an archive of lesson plans

Category: Politics and Social Issues (Page 5 of 6)

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

DE F10 INT Debate

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 23rd Nov. 2010

Class theme/topics discussed:
The North Korea conflict

How did you pick this theme or topic?
I had planned something totally different, but one of my students brought up the North Korea conflict, because it had been in the news this day. Because my other students seemed very interested in that, I changed my plans. So we read a newspaper article about the recent news about North Korea online and discussed it

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Reading the article together, discussing the content and vocabs.

How did students react?
Liked it.

Did they engage with each other and you?
Yes, it was the topic they chose, so they were very engaged

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

Please attach a copy.
www.zeit.de

Would you recommend this activity for a future class?
Not necessarily this topic, because other students might not be that interested in it. But I would recommend changing the lesson plan, when students come up with a very interesting topic.

RU F10 ADV Football Hooliganism in Russia

Class theme/topics discussed:
Football Hooligans in Russia

How did you pick this theme or topic?
It’s part of contemporary Russian culture.

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

How did students react?
Understanding the video was difficult for them, but it was still interesting.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV-screen, Internet.
Please attach a copy.
Lesson 23_Nov 18_Questions

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces students to contemporary political/ cultural issues in Russia.

Advanced Russian
Lesson 23
November 18, 2010

1. News of the day.

2. Reading the handout – discussing the questions and vocabulary (see attached file).

3. Watching the video –
http://www.youtube.com/watch?v=E8_-9YjfKF0

4. Answering the questions, discussing the video, expressing personal opinion.

RU F10 ADV Soviet Propaganda Posters

Class theme/topics discussed:
Soviet propaganda posters: visiting Special Collections at Honold Mudd library.

How did you pick this theme or topic?
As an introduction to the work we could do for the Honnold Mudd library.

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

How did students react?
They enjoyed the class.
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 16_Oct 26_Эстетика и функции советских плакатов

Would you recommend this activity for a future class? Why or why not?
Yes, I would.

Advanced Conversation
Lesson 16
October 26, 2010

1. News of the day.

2. Visit to the Special Collections to see Soviet posters from late 1970s. On the way to the library – brief intro to this genre of visual art, functions, major artists, etc.

3. Discussion: functions of soviet posters. Ways to classify.

4. Reading (see attached file)

RU F10 ADV Russia in the News

Class theme/topics discussed:
Russia in the news

How did you pick this theme or topic?
Reading and retelling the news is an efficient activity to boost vocabulary.

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

How did students react?
They enjoyed the class.
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 15_Oct 21_Russian Police Reform
Lesson 15_Oct 21_RUSSIANS IN ISRAEL

Would you recommend this activity for a future class? Why or why not?
Yes, I would.

Advanced Conversation
Lesson 15
October 21, 2010

1. News of the day.

2. Students get different texts. They have 10 minutes to read them and prepare to present to the rest of the class.

3. Work with vocabulary: each student suggests five words from their text that they consider important.

RU F10 ADV Current News. Moscow Mayor Dismissed

Class theme/topics discussed:
Current news – Отставка Лужкова.

How did you pick this theme or topic?
A class of this type familiarizes students with contemporary political and social life ion the Russian capital.

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

How did students react?
They enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV-screen, Internet.
Please attach a copy.
Lesson 9_Sept 28_Luzhkov
Lesson 9_Sept 28_Moscow Pictures

Would you recommend this activity for a future class?
Yes.
Why or why not?
It updates students on contemporary political issues in Russia.

Advanced Russian
Lesson 9
September 28, 2010

1. News of the day.

2. Reading the handout – discussing the questions and vocabulary.

3. Looking at the pictures of Moscow – before and after reconstructions initiated by Luzhkov (buildings that were changed)

ES F10 ADV Gay legislation

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/21/2010

Class theme/topics discussed:
Gay Marriage

How did you pick this theme or topic?
There was a talk about this topic and my students wanted to talk about it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we talked about the laws in both the United States and the Spanish speaking countries. Then, one of my students, who was organizing the talk, took over and moderated the debate for and against gay marriage and whether or not gay people should be able to donate blood.

How did students react?
They love this kind of debates and this one was especially intense and great!

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

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

Please attach a copy.

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

Why or why not?
They love debating and if it’s a controversial topic it’s even better!

ES F10 INT/ADV HBO Habla

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/14/2010

Class theme/topics discussed:
Everyday life

How did you pick this theme or topic?
I found some very interesting videos on the internet called HBO Habla and I thought we could watch them in class and talk about the many and different topics the talk about.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We watched the videos and discussed after each one whatever he or she was talking about.

How did students react?
They liked the videos a lot and learned a lot of information that they didn’t know until that moment. Some topics were really interesting for them.

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

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

Please attach a copy.

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

Why or why not?
They enjoyed the different topics a lot.

RU F10 ADV Protests and Demonstrations. Group Strategiya 31. Human Rights Watch

Class theme/topics discussed:
Protests/demonstrations in Russia.

How did you pick this theme or topic?
Some students seem to be interested more in politics, so I am trying to keep the balance. Moreover, this discussion provides students with important cultural knowledge.

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

How did students react?
It was not the most lively class, but they participated and they definitely learned new things about Russia. They talked a lot and seemed to like it.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, videos, laptop, tv screen.
Please attach a copy.
Lesson 4_Sept 9_Protests Presentation
Lesson 4_Sept 9_Video 1 _Стратегия 31 в Москве_
Lesson 4_Sept 9_Strategiya 31 TEXT
Lesson 4_Sept 9_Video Questions

Would you recommend this activity for a future class? Why or why not?
Yes, I would. It provides knowledge about the current events in Russia and gives students a chance to shape their own opinions on these issues. Probably additional questions for the discussion should be designed in order to facilitate participation. The language in the videos may be too challenging for the students, so suggest substantial guidelines and vocabulary from the task! (I offered only guidelines and SOME vocabulary, which apparently was not enough. So work with the texts/vocab from the videos more.)

Advanced Conversation
Lesson 4
September 9, 2010

1. News of the day.

2. PowerPoint Presentation – show the slides one by one, and each time ask students what they see in the picture, what it could be, what its meaning is, etc.
Lesson 4_Sept 9_Protests Presentation

3. Distribute the text Стратегия 31 — Lesson 4_Sept 9_Strategiya 31 TEXT — read the abstract together, then assign roles to students – each reads comments from one person, then retells. Tell them about the people who are commenting (those who are known) – who they are, why they are famous, what happened to them.

4. Introduce the videos that they are going to see. Distribute handouts with questions about the videos, look them through to make sure students understand them and remember. (handout Lesson 4_Sept 9_Video Questions)

5. Watching the videos (they are on Sakai)

6. Working with the questions. Students’ general impression/ feedback on what they’ve just seen. Compare the culture of demonstrations/ protest in Russia and in the US.

7. http://www.youtube.com/watch?v=mCWTpAQnYpQ

FR S10 INT – funny video about Sarkozy and slang

Funny videos + slang

How did you pick this theme or topic?

After the project, I wanted to do something a little bit more fun for them

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

Handouts
discussion

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 videos
Song on youtube

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it was fun for them to learn some slang and at the same time to learn a bit about French politics

Intermediate 04/20

– ‘casse-toi pauvre con’ video
http://www.youtube.com/watch?v=e779iN7Se7E

– talk about it

– song with blanks
video: http://www.youtube.com/watch?v=-HdcJXQfE4E

ES S10 INT/ADV Bullfighting

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/30/2010

Class theme/topics discussed:
Bullfighting

How did you pick this theme or topic?
It is a very controversial topic in Spain and Latin America and the students wanted to talk about it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We did a small grammar exercise, then we watched some videos about it and finally debated for and against it.

How did students react?
They liked it and they thought it was very interesting to know much more about it.

Did they engage with each other and you?
They engage very well with each other, and with me.

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

Please attach a copy.

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

Why or why not?
Yes, it’s important for them to know about this and, even though it was a bit controversial, they enjoyed debating about it.

21st Class INT
21st Class INT Ejercicio de gramática
21st Class INT Toro
21st Class INT Pros y cons

JP S10 INT/ADV Immigration

Class theme/topics discussed:
At the airport-単語の導入『パスポート』『税関』『滞在の目的』『入国審査』『観光者』
Creat passport
Write Post Card

How did you pick this theme or topic?
I chose this topic because today is right before spring break. I thought it must be fun to role play to be a tourist and custom officer at the airport

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1)Picture cardを配布-どこの国か当てる。それから一枚好きな国の絵を選ぶ
2)I gave them world famous people’s picture (名前やプロフィールが記載されてある)
3)Create own passport
4)Role Play/ Ask your partner’s propose of visit, or made up any kind of questions and ask! If a custom officer think it is ok to let them enter the country, a custom officer should sign their autograph to visitor’s passport.

How did students react?
They reacted well. They seemed to be having fun!

Did they engage with each other and you?
Yes, I think so.

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

有名人-http://genkienglish.net/birthdaycards.pdf
パスポート-http://genkienglish.net/passportj.htm
Picture of country-フランス・ドイツ・イギリス・エジプト・韓国・中国・スイス・・・

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

Why or why not?
Intermと同じことをしたが、This activity also worked for Advanced students,少し幼いようなゲームだったが、パスポートを作ったり、日本の昔の有名人について話したり、なかなか盛り上がった。They enjoyed a lot and created unique questions. I am glad they kept on talking a lot.

ES S10 INT/ADV Legalization Marihuana

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 02/23/2010

Class theme/topics discussed:
Legalization of Marihuana

How did you pick this theme or topic?
I decided to start doing some debates and I wanted to pick a topic that would motivate them and make them talk.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We talked about the laws in California about legalization of marihuana. Then we did an exercise of vocabulary, watched some videos and had a debate at the end of the class.

How did students react?
They really liked the debate and were eager to talk.

Did they engage with each other and you?
They engaged very good with each other and with me.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Crosswords and videos from youtube attached.

Please attach a copy.
—–

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

Why or why not?
They all had something to say and knew a lot about it.

11th Class INT
Crucigrama drogas
Legalizacion maria
Class 11th EXPLANATION

CN F09 INT/ADV Chinese Modern Art II: Minjun Yue

Class theme/topics discussed:
Chinese modern art2: Oba-Mao?
Minjun Yue’s art: What’s behind the smiling face?

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

Handouts, pair work, group work, general discussion

Why did you choose this topic?
Obama is a hot topic in China and recently a shop selling Oba-Mao T-shirt is shut down. Minjun Yue is a recently turn-to-be famous artist in China who is famous for his smiling symbolic face in his works. What’s behind the smile? Is it from heart? What does it reflect to? It’s a good topic including politics, arts and freedom.
How did students react?

They like the idea very much!
Did they engage with each other and you?

Yes. They engaged with each other and me pretty well and asked me questions.

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

Satellite, laptop
Please attach a copy.
http://worldblog.msnbc.msn.com/archive/2009/11/13/2127121.aspx
http://eltonzeng.blog.hexun.com/37768440_d.html
http://yueminjun.artron.net/main.php

Would you recommend this activity for a future class?

Yes

Why or why not?
Students like debate and making their menu. It is a good way to provoke conversation.

CN F09 INT/ADV Chinese Modern Art: Oba-Mao

handout_oba-mao120109Class theme/topics discussed:
Chinese modern art1: Oba-Mao?

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

Handouts, pair work, group work, general discussion

Why did you choose this topic?
Obama is a hot topic in China and recently a shop selling Oba-Mao T-shirt is shut down. It’s a good topic including politics, arts and freedom.
How did students react?

They like the idea very much!
Did they engage with each other and you?

Yes. They engaged with each other and me pretty well and asked me questions.

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

Satellite, laptop
Please attach a copy.
http://worldblog.msnbc.msn.com/archive/2009/11/13/2127121.aspx
http://eltonzeng.blog.hexun.com/37768440_d.html

Would you recommend this activity for a future class?

Yes

Why or why not?
Students like debate and making their menu. It is a good way to provoke conversation.

DE F09 ADV News

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 17. November 2009

Class theme/topics discussed: News in Germany

How did you pick this theme or topic? In the week before I had noticed that my students did not seem to know too much about what was going on in Germany a few years ago and even today. So I thought it might be interesting to talk about recent things that happened in Germany and how they are portrayed in the news.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To start off, we played the game 2 truths and a lie. Then we talked about how easy it is to tell a lie and how people believe it. I asked my students if they thought that media can be like that too, i.e. that news shows or newspapers sometimes told lies or changed stories to a certain extent. We then talked about things that recently happened in Germany and how they were portrayed in the news, I showed my students a few articles from the Bild Zeitung for that purpose. Then, I asked my students to design their own front page of the Bild Zeitung. They were supposed to write 3 true stories on something they thought was interesting and 1 lie about something they made up. The students typed their stories into the computer and we printed their ‘own newspaper’.

How did students react?
The students enjoyed the game at the beginning of the lesson and they enjoyed working on their own newspaper. They did not seem very interested in the articles I had brought.

Did they engage with each other and you?
Yes, the students talked a lot and raised some interesting questions. They were also very creative.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Articles from the Bild Zeitung
Blank draft of the Bild Zeitung in word file
Computer

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and they were very talkative. I would try to find different kinds of articles though.. maybe some that are more interesting to young students.

DE F09 ADV Fall of the Wall

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 10. November 2009

Class theme/topics discussed: The fall of the Berlin Wall

How did you pick this theme or topic? This lesson was one of the last ones before the German Special Dinner, which will be centered on the fall of the Berlin Wall. So I thought it might be interesting for my students to learn and talk a little bit about how the Berlin Wall was built, separated Germany and then finally fell.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked the students about their knowledge of the Berlin Wall and how it came down in 1989. Then, I handed them an article about the Fall of the Berlin Wall, which we read and discussed. I asked them some more questions (e.g. “Do you think everyone was happy that the Wall fell?” or “Do you think it is possible that there might be another Wall sometime in the future?”) and the students discussed these quite lively. Then, I told them about the upcoming German Special Dinner and my ideas for it. I told them that we would like to have bricks on every table to represent pieces of the Berlin Wall and that they could draw on these bricks. I handed out 4 bricks to them (2 each) and pens and my students started drawing. Meanwhile we were talking about the German Dinner.

How did students react?
At first, the students did not seem very excited about the topic, maybe because they are not especially interested in German history. But later in the lesson, when I asked them about their ideas for painting the ‘Wall’ and when we started to paint the bricks, the students had a lot of fun.

Did they engage with each other and you?
Yes. More in the second activity.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Article on the Berlin Wall
Slideshow on computer
Bricks

Would you recommend this activity for a future class? Why or why not?
Yes, I would. But I would try to make the theoretic part of this lesson more interesting.

 

 

CN F09 ADV Nobel Prize

Class theme/topics discussed:

Who is going to win the Nobel Peace Prize

How did you pick this theme or topic?

A controversial Chinese journalist Hu Jia is nominated as one of the Nobel Peace Prize nominees. At the same time, Barack Obama is also one of the nominees. It’s an interesting topic for students to discuss and learn something about Chinese journalism while also have something familiar (American political figures) to talk about.

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

Handouts(vocabulary list)
Video

How did students react?

Most of them like the topic and we had a great conversation. However, a few of them show littler interests in politics. Thus, I am going to keep this teaching mode but broaden my topics.

Did they engage with each other and you?

Yes. They engaged with each other and me pretty well

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

satellite
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?

Most students can learn something about Chinese politics and related taboos in mainland China. At the same time, they can also learn Chinese young people’s opinions by watching videos. It’s quite different from what they though, so they can make great conversation based on the differences.

ES F09 INT/ADV Reggaeton

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/06/2009

Class theme/topics discussed:
Reggaeton

How did you pick this theme or topic?
To close up the general topic “Music” I decided to introduce some debate with a controversial issue such as Reggaeton.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave them an article about reggaeton and discussed whether reggaeton tended to be violent, and the image of women. Then we watched some videos of reggaeton singers and continued the discussion. Finally they had to fill in the gaps in a reggaeton song.

How did students react?
They liked the class and found it interesting. They also liked the music and thought it was funny sometimes.

Did they engage with each other and you?
They did, and talked a lot about whether it was positive or negative.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
An article and videos from Youtube.

Please attach a copy.
See next page.

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

Why or why not?
They liked the topic and could defend one side or the other (pro or against reggaeton).

Peleas, ron y gatos voladores
Los altercados se suceden en la zona de ocio nocturno de Famadas tras el asesinato de un hombre – L’Hospitalet estudia instalar cámaras de vigilancia
Barcelona – 02/03/2009
Una mirada retorcida y un cuerpo agitado por el alcohol pueden hacer que salte la chispa. Por cualquier motivo, dos adolescentes, uno dominicano y el otro ecuatoriano, se han picado (atacar con una navaja o cuchillo) en un vagón del metro. Acompañados por un grupo de chicos y chicas, llegan al polígono de Famadas -la zona de ocio nocturno entre L’Hospitalet y Cornellà- a medianoche. Por su aspecto, parecen menores de edad. Pero una pregunta lanzada al aire (“¿por qué no demuestras lo que eres?”) se interpreta como una amenaza a la propia hombría: empieza la pelea. Llueven los puñetazos y vuelan las patadas. Las novias incitan a sus muchachos a intervenir y el cuerpo a cuerpo está a punto de cambiar en pelea colectiva.
La bronca (pelea), abortada a tiempo, es la primera de la noche, pero no será la última. Se trata, en todo caso, del mismo lugar donde, hace una semana, un boliviano de 53 años fue asesinado durante una pelea, ésta sí, masiva. El hombre recibió diversas puñaladas y fue golpeado en la cabeza con una botella de vodka. Los autores del crimen, miembros de una misma familia, ya han sido detenidos.
Pese a que incidentes de esa magnitud no son habituales, los altercados son el pan nuestro de cada viernes y sábado (el pan nuestro de cada día = muy frecuentes). Hace unas semanas, un joven fue herido en las nalgas y las piernas. La policía sospecha de un grupo de dominicanos que frecuenta la zona. Para protegerse ante la ley, las bandas suelen dejar que los menores de edad carguen en sus amplios bolsillos con las armas blancas (navajas y cuchillos). Fingen, además, supuestos conflictos con otros jóvenes (el clásico “me has mirado mal”) para robar.
La afluencia de jóvenes es masiva: unos 2.000 visitan cada noche esta zona de ocio situada en un oscuro polígono industrial. Hay unos cuantos bares musicales y tres discotecas, pero sólo dos ambientes: uno, dedicado al público autóctono; el otro, centrado en la clientela latina. Si no fuera porque tienen que transitar las mismas calles, estos dos colectivos no se intercambiarían ni una mirada.
Un joven de L’ Hospitalet está tomando una copa en un bar situado junto a una de las dos discotecas latinas de Famadas. Él piensa ir con sus amigos a Malalts de Festa, una macrosala donde pinchan música comercial y pachanguera. Los porteros vigilan la fila con cara de pocos amigos, pero no llegan al extremo de sus colegas de las discos donde imperan la bachata, la salsa y el reggaeton: allí se cachea minuciosamente a todo el que entra. Nadie protesta por ese trato. Y muchos no pasan de la puerta. Como un joven que presume ante sus amigos de los efectos de cierta droga que él consume: gracias a ella, cuenta, ve “gatos voladores” y puede anticipar la presencia de los Mossos, que, casualmente, realizan un control de seguridad a escasos metros.
Entre las cinco y las seis de la mañana, la fiesta toca a su fin y Famadas parece una zona en cuarentena.
© EDICIONES EL PAÍS S.L. – Miguel Yuste 40 – 28037 Madrid [España] – Tel. 91 337 8200

ATREVETE-TE-TE – CALLE 13
Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

Cambia esa cara de _________
Esa cara de intelectual, de __________________
Que te voy a inyectar con la bacteria
Pa’ que des vuelta como machina de feria
Señorita ______________, ya sé que tienes
El área abdominal que va a ____________
Como fiesta patronal, que va a ____________
Como palestino…
Yo sé que a ti te gusta el pop-rock latino
Pero es que el _____________ se te mete por los intestinos
Por debajo de la _________ como un submarino
Y te saca lo de indio taino
Ya tu sabes, en tapa-rabo, mama
En el nombre de Agüeybana
No hay mas na’, para na’ que yo te vo’a __________
Yo se que yo también quiero consumir de tu ___________
Y tú viniste amazónica como ___________
Tú viniste a matarla como “________ _______”
Tú viniste a beber __________ de barril
Tú sabes que tú conmigo tienes refill

Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

Hello, deja el show
Súbete la _________-_________
Hasta la espalda
Súbetela, deja el show, más alta
Que ahora vamo’a bailar por to’a la jarda
Mira, nena, ¿quieres un sipi?
No importa si eres _________ o eres ___________
Si eres de Bayamón o de Guaynabo City
Conmigo no te pongas picky
Esto es hasta abajo, cogele el tricky
Esto es fácil, estoy es un mamey
¿Que importa si te gusta _________ ______?
¿Que importa si te gusta ____________?
Esto es directo, sin parar, one-way
Yo te lo juro de que por ______
Aquí to’a las boricuas saben _____________
Ellas cocinan con salsa de tomate
Mojan el arroz con un poco de _____________
Pa’ cosechar nalgas de 14 quilates

Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

FR F09 INT/ADV – Caricatures

caricatures

How did you pick this theme or topic?
I wanted to talk about freedom of speech and compare what is doable here and in France.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I had brought some “Charlie Hebdo” newspapers as well as a bunch of caricatures of Bush, Obama, Sarkozy, the pope. First I asked them what the use of caricatures was, and who could be criticized.
Then I divided them into groups and asked and gave them either “sarko” or the Pope… and also asked them to look at some of the caricatures in Charlie hebdo. Then Altogether, each group had to describe some of their caricatures.
Then I showed a caricature of “Mahomet” on the Charlie hebdo cover and explain the controversy and we talked about the caricatures of Mahomet published in the Danish newspaper.
I asked them if religion could be criticized that much in the US…

How did students react?
They liked most the caricatures, and they were interested in knowing some of the underlying stories behind them (about Segolene royal…)

Did they engage with each other and you?
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Slideshow, newspaper fill in the blank

Please attach a copy.

Would you recommend this activity for a future class?
Yes

RU F09 ADV Unity Day in Russia. The 1917 Bolshevik Revolution

Class theme/topics discussed:
News of the day (student’s presentation)
Bolshevik Revolution of 1917
Unity Day history and celebration traditions

How did you pick this theme or topic?
From last year’s materials
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
video screening, reading exercise, group discussion

How did students react?
They reacted very well
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV, Internet
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The topic is very interesting and relevant

1. Read the text:
http://ru.wikipedia.org/wiki/%D0%9E%D0%BA%D1%82%D1%8F%D0%B1%D1%80%D1%8C%D1%81%D0%BA%D0%B0%D1%8F_%D1%80%D0%B5%D0%B2%D0%BE%D0%BB%D1%8E%D1%86%D0%B8%D1%8F

2. http://rutube.ru/tracks/990627.html?v=c6671f8807b590832802f1ec2d67c4df
(movie)

3. http://rutube.ru/tracks/616634.html?v=48684c5c8116d7c55fa7852f77013e37
(documentary)

RU F08 ADV Crime and Punishment. Role-Play “In the Court”

Class theme/topics discussed:
Сrime and punishment
Role play “in the Court”

How did you pick this theme or topic?
Last year’s materials
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
group discussion of contemporary issues, role-play

How did students react?
They were very excited and willing to talk a lot.
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV set
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The students liked to argue and enjoyed debating sharing their opinion on the topic. The game went very well too. I would definitely use this lesson plan in future.

Lesson plan 14

The topic discussed:
Сrime and punishment
Role play “in the Court”

Warm-up (10 min):
Answer the questions:

Ответьте на вопросы
1. Что вы думаете о смертной казни? Аргументируйте свой ответ и приведите примеры.
2. Как следует наказывать преступников, которые совершили:
• Порчу имущества (граффити на улице)
• Вандализм
• Угон машины?
• Похищение ребенка
3. Что должен делать закон с людьми, которые пьют алкоголь и водят машину?
4. Следует ли сделать некоторые наркотики (курение марихуаны) легальным? Какие ваши ЗА и ПРОТИВ?
5. Как вы думаете, следует принять закон, по которому полицейские смогут останавливать и досматривать на улице всех без ордера?

Practice (30 min):
Play a role-play “At the court”:

Игра “Всем встать, суд идет!”
Разыграйте суд, используя следующие факты. Решите, виноват ли обвиняемый, и какой приговор ему нужно вынести. Каждый должен выступить в суде!

Действующие лица:
• Пострадавшая
• Обвиняемый
• Прокурор
• Адвокат
• Свидетель 1,2 и т.д.
• Судья

Легенда:
Молодая девушка Марина возвращалась домой после работы поздно ночью (около 12:30 ночи), когда из-за поворота на улице Кузнечной неожиданно вылетела машина Лада (Ваз 2109 зеленого цвета) на большой скорости, сбила ее и скрылась. Девушке оторвало левую руку. Сергей Корольков, водитель машины явился с повинной только через три дня.

FR S08 ADV – Presidential election

Discussion about the debates before the elections.

How did you pick this theme or topic?
Everyone is talking about the elections, the candidates, the debates so I thought that it would be a good idea to compare the two systems.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I asked them questions about the debates in the US, how does it work, where they take place, how many they have…
I showed the French debate before the second round of the presidential elections in 2007 between Sarkozy and Royal. It was an oral comprehension exercise as well as a comparison between the American debates that they had watched.
They showed an excerpt of the French News on France 2 and did a “fill in the blank” exercise with the script I had written down. It gave them the opportunity to see what the French medias was thinking about the election.

How did students react?
They really liked it they all got involved in the discussion.

Did they engage with each other and you?
YES

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

Please attach a copy.

Would you recommend this activity for a future class?
yes

FR S08 ADV – technology

Debate about technology

How did you pick this theme or topic?
Maria and Elya did it in their class and it worked well.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
1) brainstorming: what does technology make you think of?
2) reading of an article from “ Le monde” about the dangers of technology (files kept everywhere, idea that we are watched…) each group of 2 had one section of the article dealing with one specific device or system, or danger.
3) answering questions I gave them/ debate

How did students react?
It was fun when we talked about how we are addicted to technology. Some of the students asserted that they could live without it while others were like “NEVER!”
Also, that class was specifically noisy in terms of phone ringing.
They agreed on the fact that technology in itself is not dangerous but it’s the misuse of it that is dangerous.
Did they engage with each other and you?
Yes

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

Please attach a copy.

Would you recommend this activity for a future class?
yes

FR S08 INT – Ethics issue

Reading of an article about a woman who was asking for euthanasia in France.

How did you pick this theme or topic?
( First they asked me questions about Universities in France so I talked for 20 minutes)
This is a current issue in France and I could find articles that were not hard to read.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
First we played a game for vocabulary about health. I gave them a list of “words” but the letters were in disorder and they had to find what the words were. Then we brainstormed a little bit.
I introduced the article, and then we read it together. I checked the important words, or the ones they did not know.
Then I gave them a list of questions and divided them into small groups to discuss them.

How did students react?
The topic was not funny at all, but they seemed to be really interested, especially because the article I gave them opened up on what happened next, so they could try to guess. Then I told them what really happened. It made them really involved.

Did they engage with each other and you?
Yes

RU S08 ADV Elections. Voting

Topics:
Politics: American and Russian Presidential Elections.

Warm-up (5 min): Answer the questions. Explain your point of view.

1. Сколько вам было лет, когда вы впервые голосовали?
2. Какие основные политические партии вашей страны?
3. Когда выборы президента США? Каких кандидатов вы знаете?
4. Какие пункты программы вам нравятся, а какие нет?
5. Как вы решаете, за кого голосовать?
6. Что можно сделать для того, чтобы больше людей голосовали?
7. Что вы знаете о выборах Российского Президента?

Comprehension (20 min):
Russian President Candidates video. Watch and retell the video.

1) Elections process.
http://www.vesti.ru/videos?vid=120550&doc_type=news&doc_id=160459&p=1

2) Dmitry Medvedev – Russian President Candidate.
http://zvezdanews.ru/news/2007/12/10/kandidat-v-prezident

Practice Grammar and Syntax (15 min):
Game “Add a Word”: One student begins a sentence by saying only one word. A second student must say a word which continues the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically.

Topic “Politics”.
Beginning: “Выборы – это…”

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