Language Residents

an archive of lesson plans

Category: Politics and Social Issues (Page 4 of 6)

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

CN S13 ADV Same-sex marriage

May 10, 2013 /

Date: April 25, 2013

Class theme/topics discussed:
Same sex marriage

Goal of the class:
To practice students’ speaking skill;
To know what is happening around us.

Structure of the class (unless you attach your lesson plan below):
1 pair-work: If there is no television, what will our world look like?
If cloning is legal, what will happen?
If people can live for 150 years, what will our world be?
If everybody studies on line, what will happen?
2 Videos about future world
3 Introduction to today’s topic: Kindle ads; handout with new vocabulary and questions
4 What is your opinion?

What technology, media or props did you use? ( satellite tv, internet resources, playmobiles, etc.)
Website:


Handout

What worked well in this class? What did not work?
The students love the topic. They learnt some new words during the class and also expressed their opinion with others.

How could this class be improved/ modified?
None

Please attach your lesson plan and handouts for this class below – if you used any.

你是否支持同性婚姻合法化？

支持 support 反对 against
合法 legal 非法 illegal
同性婚姻 Same-sex marriage 法案 bill
出柜 out of closet 同性恋 Homosexual
同志 comrade, guy 拉拉 lesbian
伴侣 partner 性伴侣 sexual partner
安全套 condom 性病 sexual disease

1. 4月24日法国通过了同性婚姻法案，现在世界上有哪些国家承认（admit）同性婚姻合法？
2. 美国哪些州承认同性婚姻合法？
3. 你是否支持同性婚姻合法化？为什么？
4. 支持同性婚姻合法化有什么好处？有什么坏处？
5. 我们不应该问同志哪些问题？

JP F12 INT Death penalty

December 14, 2012 /

Conversation Class
Lesson Summary

Language and Section: Advanced Japanese

Date: October 16th

Class theme/topics discussed: What do you think of death penalty?

Goal of the class: Students learn new vocabularies and feel comfortable expressing their opinions in Japanese.

Structure of the class (unless you attach your lesson plan below):
I introduced some vocabularies related to death penalty and students were divided into two groups. One is agree with death penalty and the other one is disagree with it.
After they spend about 10 minutes why they disagree and agree, students from each group presented their opinions.

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

What worked well in this class? What did not work?
It worked well in terms of learning new vocabularies.
How could this class be improved/ modified?
I will prepare not only vocabularies but also basic/useful grammars and sentences for this kind of topics.
Next time I will choose more easy topics rather than this kind of hard topics.

Please attach your lesson plan and handouts for this class below – if you used any.

DE F12 ADV Elections, Comparison of Political Systems

December 14, 2012 /

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-08-2012

Class theme/topics discussed:
– Elections in America and in Germany

Goal of the class:
– Discussion of the results of the recent presidential elections
– Understanding of the working of German democracy
– Familiarization with difficult vocabulary in politics
– Comparison of two systems of electing a parliament

Structure of the class:
– students talked casually about the outcome of the elections
– we reviewed the system of American presidential elections
– we watched a video on a German news channel and evaluated if the explanation was good and could be followed
– I distributed a list of words concerning politics, parliamentary business, etc.
– We went through all the vocabulary
– We watched a video which explains the system of German federal elections
– We watched another easier video provided by the German Federal Agency for Civic Education, explaining the same thing again
– We discussed the system: is it complicated, is it easy, is it just?
– What are the advantages, what’s a possible disadvantage?
– Students asked for more explanation
– We talked about earlier outcomes of German elections
– How is the chancellor elected?
– I explained the existing parties to students

What technology, media or props did you use?
TV screen, laptop, German public TV media offer, video, white board

What worked well in this class? What did not work?
Students were VERY interested, asked LOTS of questions, told me to actually keep on doing such topics. I feared it would be too much centered on me but it was a successful conversation class.

How could this class be improved/ modified?
Very time-consuming, in “weaker” classes there might not be as much talk. Risky but interesting.

08-11-2012, Alles Wahlen, Vokabular

08-11-2012, Politik-Vokabular

DE F12 ADV Role Playing & Politics

December 14, 2012 /

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-13-2012

Class theme/topics discussed:
– Political parties in Germany

Goal of the class:
– Spontaneous speech production
– Knowledge about political parties in Germany

Structure of the class:
– We started off with some weekend talk, this took longer because students were actually very engaged and talked to each other, asking questions, etc.
– We played a game: students had to grab a piece of paper from an envelope. They paired up and had three minutes to improvise a scene in which the concept/mood expressed on the paper would be represented
– The rest of the class guessed
– We started a talk about political parties in Germany
– Students grouped up again. One party each group.
– Students were supposed to find out their parties stance towards education, family affairs, economy, and environment; research was done with laptops and smartphones

What technology, media or props did you use?
Paper, envelopes, laptops, internet smartphones

What worked well in this class? What did not work?
All worked very well. In fact, I consider this one of my best classes so far.

How could this class be improved/ modified?
—

13-11-2012, roles

CN S12 ADV My Father is Li Gang

May 4, 2012 /

Language and Section: Chinese/ Advanced

Date: 31/1/2012

Class theme/topics discussed: My father is Li Gang

Goal of the class:
• To understand current social issue in China
• To learn how to express opinions on a current and complicated social issue
• To learn to debate in Chinese, make statements, to support them and to refute others’ statements

Structure of the class:
• The teacher introduces the topic to the student, and shows two videos to the students. the teacher pauses at intervals to answer students’ questions about the news report
• Students have questions to discuss with each other, mainly about what is happening in the video. The purpose is to make sure that students have a thorough understanding of the content.
• Students have a debate. One group is proposition side and the other side is opposition side. Each student has to refute the argument from the opposition team and then make his/her own argument.

What technology, media or props did you use?

• Handout , video

What worked well in this class? What did not work?
• Students are interested in the topic. The issue is a hot topic in China and the sentence My father is Li Gang is very popular in China now. It is important to let students know what is happening in China now. From the social issue, they have a deeper understanding of today’s China.
• The video is a bit hard for advanced students.

How could this class be improved/ modified?
• The teaching material is a little bit hard. It is best if i can find a video which matches their level.

Please attach your lesson plan and handouts for this class below – if you used any.

FR S12 INT Institutions

May 4, 2012 /

Conversation Class
Lesson Summary

Language and Section: French 13/ SP 12

Date: 03/29/12

Class theme/topics discussed: Political institutions.

Goal of the class: give the students and Idea of the French political institutions and the main political parties.

Structure of the class (unless you attach your lesson plan below):

-Review of the vocabulary of animals (10 minutes)

-Conversation and explanations regarding the French political institutions compared to the united states (35 minutes)

-Screening of two videos regarding French politics from news website and the Zapping+questions(15 minutes)

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

-Whiteboard, tv screen and computer

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

-The students had the choice between this class or planning a trip to France. The intermediate class choose to talk about politics.

How could this class be improved/ modified?

-I should re-print the handouts from the French embassy I used during the first semester.

ES S12 ADV Religion

May 4, 2012 /

Language and Section: SPA 13.2

Date: 02/21/2011

Class theme/topics discussed: Religion

Goal of the class: To introduce new and emerging religious forms in Uruguay and discuss the topic of Religion in general

Structure of the class (unless you attach your lesson plan below):

We watched two videos about emerging religions in Uruguay: Pare de Sufrir and Umbanda. We discussed the context that lead to the rise of these new religious forms.

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

Youtube, Tv

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

The students were very, very interested in the topic and even shocked at the examples of Pare de Sufrir’s TV programming; they were very talkative, asking a lot of questions and making very intelligent observations about the role of Religion in the public discourse.

How could this class be improved/ modified?
– Perhaps a link with other, American religions would be useful.

FR F11 ADV Politics

December 9, 2011 /

Language and Section: FR 13

Date: 09/27/11

Class theme/topics discussed: France’s national institutions and politics

Goal of the class: Make the students able to hold a colloquial conversation about politics in French

Structure of the class (unless you attach your lesson plan below):

-Warm up with previous class’ vocabulary (10 minutes)

-Introducing the French national institutions in interaction with the students making them read and comment the French embassy’s documents for foreign people, and the political parties (20 minutes)

-Group work : your party just won the 2012 presidential elections and your representatives holds the two assemblies, according to the party you choose, write a 5 points political program for the country (10 minutes)

-Discussion about the political program the students made up  (20 minutes)

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

-Whiteboard, TV screen, computer, documents from the embassy.

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

-The class worked well, the students were very interested in French politics and institutions, but it was a lot of information at the same time.

How could this class be improved/ modified?

-Maybe an article about the primary elections would have been interesting.

 

ES F11 ADV Political Debate

December 9, 2011 /

Language and Section:  SPA 13.2

 Date:  09/15/2011

 Class theme/topics discussed: National Identity

 Goal of the class: To debate and promote reflection on different political systems, as well as introduce vocabulary relating to those systems.

 Structure of the class (unless you attach your lesson plan below):

 –        Each group got assigned a political system on which they had to make a presentation and an argument for its implementation in the new nation (even if they don’t personally agree with the system) They were: Absolute Monarchy, Liberal Democracy, State Socialism.

–        Each group made their case and then fielded questions put forth by the other groups.

–        The class as a whole votes on a system to implement in the new nation

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

 Whiteboard

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

The students were engaged and they presented very good points. The quizzing by their classmates forced them to think on their feet and express themselves quickly, which they did with very satisfactory level. They managed to articulate a very complex system to an astonishing level of detail, as the questions and debate became more focused on pragmatically matters. WARNING: this worked well because I knew the group was very politically-minded; other groups may not be as interested or even offended.

 How could this class be improved/ modified?

 If a group has truly differing opinions it could work less as a roleplaying exercise and more as an honest debate, though this can be a double-edged sword.

 

ES F11 INT Slang and Youth Culture

December 9, 2011 /

Language and Section:  SPA 11.2

 Date:  09/26/2011

 Class theme/topics discussed: Youth Culture

 Goal of the class: To introduce the topic of youth culture in Uruguay and slang vocabulary.

 Structure of the class (unless you attach your lesson plan below):

 –        Warm-up: Discussion on news regarding immigration

–        Students watched and commented on the final, edited project.

–        Students were given strips of paper with typical Uruguayan slang expressions and had to try to deduce their meaning:

  • Boludo
  • Estar pasado
  • Che
  • Bo’
  • Descansar a alguien
  • Irse al carajo
  • Pegar en el palo
  • Flaco
  • Mina
  • Estar podrido
  • Romper las Pelotas
  • Levantar un centro
  • Guita
  • Chupa un huevo
  • Estar salado
  • Turra / Trola
  • Yegua / yeguo
  • Un pedo azul / Estar en pedo
  • Una joda
  • Cagarse de risa

 – The entire class discussed the slang terms and the context in which they can be used

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

Whiteboard

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

The students enjoyed watching the project as it also had what the Advanced class made. They were very engaged and interested in the slang expressions.

 How could this class be improved/ modified?

 The strips with slang should have been in a dialogue format so that the context would provide a better hint as to the meaning of the terms.

 

RU F11 ADV Crime

December 9, 2011 /

Language and Section:  Russian – PO Russ 13.1

Date: 8 September 2011

Class theme/topics discussed: Crime 

Goal of the class: to learn vocabulary connected with crime; to practice listening skills 

Structure of the class (unless you attach your lesson plan below):

Lesson Plan attached

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

Internet resources (video), laptop, TV set

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

Everything worked quite well. However, though the video is perfect for weather + crime vocabulary (the previous lesson was about weather so with this video students repeat previous vocabulary and learn new), it was a bit too difficult even for advanced students. 

How could this class be improved/ modified?

Probably cut some parts of the video and make shorter the video and the list of vocabulary (from 6 min to 3 or so). In this case, it won’t be so tiresome for students to listen to it.

Please attach your lesson plan and handouts for this class below – if you used any.

JP F11 INT INT/ADV Homosexuality in Japan and America

December 9, 2011 /

Conversation Class

Lesson Summary

 

Language and Section: Japanese Advanced and intermediate: Homosexuality and Law in Japan and America

Date: November 22nd

Class theme/topics discussed: Homosexuality

Goal of the class: To learn about Japan’s social issue and compare it with American society.

Structure of the class (unless you attach your lesson plan below):

Japanese songs dictation: 10 to 15 minutes. ( You can choose songs according to students’ favorite genre)

First, students were asked how each state has different laws on same-sex marriage and the people’s reactions on it. Let students explain them to you. They speak well when they are asked to explain to you.

I introduced Japanese laws on the topic and people’s attitudes on it. I showed some Japanese TV shows that are ran by mainly gay people, which is very rare in Japanese TV history. I asked how they think of it and we had discussion on it.

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

I used youtube for the song dictation.

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

Students enjoyed this topic a lot, since students in my class are interested in social issues. They were curious on learning my (Japanese) perspectives on this issues. I recommend you to choose this topic after learning about your students first.

How could this class be improved/ modified?

Before start the discussion in big group, I will divide students into smaller groups and let them discuss on it first in the future.

If you have international students in class, you should definitely ask other country’s situations on this topic.

Please attach your lesson plan and handouts for this class below – if you used any.

 

ES F11 INT/ADV: Religion

December 9, 2011 /

Language and Section:  SPA 13.2

 Date:  12/1/2011

 Class theme/topics discussed: Religion

 Goal of the class: To talk about religion in general and about new, growing religions in Uruguay.

 Structure of the class (unless you attach your lesson plan below):

–        I introduced language and concepts related to the two fastest growing religions in Uruguay (Umbanda and Pare de Sufrir); both has spiritist elements and began their rise during the economic crisis of 2002. Terms used:

– Pai/Mai

– Orisha

– “Trabajo”

 

– Pastor

– “Dios vivo”

– Espíritu maligno

 

–        We watched a short video on Pare de Sufrir on youtube; it features a “Pastor” trying to perform an exorcism via the TV.

–        We talked about religion in America and Uruguay

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

TV, laptop, whiteboard. Video used: http://www.youtube.com/watch?v=e6UlOZ5HVq0

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

 The topic was very, very motivating for the students. We talked a lot about religion and they were very interested in its social and political role. They linked the new information with different religious movements in America. Everyone participated a lot. WARNING: since this is a very sensitive topic, I waited until very late in the semester, when I knew my students enough to feel comfortable approaching it.

 

How could this class be improved/ modified?

 I should have saved two classes for this, as I did it right before the end of the semester and could not follow up on it.

 Please attach your lesson plan and handouts for this class below – if you used any.

DE S11 INT Anthem

April 28, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: April 28, 2011

Class theme/topics discussed:
The German National Anthem.

How did you pick this theme or topic?
I just thought that it was an interesting topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked my students to find out about the history of the German anthem online and gave them questions to that.

How did students react?
They found it interesting

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PCs + internet

Would you recommend this activity for a future class?
Yes

Why or why not?
The class went well.

DE S11 ADV DDR

April 19, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: April 19th, 2011

Class theme/topics discussed:
The German Democratic Republic

How did you pick this theme or topic?
It’s interesting, because it’s history that’s not too long ago.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I had two groups, one had questions about the beginning, the other about the end of the GDR. They had to get the information from the internet and had to prepare to talk about their questions in the next class.

How did students react?
They found it very interesting and enjoyed it.

Did they engage with each other and you?
Yes, setting them up in pairs was helpful to create communication.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Questions about he GDR

Would you recommend this activity for a future class?
Definitively

Why or why not?
Students loved the topic.

DDR Fragen
Die DDR

FR S11 INT – Spring Break + song “Plaire” about eating disorders

March 24, 2011 /

Spring Break + song “Plaire”

How did you pick this theme or topic?

After talking about food, I wanted to make them think about the idea of getting slim for someone else and to have them practice their comprehension skills.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Song with blanks
General dicussion

How did students react?
They reacted well

Did they engage with each other and you?
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Youtube
Handouts

Please attach a copy.

Would you recommend this activity for a future class?
yes

Intermediate 3/21

1. Warm-up : Spring Break – 10 min
⇒ 5 min to talk about what they did for Spring break
⇒ 5 min to share with everyone

2. Song – 20 min
Plaire
– They listen to it for the first time, without the handout.
→ Then, discussion to see what they understood, if they could pick up some words, the general ideas, who is singing…
– I give them the sheet with the lyrics with blanks
– They listen to the song again
→ need to fill in the blanks
– They can listen to it a third time if they feel like it
– correction

3. Vidéo – in pairs – 20 min

– They have to imagine a video clip – 10 min
– They tell the class – 5 min
– We watch the real video

4. Discussion générale – 10 min

– troubles alimentaires

→ quels troubles alimentaires connaissent-ils ?
→ comment se manifestent-ils ?
→ pourquoi certaines personnes ont-elles des troubles alimentaires ?
→ connaissent-ils quelqu’un qui a eu des troubles alimentaires ?
→ qu’en pensent-ils ?

⇒ est-ce courant de vouloir maigrir pour plaire ?
⇒ pourquoi ?
⇒ qui est à l’origine de cette obsession de la minceur ?
⇒ quelles personnes célèbres sont vraiment maigres ?

RU S11 ADV Urban Subcultures

March 1, 2011 /

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, student presentations, general discussion.

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy. Lesson 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.


Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

DE S11 ADV Homosexuality

February 22, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: Feb 22 2011

Class theme/topics discussed:
Guido Westerwelle and homosexuality

How did you pick this theme or topic?
It was in the German news

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I read the article with my students, then we discussed the different laws in the UK, US and Germany and our opinions about it.

How did students react?
Liked it

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Newspaper article

Would you recommend this activity for a future class?
Homosexuality yes, Guido Westerwelle only if he’s in the news

Why or why not?
Students found this topic very interesting

Westerwelle Homosexualitaet

JP S11 INT Gender Roles

February 10, 2011 /

Class theme/topics discussed:

1. Warm up Activity: Number in Your Life
-A student says a number which he/she likes and other students guess the reason why he/she likes.

2. Discussion Topic: Thinking about gender role
-filling in the blank of the article in group (Which occupation is mostly for women or men in general?)
-general discussion

How did you pick this theme or topic?
In the previous lesson, my students were wondering gender roles in the Anpanman video. So I just wanted students to think about this issue more deeply.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group work
General discussion

How did students react?
It was a kind of tough topics, but they tried to express what they thought in Japanese as much as possible. It was amazing!!

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
I used an article from Japanese text book.

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes!

Why or why not?

Connecting to the previous class was very useful for students to remember words for the topic. As for the warm up activity, they love to guess the meaning, which drove students to think about lots of questions in Japanese. It was successful!!

RU S11 ADV Russia in the News

February 8, 2011 /

Class theme/topics discussed:
Russian News (reading, translating, retelling)

How did you pick this theme or topic?
n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, student presentations, general discussion.

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 7_Feb 8_Article – Banned Valentine’s
Lesson 7_Feb 8_Article – Correspondent expelled
Lesson 7_Feb 8_Article – Medvedev decides against winter time
Lesson 7_Feb 8_Article – Umarov and North Caucaus Region

Would you recommend this activity for a future class?
Yes.
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.

Advanced Russian
Lesson 7
February 8, 2011

1. News of the day.

2. Practice*: each student gets an article with current news from Russia. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

*Preclude the activity by giving an example with the short article about St. Valentine’s.

FR S11 INT/ADV – French news (ethics)

February 8, 2011 /

French news: bébé medicament ou bébé espoir? + project

How did you pick this theme or topic?

I watched the French news the day before and thought it would be interesting to discuss it with the students.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Group discussion
Debate
General discussion

How did students react?

Well. I think they were interested in it and had different views about the topic so it was interesting to listen to them.

Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

French news on tf1 website

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes

Intermediate 2/8

1. PROJECT – 15 min
⇒ In pairs, they have to find real ideas of projects(not just general ideas)
⇒ Then they explain it to the other pair
⇒ We all discuss it and decide

2. NEWS – 30 min

a. Introduction of the topic: bébé in vitro pour sauver sa soeur
b. Video: http://videos.tf1.fr/jt-20h/le-20-heures-du-8-fevrier-2011-6268191.html
c. We make sure they all understood the topic – 10 min
d. in pairs they discuss – 5 min

Bébé médicament ou bébé espoir?
Instrumentalisation de l’être humain?

e. then in 2 groups, one for and against
⇒ they think about arguments – 5 min
⇒ they defend their position after the other – 10 min

S11 DE Int7 News

February 8, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 8th Feb 2011

Class theme/topics discussed:
News in Germany

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I showed my students a German news show for kids and we discussed the topics in it, for example the recent situation in Egypt.

How did students react?
Liked it

Did they engage with each other and you?
Yes, they are always interested in news.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Online video stream

Please attach a copy.
http://www.tivi.de/fernsehen/logo/start/index.html

Would you recommend this activity for a future class?
Yes, definitely

Why or why not?
In this show they present the news of the day, but in easy language, so that kids can understand it.

DE S11 ADV Immigration

January 27, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 27th Jan 2011

Class theme/topics discussed:
Migration in Germany

How did you pick this theme or topic?
It’s connected to politics in Germany which was the bigger topic for the last 2 weeks

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We discussed where the immigrants in Germany mostly come from and why they are there, as well as problems immigrants in Germany are facing. After that we watched an episode of “Tuerkisch fuer Anfaenger”, a German TV series which illustrates these problems in a very funny way.

How did students react?
Liked it.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV series

Please attach a copy.
DVD available at the FLRC

Would you recommend this activity for a future class?
Yes

Why or why not?
Important topic of German culture and problems Germany is facing at the moment.

DE S11 ADV Voting System

January 25, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 25th Jan 2011

Class theme/topics discussed:
The voting system in Germany

How did you pick this theme or topic?
Students were very interested in German politics, so I decided to go on with that topic.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I handed out a text to the students explaining the voting system as well as a German voting form. After discussing that my students all wrote little speeches for one party and we had a vote.

How did students react?
Like it.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Article about the German voting system.

Would you recommend this activity for a future class?
Yes

Why or why not?
The German voting system is very different from the American.

Das Wahlsystem in Deutschland

DE S11 ADV Political Parties

January 20, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 20th Jan 2011

Class theme/topics discussed:
The political parties in Germany

How did you pick this theme or topic?
Students expressed their interest in watching and reading recent news about Germany, therefore it is helpful to know about the political parties.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We read a short text for introduction together. After that we went to the FLRC and each student had to find out something about one party (when was it found, color, famous politian, goals). They had 20 min to do that. After that each student presented their party to the group. Then we had a discussion which parties we like.

How did students react?
Liked it a lot.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PC and internet.

Would you recommend this activity for a future class?
Yes

Why or why not?
My students told me after this class, that they enjoyed it a lot.

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