an archive of lesson plans

Category: Politics and Social Issues (Page 1 of 5)

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

ES S21 ADV Indigenous Languages

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Indigenous Languages

Goal of the class 

  • Discuss the relationship between Spanish and indigenous languages
  • Talk about the public policies surrounding indigenous languages
  • Learn some indigenous words used in a day-to-day basis in some Spanish speaking countries.

Class structure

  • Warm-up:  Students play 3 rounds of would you rather.  
  • Activity 1: In breakout rooms, students answer some questions related to the languages they speak. Do you speak any more languages other than English and Spanish? What are the benefits of speaking multiple languages?
  • Activity 2: We watch a short video about how some indigenous languages are dying and what kind of public policies are being ruled to help this issue. In addition, students discuss a couple of questions to check what they understood from the video: What are the advantages and disadvantages of learning an indigenous language in school? What factors contribute to the loss and death of indigenous languages? What do you think about prioritizing teaching a foreign language over an indigenous language at school? What are the consequences?
  • Activity 3: I read aloud a paragraph of colloquial Chilean Spanish and students have to identify the indigenous words and guess the meaning of the words used in the text.
  • Activity 4: After checking and discussing the meaning, students come up with a dialogue where they use at least 2-3 of the words just learnt.

Resources used

  • PPT
  • Youtube:  https://www.youtube.com/watch?v=oyMjFoqUhfA

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

  • It was a good class. We spent most of the class on activity 2 discussing the questions and the video. Although students were engaged with that activity, I think moving on faster so that you have enough time to do the last two activities would be more fun and more dynamic.

ES S21 INT/ADV Abortion Laws (Marea Verde)

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Abortion Laws in Latin America

Goal of the class 

  • Discuss “Marea Verde”, the pro-choice movement born in Argentina

Class structure

  • Activity 1 Green/Blue Scarves: I show students pictures of people of protestors wearing green (pro-choice) and blue scarves  (pro-choice). Have you seen these pictures before? What do these people stand for?. 
  • Activity 2 Marea Verde: Students hear a short presentation to contextualise the pro-choice movement “Marea Verde”, which started in 2018 in Argentina.
  • Activity 3: What do you know about reproductive rights policies in the US?  Students discuss in pairs and then volunteers report in the main room
  • Activity 4: In small groups students choose 2 different countries (a Spanish speaking country & another one) an do a small research on reproductive rights public policy from those 2 countries. What to these countries’ policies have in common? Are there any differences? 
  • Activity 5 75 Opiniones: Students are given a list of 5 questiones used by a Peruvian Organization to gather opinions about abortion within the country. They discuss how appropriate they think these questions are to address the issue and whether they would use a different set of questions.

Resources used

https://www.guttmacher.org/sites/default/files/factsheet/fs-aww-lac-es.pdf

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

  • ADV: The class worked great! I was worried about how students would feel talking about more controversial topics, but they were very talkative and seemed to enjoy the class a lot. For activity 3 almost all groups chose different countries so it was very interesting comparing that many policies. 
  • INT: It was a good class too, we weren’t able to have the same dynamic, thought-provoking discussion as with the advanced group but students still enjoyed it.
  • ** I asked both classes in advanced if whether they were interested talking about this topic or not, and how did they feel about it.

ES S21 ADV Accents and Stereotypes

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 2, 2021

Language and Level : Spanish Advanced

 Class theme/topics discussed: Accents

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

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

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

Zoom, YouTube

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

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

DE SP21 INT/ADV – Environmental Protection

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/29/2021

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

Class theme/topics discussed: Environmental pollution and protection

Goal of the class: Being able to talk about how to protect the environment

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: “Schmarotzer”). 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) Green Politics Vocabulary: Give each student or group of students a few words relating to environmental protection (see examples below) . The students shall find pictures that illustrate each word and write a description of what each word means.

C) Household items: (See examples below) Together with the students, go through pictures of machines or appliances and let them fill out the English words (or ask them and fill in for them). Pronounce each German word together.

D) Discussion:
Advanced: How can we use these household items to be more mindful of the environment?
Intermediate: How can we describe these machines? What do they do? (Good exercise to learn relative sentences).

E) Extra Activity: Pick one machine, but don’t tell the students which one. Now they have to ask questions to guess which of the machines you are thinking of, for example: is it being used outside or inside? Is the color grey? etc. Once a student guesses correctly, they will pick a word and everyone else will guess again. (Can be yes/no questions to make it more advanced, but doesn’t have to be).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs & Google Sheets (for exercises)

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

This was inspired by two assignments from the book “Passwort Deutsch 4” in another class, so I re-used the vocabulary for this class, because protecting the environment is something I noticed the students are very interested in. They learned a lot of fairly simple vocabulary to be able to talk about this topic better. It worked out well.

Examples:

Green Politics Vocabulary List:
Die Umweltschutzbewegung, Alternative Energien, Die Umwelt verschmutzen, Abgase (Pl.), Das Gift, Umweltfeindlich, Müll & Recycling, Der Smogalarm, In einer Bürgerinitiative aktiv sein, Der Stromverbrauch, Der Lärm, Umweltschädlich, Die Katastrophe

Houshold items List (Excel)

How could this class be improved/ modified?

I wouldn’t change anything.

JP SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

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

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

Zoom 

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

Intermediate:

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

Advanced:

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

How could this class be improved/ modified? 

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

DE SP21 ADV – German politicians & Social Media

Day and Date: 3/23/2021

Language and Level (intermediate or advanced class): Advanced

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

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

How did you structure the class?

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

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

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

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

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

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

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

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

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

ES S21 INT Change.org Petitions

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 10, 2021

Language and Level : Spanish Intermediate

Class theme/topics discussed: Change.org petitions

Goal of the class: To write a change.org petition

How did you structure the class?

Ice-breaker: Taboo. The class is divided in groups. The instructor gives one person a word in a private chat (the word includes taboo words). Students must describe the word without mentioning the taboo words.

Activity 1: Students read a headline about funding being pulled from Erasmus students. As a class we discuss what is Erasmus and if there is something similar in the US (Fulbright pulled funding during the pandemic, for example)

Activity 2: Instructor asks students to define change.org. What is it? What is it for? Is it effective? Have you signed or created a petition? Encourage sharing as much as possible.

Activity 2: We read a short letter that a student sent to the Department of Education in Spain. Some verbs are in bold to call attention to the verb tense (presente del subjuntivo)

Activity 3: In a google Doc, students read some Facebook comments regarding the headline from activity 1. In groups, students must add a comment stating their opinion.

https://docs.google.com/document/d/1jp-0RkaEi2Lvjozr8qj1So9zyR65xSFePUAzZsb9Wq8/edit?usp=sharing

Activity 4: Students write their own petition. In groups of 2, students think about a topic that is relevant to them. Who is it addressed to? Some verb suggestions are given, and model structures. This could be a silly activity or a serious one. It will depend on your students.

This activity was taken from:

http://www.rutaele.es/wp-content/uploads/2014/02/R2_COMECOCOS_Subjuntivo_Changeorg_MMAP_B1B2.pdf

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

Zoom, google docs, PPT

 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.

Puente: NO PUEDES DECIR río atravesar colgante unir

Batería: NO PUEDES DECIR instrumento banda música tambor

Ayer: NO PUEDES DECIR mañana tiempo antes día

Noche: NO PUEDES DECIR luna estrellas oscuro día

Película: NO PUEDES DECIR cine actor director rodar

Cangrejo: NO PUEDES DECIR pinzas crustáceo caparazón caminar

Museo: NO PUEDES DECIR arte edificio pinturas cuadros

Sandia: NO PUEDES DECIR jugosa verano fruta semilla

Pijama: NO PUEDES DECIR ropa noche cama dormir

Pintar: NO PUEDES DECIR artista cuadro colores pincel

Doctor: NO PUEDES DECIR hospital anestesia operación enfermo

Flan: NO PUEDES DECIR leche molde postre huevos

Disfraz: NO PUEDES DECIR traje mascara fiesta carnaval

Vaso: NO PUEDES DECIR beber agua cristal vidrio

Aceituna: NO PUEDES DECIR negra olivo aceite verde

Hoja: NO PUEDES DECIR árbol papel cuaderno escribir

DE F20 ADV – German politics

Language Resident/Assistant Name: Eva Saunders

Credit to: INES FISTER, DE F17 INT German Parliament – Bundestag
(I modified her class for online. Had the group research be homework so we had more time to discuss current politics and added some explainity videos.)

Day and Date: 11/10/2020

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: German government and current politics

Goal of the class: Discuss current politics and trends in Germany

How did you structure the class?

A) Warm-Up: How do you feel right now that the US election is over? Did you celebrate?

B) Discussion: Did you know yesterday was the first anniversary of the fall of the Wall in Berlin? How much do you know about that? Fill in knowledge gaps, if needed with a short video: https://www.youtube.com/watch?v=XxWn75LSO48

C) Homework Recap: Students present their research about a German political party each. Then talk about 6 major parties in Germany and where they are on the spectrum. Look at how large each party is in the Parliament. Discuss some topics the parties have discussed recently or topics the students are especially interested in.

D) Extra Activity (if not talking about the fall of the wall or if students want to go deeper):
a) Video about how parliament is elected: https://www.youtube.com/watch?v=RAkG_D8nKTc&list=PLfRDp3S7rLds47DhlHPlRwTSK4DP5fmuo&index=55

b) Video about how chancellor is elected:
https://www.youtube.com/watch?v=YLHEBeSKfPI

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Prop: Share Screen function in Zoom, Chat, Youtube, Google Sheets, Course Website as a resource for homework and reference

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

I modified the previous lesson plan to having the students each present a party that was prepared as homework, because they seemed to be interested in the current policies and we had more time to talk about that this way. But the research could also be done during the class. I assigned each a party, so we didn’t hear about the same party several times.

How could this class be improved/ modified?

I would leave as is. I asked the students which direction they wanted to go deeper in and they wanted to know more about parliament elections. They were very interested and engaged this way.

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.

Virtual Handout in target language: https://courses.pomona.edu/la-german-2020/blog/2020/11/10/13-1-class-22-11-10-2020/  (Password: GERMAN)

ES F20 INT/ADV Climate Change

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Climate Change

Goal of the class 

  • Talk about environment and climate change issues

Class structure

  • Warm-up Focused Free Writing (cred. Tilman Viëtor): I give students 5 sentences/words related with climate change (eating habits, waste, habits change, economic system, tourism, 3 Rs). After choosing one, they have 3-5 min to write about how that word/sentence is related to environment & climate change.
  • Activity 2 Intro questions: What do you know about climate change? What climate change related issues do you know about? Is there anything you do to help the environment? Do you think tourism has anything to do with the environment? What do you think about recycling?
  • Activity 3 UN Discussion: I show students key words related to what UN recommends people to do to for a greener world post-pandemic. They have to discuss why they think this term is there and how it is related to environment/climate change. (Key words: Nature, essential goods and services, energy, eating systems, cities, public funds)
  • Activity 4 What about my town?: In groups, students look up environment issues their cities/states are struggling, and how people (individuals & government) are dealing with it (measures being adopted).
  • Extra activity: Students have to choose one of the many issues discusses in class and choose a measure, that they could implement in their lives, aimed at solving this issue (You can ask how did that go a few weeks afterwards 🙂
  • Extra activity 2: Discuss the consequences social distancing and quarantine has had on environment (Less contamination, wild animals on the street, etc.)

Resources used

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

  • It was a fun class. I was worried students would not be willing to talk much about the topic because it tends to be repetitive, but having activity 4 helped because they brought the topic into their own lives. We did not have enough time to do extra activities.
  • Having questions related to each key word on activity 3, in case students are a bit lost as to how to address the topic can be useful. I did not need them with the advanced class, but I used a few of them with the intermediate class.

Annex

  • Questions for activity 3:
  • Naturaleza: ¿Crees que dependemos demasiado del petróleo? ¿Se te ocurren otras alternativas?
  • Servicios esenciales: ¿Cómo debería controlarse el gasto de agua? ¿De qué manera se puede proteger lugares con escasez hídrica?
  • Energía: ¿Crees que malgastamos mucha energía? ¿Cómo? ¿Piensas que deberíamos dar prioridad a las energías renovables? ¿Si pudieras elegir una energía renovable cuál sería? ¿Qué problemas crees que tienen las energías renovables? ¿Crees que deberíamos usar la energía nuclear?
  • Sistemas alimentarios: ¿Crees que hay sistemas alimentarios más perjudiciales que otros? ¿Cómo afectan las diferencias alimentarias de distintas culturas los espacios físicos?
  • Ciudades: ¿Piensas que el tráfico en las ciudades debería ser controlado de alguna manera?¿Crees que el turismo tiene algo que ver con el medioambiente?
  • Dinero público: Crees que se puede compatibilizar el Desarrollo economico con el deterioro medioambiental? Crees que los gobiernos estan lo suficientemente comprometidos con el cuidado del medio ambiente?

JP F20 INT/ADV: Naomi Osaka

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday September 16, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Naomi Osaka  

Goal of the class:  

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

How did you structure the class?  

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

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

Class agreement, breakup rooms 

Zoom, Breakout room, chat section, news web site 

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

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

Advanced:

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

How could this class be improved/ modified? 

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

DE F19 ADV Global Warming

Language Resident Name: Tilman Viëtor

Day and Date: Thursday, 09/26/2019

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

Class theme/topics discussed: What can we do as individuals to combat climate change?

Goal of the class: Students learn the vocabulary and grammar needed to discuss measures that individuals can take to combat climate change. They will be able to say whether they are feasible or not and whether they would take them or not and give reasons for their decisions.

How did you structure the class?

  1. They write down 3 questions they want to ask another student. Then they pair up.
  2. Focused free writing (2-5 min.) with a few words/phrases having to do with climate change as inspiration.
  3. Discuss what they have written with their partner.
  4. We watch a video with 5 tips for a more environmentally friendly lifestyle. After the video we quickly discuss what they think was important and whether they learned something new.
  5. Students write all their ideas down about what people can do individually to fight climate change.
  6. I give input, explaining what I do to contribute to the struggle (Already modeling the grammar they will use later)
  7. I explain what “containern” and “bändern” is. Controversial topics as food for thought for the discussion.
  8. I introduce all the phrases and words they can use to discuss actions with their peers.
  9. Students write down 5 things they would do or already do, and 2 things that they wouldn’t do.
  10. They discuss their ideas in pairs first, then in the group.

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

Video 1 : https://www.youtube.com/watch?v=HTAGliXvZXg

Powerpoint, Pen, Whiteboard

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

The class went, well and we had a lively discussion. Students told me they liked it.

Germ.-adv-4.2

 

ES F19 ADV: Migration

Language Resident Name:  Katherine Pérez Gutiérrez

Class theme/topic discussed: Migration.

Goal of the class:

  • Talk about current immigration affairs (both on a personal and general level)
  • Practice the use of past tenses (preterite & preterite imperfect) 
  • Practice storytelling (1st & 3rd person)

Class’ structure

  • Attendance (2 min)
  • Warm-up: Students and I go over the talk we went to on the previous class (“Commonsense Racism and Latin American Mobility in the Time of Trump”)  and comment a bit on what the speaker said.  In small groups, they start discussing: What where some common phrases used by Trump? What group/s of people is he usually referring to when talking about migrants? Why do you think people leave their countries? Which ones are the largest groups of migrants in the US? Do you have any idea about immigration in other places, like Chile?  (5-7 min)
  • Input: 1) Students look up on their phone where do people who migrate to Chile come from. After discussing their findings, I showed them a video about a Foundation in Santiago. During the video they had to answer: When was the foundation created and by whom?Around  how many students and volunteers where participating there? What was the role of the more advanced students?

2) I also talk about how my experience working in that foundation was. (5-7 min)

  • Activity 1:  In groups, students tell each other wether or not they have had any experience related to migration, and, if so, they share it to one another. Afterwards each group share their stories with the whole class, but each student has to tell one of their classmate’s story. (10-15 min)
  • Activity 2: Aporofobia (fear and rejection towards poverty and poor people): Students look up the meaning of that word and comment on it. They have to answer: Have you seen an example of that in the U.S? Where? When? Does that sound similar to what I’ve told you about Chile? (5-7 min)
  • Acrivity 3: “Linguistic barrier”: I read a paragraph from a news article about Haitians in Chile and how language is a barrier for them as well. Students comment on that as well, comparing and contrasting U.S. situation with Chile’s one (5-7 min)
  • Activity 4: Migration explained with kitties: I play a video that explains Central American migrants situation with kitties. In groups, students answer some questions related to the video:  Why are they using cats to explain the migratory situation? Why do Central American migrants travel in caravans? What are some of the issues they face along the way? Mention 3 reasons why they leave their countries. (10-15 min)

Resources used

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

  • .The class worked really well in spite of how sensitive the topic can be. If you emphasize that they should not feel pushed to share anything they don’t want to, as long as you pay attention to how students are feeling, the class should work just fine.

ES SP19 INT: Connecting Random Topics in Small Talk

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Wednesday, February 20th   
  • Language and Level: Spanish Conversation Intermediate
  • Class theme/topics discussed:

Improvisation

Connecting random topics

  • Goal of the class:

To improvise conversation based on random topics

  • How did you structure the class? 
  • Activity 1: In pairs, students come in front of the class. They have to choose two random topics from two pits on the table: one of them very simple (e.g.: “cheese”, “chocolate” or “pets”) and the other one complex (e.g.: “The Cold War” or “Plato’s Allegory of the Cave”). They have to start a conversation with the first topic and find a way to get to the other topic without forcing it. 
  • Activity 2: Following the same idea as before, students are assigned a different topic each. One of them starts talking about their topic. Then, when the time is right, someone else takes over the conversation with their topic and so on until everyone gets to speak. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
  • What worked well in this class? What did not work?

The class worked out quite well. Students had fun and were very creative on coming up with ways to connect the topics.

  • How could this class be improved/ modified?

The class worked out pretty well.

ES SP19 ADV: Mini Debates

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

Mini debates

  • Goal of the class:

To have mini debates

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

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

  • How could this class be improved/ modified?

The class worked very well. 

ES SP19 ADV: Latinoamérica – Calle 13

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

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

To promote talking through small talk

To get to know about Latin-America through music

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

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

  • How could this class be improved/ modified?

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

DE S19 ADV Professions

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Tuesday, 26/02/2019

Language and Level (intermediate or advanced class):

German, Advanced

Class theme/topics discussed:

Professions

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

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

Whiteboard, pen

Powerpoint presentation (see attached)

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

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

How could this class be improved/ modified?

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

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

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DE S19 ADV Tim Bendzko

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.

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

Lyrics from the song

Pictures

Paper for brainstorming

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

The students seemed to like the topic!

How could this class be improved/ modified?

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

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

DE FA18 INT Politics

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Monday, 11/26/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Fukushima incident

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

Whiteboard, pen

PowerPoint presentation (see attached)

Input sheet (attached)

Worksheets (see attached)

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

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

How could this class be improved/ modified?

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

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

Atom-Katastrophe (atomic disaster) in Japan

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

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

Was passiert am Atomkraftwerk?

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

Was ist mit den Bewohnern (residents)?

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

Boden und Wasser verseucht

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

Rede für die Atomenergie (Opposition)

Liebe Kolleginnen und Kollegen!

Meine Damen und Herren!

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

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

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

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

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


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


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

ES INT S18 Fake News

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

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

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

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

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

 

Activity 1 (15′)

Students watch a video about fake news

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

 

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

 

Activity 2 (30′)

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

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

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

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

 

 

 

How could this class be improved/ modified?

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

 

 

 

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

 fake news          INT 01:29 FAKE NEWS READY

 

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

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

 

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

 

How did you structure the class?

 

Head’s up: cultural events

 

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

 

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

 

Activity 1 (video and discussion)

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

 

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

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

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

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

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

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

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

 

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

 

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

 

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

 

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

YOUTUBE, HANDOUTS

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

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

 

How could this class be improved/ modified?

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

 

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

 

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

ADV 04:09 WORK ready

FR S18 ADV Argumentation

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, April 11

Language and Level (intermediate or advanced class): Advanced

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

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

How did you structure the class?

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

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

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

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

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

How could this class be improved/ modified?

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

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

2018-04-11 ADV.2 Argumentation

 

DE F17 INT German Parliament – Bundestag

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

Day and Date: Monday, October 2, 2017

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

Class theme/topics discussed: German Bundestag – political parties

Goal of the class:

Have a basic knowledge about 3 major political parties

How did you structure the class?

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

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

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

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

whiteboard, Mac books, TV in lounge, Worksheet

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

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

How could this class be improved/ modified?

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

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

Handout poltical party presentation

FR F17 ADV PLUS Vegetarianism & Sustainability

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 29

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

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

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

How did you structure the class?

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

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

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

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

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

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

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

How could this class be improved/ modified?

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

2017-11-29 ADV.PLUS Végétarisme et écologie

ES F17 ADV Outdated and Current Laws

Language Resident Name: Hugo Briones Cáceres

Day and Date: Thursday, September 28th

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

Class theme/topics discussed:

  • New slang
  • Assessing previous knowledge
  • Laws

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

How could this class be improved/ modified?

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

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

Ley de Aborto en Chile

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

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

Otras leyes en Chile

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

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

Escribe tus propias Leyes

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

 

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