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FR SP21 INT/ADV Advertising & Slogans

Language Resident: Marie Segura

Class theme/topic discussed: Advertising

Goal of the class: learning vocabulary about advertisement, learning more about French culture and especially the advertisement culture. 

Structure:

ACTIVITY 1 – Slogans

  • Show the students a list of French slogans and a list of brands and ask the students to pair them up.
  • What are the characteristics of a good slogan? (repetitions, rhymes…)
  • In pairs, ask the students to come up with the best slogan to sell a simple object (something they use everyday).

ACTIVITY 2 – Discussing (French) commercials

  • Brainstorming: what aspects do publicists rely on to sell specific types of products? (eg for coffee: seduction, luxury…)
  • Show the students a French ad and ask them to guess what it is trying to sell + what aspects  are emphasized 
  • Reflection: show them an infamous car ad that was taken down and ask them what they understand + what they think about it. What is it trying to sell? Who is the target audience? Is it efficient?

ACTIVITY 3 – Create your own commercial

  • In pairs: give each group a picture of an impossible object. Ask the students to write the scenario of an ad promoting it: what is the target audience of the ad? where does it take place? Who are the characters? Is there music? What happens?
  • Present your ad to the rest of the class. 

Resources used:

Bouygues: https://www.youtube.com/watch?v=bSAuAd9mcc4

Kinder: https://www.youtube.com/watch?v=9zSl7xldK8U

Powerpoint, pictures of impossible objects

ES S21 ADV NASA

Language Resident Name: Tamara Olivos

Day and Date: April 20, 2017

Language and Level : Advanced Spanish

Class theme/topics discussed:

Goal of the class:

How did you structure the class?

Reminder of cultural activities

Warm up: pictionary. Using the whiteboard, ask students to draw something. The rest of the class has to guess what the drawing is.

NASA activity: See attached link

Set the mood and give context using this story.

“Each one of you is part of the crew of a spaceship that is going to meet the ‘mother ship’ on the illuminated part of the moon. Due to some mechanical difficulties, the space ship had to land about 350km from the original meeting spot. During the landing, a big part of the space ship equipment suffered considerable damage and due to the fact that the crew’s survival depends on getting to the mother ship, you must select the most important material to take with you, and leave the least important ones behind.”

“Cada uno de ustedes forma parte de la tripulación de una nave espacial que iba a reunirse con la “nave nodriza”, en la superficie iluminada de la luna. Debido a unas dificultades mecánicas que surgieron, la nave espacial tuvo que alunizar en un lugar que dista unos 350 km. del sitio donde tenía que encontrarse con la otra nave. Durante el alunizaje, gran parte del equipaje de la nave en que iban ustedes, se estropeó o sufrió daños de consideración, y puesto que la supervivencia de la tripulación, o sea de cada uno de ustedes, depende de que puedan llegar a la “nave nodriza”, tienen que seleccionar el material más importante para llevarlo, dejando lo menos importante.”

Read the list of objects and equipment that were left unharmed after the forced landing. The participants must rank them according to importance and usefulness in order to get to the mother ship. 1 = most important, 15 = least important.

Fist step : Each student will rank the objects individually (column labeled indv)

Second part: Depending on your class size, you can create groups or pairs. Ask students to share their individual rankings, and then rank the again under column group.

Third part If you used pairs in part two, you could create bigger groups and ask them do rank them again. If not, provide the official ranking made by NASA and compare with each groups’ ranking. Students share observations on the process.

Collaboration, active listening, and flexibility are key for this class.

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

Students were really surprised about the results. They collaborated a lot and they realized how talking to others improved their chances.

 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.

You can find the items list in this link:

https://jugamos.jimdo.com/juegos-cognitivos/el-juego-de-la-nasa/

ES S21 ADV Accents and Stereotypes

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 2, 2021

Language and Level : Spanish Advanced

 Class theme/topics discussed: Accents

Goal of the class:

  • To talk about different accents in English and Spanish.
  • To talk about how accents influence our perception of people

How did you structure the class?

Ice breaker: “House Treasure Hunt”. The instructor will post items on the chat (one at a time) and students must try to find the item and bring them back as soon as possible.

  • A kitchen item that starts with a “C” (cuchara, cazuela, cubeta, copa)
  • The longest book/textbook you can find
  • Something yellow
  • Scissors
  • A small box
  • A broom

Warm up: Which accent is your favorite in Spanish and in English? Which accent is easiest/hardest to understand in Spanish? Why? Are you good at imitating accents in English?

Activity 1: We watch a video about the different accents in English. What did you think? Did she do a good job? Did you like her accent? Where is she from? Because the video is pretty long, the instructor can pause after each accent and discuss the questions above.

Alternative: Watch this video instead about Spanish accents, although it’s in English.

Activity 2:  We watch a series of videos by HBO Latino where they discuss stereotypes and their lives in the US. We discuss the videos. What is the stereotype? What is the situation in their states?  How can we change this? What’s the main reason for the rejection of people different from us? Has anyone made fun of your accent, in English or Spanish?

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

Zoom, YouTube

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

I skipped the accents video because my previous class didn’t enjoy it very much. I added an alternative because it may be easier for students to talk about Spanish accents. This class loved all the HBO videos though and had lots of comments. Because we skipped the first one, we had a lot of time to spend on the HBO videos.

JP SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

  1. Language Table Reminder (5 min) 
  1. Study Break date? (1 min) 
  1. Good News? (10 min) 
  1. Asian Stereotypes (45 min) 
    1. What kind of Stereotypes exist towards Asians and Half Japanese?  ? 
    2. Have you had such experiences?  
    3. High school experiences? students hang based on race? 
    4. What is stereotype?
    5. Why does this happen? 
    6. Internalized racism in Japanese people?
    7. Why do we need to talk about?  
    8. What stereotype do we have?
    9. What can we do for that? 
  2. Asian history and now
    1. Idea of model minority  
    2. At the same time no matter how hard we work, there are hate crimes against us 
    3. Hate crime against Asians over covid 
  3. Japanese history 

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

Zoom 

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

Intermediate:

  • Today’s topic was complicated and not easy to talk about. So I was wondering how long this was going to last. But students shared a lot of experiences and thoughts around the topic.  
  • We are all Asians in this class. I believe that this fact helped them to talk more honestly and share their own personal stories.  
  • I appreciate their honesty and effort to discuss the complicated and sensitive issues. And they had a lot of ideas, thoughts, and experiences related to it.  
  • They said that the more they think the more difficult and complicated the issue looks, but they said that such complexity shouldn’t discourage them to keep talking about it.  
  • There are a little more silent this time as they needed to think and find a way to say in Japanese. At the same time, things that they said were a lot longer and more complicated than other classes.  

Advanced:

  • We talked about stereotypes. This turned into a little different topic from the 11.1 class. Students in the 11.1 class are all Asian Americans who live in the USA. Students in this class are half Japanese and lived in Japan. Experiences around stereotypes created the topic around “why do Japanese people think about us that way?” 
  • They also witnessed Japanese people’s reaction to their white fathers and had some thoughts around that.  
  • They also think about their Korean friends and Japanese people, and how different their attitudes towards their own cultures. 

How could this class be improved/ modified? 

  • Depending on students’ awareness on the topic, some introductory video or a good ice breaker might be helpful. This particular group of students have some awareness already, and all are Asians. This situation might have made it easier to discuss the topic.  
  • I also shared some of my own experiences for a few times, which helped them encourage them to share their stories and related ideas.  
  • It was interesting to hear what they say about the topic. They have a lot to talk about. It is possible to spend multiple classes for this topic.
  • Also it would be interesting to spend another hour to think about Japanese culture as national culture and more regional cultures, such as Kyoto culture, Osaka culture. Some peole think that their culture is Japanese culture. Some Japanese people think their culture is their regional culture (Tokyo, Kyoto, Osaka, Tohoku, Okinawa, etc.) instead of general Japanese culture

DE SP21 ADV – German politicians & Social Media

Day and Date: 3/23/2021

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Current German politics, Social Media

Goal of the class: Get to know party leaders (= candidates for chancellor)

How did you structure the class?

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “lindnern” or “verschlimmbessern”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Instagram Profile Revamp: Each student is assigned an important politician (leader of a party or chancellor candidate). They look up one of their Social Media profiles (for example, Instagram or Facebook) and think about how their page could be re-done in order to speak to them as an audience. Alone or in groups, they work on a new Profile Image, Instagram handle (Name), a concise logline, three lines of bio description and three posts consisting of a picture of the politician with a post text. Use of emojis is strongly welcomed. This activity can take about 25 minutes. (Note: they do not create an actual Instagram account, that should be made clear. They can do the task in a Word or Google Doc.)

C) Presenting their work/politician: Students present their revamped Instagram pages to each other, so that the students get to know each politician in a fun and engaging way.

D) Discussion: Compare to existing social media accounts and talk about the differences.

E) Optional extra activity: The students record a selfie video telling their friends why they should vote for this politician’s party.

Example: One student went above and beyond (which was not expected) and photoshopped his answers so it looks real. Can be part of the exercise as well.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs or Word Doc for students to write down their Instagram material

What worked well in this class? What did not work?
The class worked well. The students seem to enjoy the creative exercises.

How could this class be improved/ modified?
The Instagram task could also be done as homework, if applicable, and the class can be used to talk more in-depth about the parties. If the Instagram task is done in class, the selfie-video exercise can also be done as homework or done in a previous class about politics and watched before the exercise.

FR SP21 INT/ADV Tinder

Language Resident: Marie Segura

Class theme/topic discussed : Personality & speed Dating

Class structure:

WARM UP

Create a word cloud and ask students to enter as many adjectives as possible

ACTIVITY – SPEED DATING

  • Give students 10mn to fill in a Tinder profile: they have to imagine a character, to choose their name, where they live, what they like doing etc, using adjectives seen before.
  • Organize a speed-dating: each student will be given 5mn in a breakout room to get to know each of the other students’ fictive character to find their perfect match.

FOLLOW UP

  • Ask students if they found their perfect match and to explain what they have in common.
  • What would their first date be? Where would they go? If there’s still time, students can look for a restaurant online.

> If there is an odd number of students, one stays in the main room with you and you can ask them to introduce their character, and if they invented them, or were inspired by someone etc.

Resources used:

Google doc: https://docs.google.com/document/d/1OS0E68vWAwjAdsT63rn_V_ESCR9adZX55qbOtfln6Jo/edit

Wordcloud on Menti

Reflection:

Sending students into breakout rooms takes time, make sure to start early enough so that you can give them at least (!) 5mn to talk with the other person in the breakout room (especially for intermediate students, they probably need more).

JP F20 INT: Embarrassing Stories

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday October 14, 2020   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Student suggested theme #2 
  • Embarrassing Stories 

Goal of the class:  

  • Share embarrassing stories. 

How did you structure the class?  

  1. Good news (5 min) *We share positive stories at the beginning of each class.
  1. Continue from last class (5 min) 
  1. Today’s plan (5 min) 
    1. Your embarrassing story is awesome, but something you witnessed counts, too. For example, your siblings.
  1. Break out room (2-3people) (25 min)  
    1. Share embarrassing stories 
    2. Ask at least 1 question to each other’s stories 
  1. Main room (20 min) 
    1. Share each others’ story. 
    2. My partner’s story is like this. I asked this question, and their answer was that.  

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

Class agreement, breakup rooms 

Zoom, Breakout room.   

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

  • They have hilarious stories! I thought the last class “Childhood stories” were amazing, but this was as amazing as last time if not more.  
  • We didn’t get to share all the stories, so we will start next class with sharing the rest of the stories. 
  • Students spoke a lot, and we laughed a lot.  
  • I felt students are trying very hard to tell a story as they wanted to deliver the story and how funny the story is. Also I sensed that everyone was listening hard because they didn’t want to miss the funny point.   
  • They were definitely sharing more stories while I wasn’t with them in breakout rooms.   
  • This is one of classes students chose as the best.

How could this class be improved/ modified? 

  • Several students said that they had hard time remembering any stories as they wanted to forget embarrassing stories. So I think it was a good idea to let them know that it’s ok to use some embarrassing stories that they witnessed as well as their own stories.  

JP F20 INT/ADV: Onomatopoeia

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday November 4, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

  • Check in with everyone and see how they are doing 
  • Onomatopoeia 

Goal of the class:  

  • See if everyone is cool to do a class (This class was right after the presidential election)
  • Explore Onomatopoeia 

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
  1. Introduce Onomatopoeia (8 min) 
    1. ザーザー and パラパラ 
    2. Animal voices etc. 
  1. Breakout room (30 min) 
    1. Describe a moment or create a story 
    2. Pick 3 or 4 Onomatope from https://www.tofugu.com/japanese/japanese-onomatopoeia/ and use it in sentence. One sentence one onomatope. 
  1. Main room (15 min) 
    1. Share the sentences that each group creates 
    2. Wrap up. Stay positive, and stay calm

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

Class agreement, breakup rooms 

Zoom, breakout rooms online resource 

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

  • Students were tired and stressed out with election situations. 
  • Students loved Onomatope. They sound funny and cute apparently. 
  • In the breakout rooms, students were laughing so hard finding new Onomatope and how they sound like 
  • They were so creative about making a story. This is a lot more than I expected. 
  • In the main room, students typed what they created in a chat and read aloud. It became almost like a theatre at some point. One student acted character A, another one was character B, and another one was a narrator, etc. 
  • They were so good at creating, writing, and using new words. I gave a little grammar correction to make a phrase sound natural after every group presented their stories. 
  • I enjoyed so much how engaged they were in today’s activity.  
  • I wanted this class to be somewhat fun. I’m glad that this class created some cheerful moments for them, especially after hearing them saying that other classes were all ok today and that they were just ok. 
  • This is one of classes students chose as the best.

Advanced:

  • They knew a lot more onomatope than the intermediate class. 
  • They were very nervous and worried about the election results.  
  • We ended up with talking a lot of feelings and situations around the election with onomatope.  
  • We also had some fun moments with some fun and positive and funny onomatope.  
  • Students also expressed some feelings about COVID. 
  • Onomatope are very nuanced expressions, so it was a great exercise to think about what the equivalent expressions are in English. I ended up with doing a lot of acting and facial expressions to tell them the nuances. That was fun.  
  • Manga is a great way to learn onomatope. 

How could this class be improved/ modified? 

  • Onomatopoeia is very fun and great things to know. I used an entire class focusing on this. But also it’s possible to introduce a few Onomatopoeia at the beginning of every class. This would give students some laugh and create a positive mood to start a class. 
  • I used a breakout room with 3-4 people. It could be smaller groups. 

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. 

https://www.tofugu.com/japanese/japanese-onomatopoeia/

Student works: Each group created a story. 

  • ある日かえるさんとあひるさんが、いけに会いました。あひるさんは、かえるさんにかっこつけて、大きな声で 「ガーガー」と泣きました。かえるさんは、これを聞いてクスクス笑いました。じつは、あひるさんはじこあいせいでしたので、笑われたことがなかったです。あひるさんは、これを聞いて「ブルブル」ふるえました。かえるさんは、それを見て「おほん、きみはキャンセルドだ!」と言いました。あひるさんはもじもじして、こいにおちました。そして、かえるさんは、「へんなやつだなー」と思ってたたたたにげました。
 
  • ある日、マイケルジャクソンは馬をみました。馬はマイケルに向かってサクサク走りました
。
マイケルも馬に向かってタタタタ走りました。

マイケルのマネージャーは「マイケル!馬の話をできない」と言いました。
でも、マイケルはガミガミだけを聞きました。
マイケルは気にしませんでした。

馬は「ひひいん」と言いました。
マイケルはうっとりです。
マイケルは「ひひ」と言いました。
その後、マイケルは馬と友達になりました。
マイケルは歌手をやめて、カウボーイになりました。 

サクサク = stepping in dirt 
タタタタ = running 
ガミガミ = being lectured/nagged by someone above you 
ひひいん = sound of a horse 
うっとり = being fascinated by something beautiful 

  • 昔々 きみちゃんという六歳の子供は もりに すたこらに あるいていた。

きゅうに おおきくてこわいくまが 起こった。

でも きみちゃんは ゆうかんな子供 泣かなかった。


くまさん、大丈夫ですか?一人で もりにいるのは さびしいでしょう
。
くまさんは、ええええ、何これ?どうして この子 怖くならないの?

きみちゃんは、私の方が くまさんより こわいよ!それで、どんなに大きくても ぜんぜん ぶるぶる ふるえない!
くまさんは、そうなんだ。じゃあ、一緒に 世界せいふくをしよう!
きみちゃんは、世界征服 したくないけど。でも、人間は 最悪から 一緒に 森を 守ろう!
それ以下 きみちゃんとくまさんは もりを守ったり 毎日ラーメンをたべたり 幸せに 住んでいた.
 

JP F20 INT/ADV: Naomi Osaka

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday September 16, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Naomi Osaka  

Goal of the class:  

  • What Naomi Osaka did, and how the story was told.  
  • Think about racism and BLM movement, think about them in Japanese context, and express ideas in Japanese 

How did you structure the class?  

  1. Good news? (5min) *We share positive stories at the beginning of each class.
  1. Ask about some Japanese news they know (5min)  
  1. Listen to the news (10 min)  
    1. https://www3.nhk.or.jp/news/easy/k10012615261000/k10012615261000.html  
    2. Check the basics of the news (Who she is, what she did, her action of wearing masks etc.) 
  1. Breakout room (30 mim) 
    1. What do you think about her action of wearing masks during the US Open? 
    2. Lots of Japanese people believe that top athletes like her shouldn’t talk about any political or controversial issues. What do you think about it? 
    3. For so long time, for Japanese people, “Japanese people” mean people who look like Japanese, speak Japanese, live in japan for entire their life, and have both Japanese parents. Now things are changing. The Japanese society needs to adjust to multi-cultural, multi-racial, multi-everything reality. As a person who lives in USA, what would you like to suggest, advise, or teach Japanese people about living in a diverse community? 
  1. Main room (10 min) 
    1. Share ideas regarding the last question (4.c) 

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

Class agreement, breakup rooms 

Zoom, Breakout room, chat section, news web site 

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

  • Listening to Japanese news stories (created specifically for children and non-Japanese native people) seemed to be a little difficult, but they got a basics about the story (I believe the photos helped too.) 
  • Students had so much to say about this topic.  They had thoughts and ideas. They sometimes struggled to express it in Japanese. But I felt their willingness to challenge themselves and share their thoughts in Japanese. I think this is great. 
  • I had another news story to discuss as I thought that one topic wouldn’t cover the whole hour. I was wrong. Students had a lot to think and share.
  • I tried to reflect some reality of Japanese society. Also, I tried to have them think about it in relation to their reality in the USA. I received a lot of great points about question 4.c. One said that the USA has lots of issues itself and that it is difficult to provide any advice. This is understandable, too. 
  • I wasn’t sure how students would react to this topic, but they were very serious, and I can tell that this is not a new topic for them. They have been thinking about this issue for a while.  

Advanced:

  • Even before we start first discussion about Naomi Osaka, students had a lot of questions about Japanese society, such as how Japanese people understand things like BLM, whether there is racism in Japan and if so what kind, how Japanese people think about being different, whether and how people talk about politics, about the media’s political stance, how people learn about the USA. We had a good discussion. 

How could this class be improved/ modified? 

  • Providing a basic key terms in Japanese at the beginning of the class might have helped. But at the same time, if I did it, that’s going to frame how and what they are going to think. So probably, just start free flowing, and help them when they ask about certain words.  
  • I see that the advanced class can learn and discuss a lot about Japan’s social and political issues as well as cultural things. I appreciate their curiosity.  

F20 Online: Social Media

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Social Media

How did you structure the class?

Warm up questions

  • Would you rather have everything on your phone right now (browsing history, photos, etc.) made public to anyone who searches your name or never use a cell phone again?
  • Would you rather never run out of battery power for whatever phone and tablet you own or always have free Wi-Fi wherever you go?
  • Short poll: Do you…
  • Check your phone as soon as you wake up (Consulter son smartphone dès son réveil)
  • Use different devices to watch/read stuff at the same time (Lire des informations ou regarder du contenu (photos ou vidéos) sur plusieurs écrans simultanément.)
  • Check your phone every 10mn just in case (Consulter son smartphone toutes les 10 minutes au cas où.)
  • Reply to every text in less than 10mn (Répondre à chaque message en moins de 10 minutes)
  • Texting and driving at the same time (Utiliser son smartphone au volant)

> Do a quick graph with the answers to show how students use their phones/social media/technology.

General discussion questions

  • Some people “collect” friends in social networks. Is it possible to have 500 friends in real life?
  • What do you think about social media? 
  • How would you define them? 
  • What types of social media do you know/use? 
  • What are the advantages and disadvantages of social media?

Activity 1 – Carmen & Twitter

  • Carmen: show the video. Ask students, in pairs, to focus on one of the characters: either Stromae or the bird. How do they change throughout the song?
  • Compare with the original opera Carmen. Quels éléments linguistiques, musicaux, etc. Stromae emprunte-t-il à « Carmen » ? À votre avis, pourquoi Stromae a-t-il fait ce choix ? Que pensez-vous de ce clip ? Atteint-il les objectifs supposés ?

Activity 2 – Create your own social media (cf Katty SP LR 2019)

  • Made-up social media platform: After giving an example of  a social media platform a friend and I created, in groups of three, students have to create new social platforms using either of the criteria provided in the table (they can also add new ones). They have to consider three different categories: Topic, target audience and functions. Also, they have to create a name and a logo for their platforms

Activity 3 – Social media and social movements

Article on how social media affected the “Printemps Arabe” back in 2011. Could be the starting point of a discussion on the impact of social media on social movements: 

  • Do they think social media can be used for more than fun?
  • How different are they from more traditional ways of communicating information? What are their specific characteristics? (direct access/easy to share with a lot of people/younger target audience)
  • What are the risks?

Activity 4 [For Rus] – VKontakte

Go to vk.com and create your own VK account! (you can talk about the structure, differences with FB, copyright..)

JP S20 INT/ADV Job Interview

Language Resident Name: Miki Saigo

Day and Date: February 5, 2020

Language and Level: Intermediate Japanese

Class theme/topics discussed:

  • Job interview

Goal of the class:

  • Learn what job interviews in Japan are like
  • Learn what to talk about in a job interview

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Film Nanimono (2016)
    I first introduce the term shukatsu (‘job-hunting’). Next, I briefly explain the setting of Nanimono, a film that well-portrays the situations of job-hunting in Japan, and we watch the opening scene of the film. We watch it twice, and I ask students what they saw (e.g. black suits, interviews, resumes etc.) as I write them down on the board. We watch another scene from the film about a group interview and talk what we noticed.
  • Activity II: Job interview
    After watching what a job interview is like in Activity I, we practice how to talk in a job interview. I give students a handout that lists sample questions and ideas to build the answers. I explain the meanings of the advanced vocabulary in the handout, explain the typical structure of a good answer, and demonstrate some examples. I also show some video clips for more examples (skip to relevant scenes):
    https://youtu.be/L9fO-xpWF18
    https://youtu.be/U_jI1KQkmsk
    https://youtu.be/Ayb2pWPK9ko
    Finally, in pairs, students ask each other the questions and practice how to answer. I ask some students to share their answers to the whole class.
  • Activity III: What would you do?
    Students in pairs discuss what they would do in the following situations:
    1. Your boss pronounces your name incorrectly everytime. What would you do?
    2. You go to karaoke with your boss and colleagues. Your boss is a terrible singer but asks what you think his singing is. What would you say?
    In a few minutes, I ask some students to share what they discussed.

What technology, media or props did you use?

  • PowerPoint slides
  • Handout
  • Youtube videos
  • Film (DVD from FLRC)

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

  • This class was successful. The job interview practice was challenging for the students, but they find it practical and were very engaged. Every student took notes in their handout and brought it back with them (Usually some students leave handouts in the classroom when they don’t need them after class, but not this time). Students left the class with accomplished faces!

How could this class be improved/ modified?

  • Students, especially those actually planning to apply for Japanese companies, would want more feedback. Because it was hard to correct all of their errors when they were talking at the same time, next time I would ask more students to present their answers after the practice time so that I can correct them.

Materials (Download the files for better view):

CN S20 ADV Dating

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Tuesday,18thFebruary,2020

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Dating

Goal of the class:

  1. To talk about the advantages and disadvantages of being single and falling in love.
  2. To talk about important factors which people will take into consideration when they try to find their soulmate.
  3. To improve the oral level by imitating “speed dating”.

How did you structure the class? 

  • Warm up: The teacher will start the lesson by discussing what are advantages and disadvantages of being single and falling in love. Then, write students’ points of view on whiteboard.
  • Provide input: Ask students factors which people will take into consideration when they look for soulmate. Then show students general or common factors which people think important in China. There are related vocabulary on presentation 
  • Activity 1: Imitating “speed dating”(Handouts are provided for this activity): There are some basic questions such as job, education experience, interests and hobby, personality etc. included on handout. First, students need to list at least three important questions which will be put forward during dating. Second, students are divided into 4 boy-girl pairs randomly. Then they will ask each other questions and imitate “speed dating” scenario.

 Follow-up: ask students how it is going with dating with someone. Is the dating successful or unsuccessful? Why?

Activity 2:Talk about the following common questions asked during the dating:

1.长相(颜值)更重要,还是性格更重要?

2你介意男朋友/女朋友年龄比你大5-10岁吗?

3.找男朋友/女朋友时,你会找一个喜欢你的,还是你喜欢的?

3.结婚以后,你愿意和父母住在一起吗?

4.描述一下理想的男朋友/女朋友是什么样子?

        Activity 3: Watch Chinese TV show FeiCheng WuRao, which is a popular speed dating   TV show. Talk about what are similarities and difference between China’s and American  dating TV show.(This activity is for advanced conversation class.)

  • Close lesson 

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

  • Handout & Presentation

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

Students were very engaged in this topic. They talked a lot during the “dating”. This activity gave students chance to get to know each other with various and comprehensive questions.

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.

Dating handout:

关于我
姓名 
年龄 
学历(本科/研究生/博士) 
职业(工作) 
收入💰 
爱好 
性格 
择偶要求 

 第一次约会时,最想问对方的三个问题:

1.____________________________________________________

2.____________________________________________________

3.____________________________________________________

ES S20 ADV Street Art

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente 

Day and Date: 26th February

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

Class theme/topics discussed: Street Art

Goal of the class: 

  • To be able to describe a painting and express own feelings
  • To exchange information about street art

How did you structure the class? 

  • Warm up: Students see some graffiti images and have to decide whether they are art or not. What is considered art and what is considered vandalism?
  • Activity 1: Students complete a quiz about graffiti vocabulary in order to learn more words of street art (https://quizlet.com/140617233/vocabulario-graffiti-flash-cards/).
  • Activity 2: Students review a handout with expressions used to describe pictures. In pairs, one student will solve a puzzle of a painting and the other student will describe the painting.
  • Activity 3: Students discuss different controversial questions related to street art.
  • Extra final activity: Students see a picture of a graffiti and comment on the author (Banksy, an anonymous street artist). Students see the video of a polemical auction in which one of Banksy’s pieces of art is sold and auto destroyed.  

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

  • YouTube
  • Quiz with graffiti vocabulary
  • Puzzles
  • Discussion questions about street art

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

  • Students shared very interesting opinions about street art and they were specially engaged during the puzzle solving activity. 

How could this class be improved/modified?

  • This class served as introduction for the conversation project about street art, allowing students to discuss basic issues revolving around the topic and to learn basic street art vocabulary, so I would not modify it for this specific purpose. 
Conv_Street-Art

Conv_Handout_Street-Art

ES S20 ADV Advertisements

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

  • Credit: José Gómez 

Day and Date: 20th February

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

Class theme/topics discussed: Advertisements

Goal of the class: 

  • To understand cultural differences through advertisements 

How did you structure the class? 

  • Warm up: Students answer some questions about publicity (e.g. Which was your favorite advertisement of the Super Bowl? Where is publicity more effective?) 
  • Activity 1: Students watch a controversial US commercial and comment on it. They will then compare it with Spanish commercials. 
  • Activity 2: Students get a handout with different slogans and they have to guess which product the slogans are selling. Then they watch the real advertisements.
  • Activity 3: Students speak about the importance of adapting the different advertisements according to the target culture. In small groups, they analyze the existing differences in the same Coca-Cola spot for Spain, Mexico, Argentina and Peru. 
  • Extra final activity: Debating the advantages and disadvantages of personalized advertisements. 
  • Extra final activity (2)Speaking about subliminal publicity. Testing students by placing blue pictures of idioms with eyes over Oldenborg and asking them to choose a part of the body and a color to see if these subliminal posters had some effect on their choice. 

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

  • PowerPoint Presentation
  • YouTube 
  • Handout with slogans 
  • Posters for the subliminal publicity activity

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

The whole class worked very well. They talked a lot and were engaged all in the activities. They specially liked the last activity of the subliminal test, since they were not able to notice the signs around them and were very surprised. 

Conv_Advertisements

Conv_Advertisements_Handout

Conv_Subliminal-pictures

DE S20 INT: Traveling (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Monday, 04/27/2020

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

# of Students: 3

Class theme/topics discussed: traveling

Goal of the class: Students repeat traveling vocab, practice a common German grammatical construction, practice presenting information.

How did you structure the class?

  1. Warm-up (Prior knowledge):

I put questions in the google doc, that the students talk about in pairs in breakout rooms. 1. What was the best trip that you ever went on? What was so great about it? 2. Can you imagine living in a different country one day? Where would that be? 3. Where would you travel to if money was not an issue? 4. Is traveling important to you? Why/why not?

  • Activity 1 (Input):

The students brainstorm as many terms that are connected with traveling as possible. After two minutes, we look at all the terms together and talk about them.

  • Activity 2 (Guided Practice):

The students answer the question “Why do people travel?” with the “um…zu”-Construction (in order to). Together we collect as many reasons to travel as possible. When the students run out of ideas, we look at a website together that gives ten reasons for traveling.

  • Activity 3 (Task):

Students prepare a mini-presentation about the most interesting trip they ever went to. They explain where they went, for how long, how they got there, what they did there, what was most interesting, etc. They also explain, why traveling is important to them. They can also show pictures with the screenshare function. After about 5 minutes of preparation time, they get together in breakout rooms and present to each other.

  • Activity 4 (Follow-up):

We meet in the main room, everyone quickly summarizes what they talked about, before we say our goodbyes.

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

Google Doc, DeepL, website : https://www.auslandsjob.de/10-gruende-reisen.php,

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

The class went pretty well. The students talked a lot and were active and engaged all the time. The activities were not as dynamic as I had hoped, but I think that was because half of the class was missing. Also, I had one more, pretty big task prepared for the students, but we did not have the time to do it. But because I did not try to squeeze that activity in, the timing worked out very well.

How could this class be improved/ modified?

Finding a short video or some other kind of input with travel-related vocabulary would have been good to stimulate more ideas in the brainstorming activity.

DE S20 INT: Impressions

Language Resident Name: Tilman Viëtor

Credit to Katherine Pérez, Mariia Glukhova

Day and Date: Monday, 02/03/2020

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

# of Students: 6

Class theme/topics discussed: Physical appearance

Goal of the class: Learning vocabulary to describe someone’s physical appearance.

How did you structure the class?

  1. Warm-up (Prior knowledge):

Focused Freewriting: What do you think about when you think about physical appearance? How would you describe your closest friend? How would you describe yourself? (3-5min) We talk about it and come up with categories for describing physical appearance. Then the students get to the board and fill the categories with as many expressions as possible.

  • Activity 1 (Input):

I show students a picture of me and friends of mine. I then describe some people in the picture, before I have the students describe the remaining people based on what they see.

  • Activity 2 (Guided Practice):

While the German music is playing, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops, each student pairs up with the person standing nearest and they stand back to back. Each of the students makes statements about the other’s appearance. Repeat a couple of times.

  • Activity 3 (Task):

Detective role play: Each student gets a picture of someone who “has gone missing”. One of the students is a detective and the other one has to tell what the person missing looks like. The “detective” draws the person who is being described. Both students get to be a “detective” using one different picture each. After having done this, each group describes their partners’ picture and we all get to compare and see how accurate the description was (15-20 min).

  • Activity 4 (Follow-up):

What do students guess the occupations of the people on the pictures are?

After guessing and giving reasons for their guesses, in two groups, they each look up one of the people, then present their findings to the group.

  • Extra final activity:

What do you think the German saying “Kleider machen Leute” could mean?

We talk about it.

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

Song, pictures of German celebrities

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

The class worked very well, even though we did not get to the extra activity.

First-impressions

DE S20 ADV: Youth Slang (Zoom class)

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 04/16/2020

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

# of Students: 3

Class theme/topics discussed: German youth slang

Goal of the class: Students learn about German youth slang

How did you structure the class?

  1. Warm-up (Prior knowledge):

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

  • Activity 1 (Input):

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

  • Activity 2 (Guided Practice):

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

  • Activity 3 (Task):

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

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

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

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

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

How could this class be improved/ modified?

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

DE S20 ADV: Storytelling

Language Resident Name: Tilman Viëtor

Credit to Mariia Glukhova

Day and Date: Thursday, 02/06/2020

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

# of Students: 3

Class theme/topics discussed: Storytelling

Goal of the class: To practice improvisational speaking

How did you structure the class?

  1. Warm-up (Prior knowledge):

Exercise on “Deutsch Perfekt” to practice the simple past form.

  • Activity 1 (Input):

Students play two truths and a lie. Each of the students should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch them on lying. After that they take turns.

  • Activity 2 (Guided Practice):

I write a phrase on the whiteboard. It can be something like: “Paul woke up, and immediately realized that something was different today”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

  • Activity 3 (Task):

We get together in pairs. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

  • Activity 4 (Follow-up):

We play “Black Stories”.

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

Story cubes, website (https://www.deutsch-perfekt.com/deutsch-ueben/das-praeteritum), Black Stories (game)

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

The class was great, and the students had a lot of fun. We did not get to the last two tasks, so maybe a time limit for two truths and a lie would be necessary.

ES F19 INT/ADV: Social Media

SOCIAL-MEDIA-IntAdv

Spanish Conversation Class – Intermediate/Advanced

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed 

  • Social media

Goal of the class 

  • Practice vocabulary related to social media
  • Compare and contrast different situations usually found in social media
  • Create new social media platforms 

Class’ structure

  • Attendance (2 min)
  • Warm up:  What do you know about social networks? What words come up to your mind: Students create a Menti Word cloud with words they would use to define social media. Most interesting words are chosen and discussed by everyone: Would you use this word as well? Why? Where in social networks do we see it reflected the most? (10-15 min)
  • Input: Video + Survey: I show students a video that talks about uses, advantages and disadvantages of social network uses. Followed by a discussion: Do you agree with this? How many of you do this kind of things when on the internet? We also talk about a survey that shows which are the most common social platforms used in some Hispanic countries. They discuss and compare to the US (5-7 min)
  • Activity 1: Toteking – “Redes Sociales” music video. Students watch half of the video and, as they are watching it, they have to check at least 2 critiques the singers makes to social media. Afterwards, they get three short statements from they just heard. In groups they discuss they statements to finally report their discussions to the class (10-15 min)
  • Activity 2: Made-up social media platform: After giving an example of  a social media platform my sister and I created, in groups of three, students have to create new social platforms using either of the criteria provided in the table (they can also add new ones). They have to consider three different categories: Topic, target audience and functions. Also, they have to create a name and a logo for their platforms (15-20 min)

Resources used

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

  • I did this class at the beginning of the year so students felt more comfortable working in groups at first. For Activity 2 you have to be careful not to take that much time giving an example about what they have to create because the activity itself already takes a long time. They had a lot of fun with activity two and you can even do a jury like activity in a following class where they all have to grade each other’s platforms

Annex

  • Social networks table
Categoría Público Funciones
Citas
Empleo
Noticias
Compra y venta Lifestyle Educación
Comida
OTROS
Ancianos
Adultos +30
Jóvenes Niños Animales
OTROS
Fotos y videos
Transmitir en vivo
Juegos
Mensajería directa Música
OTROS 
  • Grading Table
Grupo N



Idea



Nombre



Logo



JP F19 ADV Facial Expressions, Gestures & Emojis

Language Resident Name: Miki Saigo

Day and Date: December 3, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:
Face expressions, gestures and emojis

Goal of the class:

  • Talk about emotions and certain situations to use gestures/emojis
  • Learn cultural differences about gestures and facial expressions

How did you structure the class?

  • Warm-up: Greetings and announcements
    – Cultural events
    – Lunch Table attendances
  • Activity I: Emojis
    I give students Handout of emojis and briefly explain what “emojis” are. In pairs, I ask students to discuss (i) what kind of emotions/meanings the emojis represent, and (ii) in what kind of context people would use the emojis in a message. After a while, I ask the questions to the whole class and discuss together. If needed, I explain cultural backgrounds of some of the emojis. I also ask if there are other emojis that students often use.
  • Activity II: Gestures
    I show a list of words/situations on the screen (“to call,” “thank you,” “when you meet your friends” etc.) and ask students to think of gestures they might use in the situations. Students work in pairs, and when they are done, I ask them to act out each gesture. We talk about cultural differences found in the gestures.
  • Activity III: Discussions
    In pairs, students discuss the following questions:
    1. Are there other gestures you use/ have seen? (To give examples at first, I mention a couple gestures that I have seen in American TV shows.)
    2. When you travel abroad and you don’t know the local language, what do you do? (It could be gestures or other ways to communicate.) For example, when you’re at a store or in a taxi?

What technology, media or props did you use?

  • Handout with pictures
  • PowerPoint slides

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

We had lively and interesting discussions throughout the class. Students enjoyed talking about emojis more than I had expected. I think it was a good topic for our generation. The first few emojis in Handout were meant to be basic expressions (e.g. smile, laugh, cry etc.), but they developed way more than that and had a huge discussion (e.g. “It is a fake smile you make when you don’t like something,” “You don’t use this crying face when you are actually sad,” “It could be happy tears”). Moreover, students in this class had culturally diverse backgrounds, so it was interesting to compare the cultural differences in gestures (e.g. how to count with your fingers in China).

How could this class be improved/ modified?

I was going to do another activity (storytelling by using emojis), but students spent a long time discussing emojis (which is fine because they enjoyed and talked a lot). Depending on the audience, however, I would use another activity to adjust the time.

Handout & Slide (Activity I):

絵文字(えもじ)
A.

B.

RU F19 ADV/INT: Storytelling

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 10/10/2019

Language and Level (intermediate or advanced class):

Russian, Advanced/Intermediate

Class theme/topics discussed:

Storytelling

Goal of the class:

To practice improvisation while speaking

How did you structure the class?

Greetings, announcements, general questions

Activity 1: “Two Truths and One Lie”. Students work in groups of three. Each of them should tell three stories (‘’I don’t like cats” is not a story!) to the others. Then they ask this person questions in order to catch him up on lying. After that they take turns.

Activity 2: “Collective Story”. A teacher writes down on a whiteboard a phrase. It can be something like: “Katya missed her train and her takes an unexpected turn”. Students sit down in a circle. The first student has one minute to tell what happens next. When the time is over, the next student starts talking and continues the story, and so on.

Activity 3: “Story Cubes”.  Students are divided into two teams. Each team gets Story Cubes and the show begins. They should create a story and then present it to each other.

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

A whiteboard, Story Cubes

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

The class worked out great! Students had a lot of fun, they talked and laughed a lot.

How could this class be improved/ modified?

I would leave it as it is.

CN Fall19 INT/ADV Social Media

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date: 4th/5th November

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

Class theme/topics discussed: Social Media

Goal of the class:

  • To learn about common social media in China
  • To analyze the pros and cons of the use of social media in Chinese
  • To master some common vocabulary related to social media, like post(发)/follow(关注)/click like(点赞)etc.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking some questions:
  • What social media do you usually use?
  • What do you do on social media?
  • Imagine what it will be like without social media?
  • Activity 1:  Fill in the questionnaire and share it with your partner. (8minutes)

Then the teacher will go through the questionnaire with students and guide students to discuss the pros and cons of the use of the social media.

  • Activity 2 : Try to use Wechat.

We will experience multiple functions on Wechat.

Students can post the first moment on Wechat in Chinese and share it with others.

  • Close lesson: The teacher will close the lesson by asking learnt questions to help students review.

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

  • PowerPoint Presentation
  • Handout

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

Students love to share their opinions about social Media. And we had fun using China’s Wechat.

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.

关于社交媒体使用的调查问卷

Q1:您平时使用社交媒体吗?

 a)是

 b)否

Q2:您平常使用什么社交媒体?

 a)微信(Wechat)

 b)微博(Weibo)

 c)QQ

 d)INSTAGRAM

 e)FACEBOOK

 f)其他________

Q3:您平常什么时候使用社交媒体?

 a)起床后或睡觉前

 b)吃饭时

 c)上课时

 d)学习间隙

 e)闲暇休息时

 f)其他___________________

Q4:您一天之内会在社交媒体上花多长时间?

 a)0-1个小时

 b)1-3小时

 c)3-5个小时

 d)5个小时以上

Q5:您会在哪些地方使用这些社交媒体?

 a)宿舍

 b)教室

 c)食堂

 d)图书馆

 e)其他________________________

Q6:您一般使用社交媒体做什么?

  a) 消磨时间

 b)获得资讯(information)

 c)与朋友家人交流,联系

  d)记录自己的生活

 e)其他________________________

Q7:您认为使用这些社交媒体对自己有什么不良影响?

 a)影响身体健康

 b)影响学习

  c)浪费时间

 d)现实社交活动减少

 e)被虚假信息欺骗

 f)其他________________________

Q8:总的来说,您对社交媒体的态度是?

 a)利大于弊                   b)弊大于利                   c)中立

Social-Media-pdf

ES SP19 ADV: Mini Debates

  • 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.)
  • 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 S19 INT Fear

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

02/04/2019

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.

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