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CN SP21 Facts or Hoaxes

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

2/9/2021

Language and Level (intermediate or advanced class):

Chinese Advanced level

Class theme/topics discussed:

Delicious Chinese food

Goal of the class:

  1. By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
  2. By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
  3. By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
  4. By the end of this class, students will be able to build conversations on food-related topics such as personal preferences (express likes and dislikes).
  5. By the end of this class, students will be able to identify facts and hoaxes.

How did you structure the class?

  1. Take attendance and greet the students 4:18
  2. Presentation: main cuisines and regions 4:25
  3. Discussion: have you had any? 4: 35
  4. Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
  5. Discussion: Which one is your favorite? 4: 43
  6. https://www.bilibili.com/video/BV12x411871Z?from=search&seid=3191024875584487 77 4: 45
  7. Game: facts or hoaxes? 5:15

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

  1. I used PowerPoint to create the slides (13 in total)
  2. I used 笔记本 to create notes
  3. I used google drive to share handouts.
  4. I used Bilibili to play video clips.

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

  1. They were very interested in food-related topics and activities.
  2. They had sufficient prior knowledge about Chinese food.
  3. More supporting details for the facts than yesterday.

What did not work:

  1. No one had any experiences with 麻辣。
  2. They did not had much to share about East Asian food.
  3. 素食主义者,过敏,pronunciation with 鱼* you, 昆虫 and 乌龟。
  4. Had trouble explaining #6.
  5. E did not talk much in the breakout room.

How could this class be improved/ modified?

1. Some brief introduction of Korean and Japanese food. 2. Discourage over self-corrections.

Myth or fact?

1. 美國人最喜歡很甜的中國菜,比如說宮 gōng 保 bǎo 雞 jī 丁 dīng Kung Pao chicken/美国人最喜欢很甜的中国菜,比如说宫保鸡丁。
2. 大多數 shù the majority of 外國人不喜歡吃辣/大多数外国人不喜欢吃辣。
3. 外國人不喜歡嘴巴麻 má numbness 的感覺/很多外国人不喜欢嘴巴麻的感觉。 4. 外國人不喜歡帶骨 gǔ 頭 tou bone 的菜/外国人不喜欢带骨头的菜。

5. 外國人不喜歡動物內 nèi 臟 zàng internal organs /外国人不喜欢动物内脏。
6. 外國人不喜歡昆 kūn 蟲 chóng insect 和烏 wū 龜 guī turtle /外国人不喜欢昆虫和乌 龟。
7. 美國人不常常吃羊肉/美国人不常常吃羊肉。
8. 很多的美國人是素 sù 食 shí 主 zhǔ 義 yì 者 zhě vegetarian /很多美国人是素食主义 者。
9. 很多外國人對花生和麵 miàn 筋 jīn gluten 過 guò 敏 mǐn be allergic to /很多外国人 对花生和面筋过敏。
10. 美國人認為味 wèi 精 jīng MSG 不健康,因為他們吃味精會頭 tóu 痛 tòng headache /美国人认为味精不健康,因为他们吃味精会头痛。

CN SP21 Create your own menu

 Conversation Class Lesson Summary

Language Resident/Assistant Name:

Agnes Fu 

Day and Date:

4/27/2021

Language and Level (intermediate or advanced class):

Chinese advanced level 

Class theme/topics discussed:

Create your own menu

Goal of the class:

  1. By the end of this class, students will be able to pronounce the nouns of fruits, vegetables, meat, and other ingredients (see Appendix A). 
  2. By the end of this class, students will be able to adapt their knowledge of Asian and American culinary cuisines to productive activities. 
  3. By the end of this class, students will be able to using the cultural knowledge they have acquired to support their ideas. 
  4. By the end of this class, students will be able to exchange information and negotiate meanings. 

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: ask students to share their thoughts on what was covered Tuesday. 
  3. Presentation: Read and explain the hypothetical scenarios (see Appendix B).  
  4. Communicative activity: customize a menu for your guests  
  5. Communicative activity: have a meeting with your colleagues
  6. Wrap-up: Comment on their performance and talk about what is going to be covered in Week 4.

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

  1. I used PowerPoint to create the slides (4 in total) 
  2. I used Google Doc to create handouts (see Appendix A) 

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

What worked well: 

  1. Having information laid out on a slide definitely worked better than providing oral instructions on rules or procedures of a game. 
  2. When I first tried to plan the week out Sunday, I thought about making the scenarios more complicated. Or having the stories set on days that are more special than the Spring Festival and birthday. But after the class Tuesday, I had decided to keep things direct and simple to avoid having them spend too more time on analyzing the situations than on the language itself. 
  3. Students were aware of my purpose for having both Chinese and American features included in this game. They had integrated the language practice with cultural perspectives amazingly. 

What did not work: 

  1. One group had made a faster progression than the other one, it did affect the activity. But I could see that the slower students were a little disappointed on themselves. 
  2. I intentionally and purposefully apply flexible grouping to this class. But due to the small size of this class, students who are relatively introverted tend to reply on their extroverted team members, especially after the class comes back to the main session from the breakout rooms. 

How could this class be improved/ modified?

  1. I have always teamed up the extroverted and talkative students with the introverted ones. In the future I may try to break the rule and have the ones who are normally quieter work together. 

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 the students and ask them if there are wildfires near their homes; ask them to look out of their windows now and describe the sky and the weather– Connect their devices  – Greet the instructor  – Answer questions
Presentation (10 mins) -Demonstrate the slide of Scenario One  -Read the descriptions slowly  -Demonstrate the Slide of Scenario Two  -Read the descriptions slowly  -Demonstrate the slide of the game rules and explain it step by step -Demonstrate the slides of the ingredients  -Ask students take turns to read their names  -Drop the handout in the Chat  -Make student everyone is clear about the rules and gets the handout opened before getting into their breakout rooms -Watch the clip  
-Share opinions 
-Comment 




-Answer questions 



-Share opinions 
Communicative practice  Customize a menu  (20 mins) – Observe their discussions -Work with their partners on brainstorming what dishes they can make out of the ingredients provided on the handout   -Come up with a menu that they are going to show to their customers   
Communicative activities  A meeting with your colleagues  (20 mins)-Bring the class back together  -Switch participants between two breakout rooms  -Observe their discussions and negotiations   






-Bring the class together  -Ask everyone to introduce part of their own menus

-Some of them change rooms  -With the new partners, they each introduce and explain what they have come up with their initial partners -As “master chefs” who work at the same restaurants, they give suggestions to each other  -They could also borrow ideas from their colleagues and ask to exchange some items on their menus  
-Take turns to speak 
Wrap-up  (5 mins)-Comment on their performances -Talk about what is going to be covered next week 

Appendix A 

  • 西兰花 brocolli 
  • 卷心菜 cabbage  
  • 菠菜 spinach 
  • 西红柿 tamato 
  • 胡萝卜carrot  
  • 南瓜 pumpkin 
  • 芦笋 asparagus 
  • 蘑菇 mashroom  
  • 生菜 lettuce 
  • 辣椒 pepper chili 
  • 茄子 eggplant  
  • 豆腐 tofu 
  • chicken  
  • shrimp 
  • 羊排 lamb 
  • 牛肉 beef 
  • 猪肉 pork 
  • 鱼肉 fish  
  • 橘子 orange  
  • 苹果 apple 
  • 草莓 strawberry  
  • 香蕉 banana  
  • pear  
  • 坚果 nut 
  • 鸡蛋 egg 
  • 奶油 cream  
  • 黄油 butter  
  • 橄榄油 olive oil  
  • 牛奶 milk  
  • 面粉 flour  

Appendix B

  •  時間:2019年除夕之夜​
  • 地點:中國北京​
  • 人物:北京居民小王一家,他們美國的朋友James一家(James 夫婦兩人和他們10歲的女兒)​
  • 时间:2019年除夕之夜​
  • 地点:中国北京​
  • 人物:北京居民小王和他的爸爸妈妈,他们的美国朋友James一家(James夫妇两人和他们10岁的女儿)
  • 時間:2020年6月6日,Lily的8歲生日​
  • 地點:美國洛杉磯​
  • 人物:Lily,Lily13歲的哥哥,Lily的爸爸媽媽;Lily一家的房客(來自香港的留學生小李和小張)​
  • 时间:2020年6月6日,Lily的8岁生日​
  • 地点:美国洛杉矶​
  • 人物:Lily,Lily13岁的哥哥,Lily的爸爸妈妈;Lily家里的房客(来自香港的留学生小李和小张)

CN SP21 Hometown

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

2/3/2021

Language and Level (intermediate or advanced class):

Chinese Intermediate level 

Class theme/topics discussed:

Hometown 

Goal of the class:

  1. By the end of this class,will learn how to introduce a city or state in six aspects (基本信息,地圖,歷史文化,地方方言,地理位置,地方美食
  2. By the end of this class, students will learn basic information about Shandong. 
  3. By the end of this class,students will understand some main differences between the Northern and Southern parts of China.
  4. By the end of this class, students will be able to introduce their own hometowns in different aspects.
  5. By the end of this class, students will be able to talk about the differences between their hometown(s) and Claremont. 

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: asking them questions based on a Map of China 
  3. Presentation: six aspects of Shandong 
  4. Pair-up activity: tell your partner something about your hometown 
  5. Discussion: what is something you like and dislike about your hometown? 
  6. Class discussion: what is the differences between your hometown(s) and Claremont?
  7. Wrap-up: comment on students’ speeches, introduce the topic of the next week 

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

  1. I used PowerPoint to create the slides (9 in total) 
  2. I looked up pictures at unsplash.com and baidu.com
  1. I used Google Doc to create handouts
  2. I searched videos about Shandong and Shandong Kuaishu on bilibili.com

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

What worked well: 

  1. Students participated actively in identifying places they knew on the Map. 
  2. Students were excited to talk about their hometown. Compared to students at the intermediate level, these students have more living or studying abroad experiences, so they had more stuff to share when it comes to geography, climate, etc. 
  3. I could feel that the time management in class had become easier for me. 
  4. When students came back together as a class, I encouraged them to do critical thinking instead of just focusing on what had been demonstrated to them. I did this to prevent them from worrying too about meeting my requirements. It worked well. They shared some additional information about their hometown(s) such as the local sports and celebrities.
  5. At this level, students are more capable to do comparisons and contrasts. So, I added one question—- what is the difference between your hometown and Claremont. They did a good job answering it.

What did not work: 

  1. 2.Students had not been exposed to sufficient Chinese history to understand certain terms (e.g., the four great novels) 

How could this class be improved/ modified?

  1. Just like the intermediate class,Some students have chosen sampled characters in their Chinese learning. So, starting from Week 3, both simplified and traditional characters will be provided on the slides and handouts. 
  2. If historical stories have to be include for some reason, I need to make sure that sufficient explanations are provided to help students understand. 

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 “How is the weather today? Is it still very hot in your hometown?”  -Ask 3 students to share what the summer is like in their hometown – Connect their devices  – Greet the instructor  – Answer questions


-Volunteer to share 
Presentation  (5 mins) -Demonstrate the slide of Shandong, go through each bullet point on each slide, expand it on these points:  省會簡稱;溫帶季風氣候(和洛杉磯的地中海氣候的差別);人口大省;孔子和孟子;水滸傳;魯菜的口味特點;山東話的三種分支 -Play 好客山東 TV commercial  -Ask students if they have recognized some sights  -Play the video of 山東快書 -Ask them to how much they can understand  -Ask them what the difference between a mandarin dialect and a cantonese dialect-Read the questions 








-Watch the videp 
-Answer questions 
-Watch the video 

-Answer the question
Communicative practice  (35 mins) -Ask the students which state and city they are from  -Separate students that come from the same city or area into one group -Send each group to one breakout room  -Join each breakout to discuss with them  -Bring the class together -Ask them to share differences between their and their partners’ hometowns  -Ask them to share the similarities of their hometowns (e.g., Zach is from San Jose and Skyler is from Palm Springs) -After all groups are done sharing, ask volunteers to talk about the major differences between their hometown(s) and Claremont -Answer the question 



-Join the breakout rooms 


-Leave the breakout rooms -Answer the question

-Answer the question 
Wrap-up   (5 mins) -Give feedback on students’ speeches  -Introduce the topic of next week  -Wish everyone a happy long weekend-Listen and ask questions 

 

CN SP21 Harry Potter

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

4/14/2021

Language and Level (intermediate or advanced class):

Chinese Intermediate level

Class theme/topics discussed:

Harry Potter

Goal of the class:

  1. By the end of this class, students will be able to talk about likes and dislikes;

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

  1. Take attendance and greet the students
  2. Warm-up: your story with <Harry Potter>.
  3. Presentation: introduction to Harry Potter
  4. Discussion: who is Harry Potter.
  5. Wrap-up: are you going to watch the full movie (again)?

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

  1. I used PowerPoint to create the slides (7 in total)
  2. I looked up pictures of the movie on Baidu image.
  3. I used 笔记本 to create notes (see Appendix A)
  4. I used Bilibili.com to play the video clips.

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

What worked well:

  1. Students were passionate about this topic. Four out of five students had read the book and watched the movies for multiple times (note: in order to implement this lesson plan, a survey should be conducted beforehand).
  2. Students were able to follow the video. It could have been somewhat challenging since no English subtitles or audio were available. But because of their high level of familiarity with most plots, they were able to complete various types of activities afterwards.

What did not work:

  1. Students got very excited about the movies and books themselves, they were not satisfied with the length of the video— they wanted to watch more. Due to the time limitation; however; it was not feasible due to time constraints.
  2. There are plenty of fictious words and phrases in <Harry Potter>, students’ speeches got interrupted when they encountered them.

How could this class be improved/ modified?

  1. There is another way to conduct activities based on this topic. If everyone in class is familiar with this movie and books, teachers can directly ask them to introduce it to the class instead of playing introduction videos first.

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

Time/stepTeacher focusStudent focus
Presentation Warm-up (5 mins)-Take attendance -Ask each student when and where they watched <Harry Potter> for their first time.– Connect their devices – Greet the instructor – Answer questions
Presentation (10 mins)-Who is J.K.Rowling? -Show a picture of her -Ask students the questions: 关于这位作家,你了解多少? -你第一次看这本是在什么时候? -你还记得是谁送你的第一本书给你的吗? -你第一次看这部电影是在什么时候? -你还记得是和谁一起看的吗? 
Guided & Communicative practice (25 mins)-Show a picture of Harry Potter -Ask a volunteer to give brief introduction of Harry based on what is shown on the slide -Play Video clip 1 -Ask students to answer the questions: 在爸爸妈妈去世以后,哈利生活在谁的家里? 他的童年幸福快乐吗?为什么? -Show them a picture of Harry with the word “muggle” -Play video clip 2 -Ask students to answer the questions: 麻瓜是什么意思? 哈利为什么在魔法世界受到明星般的待遇? 罗恩是一个怎样的人? 赫敏是一个怎样的人? 你怎么评价哈利,罗恩,和赫敏的友情? -Show them a picture of the sorting hat and Harry -Show them pictures of four houses and their mottos -Play video clip 3 -Ask students to answer questions: 哈利为什么不希望去斯莱特林? 如果你戴上分院帽,你希望被分到哪一个学院? 在所有的课程中,你最希望学到哪一门? -Ask the student who has not read the book or watched to movie to share her/his thoughts on those plots    -Give a speech based on the information         -Answer questions                   -Answer questions                                 -Answer questions          
Business (15 mins)-Ask students to open their teacher evaluation surveys -Send them to the breakout room -Ask them to spend 20 minutes on the survey  -Complete their surveys        

Appendix A

Harry Potter                                  哈利波特

Ron Weasley                                罗恩魏斯莱特

Hermione Granger                       赫敏格兰杰

Lord Voldemort                           伏地魔

Dumbledore                                 邓布拉多

Hogwarts                                      霍格沃茨

Gryffindor                                    格兰芬多

Hufflepuff                                    赫奇帕奇

Ravenclaw                                   拉文克劳

Slytherin                                      斯莱特林

Sorting hat                                   分院帽

Muggle                                        麻瓜

Magic wand                                 魔杖

Quidditch                                    魁地奇

RUS F20 Adv/Int: Rooms and their inhabitants

Language Resident Name:

Maria Glukhova

Day and Date:

Wednesday, 09/16/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Rooms and their inhabitants.

Goal of the class:

Speaking: To work on describing one’s living space and to speculate on who might live there

Grammar: To practice «где» vs. «куда»

Vocabulary: furniture, design/style, colors, character.  

How did you structure the class?

  • Greetings, announcements, general questions.
  • Warm-Up [PowerPoint]: An LR shows a picture of a room and asks who the students think might live there and why. Together we describe the room (высокие потолки, окна во всю стену, персидский ковер на полу, etc.) and the people who might own the apartment (обеспеченные, с отличным вкусом, предпочитают жить за городом, etc.)   
  • Activity 1: Following the same idea as before, students get pictures of different apartments. In pairs they should describe both the rooms and the owners (it is better to choose interesting pictures where there are many things to talk about: дом русской бабушки в деревне, дом из золота в стиле барокко, избушка на курьих ножках, etc.).
  • Activity 2: A Detective game. Students work in pairs. A teacher prints out the pictures (6 rooms and 8 people), and the students have to detect who lives where and to find one character who doesn’t belong to the house.

The game is from here: https://www.adme.ru/tvorchestvo-reklama/najdite-hozyaina-kazhdoj-kvartiry-i-vychislite-cheloveka-kotoryj-voobsche-ne-zhivet-v-etom-dome-1712565/

Answers:

  • Conclusion. We check the results and discuss how they understood [or didn’t understand] who lives where.

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

PowerPoint, Zoom

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

Students love the detective game! Sometimes it takes them almost the whole class to figure out who lives where.

How could this class be improved/ modified?

The class was a lot of fun, I would leave it as it is.

RUS F20 Adv: Happiness Checklist

Language Resident Name:

Maria Glukhova

Day and Date:

Wednesday, 10/21/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Number of people:

1-2

Class theme/topics discussed:

What makes me happy in the Corona time?

Goal of the class:

To make a Happiness Checklist to understand that there are actually many things that bring you joy.

How did you structure the class?

  • Greetings, announcements, general questions.
  1. Find a nice website where you can make checklists and download them for free. For Russian, I used https://my.365done.ru/. Ask your student to make a list of things/activities that bring them joy in the Corona time (or in a normal time, depending on where you are). I asked my student to come up with 33 points because we have an expression “33 pleasures” in Russian (все 33 удовольствия). It is quite tricky, and people usually get stuck after they write 10-15. But then they start thinking and write the rest, which is simple: to light up candles, to watch a Harry Potter movie, to buy a new plant, etc. It helps people to see that there are things that they can do to feel better, even at this time. 
  2. Ask a student to share the result and then compare what you have.

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

Zoom, a Checklist Design website

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

In this class, I only had one student, and we talked a lot about what we both put in our checklists. Although it’s better to check in advance if you can download checklists for free from the website you use!

How could this class be improved/ modified?

I would leave it as it is.

F2020 Online: Ice-breakers #2

Conversation Class Lesson Summary

Language Resident Name:

Marie Segura

Day and Date:

Week 1, second class, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Getting to know each other #2

How did you structure the class?

Warm-up

Use a very short poll to start your class, eg:

  • What’s the strangest thing you did while attending an online meeting? (Multiple choice)
    1. Ate breakfast
    2. Wore pajamas
    3. Brushed my teeth
    4. Cooked lunch/dinner
    5. Watched Netflix
    6. Other but my lips are sealed
  • What’s your best personal remote work hack? (Open text)
  • In one word, how are you feeling right now?

Activity 1 – Interviewing each other

  • Pair up participants in twos.
  • Give them a list of questions to ask each other.
  • Ask each pair to interview each other, either via email or in breakout rooms.
  • When all the participants convene together in the same virtual room, each participant will introduce the participant they interviewed.

Activity 2 – Thumbs-Up or Thumbs-Down?

  • Students should choose a view that allows the entire class to be seen at once. They can also use a voting function if one is available in the virtual tool. Students take turns stating something they like/dislike or something they’ve done. For example, “I like shrimp.” or “I’ve visited Washington, DC.” Classmates indicate their similarity or difference with the person by showing a thumbs-up or a thumbs-down (or by using the voting function).
  • To personalize the activity even more, challenge students to offer an activity or accomplishment that they think is rare or unique about themselves, and see if anyone shares it. For example, “I cleaned out my refrigerator last night.” or “I was born on February 29.”

Activity 3 – ‘One Random Object’ Virtual Training Activity

  • Ask a student to pick one random object that is in their room and not tell anyone what it is.
  • Explain that the other participants will have to guess what it is, by asking questions that require a yes or no answer.

Online tools you can use:

You could use a chat board for this, but it is not necessary. You could just run the activity by speaking and maybe use a virtual board to record the scores.

Activity 4 – ‘Take a Picture of Something’ Class Activity

  • Ask participants to take a picture of something.
  • Typically, you choose a specific theme. For example, ask participants to take a picture of their shoes, or a picture of something that is on their workstation or the view outside their window.
  • Remember to ask participants to take the picture and upload it before the training session starts, as otherwise it might take too much time out of the training session if they were to do it in real time.
  • Ask participants to share the picture on a virtual board.
  • Start a discussion. For example, you could ask why they chose that particular item on their desk, or what they like the most about the view they can see from the window etc.

Online tools you can use

Online whiteboard, chat board, or a shared google doc.

Activity 5 – Find someone who

  • To run the activity online, create a 5 by 5 table with interesting facts, one for each box of the table. For example, you could write things such as: speaks more than two languages, has been to Argentina etc. Or, it would be a good idea to tie the facts with the topic of the class.
  • Share the file with the table with your participants, either in advance or during the session. You can share by email, through the file-sharing feature of the web conferencing system or with an online sharing tool such as a Google doc. Alternatively, you could do the activity in real-time using a tool such as Padlet.
  • Depending on the size of your class, send students into breakout rooms or do it as a whole class. Ask participants to write their name under each of the statements that apply to them.
  • Ask them to share the answers and discuss.

Activity 6 – Would you rather

  • Send students into breakout rooms in groups of 3/4.
  • Send to every room a series of “would you rather question” and ask students to discuss and defend their opinion.

Resources used:

  • Shared google doc
  • Zoom chat
  • Breakout rooms

Some comments:

There are too many activities in the class, but depending on the group, some may work better than others, I think it’s always better to have a variety of activities at hand, and some can also be used to start any other class.

Potential technical difficulties: students may not be able to take a picture, so activity 4 may have to be skipped. Having too many breakout room changes can take a lot of your class time, maximum twice in one lesson should work.

F20 Online: Movies

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:

Movies

How did you structure the class?

Activity 1 – Talking about a specific movie (that you’ve asked your students to watch for the class)

  • While watching a movie, students should write down (in a shared Google Document) 10 words/phrases that they did not know, and that they want to use. Students should also write down an English translation for these words.
  • Each student needs to give 3 words that come to their mind when they think about the movie
  • They then need to explain their choices
  • Give 4 reasons to go and see the movie+ 1 reason not to (or the contrary).
  • Discussion about the themes used in the movie.

Activity 2 – General discussion about movies

  • What’s your favorite movie of all time?
  • What movie could you watch 50 times?
  • What’s the worst movie you’ve ever seen?
  • What’s a movie you like even if everyone else hates it/you hate even if everyone else loves it?
  • If you could be the villain in any movie, who would you be and why?
  • If someone was to make a movie about your life, what would you like to see in it? What genre would it be? Name 3 things you’d like to be included in it?

Activity 3 – Getting to know French movies

  • Brainstorm about movie genres and characteristics
  • Show students trailers/posters of movies and ask them to guess with what synopsis and/or genre they match. Either create a poll, put students in breakout rooms or create a kahoot.
  • In pairs, the students are given the poster of a French movie and have to determine the genre and imagine the scenario of the movie. 
  • They then present the movie to the rest of the class: they first describe the poster, then  explain what they think the movie is going to be about.

Activity 4 – Jury at an Award

  • Variant #1: Students have to choose: meilleur film, meilleur acteur, meilleure actrice, meilleure musique de film, meilleurs decors, meilleurs costumes, meilleurs effets visuels/speciaux and to justify their decisions.
  • Variant #2 (cf Blanca): Students become part of the jury of the awards. After seeing part of the trailers of those films, they have to vote for the best film, best music and best animation (sharing their personal preferences and professional aspects that they can notice). 
  • Variant #3: Students watch a series of short films/animations that an LR chose for the class. All short films can be about one theme, or completely random. After watching them, students work in pairs and decide, which are their top 3 (they should come up with arguments). Then students present their choice to the class and try to prove that their top 3 was the best choice. 

Activity 5 – Creating your own movie

  • In pairs, students have to come up with a plot for a new movie. They are asked to choose random numbers that correspond to specific constraints they will have to put in their movies (genre/objects etc). They have to write on a shared google docs where they can find guidelines.
  • Potential variant (cf Blanca): Students become directors and potential leading actors and actresses. That is, each “director” interviews different potential actors in order to hire the most suitable one for a specific genre that will be randomly assigned. The directors will make questions that are important for them in order to hire an actor suitable for that film genre and the actors invent a personality that would be suitable for that genre as well. Once the interactions finish, the directors share the names of the hired actors and actresses and see if the assigned genres matched or not. 

Activity 6 – Turning it French

In pairs, ask students to choose a famous movie and imagine a French version/parody of it. When and where would it take place? Who would be the characters? Would the story change? Share a common google doc to allow them to write their thoughts and see how the others are going + give them guidelines (original movie/French version columns for instance)

Activity 7 [It was a great class about stereotypes!]

  1. Students should finish two sentences:

He was a true Russian/French/X, but he never…

She was a true Russian/French/X, but she never…

This frame helps to understand what stereotypes students have about ‘true Russians/Xs’, men and women (e.g., He was a true Russian, but he never drank vodka -> “drinking vodka” is an attribute of a stereotypical Russian person.

2. All the results from the previous activity should be written on a whiteboard. Then we talk about why and from where the students have such images of Russians/France/X.

3. In groups of 3-4, students should come up with their own movie script (maybe in a specific genre). The movie should be Hollywood-like and about a (stereo)typical Russian/X person as a protagonist. The teams should come up with an idea, a movie title, and a plot summary. If there is time, students should also draw a poster with all the information about the team and present it on a ‘festival’ to their colleagues.     

4. Conclusion and a follow-up discussion.

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?

How could this class be improved/ modified?

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