, wird es noch viele Jahre dauern.

Rede für die Atomenergie (Opposition)

Liebe Kolleginnen und Kollegen!

Meine Damen und Herren!

Trotz (despite) der schlimmen Ereignisse in Japan, muss Deutschland die Atomenergie (nuclear energy) behalten. Dafür gibt es mehrere Gründe.

Erstens. Atomenergie ist umweltfreundlich. Es ist bekannt, dass Strom aus Atomenergie sehr viel umweltfreundlicher ist als alle anderen Weisen der Energieproduktion. Kohleproduktion (coal) verschmutzt die Umwelt mit ihren Abgasen (waste gas) und Gasproduktion zerstört die Natur für immer. Nur die Atomenergie ist eine umweltfreundliche Alternative für die Gasproduktion.

Zweitens. Atomenergie ist sicher. Die Ereignisse in Fukushima sind schrecklich, aber das ist kein Grund (its no reason), um die Atomenergie abzuschaffen (to abolish). In der Geschichte der Menschheit (mankind) gab es nur zwei Katastrophen mit Atomkraftwerken: Tschernobyl und Fukushima. Ansonsten (other than that) gab es nie Katastrophen mit Atomenergie. Die Nutzung von Atomenergie ist die einzige sichere, zuverlässige undumweltfreundliche Alternative zur Energieproduktion.

Wir sind überzeugt, dass es besser für das Land ist, wenn wir die Atomenergie behalten. Deutschland braucht Atomkraftwerke für seine starke Wirtschaft und die Gesellschaft.

Erklärung von Bundeskanzlerin Angela Merkel zu Fukushima. Rede gegen die Atomenergie (Regierung)


LiebeKolleginnen und Kollegen!
Meine Damen und Herren!
 
Vor 90 Tagen wurde Japan vom schwersten Erdbeben in der Geschichte des Landes getroffen.Anschließend traf eine zehn Meter hohe Welle seine Küste.
 
Heute, 90 Tage nach diesem schrecklichen 11. März, wissen wir: Im Atomkraftwerkgab es eine Kernschmelze (meltdown). Noch immer gibt es radioaktive Strahlung (radiation). Die Sperrzone wird lange bleiben, und an ein Ende ist noch nichtzu denken. Letzte Woche gab es viel Strahlung. Die Situation in Fukushima istsehr ernst.
 
Ohne Zweifel (without doubt), die dramatischen Ereignisse (incidents) in Japansind ein Einschnitt (turning point) für die Welt. Sie sind es auch für uns. Wirerkennen (realize), dass die Risiken der Atomenergie nicht sicher sind.
 
Deshalb müssen wir die notwendigen Konsequenzen ziehen (take the consequences). Wir brauchen umweltverträgliche und sichere Energie in Deutschland. Deshalbhaben wir folgende Gesetze beschlossen (passed the following laws):


Erstens. Bis 2022 wird die Nutzung der Atomenergie in Deutschland beendet.
 
Zweitens. Für die Energie der Zukunft werden die erneuerbaren Energien im Mittelpunkt stehen (to be central).
     
 
Wir (die Regierung) sind überzeugt: Deutschland hat das Potenzial und die Kraft für eine Zeit der alternativen Energien. Die Energie der Zukunft soll sicher und umweltfreundlich sein.

ES INT S18 Fake News

May 4, 2018 /

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

Language and Level (intermediate or advanced class): Spanish Intermediate

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

Students ask each other about when and why they lie, it will lead to the topic of fake news.

They get a worksheet to prompt conversation which is attached at the end of this sheet.

 

Activity 1 (15′)

Students watch a video about fake news

http://www.elmundotoday.com/2017/11/un-arcoiris-en-barcelona-convierte-en-homosexuales-a-15-000-personas/

 

Then, they share their reaction since it is a very ridiculous article.

 

Activity 2 (30′)

Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.

Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.

 

 

 

How could this class be improved/ modified?

It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.

 

 

 

 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.

 fake news          INT 01:29 FAKE NEWS READY

 

ES INT S18 JOBS

May 4, 2018 /

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

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

YOUTUBE, HANDOUTS

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

FR S18 ADV Argumentation

May 4, 2018 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, April 11

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Using French in the context of  improvisation or argumentation.

Goal of the class: Practice argumentation, express one’s opinion on random topics for casual and daily conversation.

How did you structure the class?

  1. Warm-up: if you had to survive in a desert island, which are the three objects that you would like to have with you?
  2. Role-play: a boat is about to go down. Each student is given a list of objects and has to convince each other that their list is better than the other ones.
  3. Role-play: by pair, students play a couple that has divergent opinions on different topics and has to agree on a decision.
  4. Role-play game with two teams and one “judge”: in a paradise, there are a judge and two “dead” people. Only one can enter the paradise. The judge picks one card and then the others have to find the best and worst action related to the topic of the card. The judge will choose who is the most convincing. We play this three times and then the winner becomes the judge.

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

Random topics for the fourth activity: wedding, politics, drugs, charities, the last chocolate, etc.

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

The second activity was so intense that I actually had to stop in the middle and make anonymous votes to eliminate one group (they worked by pair to defend their list). People were very creative with the third activity too and I like asking the other students who they found more convincing to get them more involved.

How could this class be improved/ modified?

Because I have ten students, I only asked one object for the warm-up (otherwise it’s too long)

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

2018-04-11 ADV.2 Argumentation

 

DE F17 INT German Parliament – Bundestag

December 8, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Monday, October 2, 2017

Language and Level (intermediate or advanced class): German, intermediate, 3 students

Class theme/topics discussed: German Bundestag – political parties

Goal of the class:

Have a basic knowledge about 3 major political parties

How did you structure the class?

4.15 – 4.25 (10 mins): Repeat most important vocab: students get 2 vocabulary cards each and they have to explain the words they have (taboo); they get points for being fast in explaining and for knowing the words of others

4.25-4.55 (30 mins): research about one political party (allowed in English) and prepare a short presentation about your findings in German! (students have macbooks) – handout for guidance.

4.55-5.15 (20mins): present and discuss/ask questions

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

whiteboard, Mac books, TV in lounge, Worksheet

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

It worked fine. During the presentation, they did not pay too much attention, though.

How could this class be improved/ modified?

Give them a task during for the while-listening period. Maybe “find differences to the party you researched about” or similar.

 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.

Handout poltical party presentation

FR F17 ADV PLUS Vegetarianism & Sustainability

December 8, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 29

Language and Level (intermediate or advanced class): Advanced Plus

Class theme/topics discussed: Vegetarianism and the question of meat and sustainability

Goal of the class:  Listening comprehension, expression of personal opinions and argumentation about food, vegetarianism and sustainability.

How did you structure the class?

  1. Warm-up: What do you eat? Are you a vegetarian? What do you think of organic food/GMO?
  2. First video with questions (student draw a question and answer it).
  3. Second video with new set of questions and a text to fill with the missing numbers (so we practice a little bit of listening comprehension with numbers)
  4. Role-play with one debate about vegetarianism: I’ll use the bingo of “the classic arguments for non-vegetarian diet” and the students play the vegetarian people who have to answer to those arguments. If we have time we can also have a role-play with pros and cons of organic food.
  5. Conversation Class evaluations.

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

http://www.dailymotion.com/video/xx6t7x

https://www.youtube.com/watch?v=Qcd4VIkCI3k 

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

The topic is a little bit delicate because we (instructors) have to stay neutral as much as possible but it worked great! We didn’t spent much time on the fourth activity but the previous one were very interesting: students can share a lot of personal experience, the topic is political, ethical, economical, philosophical, scientific, so they can talk about anything very easily! It’s also fun to compare both French and American diets. 

N.B. The next class, one student did some research and we talked about this topic again so they really have a lot to say!!

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). 

2017-11-29 ADV.PLUS Végétarisme et écologie

ES F17 ADV Outdated and Current Laws

December 8, 2017 /

Language Resident Name: Hugo Briones Cáceres

Day and Date: Thursday, September 28th

Language and Level (intermediate or advanced class): Spanish Conversation Advanced

Class theme/topics discussed:

  • New slang
  • Assessing previous knowledge
  • Laws

Goal of the class:

  • To assess what the students have learnt so far.
  • To understand laws and their vocabulary.
  • To create their own laws using the target vocabulary.

How did you structure the class?

  1. Students are presented with new Chilean slang (and some examples from other countries). They have to guess and explain their meanings working in pairs.
  2. Using the Kahoot app, students play a trivia game that review all the contents discussed in previous classes. The contents include the short seen in class, vocabulary, countries and famous people from Latin America, etc. The best scores are given Chilean souvenirs.
  3. We read two different laws from Chile. The first one is an outdated law about robbery and the second one the recently approved abortion law. They are both discussed and special attention is given to new vocabulary.
  4. Students are asked to create their own laws, one current and one outdated. Then, they share them with the rest of the class, where their classmates agree or disagree with them.

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

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

Students were really enthusiastic during the slang activity and the kahoot activity. It also gave them the prompt to ask questions about new and previous knowledge related to Latin-American culture and geography.

The reading of both laws prompted discussion as well. Students were able to compare the American reality with the Chilean one. Then, they were really creative and socially-conscious about the laws they created.

How could this class be improved/ modified?

We ran out of time to complete the last activity, but it is possible to continue during next session.

 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.

Ley de Aborto en Chile

El proyecto que despenaliza la interrupción voluntaria del embarazo en tres causales se hace cargo de experiencias de vida críticas. Esas situaciones se presentan cuando debe interrumpirse un embarazo para evitar un peligro para la vida de la mujer cuando el embrión o feto padezca una alteración estructural congénita o genética de carácter letal, o cuando el embarazo es producto de una violación.

La normativa vigente sobre interrupción del embarazo, que la prohíbe sin excepciones, no responde al trato digno que el Estado de Chile debe otorgar a sus ciudadanas en estas situaciones y sitúa a nuestro país como uno de los cuatro en el mundo que lo criminalizaen todas sus modalidades, además de El Vaticano: Chile, Nicaragua, El Salvador y Malta.

Otras leyes en Chile

El Artículo 448 quinquies del Código Penal castiga severamente a quienes le saquen plumas, pelos o similares a animales ajenos.

“El que se apropie de las plumas, pelos, crines, cerdas, lanas o cualquier elemento del pelaje de animales ajenos, por cualquier medio que ello se realice, será castigado con presidio menor en sus grados mínimo a medio”.

Escribe tus propias Leyes

  1. Escribe una ley que consideres necesaria para tu propio país u otro. Utiliza el vocabulario adecuado.
  2. Escribe una ley que desde tu punto de vista es anticuada e innecesaria. Diviértanse creando algo alocado.

 

ES S17 ADV Immigration in Spain

May 5, 2017 /

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

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

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

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

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.

 

 

JA S17 ADV “3.11 & Reading a Short Story”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Thursday, March 9, 2017

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: 3.11 & Reading a Short Story

Goal of the class:

Students will understand a story of Disneyland on March 11 of 2011 and then consider true nature seen within Japanese people.

 

How did you structure the class?

Activity 1 (5 min): Attendance check & Announcement

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (20 min): Warm-up & Introduction of 3.11

I ask some questions about natural disaster to the students. Then the students discuss them in pairs and class. We review related vocabulary together by showing the images and writing them down on the whiteboard. Then, I introduce a today’s topic in the class, and I give them some questions and they share their experiences in the class. Finally, I introduce a little bit history of earthquakes with some videos, which we had a lot in the past. Then the students freely share their ideas and comments in the class.

Activity 3 (25 min): Reading & Comprehension

I make pairs in the class and then give them a handout. The students read aloud the story sentence by sentence while switching. After reading, we review the story together in the class asking some questions to the students. Also, students learn some vocabulary from the reading. I give them several critical questions and they think about them in groups. We share the ideas and discuss each question in the class and consider the true nature of Japanese people.

 Activity 4 (10 min): Conclusion

I back to the main topic of 3.11, and then we review the key points together in the class. And I will show them a special video created by those in stricken areas and then students watch that video. After that, I lead open-conversation where students freely share their ideas and comments about 3.11 in the class.

 

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 successful in general. Today I was able to lead the class as planned, conducting every activity in time. Today’s topic is something deep and sentimental, but students demonstrates their active interest towards the theme. I tried to give them as many chances as possible where they can share their ideas and comments in the class. As a result, we had great class today overall, and their performance in the class today was great.

 

How could this class be improved/ modified?

Well, I might be able to conduct the reading activity more effectively and efficiently. Today, I led the activity, but there would be some other ways which makes the activity work and more interactive. Since I have a small class, it is hard to apply the other teaching techniques that I know to that class. I am going to research the teaching methods for small class over the weekend and would like to use them in the class in the near future.

FR S17 ADV Le Conseil Municipal (The City Council)

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, February 1

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: “Le conseil municipal” in France (city council)

Goal of the class: The class is about debate and how students take decisions and try to convince the others. Inspired by this website: https://leszexpertsfle.com/ressources-fle/parler-de-la-ville-organiser-un-conseil-municipal-auteur-invite/

How did you structure the class?

  1. Warm-up: I show a drawing from a video (stop at 3’02”) about how the budget of a “commune” works and the students what are the different functions of the “mairie”. Then I show the video entirely to verify their suppositions. http://www.dailymotion.com/video/x18k83n_dessine-moi-l-eco-l-elaboration-du-budget-des-communes_news
  2. Role-play: a city has different projects but a limited budget and the students are given positions about the projects (pros and cons). We review each project and they have to defend their opinions and convince the others whether one project should be led or not, according to their position. In the end, we make a vote to choose which projects are going to be led by the city.

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

https://leszexpertsfle.com/wp-content/uploads/2016/03/voter-le-budget-dune-commune.pdf

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

The video is a good warmup and very easy to understand. I let one minute to each student to defend their point of view. The activity is useful to hear each student and give them very precise feedback, but we shouldn’t do it too often because they can’t interact with each other. This class depends on the students: some of them will love this activity while the others will dislike it.

How could this class be improved/ modified? 

Review each project and give only one minute (with a chronometer) to each student to talk. This will be more dynamic and this adds a bit of challenge.

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

 

FR S17 INT Le Revenu Universel

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 20

 Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Topics in French politics

Goal of the class: Since the French presidential elections are this weekend, we will discuss some topics related to the French politics like the universal income or the legalization of the cannabis.

How did you structure the class?

  1. Warm-up: “What is the “Revenu universel”? If you don’t know, can you guess what it could be?”
  2. We watch a video about the universal income and we review the vocabulary as well as some concepts like the SMIC (minimum salary) or RMI (income for unemployed people).
  3. I put sentences on the table (see below) and one student has to pick one and say whether she agrees with or not with this sentence. She also has to justify her point of view. Then, she picks another student to react to what she has just said.
  4. We watch another video about the legalization of the cannabis. We discuss the difference between the United States and France regarding this topic and whether we should legalize it or not in France.

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

http://www.lemonde.fr/sante/article/2017/04/04/cannabis-un-debat-de-campagne-inedit_5105363_1651302.html

http://www.dailymotion.com/video/x3zme9z_dessine-moi-l-eco-le-revenu-universel_school

Sebastian Marx: https://www.youtube.com/watch?v=-q6pCGK3tsI

Topics for the third activity: https://docs.google.com/viewerng/viewer?url=https://leszexpertsfle.com/wp-content/uploads/2017/01/parler-du-revenu-universel.pdf&hl=fr 

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

This class was a bit harder for some students since the proficiency level is very heterogeneous, however the topic interested everyone. The debate with the universal income was more interesting since they didn’t share the same opinion. The last video was a bit lighter and easier (because it had also French subtitles) so I think it was a good idea to show it to wrap-up with a simpler debate. 

How could this class be improved/ modified?

This class should be done at the end of the semester with an intermediate level class because it is denser: we should make sure the students are comfortable enough to express more thoughtful opinions. 

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

 

DE S17 INT German and U.S. education system

May 5, 2017 /

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Wednesday, January 25, 2017

 

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

 

Class theme/topics discussed:

 

The German and U.S. education system in comparison

 

Goal of the class:

 

Students learn or recap vocabulary about school and education, talk about their educational background and compare it with the German system.

 

How did you structure the class?

 

20 minutes: Match the people. The LR presents a list of about ten jobs on the board. Then each student writes down ten associations that he or she has with one of these jobs. All of these have to be a single word, no matter if noun, adjective or verb. The students then work in pairs: they have to guess to which of the job the associations correspond. The associations shouldn’t be too obvious. When the partner guessed correctly, the explanation for each of the associations should be provided.

 

40 minutes: The German and U.S. education system in comparison. Students get in pairs. Together, they work to provide an overview of the U.S. school system (regarding all educational institutions from birth to the first real job). This should entail information such as the different schools (e.g. kindergarten, primary school), the age groups, the subjects studied, curriculum, the classes within the school, the qualification of teachers, hours that children stay in school daily, compulsory schooling, difficulty of studying, private vs. public schools, job training, university education, tutoring, grading/grades, food at schools, homeschooling etc. The students then share their collected information with the group. Subsequently, they watch a short video about the German school system and compare in their groups the most obvious differences. Then they share their thoughts and comments with the group. The LR provides vocabulary and additional information.

 

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

 

Whiteboard, Video about the German education system, Vocabulary sheet.

 

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

 

Both activities went well. It was interesting for the students to hear about the different educational backgrounds that they each had and liked to get to know new information about the “German way”.

 

How could this class be improved/ modified?

 

Maybe I would provide a table/sheet that helps the students to better organize their educational background.

20170125_Das_hessische_Schulsystem

 

RU S17 ADV Political news

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 04/11/2017

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

Class theme/topics discussed: Political news

Goal of the class: practice reading and speaking skills

How did you structure the class?

  1. Warm up. General questions on how their day went.
  2. Students got an article from BBC Russian on political situation between USA and Russia. The task is to read the article, create a vocabulary for talking about politics on the board and tell the news they read.

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

Internet, printed news articles

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

The class went well. As the articles were authentic, they were very challenging but the students understood the majority of information. We even had a small discussion on political situation n the world.

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.

 

 

DE S17 ADV Prisoners

May 5, 2017 /

Conversation Class Lesson Summary

 

Language Resident Name: Martin Siebert

 

Day and Date: Monday, January 23, 2017

 

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

 

Class theme/topics discussed:

 

Prisoners: collective decision making.

 

Goal of the class:

 

Students learn useful expressions to communicate their opinion on various topics. They discuss slightly ethical questions, defend their position and persuade others of theirs.

 

How did you structure the class?

 

60 minutes: Prisoners. Students are given a sheet with information regarding several prisoners. The information is about the crimes that those prisoners have committed as well as their personal traits. As it turns out, the local prison is so overcrowded that one of the prisoners has to be released on probation. The students first make up their own minds and then discuss with their partner. After that, the whole group discusses their respective decisions. They have to come to a unanimous decision which is why a certain degree of persuasion is needed. The LR provides additional vocabulary.

 

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

Conversation class agreement. Sheet with the information about the prisoners. Sheet with useful phrases to express opinion, agreement and disagreement.

 

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

Students discussed very well which is why it seemed inappropriate to stop them mid-game.

 

How could this class be improved/ modified?

I’d keep it as it is.

 

20170123_Gefangenenspiel

20170123_Useful_Expressions

FR F16 ADV PLUS Politics of education in France

December 9, 2016 /

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet 

Day and Date: Monday, November 14                               

Language and Level (intermediate or advanced class): Advanced Plus

Class theme/topics discussed: Start of the college year in France 

Goal of the class:

Discuss about French political questions about education.

How did you structure the class?

  1. Warm-up: What do you remember from your first day of class in France?
  2. We read an article from the Le Monde (French newspaper): I will focus on pronunciation. We review the vocabulary.
  3. We have a debate about the questions raised by the text: How would you feel if you wanted to apply to a formation and that you could only be chosen by having your name drawing out? Positive and negative consequences.

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

An article from Le Monde (see below)

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

The debate worked great and the students were willing to share their experience in a French college. The discussion was very spontaneous.

How could this class be improved/ modified?

I’m not sure it will work with big groups (we were only four).

 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.

Article Le Monde

 

ES F16 ADV Fake news

December 9, 2016 /

Language Resident Name: Tamara Olivos

Day and Date: September 20, 2016

Language and Level (intermediate or advanced class): Advanced Spanish

Class theme/topics discussed: current events

 

Goal of the class: To discuss pieces of news about Latin America and the world.


How did you structure the class?

 

Ice-breaker: Scategories: Individually we play this game. I select all the categories and they must fill them using a specific letter.

 

Acitivity 1: in small groups, I gave them headlines of real and fake news and they had to determine which ones were which and imagine what it was about. They shared their ideas. After this, they chose one or two headlines and I gave them the complete piece of news. They read it in groups and then shared a brief summary of it with the class

 

Activity 2: I show them a video from the website www.elmundotoday.com (a satirical news website), we discuss it and then go through the website.

 

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

Printed material, pieces of news

 

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

 I use the Chilean website www.lalegal.cl and www.elmundotoday.com to get the fake news. They loved these!

 

 

 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.

 

Noticias verdaderas o falsas 20 min

A cada grupo de 5 personas les entregaré 5 títulos de noticias. Tienen que decidir cuáles son verdaderas y cuáles son falsas. De las verdaderas, tienen que pensar en el contenido de la noticia. Luego nos cuentan sus conclusiones y de qué creen que se trata la noticia.

 

10 min Luego, les entrego la noticia completa verdadera y deben leerla y comentarla con el resto de la clase. Deben darnos un resumen. Pueden elegir una noticia  falsa también y explicarla.

DE F16 INT The Fall of the Wall

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Martin Siebert

Day and Date: Monday, October 3, 2016

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

Class theme/topics discussed: 

The “Tag der Deutschen Einheit”.

 Goal of the class:

Students gain basic historic knowledge about the fall of the wall. They develop skills to describe movie scenes.

How did you structure the class?

 20-25 minutes: Scattergories. Students are handed out a table with different categories. One of the students silently “counts” the alphabet, another student tells him to stop after a certain time. Now the students have to find words starting with that letter for each category. The first one to have a word in each category calls the others to stop. Everybody who has something in a category receives a point. If their word is only mentioned once, they receive three points. If a person is the only one to have a word in a category, he/she receives ten points.

35-40 minutes: Students are divided in two groups. One is facing the screen, the other isn’t. They partner up and watch a short video but without the sound (https://www.youtube.com/watch?v=9tqEyhkyzr8 ). They describe what happens and what they can see. After half of the video they take turns. Afterwards, they try to make sense of what they’ve seen. Then they share their ideas with the class and discuss what happened in each scene. They then watch parts of the video again and try to figure out what the speaker and people in the video could have said. The information is then presented in class. Then all the students watch the video again, but with sound. They then discuss the things they understood and make sense of the video. The LR provides additional information and questions.

5 min: Short heads up for conversation class project.

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

Scattergories sheet, Short film, TV-screen, pictures GDR

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

The students had some problems to come up with words for the scattergories warm-up game but still had fun. The students were very interested in the movie about the events that led to the fall of the wall. 

How could this class be improved/modified?

Maybe other categories for the scattergories game would have worked better.

FR F16 ADV PLUS French literature

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Monday, September 21, 2016

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

Class theme/topics discussed: French literature / Amin Maalouf, French and Libanese author from the Académie française. Inspired by this class: https://leszexpertsfle.com/ressources-fle/fle-immigration-migration-identite-amin-maalouf/

Goal of the class: Learn vocabulary we use in formal speech, discover French literature about politic issues (orientalism).

How did you structure the class?

  1. Warm-up : Students wrote French famous books titles in pieces of paper and students have to draw a paper and make the other guess what title it is.
  2. A handout with extracts of the book: we discuss each extract and try to find what today issues they refer to. Each student has to read an extract, we review the vocabulary and then we work together on the extract (“do you agree” “why or why not?”). This is the second part of the previous class.
  3. Crosswords to learn new vocabulary (with words from the book extracts).

 

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

Two handouts with book extracts and crosswords. Handouts available here: https://leszexpertsfle.com/ressources-fle/fle-immigration-migration-identite-amin-maalouf/

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

The class worked very well. Students speak a lot so we didn’t have the time to make the crossword activity. Nevertheless, I think this activity was less important…

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.

ES F16 ADV About Democracy

December 9, 2016 /

Language Resident Name: Joaquin Garcia

 

Day and Date: 11/15/2016

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Democracy

 

Goal of the class: To learn vocabulary about politics, to learn about the Spanish political system

 

How did you structure the class?

 

Activity 1: We watch a video about the meaning of democracy. I stop the video step by step making sure everyone follows and we make comments. Open discussion at the end.

 

https://www.youtube.com/watch?v=k8vVEbCquMw

 

Activity 2: Open conversation about politics in both countries: USA (General elections, Trump, Sanders, Clinton) and Spain (new government, Podemos, independency movements)

 

 

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

 

youtube.

 

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

 

They really liked the video and the discussion. My class was very into politics so it was very easy to moderate the conversation.

 

How could this class be improved/ modified?

 I think that the success of this class depends on the students. It is better if you know in advance that students like open conversations.

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.

RU SP16 ADV Political System of Russia

May 6, 2016 /

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 01/28/2016

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

Class theme/topics discussed: Political system of Russia

Goal of the class: to familiarize students with the political system of Russia, practice speaking skills

How did you structure the class?
1. Warm up. A game “Who’s a liar”
There’s 2 pieces of paper on the table. 2 students choose a piece of paper. One of them is with a picture on it, the other is blank. The first student is describing a picture to the other students. The second student should pretend that he has a paper with a picture as well and describe it, i.e. to lie. The class should guess who’s lying.
10 minutes.
2. Political system of Russia.
20 minutes
3. Debates on recent political events in Russia.
20 minutes

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

What worked well in this class? What did not work?
The class went very well! All the students were engaging and we had a lot of fun during the warm-up activity though it took a bit more time because the students got excited. While explaining political system in Russia I asked them to name different parts of the system in Russian as they all are majoring in IR. The students were very interested in the topic.

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.

Handout for activity 1
Pics for activity 1, lesson 4

Handout for activity 2
Political system

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