Language Residents

an archive of lesson plans

Category: Media and Advertising (Page 1 of 3)

Internet, radio, TV, newspapers, magazines, social networks, advertising, news

FR INT/ADV SP23 Political Systems in French-speaking Countries

May 5, 2023 /

Level: Intermediate and advanced

Objective: By the end of the lesson, students will be able to identify and describe the main characteristics of the different political systems in French-speaking countries and their main differences.

Materials:

– PowerPoint presentation on political systems in French-speaking countries

– Handouts with vocabulary related to politics and government

– Audio recordings with native speakers discussing political systems in different countries

– Internet access for research

Warm-up activity:

Begin the class by asking students to brainstorm words related to politics and government in French. Write their responses on the board and review the vocabulary as a class. Then, divide the students into pairs or small groups of 3 and give them a list of French-speaking countries. Have them research the type of government each country has and write a brief description.

Activity 1:

Present a PowerPoint on the different political systems in French-speaking countries. Include examples of countries that use each system and the main characteristics of each system. After the presentation, divide the class into small groups of 2 or 3 and assign each group a different political system. Have each group research a French-speaking country that uses their assigned political system and prepare a short presentation describing the system and how it functions in that country.

Activity 2:

Play audio recordings of native speakers discussing political systems in different countries. Have students listen and take notes on the characteristics of each system. Then, ask them to work in pairs to compare and contrast the different systems and discuss which one they believe is the most effective.

To extend the lesson, you could ask students to research current political events in a French-speaking country and write a news report discussing how the political system is affecting the situation. You could also ask them to research political parties in a French-speaking country and create a presentation discussing their platforms and how they relate to the political system in that country.

FR INT/ADV S23 French Online Influencers

May 5, 2023 /

Objective: To introduce French online influencers and improve French language skills through watching their videos and engaging in related activities.

Level: Intermediate and advanced

Materials:

– Access to the Internet and YouTube

– Activity sheets

Introduction:

1. Introduction of the concept of French online influencers, what they are, who some of the most popular ones are, and what they typically do (vlogs, gaming, comedy, etc.)

2. Present the influencers that will be focused on in this lesson: Squeezie, Mcfly et Carlito, and Le rire jaune, and make a brief overview of their content and why they are popular in France.

3. Ask students if they have heard of any of these influencers before, and if so, what they know about them. Encourage a discussion to get students engaged.

Activity 1: Watch a video by Squeezie

1. Have students watch a video by Squeezie on YouTube, such as his “Je teste des objets insolites” series or QUI EST L’IMPOSTEUR ? (ft Eric & Ramzy) https://www.youtube.com/watch?v=J1Z1A46FknM .

2. While watching, have students take notes on any new vocabulary words or phrases they hear.

3. After watching, have students share some of the new words and phrases they learned. Create a vocabulary list on the board or in a shared Google doc online. What did they like/dislike about the videos?

Activity 2: Complete a listening comprehension activity with Mcfly et Carlito

1. Have students watch a video by Mcfly et Carlito, such as their CONCOURS D’ANECDOTES vs LE PRÉSIDENT DE LA RÉPUBLIQUE video ( this one is very long but you can show them just a part of it https://www.youtube.com/watch?v=neqCdyadqFA&t=156s ).

2. After watching, provide students with a worksheet with questions related to the video

3. Have students work in pairs or small groups to discuss their answers and ensure they understood the video/what was shown.

Optional activity if there is time left, or can be done in the next class:

Activity 3: Create a sketch inspired by Le rire jaune

1. Introduce students to Le rire jaune, a famous French YouTuber who creates comic videos.

2. Have students watch a few of his videos and identify common themes or elements (e.g. humor, sarcasm, pop culture references).

3. Divide students into small groups and have them create a short sketch inspired by Le rire jaune. Encourage them to incorporate some of the elements they identified in his sketches.

4. Have groups perform their sketches for the class, allowing time for feedback and discussion.

Conclusion:

1. Review the new vocabulary words and phrases learned throughout the lesson.

2. Ask students to reflect on what they enjoyed about learning French through online influencers. Did they find it engaging? Did they feel like they learnt anything new?

3. Encourage students to continue watching videos by these youtubers and other French influencers as a way to continue improving their language skills outside of class.

DE F21 INT/ADV: Advertising

December 10, 2021 /

Language Resident/Assistant Name:
Nicolai Diener (credits to Marie Segura “FR SP21 INT/ADV Advertising & Slogans”)

Class theme/topics discussed:
Advertising & Slogans

Goal of the class:
Learn about German brands and “Werbeslogans”
Learn about German commercials
Create your own slogans and ads
Discuss effects & mechanisms of advertising

How did you structure the class?

4.30 – 4.35:        Welcome and Introduction (welcome to students to the class and use the first image of the slide [popcorn] to make a transition to advertising [eating popcorn in the movies during the advertising before the movie])

4.35 – 4.42:        Matching brand & slogan (in pairs: students get 10 german brands and slogans and have to watch them with each other)

4.42 – 4.46:        Matching brand & slogan: solution (teacher offers the solution to the task. I added a competitive element and gave them points for each correct one, and the winner of this task will be allowed to have the first pick of one (or more) of the “Impossible Objects” later)

4.46 – 4.50:        The good slogan (students have to think about and discuss the characteristics of a good slogan. After that the teacher will offer a definition of “Werbeslogan” and based on that either sum up what students have said already or add elements that they might not have thought about)

4.50 – 4.55:        Your own slogan (in pairs: students have to come up with the best possible slogan for an object that they use everyday [2min] – then present it to the others [can be used to come to decision regarding whoever picks the objects first, as in my case the “matching” activity ended with a tie])

4.55 – 5.00:        Advertising (students have to brainstorm aspects that publicists rely on when they want to sell a certain type of product (e.g. food, cars, jewelry etc.))

5.00 – 5.15:        3 German commercials (students see 3 German commercials and while watching have to pay attention to the following questions: “1. What is advertised? 2. Which aspects are emphasized? 3. What do you think of the advertisement? Is it effective? (Who is the target group?)” After each commercial we discuss these questions. Either by putting them in small groups for the discussion, or by putting them in small groups and then using their discussion as a foundation for a class discussion or discuss it in class right away. I would prefer one of the “small group” options, but depending on time the “only class” option could be the best idea.

5.15 – 5.25:        Create your own commercial (students pick on (or more) of the “Impossible Objects) and then have to create a commercial for that object. They obviously don’t have the resources to create a commercial in that short amount of time, so instead they have to focus on the following questions: “1. Which aspects should be emphasized? Who is the target group? 2. What is happening? (+ WHERE does the advertising take place? WHO is playing?) 3. What is the music like? Is there a slogan? Is there a logo?”)

5.25 – 5.30:        Present your ad (students present their ad/commercial)

What worked well in this class? What did not work (and how could it be improved)?
The class worked pretty well – students enjoyed the creative parts, where they had to create their own slogan and then particularly the task in the end, when they had to create their own ad (which was very funny). They also liked the German commercials very much, thought they were funny or gave a good impression of/to German culture. The first task took a bit too much time unfortunately – so I would recommend to either choose less brands/slogans, or maybe discuss the slogans beforehand so everybody has the same knowledge and knows what every slogan means (or could refer to).

Werbung-without-videosDownload
Impossible-ObjectsDownload

Werbung 1: https://www.youtube.com/watch?v=3oglANsJ0nY

Werbung 2: https://www.youtube.com/watch?v=xgZRHuRo8Vk

Werbung 3: https://www.youtube.com/watch?v=V6-0kYhqoRo

FR SP21 INT/ADV Advertising & Slogans

May 11, 2021 /

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 S20 INT/ADV Fake News

May 11, 2021 /

Language Resident: Katherine Pérez Gutiérrez  (cred. to José Gómez & Tamara Olivos)

Class theme/topic discussed : Fake News

Goal of the class 

  • To exchange information in an argumentative way
  • To hypothesize about the veracity of different news
  • To understand, summarize and present a piece of news as a professional TV presenter

Class structure

  • Activity 1 Intro questions: : Students answer some questions about different ways of keeping up with news (TV, online newspapers, etc.), the time they dedicate to it, the importance it has, etc. 
  • Activity 2 Fake News Video: I show them one video of a piece of fake news from an online newspaper (El Mundo Today) with lots of comic fake news. They answer some questions about it and, in case students do not figure out that the piece of news is fake, I reveal it and tell them about the existence of this online newspaper. 
  • Activity 3 Pieces of News: Students receive different pieces of news. Most of them will be fake, except for one. In pairs, they have to read the piece of news, understanding it to be able to summarize the main content. 
  • Activity 4 Discussion Students present their news in a very professional way, as if all the news were true and very serious. They will have to discuss afterwards about which news are fake and which one is true. 
  • Activity 5 White Lies:  Fake news are full of lies, so students talk about white lies. Are they good or can they be good sometimes? Do they lie a lot? Are they good liars? Have you ever been caught lying?
  • Activity 6 Follow-up Excuses:  Students are given a list of hypothetical situations and have to come up with excuses to avoid getting into these situations. 

Resources used

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

  • This was a great class for both section. They talked a lot in their small breakout groups. Because using handouts on zoom is harder, having each news article on a different google doc made it easier to share with students.  
  • The intermediate class needed some extra help with the vocabulary on the articles so it is good to jump back and forth between breakout rooms for that section.

FR SP21 INT/ADV (Fake) News

May 11, 2021 /

Language Resident: Marie Segura

Class theme/topic discussed : News and fake news

Goal of the class: Discuss pieces of news, improvise

Structure of the class:

  1. DISCUSSION QUESTIONS
  • How do you like to stay informed? Do you use newspapers, online newspapers, social media… ?
  • What was the most memorable piece of news you ever watched?
  • If you are someone who usually follows the news, has there been a time when you decided to stop? Why and for how long?
  • Do you read newspapers in other languages?
  • If the news reported your week, what would the headline be?
  1. FIND THE TITLE
  • Each student is sent a short article, without the title, and is given a few minutes to read it. Then, they are sent in breakout rooms in pairs/groups of 3 with students who don’t have the same article.
  • Each student has to explain the content of their article (without showing the text) and together they have to find the most original title
    • For the advanced class: find a second version for the internet, like a clickbait
  1. KAHOOT: FAKE NEWS?

Students have to guess whether the piece of news is real or fake.

  1. ROLE PLAY: WHAT HAPPENED?

Each group is assigned one of the “real” titles from the previous activity. Together, they must come up with a story to go with the title. They have to prepare a presentation in a news-report format: they have to be either a journalist or the protagonist of the story. Each group then acts in front of the rest of the class.

Resources used:

Kahoot

Newspapers articles (without titles):

Articles-sans-titresDownload

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

DE SP21 ADV – German politicians & Social Media

May 11, 2021 /

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

May 11, 2021 /

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).

ES S21 INT/ADV Slogans

May 11, 2021 /

Language Resident Name: Tamara Olivos

Day and Date: April 28, 2021

Language and Level : Intermediate/Advanced Spanish

Class theme/topics discussed: Advertising

Goal of the class: to create a slogan for a product

How did you structure the class?

Warm up: Introduce the topic by asking the students which is their favorite TV commercial. Do you remember a specific commercial from your childhood? What is the goal of advertising a product? What makes a good ad?

Video 1: Introduce some vocabulary necessary for the video (trenzas). Talk about meeting the parents of the person you are dating. Then watch this Argentine ad “a todos nos puede gustar lo mismo”.

Alternative: ask students what they would want to ask the boyfriend/girlfriend of their kid. Write down the questions in the chat.

Mention the differences between Spanish from Argentina with other accents.

Activity for video 1: In pairs, students will have to create and ad for a beverage, creating a new slogan and drawing the TV commercial as a comic. Students will draw using Zoom whiteboard or paint.

Each group will share their work with the rest of the class. We vote on the best product and slogan. Would you buy this?

Video 2: The teacher will give the students a handout with the written ad with some missing words. They must fill in the blanks with the video. Play video twice.

Review their answers by asking each student to read one sentence. Explain the words they do not know.

Alternative: Assign a part of the video to small groups or have small groups fill out the whole handout. They can help each other fill out the handout because the video is pretty fast.

Alternative: compare to the 2020 version https://www.youtube.com/watch?v=rcO7xfik1Xw&ab_channel=MarketingDirecto

Activity for video 2: We will watch the video a third time so the students can focus on watching the video only. After this they will answer some questions about the ad in groups of 2. They will share the answers to the class.

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

Handouts, Zoom and YouTube

 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.

Para los gordos, para los …….…….., para los altos, para los bajos, para los que ríen, para los ………………..….., para los que lloran, para los optimistas, para los …………………, para los que lo tienen todo, para los que no tienen nada, para los …………..…., para los que juegan, para los cerrados, para las familias, para los …………….…, para los reyes, para los …………….., para los ……………, para los náufragos, para los rockeros, para los que van, para los que van en tren, para los ………………, para los que sufren, para los motociclistas, para los de allá, para los que trabajan, para los de acá, para los ……….…….., para los que te quieren, para los que no te quieren, para los que te quieren mucho, para los que te quieren poco, para los ……………..……, para los nudistas, para los supersticiosos, para los originales, para los …………….………, para los calculadores, para los pelados, para los ………., para los que leen, para los que escriben, para los ……………….………, para los gemelos, para los distintos, para los …………………., para los que viven solos, para los que viven …………………, para los guiteros, para los que …………………, para los primeros, para los últimos, para los hombres, para los……………………, para ella, para los músicos, para los transparentes, para los fuertes, para los que…………..………, para los que participan, para los que suman, para los que no se callan, para nosotros.

  1.  Explica el eslogan del anuncio
  2.  Público al que se dirige
  3.  Características del producto
  4.  La voz en “off”: ¿tiene siempre el mismo tono? ¿Por qué?
  5.  Cuál es la imagen principal. Señala ejemplos en los que aparece fija la imagen, otros en que el plano se mueve y otros en que la imagen aparece y desaparece.
  6.  ¿Por qué al final al decir PARA TODOS sólo aparece una botella?
  7.  ¿Cómo es el ritmo del anuncio?

JP F20 INT/ADV: Music Videos

December 1, 2020 /

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday November 9, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

Goal of the class:  

  • Get to know some contemporary attempt of Japanese traditional music 
  • Describe music videos, what do you see? What do you hear?

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
    1. We are trying to stay calm with the presidential election result being updated.
  1. Today’s plan (3 min) 
  1. Breakout room (30 min): Each group has a different music video
    1. Watch the videos 
    2. How many people are there?  
    3. What are they doing? What are the instruments? 
    4. What do they wear? 
    5. What kind of music? 
    6. What is traditional and what is not traditional? 
    7. Do you like it or not and why? 
  1. Main room (20 min) 
    1. Explain the music video and watch video 
    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, youtube videos 

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

  • Students were a little tired at the beginning with upcoming exams and all the homework they have 
  • Each breakout room had a different music video. So I told them to describe the video really in detail. 
  • They enjoyed the videos.  
  • We learned some way of describing music, terms such as “traditional,” “contemporary,” and other terms used for traditional clothing.  
  • In breakout rooms, they asked me some words that explain musical moments, things artists are wearing, or the scenery. They used these terms when shearing in the main room. 
  • I first let all the groups explain what they watched. After that is done, I shared my screen and played all three videos at once. They loved it.  
  • Students enjoyed the music, costumes, the techniques of artists, and other details.   
  • This is one of classes students chose as the best.

Advanced:

  • Students enjoyed the music, costumes, the techniques of artists, and other details. 
  • We ended up with talking a lot about Japanese arts and elements in videos. 
  • Students have a little more knowledge about Buddhism in this class, and it made some discussions very interesting. 

How could this class be improved/ modified? 

  • I noticed that students used chat a lot as we all watch the videos together. Probably I can make use of the chat function more effectively with music moment. I don’t know how yet though. Something to keep thinking for the next time.  

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

Videos Shared:

Vocabulary that we learned: 

袴：はかま 
ばち 
伝統的：でんとうてき：traditional 
楽器：がっき：musical instrument 
稲荷：いなり 
畳：たたみ 
和室：わしつ 
襖：ふすま 
和紙：わし 
障子：しょうじ 
きつね 
竹：たけ 
竹林：ちくりん 
帯：おび 
頭巾：ずきん 
お経：おきょう 
般若心経：はんにゃしんきょう 
袈裟：けさ 
邪道：じゃどう 

Students’ comments on chat for each video

https://youtu.be/KHna8ngTaOg
17:06:41     From Lena She-Her : This lit 
17:06:50     From Mason Cai : ^^ 
17:06:54     From Marina Aina : ^^^ 
17:07:00     From Ruby Hoffman : ^^ 
17:07:10     From Ashley Cheng : ^^^^^ 
17:07:32     From Marina Aina : The mv visuals are so nice too 😮 
17:07:48     From Alyssa Zhang : those masks damnnnnn 
17:08:06     From Mason Cai : :OOOoOOO: 

https://youtu.be/cbObLy5MjWU  
17:10:24     From Marina Aina : Ive never felt more untalented in my life LMAO they’re so good 😮 
17:10:32     From Kate McHale : this really slaps 
17:10:34     From Ashley Cheng : It really do be one of those days 

https://youtu.be/nvIGCMhjkvw?t=120  
17:12:03     From Kano Cheng : I want to be this man when I grow up 
17:12:29     From Ruby Hoffman : yes oh my god 
17:12:37     From Marina Aina : i think you can accomplish that dream :,) 
17:12:40     From Kate McHale : immaculate vibes 
17:12:42     From Ashley Cheng : I wonder if my buddhist grandma would appreciate this 
17:13:07     From Alyssa Zhang : i want to know what hes saying 

JP F20 INT/ADV: Naomi Osaka

December 1, 2020 /

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

August 14, 2020 /

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..)

ES S20 ADV Advertisements

May 6, 2020 /

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

ES F19 INT/ADV: Social Media

December 13, 2019 /
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



DE S19 ADV Tim Bendzko

May 10, 2019 /

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 16/04/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Tim Bendzko

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

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

ADV-16.04.2019Download
TimBendzko-KeineMaschineDownload

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

Lyrics from the song

Pictures

Paper for brainstorming

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

The students seemed to like the topic!

How could this class be improved/ modified?

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

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

ES F18 INT Publicity

December 14, 2018 /

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/14/2018

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Adverts and marketing

Goal of the class: To discover a bit more of Spanish culture through commercials, to practice hypothesis

How did you structure the class?

Pre-warm up (10’):

Students will answer these questions in pairs and will share later with the whole group

Publicidad:

¿Qué tipo de publicidad hay en tu país?

¿Crees que te afecta a la hora de comprar cosas?

¿Dónde sueles ver publicidad?

¿Es más efectiva en TV, o en Instagram y otras redes sociales?

students watch a controversial American commercial and give their opinion about it.

We use an American one to compare later with Spanish commercials.

Activity 1 (30’):

Students get a piece of paper with 6 different commercial slogans. Then, they have to guess what product these slogans are selling and why

After that, they will see if they were right or wrong by seeing the actual adverts.

  1. https://www.youtube.com/watch?v=fdNKhn6WCSo
  2. https://www.youtube.com/watch?v=bIHRh496i7g
  3. https://www.youtube.com/watch?v=5jtG7GBjfhM
  4. https://www.youtube.com/watch?v=5yPqfFWACw8
  5. https://www.youtube.com/watch?v=ZD7HmnxexFI
  6. https://www.youtube.com/watch?v=tO_Y_OFHLMg
  7. https://www.youtube.com/watch?v=BR6WfTlKt30
  8. https://www.youtube.com/watch?v=ttGUj6KS6C4
  9. https://www.youtube.com/watch?v=9pCtXJDjiGs

Actividad 2 (20’): Students create their own advert of a product.

They have to imagine that they work for a marketing company. I will bring some items to class and in groups they will have to create an advert and act it out in class. They should include features and the slogan of their advert.

The rest of the students get a worksheet to write good and bad aspects of the classmates’ product. Then, they can make questions about the product and therefore bringing a discussion about the topic.

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

6 sheets about slogans

Youtube

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

Students learn a lot about the Spanish culture if you add some comments before the commercials of after them. They really enjoy edit and managed to think about very creative products.

Bringing authentic materials is always interesting for students

I used a worksheet from the webpage ELEINTERNACIONAL

LA_PUBLICIDAD_EN_CLASE_DE_ELE_-_ELEInternacional

How could this class be improved/ modified?

Maybe some more updated commercials would have been better. Also, using a worksheet for students to rate their classmates’ products was great. They got more engaged and it helped develop discussion.

 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.

¿Qué es lo último que compraste en Amazon y por qué?  
¿Cómo crees que te influencian los anuncios de Youtube?  
¿Por qué tienes un Iphone y no un Android? ¿Por qué un Android y no un Iphone?  
¿Prefieres llevar ropa de marca? ¿Cuál es la marca de la ropa que llevas puesta?  
¿Cuál es la última publicidad que has visto en Instagram? ¿Crees que es más efectiva que en Televisión?  
¿Estarías dispuesto a pagar por Spotify Premium para evitar anuncios?  
¿Crees que la publicidad americana es agresiva o irrespetuosa?  
Háblame de algún anuncio que recuerdes ¿qué tiene de especial?  

ES F18 INT: Future

December 14, 2018 /
ES-INT-F18-Future-and-habits

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/11/2018

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

Class theme/topics discussed:Habits, and future.

Goal of the class: Review vocabulary about daily routines and talk about future events.

How did you structure the class?

Activity 1 (5’):

Students review quickly the grammar forms in the future.

Activity 2 (25):

Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.

Activity 3 (30’)

Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.

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

Powerpoint presentation

16 sheets of paper with visual material

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

The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.

How could this class be improved/ modified?

I had to divide this class in two because it took too much time.

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

ES FA18 INT Jeopardy

December 14, 2018 /
  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, November 26th   
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed:  Vocabulary, games, pop culture
  • Goal of the class:

To play games to review and acquire new vocabulary

  • How did you structure the class? 
  • Activity 1: with the help on an online webpage, students play a game of jeopardy to review and acquire new knowledge on vocabulary, grammar and pop culture.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Super Teacher’s Tools http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=2522676#.W_Sf1C2ZOt8

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

Even though I thought out the activity as an ice breaker, we ended up playing the game for the whole class. It helped to tackle some vocabulary and grammar doubts and to learn some interesting facts about pop culture. It is very important to follow up each question with some explanation or discussion in regards to students’ doubts.  

  • How could this class be improved/ modified?

The class worked out well. 

ES F18 ADV Rosalía (Spanish culture and music)

December 14, 2018 /
ES-ADV-F18-Rosalía

Conversation Class Lesson Summary

Language Resident Name: José Gómez

Day and Date:

09/18/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:  

.Goal of the class: To learn and discuss about traditions in Spain.  To discover new music artists in Spain

How did you structure the class?

Activity 1:

Students get a piece of paper with prompts to discuss about their musical taste

They stand up and walk around asking each other

Activity 2:

Students are asked the features that a good artist needs to have. We write those words in the whiteboard

Activity 3:

Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.

Activity 4:

We brainstorm different elements from the Spanish culture. Students are guided with a powerpoint presentation in order to get them to discuss about semana santa, bullfighting, suburbs…

Activity 5:

Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.

Activity 6:

Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.

Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.

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

We used prompts to bring up the topic at the beginning of the class.

We also used a powerpoint presentation to bring the imagery of the artist to the classroom and make it more fun to engage in the topic.

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

This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing. 

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.

There is a PowerPoint presentation attached.

ES INT S18 Fake News

May 4, 2018 /

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

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

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

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

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

 

Activity 1 (15′)

Students watch a video about fake news

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

 

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

 

Activity 2 (30′)

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

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

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

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

 

 

 

How could this class be improved/ modified?

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

 

 

 

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

 fake news          INT 01:29 FAKE NEWS READY

 

ES S18 ADV Magazine Covers

May 4, 2018 /

Language Resident Name: Hugo Briones Cáceres

Day and Date: Tuesday, March 29th

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

Class theme/topics discussed: Magazine convers

Goal of the class:

  • To create a magazine cover from scratch.

How did you structure the class?

  1. We start the class by discussing everyone’s week. Students can share whatever they want during the beginning of the class.
  2. In groups, students are tasked to create a magazine cover of a different genre (politics, tabloid, health and wellness, fashion and travelling). They have to come up with a center piece, headlines and highlight two pieces of news that they would like to share with the rest of the class.
  3. Students present their magazines as the rest of the class come up with questions for them.

 

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

The activity worked out quite well. They were really creative and came up with very original content, in some case, very relatable to their lives in the 5Cs. This idea works out quite well in the intermediate class too.

 How could this class be improved/ modified?

Some groups were only formed by two students which gave them a disadvantage to come up with good ideas. Next time, it would be a better idea to have a bigger group or arrange the class differently.

JA S17 INT “Japanese Song & TV Show”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 6, 2017

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

 Class theme/topics discussed: Japanese Song & TV Show

 Goal of the class:

The students will be able to understand the basic contents of Japanese song and TV show.

 

How did you structure the class?

Activity 1 (2 min) Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min) Warm-up

I casually ask the students about their weekend and Japanese New Year’s Party held last Friday.

Activity 3 (25 min) Review of the song “Mirai-e”

The students listen to the song with lyrics and fill in the rest of blanks while listening. Then I introduce some vocabulary and we review the meaning of lyrics sentence by sentence together in the class. Then I give them several questions related to the song and students talk about them in the class. In the end, we sing the song together in the class. https://www.youtube.com/watch?v=f6Eyu2V4iDs

Activity 4 (25 min) Japanese Show

I ask a question about what you would do if you pick up some money. Students share the idea by demonstrating themselves in the class. Then, I introduce the show in the class and give them a question related to the theme on the show. We exchange the ideas in the class and watch the show together in the class. Then we review general information of what they have seen. I also give them explanation about some vocabulary not familiar with the students. https://www.youtube.com/watch?v=n-vmsFO_mMc

Back-up Activity (15 min) Listening to Japanese short comedy

I give them the theme before watching the clip. Students brainstorm what the story is about by sharing the ideas in the class. Then, we watch a clip together in the class and review general information of it. I also give them explanation about some vocabulary not familiar with the students.
https://www.youtube.com/watch?v=O1zDi9_nxCA
https://www.youtube.com/watch?v=wi_cgVxlJCw&t=17s

 

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

Powerpoint

 

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

The class was good in general. I was able to get the song activity done quickly and to move on to the next activity. I just found the short comedy, which was supposed to do in the class today, difficult, so I switched the activity with another one that I just came up with right before the class. Honestly, it was not prepared enough because of that sudden change, but I did my best. I could prepare enough before conducting the class, so that I could instruct the class well.

 

How could this class be improved/ modified?

When I conduct new activities in my intermediate class, I often failed as I feel in that way, and I find many points needed to be revised by the next class of teaching. This semester I usually try new activities in my intermediate class, so I need to be prepared enough more than I did in the last semester; otherwise, the class goes terrible. I need to be more aware of my delivery, explanation, and instruction for guiding the class from now on.

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