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Category: Literature

JP SP21 INT/ADV: Hyakunin Isshu, Waka, Renga

This topic can be done in a class or two classes.

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 14, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Make Renga 

Goal of the class:  

  • Understand a movie trailer  

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 12 – 15, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Hyakunin isshu 
  • Renga 

Goal of the class:  

  • Understand a movie trailer  
  • Understand hyakunin-isshu, waka poetry, and other ideas around waka
  • Make some renga 

How did you structure the class?  

  1. Trailer #1 (20 min) 
    1. https://youtu.be/ZjNlJLjDzjk  
    2. What kind of characters? 
  2. Karuta or Hyakunin isshu (15 min) 
    1. What is this? 
    2. A collection of Waka poems 
      1. 100 poems from 100 poets throughout the history  
      2. Created in the early 13th century 
      3. Who are poets? 
        1. Emperors, aristocrats, monks 
    3. There are lots of other waka collections 
      1. Some of them include regular people’s poems and poems with writers unknown from ancient times  
    4. What Is waka? 
      1. Haiku (5.7.5) vs. Waka (5.7.5.7.7.) 
      2. 柿くへば鐘が鳴るなり法隆寺 by 正岡子規 
      3. ちはやふる 神代もきかず 竜田川 からくれなゐに 水くくるとは by 在原 業平 (9th century) 
    5. As a game 
      1. How the game works 
    6. Renga 
      1. Difference between waka 
  3. Trailer #2 (15 min) 
    1. https://youtu.be/MU6FqgKawxQ   
    2. What’s new here 
    3. New Character? What’s she like?  
    4. What’s a message shown throughout the trailer? 
    5. The effect of adopting story that was originally written in a manga format. 
  4. Let’s make renga (30 min) 

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

Zoom, Sharescreen, Youtube, Whiteboard 

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

Intermediate:

  • Today’s trailer was a lot easier to understand for them. They were able to guess the relationship of 3 main characters. 
  • They know some sort of card game is related, but they had little idea. One student was able to guess that it would be something with poems. That was great. 
  • Introduced this game, Hyakunin Isshu, Waka, and Renga. I talked a lot for this to explain what they are. It was like I’m doing a Japanese class in a junior high school in Japan. At least they got the new ideas and cultures around Hyakunin Isshu and Waka poems. 
  • The trailer #2 was fun. This time we guessed what’s going on and also tried to listen carefully each phrase in the trailer. From these phrases, we thought about shared value that these characters are having (team work) in contrast to the best player (individualistic). 
  • Renga was a fun activity. This is a collaborative poetry, so you have to follow 5-7-5 and 7-7 format and also develop the idea and theme that previous people present. They created funny poems collaboratively. 
  • I used whiteboard for this collaborative activity. They just type their work on to whiteboard by themselves. This worked out very well. 
  • I shared music when they were working on poems. It was a good and fun addition to the class. 

Advanced:

  • Today’s trailer was a lot easier for them to grasp the story. They were able to find more details than 11.1 students 
  • We talked a lot about Hyakunin Isshu, Waka, Haiku, and Renga. They knew Haiku but they didn’t know Waka. 
  • We discussed the difference between Karuta and Hyakunin Isshu, which also called karuta occasionally  
  • With trailer #2 we talked about certain values that Japanese society likes to hear and see in pop cultures and entertainment. Some elements, friendship, collaborative work, hard work, are so popular and they are seen a lot of pop cultures 
  • We also talked about a little strange cinematography. This might be because the film tries to adopt the styles of comic. 
  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • I used white board for the renga making activity, and it worked well 

How could this class be improved/ modified? 

  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • Renga activity can be done in breakout room instead of whiteboard. I was thinking which way to do. This time I used whiteboard. But I think breakout room works as well 

Trailers

Haiku, Waka, and Renga Whiteboard

Students’ Renga Works

CN F20 ADV Chinese movies and TV shows

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

9/17/2020 

Language and Level (intermediate or advanced class):

Chinese Advanced level 

Class theme/topics discussed:

Chinese movies and TV shows  

Goal of the class:

  1. By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
  2. By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows. 
  3. By the end of this class, students will be able to express personal interests (e.g., 我最喜欢看武侠电影)
  4. By the end of this class, students will be able to find expected information based on the instructions provided. 
  5. By the end of this class, students will be able to provide detailed information on a subject. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: what is the last movie or show you watched
  3. Presentation: Chinese movies and TV shows 
  4. Discussion: What do you like or dislike?
  5. Solo presentation: the one on my to-watch list 
  6. Wrap-up: what you could watch for your Chinese learning 

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

  1. I used PowerPoint to create the slides (17 in total) 
  2. I looked up pictures of some dishes on Baidu image.
  3. I used 笔记本 to create notes (see Appendix B) 
  4. I used Bilibili.com to play Jackie Chan’s movie clip. 

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

What worked well: 

  1. Students are familiar with all the genres, even the one that is less common (i.e., martial arts). 
  2. Students did not get confused about what those points and stars meant after I explained that it was from a website worked as “a Chinese IMDb”.
  3. All of them have a habit of watching Chinese movies and shows on some American streaming platforms, so they were interested in getting relevant information about what might be available. They also had a lot to contribute themselves. 
  4. There was a Chinese teen drama <> on Netflix, they were very excited to learn that their classmates had also known that show, so they had a very interesting conversation about it with each other.
  5. Compared to the intermediate level classes, they had a bigger vocabulary size to support their production on likes and dislikes, so they felt comfortable bringing up more prior experiences with different kinds of shows and movies.
  6. They were willing to invite the observer to their conversations and get them going smoothly. That was my first time watching them speak in Chinese to an “outsider”. I was quite satisfied with their performances.  

What did not work: 

  1. They were familiar with those genres as just “terms” or “words”, they did not have sufficient experience with most of them to reflect on. I was expected the advanced level class to know more information about certain topics such as Jin Yong’s work. But only one student had heard of him. 
  2. I thought they had already learned the four great novels somewhere else. Although I was aware of the lack of knowledge of the details (that is why I demonstrated them in English). But none of the students had even heard of them. It made my presentation on it more challenging. 

How could this class be improved/ modified?

  1. I always try to avoid giving away too much information about the coming topics to make sure their output is spontaneous. In the future, if the topics seem to need a fair amount of world knowledge, I probably will release the agenda of the next class prior to it to help them prepare for their participation. 

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

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them if they still remember the differences among 明星,名人,网红,偶像。– Connect their devices  – Greet the instructor  – Answer questions
-Answer questions 
Presentation (20 mins) -Show them different genres of the movies and TV shows  -Introduce Jin Yong and his work  -Show them the old Hong Kong version and the new Mainland China’s version  -Demonstrate the list of the gangster movies  -Play a 30-second clip of 《无间道》 -Demonstrate Zhou Xingchi’s work  -Demonstrate the list of the action movies  -Play a 2-minute clip of 《我是谁》 -Demonstrate the list of the new action movies produced by some new directors from Mainland China  -Sharing my own experience of watching 《红海行动》and 《战狼》at AMC  -Demonstrate the rest of the slides of the movies  -Introduce the four great classic novels (see Appendix B) -Play the theme song of 《西游记》 -Demonstrate the rest of the slides of the TV shows 
Guided practice (15 mins) -Make sure they are able to access the handout  -Send them into breakout rooms  -Let them discuss the questions with their partners: their favorite movie genres; last watched Chinese movie; last watched Chinese TV show, etc.  -Bring them back to the main session  -Ask them what show they were talking about, whether they use Chinese subtitles; whether they use English subtitles, etc. 

-Discuss with their partners 





-Present to the class 






Communicative practice  (15 mins) -Show them a 45-second video clip of 《知否》 -Read the four lines on the slide  -Explain what they mean  -Explain why I show them that  -Ask them what cultural aspects were presented in it -Ask them what historical aspects were presented 




-Answer questions 
-Answer questions   
Wrap-up (5 mins)-Go over the genres and their Chinese expressions  -Mention the availability of the list of movies and shows on Sakai  -Ask questions 
Appendix A 

武俠片/武侠片 Martial arts​
警匪片/警匪片 Gangster​
犯罪片/犯罪片 Crime​
愛情片/爱情片 Romance​
動作片/动作片 Action​
喜劇片/喜剧片 Comedies ​
電視劇/电视剧 TV dramas​
四大名著 Four great novels ​
历史片 history ​
古装片 period drama ​
校园片 teen
Appendix B

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JP F20 ADV: Reading Kanji

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Tuesday November 24, 2020   

Language and Level (intermediate or advanced class):  

Advanced 

Class theme/topics discussed:  

  • Last class: kanji games 

Goal of the class:  

  • Guess how to read unusual kanji

How did you structure the class?  

  1. How are you doing? Hanging in there? Good news if any??? (7 min) 
    1. Hawaiian Thanksgiving dishes – lots of Asian food included  
  1. Guess and read the kanji (45 min) 
    1. Veggies
    2. Fruits 
    3. Things in the water 
    4. Family names 
  1. Most complicated kanji (10 min) 
    1. Some legendary mysterious kanji 
    2. Officially registered real kanji

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

Class agreement, breakup rooms 

Zoom, white board 

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

  • We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.  
  • We talked a bit about Hawaiian Thanksgiving food 
  • Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that. 
  • One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃) 
  • We guessed some strange and rare family names and some super complicated kanji as well. 
  • We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc. 

How could this class be improved/ modified? 

  • There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this. 

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. 

Below are what we did with whiteboard

Fruits 

Vegetables 

Things in the water 

Rare and strange family names 

Complicated kanji 

Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji) 

https://www.benricho.org/kanji/img-kakusuu/Taito_small.gif

Biang – From Chinese kanji 

https://www.benricho.org/kanji/img-kakusuu/biang-68-500.png

Jin ジン – dust 

https://glyphwiki.org/glyph/u269c4.png

JP F20 INT/ADV: Haiku

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday October 5, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Haiku 

Goal of the class:  

  • Learn about Haiku 
  • Create haiku and kigo 

How did you structure the class?  

  1. Good news (5min) *We share positive stories at the beginning of each class.
  1. Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8  (10 min) 
  1. Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min) 
  1. Break out room (2-3people) (25 min)  
    1. How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments? 
    2. What reminds us of seasons? What kind of things do we appreciate in a season? What do we do, see, hear, taste or feel in a season?  
    3. Let’s make a haiku! 
  1. Main room (15 min) 
    1. Share the haiku each group made.  

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

Class agreement, breakup rooms 

Zoom, Breakout room, emails, YouTube and internet resources.   

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

  • They knew the basics of haiku. The video helped them understand a little deeper about haiku. 
  • “kigo” is an interesting concept. Instead of telling them this as a rule, I let them think about and come up with their own “kigo” in their own environment (American or California or whatever they think of) 
  • I believe it’s a nice activity to reflect how we are related to our environment, such as nature or seasonal events.  
  • This also turned into finding a little nice or memorable moment in their daily life relating to a season 
  • They enjoyed thinking of “kigo” and they explained how seasonal a certain word is to me, as I’m not quite familiar to American seasonal practice.  
  • They enjoyed making haiku, too, and they are using some techniques such as ji-amari (extra letter) or taigen-dome (ending a phrase with a noun)   
  • I also had them type their poem into the chat so I can make sure I know what they did and also I can save it. 
  • This was also finding a little nice or memorable moment in their daily life 

How could this class be improved/ modified? 

  • We focused on fall as it’s fall now, but we can do this any seasons 
  • We can also do “senryu,” which is like haiku, but you do not need to use “kigo” in it. So this could be a little freer and more hilarious.  

 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. 

Some concepts: 
俳句、季語、字余り、字足らず、倒置法 

Student works (with my quick translation): 

天の川(あまのがわ)
 
今晩月は(こんばんつきは)
 
珍しい(めずらしい) 
With Milky way, tonight’s moon is rare. 

紅葉狩り 
カリフォルニアで 
火事がある 
While enjoying the colorful fall tree leaves while it’s on fire in California 

コーン畑 
踊って来てる 
骸骨は 
At Corn field, a skeleton is coming while dancing 

花枯れる (はなかれる) 
BTS が来る (ビティエスがくる) 
うれしいな 
The season the flowers die, it’s also a season BTS comes here. Feels happy. 

タコ火曜
 
感謝祭と
 
食べすぎる 
Taco Tuesday, also Thanksgiving, I’m eating too much 

秋のくれ(あき) 
カボチャをほって 
光入れ(ひかりいれ) 
At dusk, I curve a pumpkin and light inside. 

秋の時間 
色々な色 
思い出す 
Fall time, I remember lots of colors. 

秋に来る 
外を見る時 
しあわせな 
Coming in the fall, I feel happy looking outside 

春寒のころ 
電車を待ち中 
あの子見た 
In early spring, while waiting for a train, I saw the girl. 

宿題が 
飛んで行ってる 
貝寄風のおかげ 
My homework is all blown away, thanks to a strong spring wind! 

蝉の音 
種を吐き出せ 
ネバネバな手 
Cicada sounds, let’s spit out seeds with my sticky hands 

最初の雨 
上に雪が降る 
山眠る
 
The first rain, and then snow falls, the mountain sleeps 

大雨で 峰
白くなり 
山眠る 
A huge rain fall, the peak of mountains become white as mountains sleeps 

雨の後  
雲吹き飛ばし  
白い山 
After the rain, the clounds are blown away and I see a white mountain.  

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.
 

RUS F20 Adv: Children’s Literature

Language Resident Name:

Maria Glukhova

Day and Date:

Wednesday, 10/14/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Number of people:

1 (or any)

Class theme/topics discussed:

Children’s literature

Goal of the class:

To work on translation skills and storytelling

How did you structure the class?

0. Greetings, announcements, general questions.

  1. Warm up questions:

On a scale from 1 to 10, how much did you enjoy reading as a child? Why?

What books did you like the most when you were a child?

What are the five (+) main differences between adult and children’s literature?

Do you think parents should read books aloud to their children? Why?

2. Activity: Find a short picture book that has no words, only images. Ask a student to look at it first. They should then come up with a text that describes what is happening as if it was written on these pages. Then you can do a slide show, and your student should pretend that they are narrators, and you are their child who is listening to a story. As a child, you can ask questions!

3. Activity: Find a short picture book with English text (I used “The Snowy Day” by Ezra Jack Keats). If you only have one student, you can work on translating it into your target language together. If you have a group, students can work in pairs, and then you can compare different translations. Students should convince others that their translation is the best. 

4. Conclusion and a follow-up discussion.

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

Zoom, prepared picture books

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

In this class, I only had one student, and we had a great time working on translation together.

How could this class be improved/ modified?

I would leave it as it is. If you have more people, for the first activity, they can do one page each. Or you can also find a couple of books.

ES S20 INT/ADV Literature/Idioms

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Literature & Idioms

Goal of the class 

  • To practice literature related vocabulary
  • To become familiar with Spanish speaking authors and popular titles
  • To recognize common idioms

Class structure

  • Warm-up: Questions about reading taste & habits (Do you like reading? How often do you read? What was the last book you read? Who is your favorite author? Which one is your favorite book? Do you have any favorite character? Do you have any reading routine?) 
  • Activity 1: I show students the book covers of 6 Spanish literature classics. After randomly reading  the back cover of the books, students have to match them to the book cover and come up with a title for the books. At the end students comment on which book seems the most interesting for them.
  • Activity 2:  Santiago en 100 palabras: I show students a Micro-stories. After reading 2 examples,  in groups, using a template provided by the organization in charge of this contest, they have to write a micro-story.  (https://www.santiagoen100palabras.cl/web/#libros)
  • Activity 3: Don’t judge a book by its cover. Students have a list of idioms commonly used in Spanish. In groups they have to guess the meaning of each idiom. I explain what the real meaning of each idiom is before jumping onto the next activity.
  • Activity 4: Using story cubes,  in groups, the class comes up with a short story where they put the idiom in context.
  • (extra) Activity 5: Childhood texts stories. I tell students a story about how this children story that marked me greatly when I was a kid. They do the same. 
  • (extra) Activity 6: Students are randomly assigned one of the idioms we have been using all along the class. They have to write the idiom for their classmates to guess, but only using emojis.
  • (extra) Activity 7: Students watch a video where you have to guess new idioms based on emoji phrases.

Resources used

  • PPT
  • Youtube
  • Story cubes
  • “Santiago en 100 palabras” handout

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

  • The class worked well. Even though we didn’t go pass activity 3, they seemed quite engaged when reading and commenting on the books’ blurb.

Annex

Santiago en 100 palabras handout

S100p-¿Y-cómo-es-el-cuento

S100p-Periodista-por-un-día

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