Language Residents

an archive of lesson plans

ES S22 ADV LGBTQ+ Issues II

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: LGBTIQ+ Issues  II

Goal of the class:

Students will be able to:

  • Discuss issues that affected the LGBTIQ+ both today and in the past.
  • Compare struggles among the communities in the US, Chile or their own countries.
  • Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.)  and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.) 

Class structure:

Warm up:

Students see an image of a piece of news of a recent piece of news in Chile that equal marriage is now officially legal since March 1st.  Since there are students that took the class the previous semester, they compare the situation about that bill that they learned about the previous semester.  They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.

Activity:

Students see the extract of a videio in which discrimination situation occured in the middle of an interview. https://youtu.be/qh7WNAG117w

In small groups they discuss the questions: ¨Do you know about any similar situation in the US or in your own country? What do you think about it?¨

Students see headlines of Chilean old news about different situations that involved the LGBT community. They discuss the way language was used and the normalization of instults to reffer to someone gay. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). 

Lenguaje Inclusivo: The facilitator briefly explains the general rules to use inclusive Spanish in order to refer to a neutral gender or groups. In small groups, they create a story – each person ads a sentence to continue the story– using inclusive Spanish.

Wrap up:

As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.

Resources used: Projector, Powerpoint.

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

 Students were very engaged with this topic. Students had a lot of questions about the situation in Chile and it was interesting for students who took the class last semester to see the progress that has been made over the last year. They practiced using inclusive Spanish and it was a bit challenging but they were able to do it. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. In general people seemed engaged.

Appendix: Newspapers’ headlines 

22 de abril de 1973, la primera protesta en Chile de disidencias sexuales  por sus derechos | Artes y Cultura | BioBioChile
LasPortadasDeTuVida📰 Twitterissä: "1984 Agosto 23 - "Murió paciente del  cáncer gay chileno" Así se retrataba entonces el SIDA en Chile. ¿Qué te  parece? https://t.co/33Vze41LzX" / Twitter

FR S22 INT/ADV – Votre Week-End idéal

This class was done online and could also be done in person.

Warm –up (10 minutes) –group discussion = (main zoom chat : send the link of the Google Doc with vocabulary on the routine as well as the following questions students have to discuss in breakout rooms)

•Quel est selon-vous le WE idéal? Qu’est-ce que vous aimez faire en général le WE? – What do you think is the ideal WE? What do you usually like to do on weekends?

Activity 1: Video ‘French people describe their WE’ (20 minutes –8 minutes for the video, 10 minutes for the group discussion) https://www.youtube.com/watch?v=unmu4yKfBg0

Instructions: jot down what you understand from the video –écrivez sur une feuille de papier / sur votre ordinateur -ce que vous comprenez dans cette vidéo: Quelles sont les activités que les personnes interviewées aiment faire le week –end ? – What are some activities that the persons interviewed like doing on Weekends? Qu’est-ce qu’ils aiment faire avec leurs amis ? – What do they like doing with their friends?

Then we discuss it as a class and the students share what they understood and think about it –10 to 15 minutes –

Vocabulary input: What do these words mean? (Habituellement, Je bosse, aller en boîte, le confinement, se balader, faire un tour à…, profiter, la province); If there is some time left I propose a game they would play in Breakout rooms– ‘Qui est-ce?’ OR ‘Tu préfères’:

Tu préfères…Voyagez dans le monde entier sans pouvoir revenir à ton pays d’origine ou jamais sortir de ton pays ? Arriver toujours 1 heure avant à tes rendez-vous ou toujours arriver 1 heure en retard ? Passer toute ta vie à manger de la junkfood ou ne plus jamais manger tes plats préférés ? Vivre dans la maison de tes rêves dans un quartier chaud ou vivre dans une maison moche dans le quartier de tes rêves ? Être pauvre aux côtés de l’amour de votre vie ou être multimillionnaire sans jamais connaître l’amour ?

Resources:Vocabulary sheet (google doc provided)with expressions and words to be able to talk about one’s routine, Zoom Screenshare, Youtube, Powerpoint

RU S22 ADV: Limericks (Chastushki)

Language Resident Name: Aleksandra Bystrova

Date: 02/08/2022

Class theme/topics discussed: Russian Limericks (Chastushki)

Goal of the class:

  • Learn about Russian folklore – limericks
  • Develop translation skills

How did you structure the class?

  1. Warm up (10 mins): Discussion
    1) What is the definition of “chastuska”?
    2) Why do you think people compose them?
    3) Which topics do they raise?
    4) Do you have something similar in your culture/country?

I ask students to discuss those questions. Even if they don’t know what is chastuska, they can be creative and just guess. Students present their thoughts and results of a discussion by writing the main ideas on the board. Then, I show them a slide with an official definition and main elements of “chastushka”.

2. Activity 1. Read “chastuski” and translate (10 mins).
I give my students a handout with several limericks to read them and analyze. While they translating them, I add some cultural background for them to better understand the lyrics. We read it together and I also show the rhythm.

3. Activity 2. Watch a piece of the cartoon and translate the limerick (25 mins).
I show my students a piece of a cartoon. https://www.youtube.com/watch?v=Zv5lIQPRCPY (11:03-12:50). In the video, folklore characters sing a limerick. Before watching I give my students handouts with lyrics. After watching I put them in two groups and ask to come up with an English translation of the limerick. While translating they realize, how unexpected the lyrics are.

4. Activity 3. Chastuskki in Modern Russia (10 mins).
We watch youtube videos of limericks in modern Russian culture.
TV-show “Voice” https://www.youtube.com/watch?v=KjJtiSKPTz4
Political Satire https://www.youtube.com/watch?v=RgYrPV_d3tg

What do you think of limericks now? Do you like them?

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

Students loved the topic. During the warm-up students found a lot of facts about limericks and managed to create the right understanding of their implementation. Their research made it easier to work later. Even though listeners of chastuska have to possess the certain cultural background to understand the content, students were open-minded and tried hard to understand them. While working in groups, students managed to come up with correct translations of Baba Yaga’s chastuska and were surprised, when we summarized the meaning of it.

How could this class be improved/ modified?

The activities did not take as long as I expected. Students managed to finish the activity very fast. We had 15 minutes left, so I had to improvise and show them videos of modern performances of chastuska. If I could modify this class, I would provide students with lyrics of those songs as well. If the students are comfortable with composing rhymes, the instructor could ask them to come up with their own limericks.

DE S22 INT/ADV: Subjunctive & Artistic Freedom (Part 1) [Zoom-class]

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 1) [Zoom-class]

Goal of the class:
Learn about “Konjunktiv II” (When and how to use it)
Discuss “Kunstfreiheit” (artistic freedom)
Put pictures in relation to “Kunstfreiheit” and discuss their historical context
Compare artistic freedom in Germany and the US
Discuss the content of a music video based on isolated pictures

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel and getting all the technology starting)

4.20 – 4.33:        “Was würdest du machen, wenn…” (Practicing the Konjunktiv II with the “würde”-form, e.g. “What you would do if you were to win a million dollars?” “I would buy an island if…”. Students join breakout rooms and ask each other one of the two questions in groups of 2-3 people. Three rounds with 2 questions each + always different groups)

4.33 – 4.37:        Review Konjunktiv II (short review of when to use and how to use the Konjunktiv II with its two forms. One of them the “würde”-Form, which we practiced in the task before)

4.37 – 4.45:        “Kunstfreiheit” + pictures (The term “Kunstfreiheit“ (artistic freedom) is introduced and students are then asked to look at 4 pictures, describe them, tell the group what is depicted in the pictures (and the context) and then put that in relation to “Kunstfreiheit”. If the students do not know about some of the pictures, the teacher can help them and explain their context. After that we take a quick look at how artistic freedom is embedded in the basic law for Germany)

4.45 – 4.55:        “Kunstfreiheit” experiences (students join breakout rooms first, and then come back to share with the group. They are asked to share their experiences with artistic freedom. Either because something that they themselves were involved, or something they have heard of and that has a relation to artistic freedom

4.55 – 5.00:        “Danger Dan” impression (“Danger Dan” is the name of the musician we are going to hear a song from. The students are asked to share their impressions when hearing the name)

5.00 – 5.05:        Pictures from the song (students see 4 pictures from the music video to the song “Das ist alles von der Kunstfreiheit gedeckt”. They are rather provocative and can be interpreted in different ways and the students are supposed to share their impressions of those pictures, and also what they think the video could be about and what it is supposed to express. Students discuss that in breakout rooms)

5.05 – 5.10:        Watch music video

5.10 – 5.15:        Music video impressions (students share their impressions from the music video and compare it with what they had shared before, when they just saw 4 isolated pictures from the music video)

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

Power Point Presentation
Zoom (+ Breakout rooms)
Pictures & videos (see Power Point Presentation)

What worked well in this class? What did not work (and how could it be improved)?

The introduction worked really well because the students seemed to be really engaged with the questions, as they had a lot of fun thinking about those scenarios and “what they could do, if…”. Also, it was a really good introduction and transition to explaining the Konjunktiv II, which is used a lot by Danger Dan in his song and therefore offers a great grammatical foundation for working with the song later on.

When we looked at the pictures, the students were able to identify most of them and put them in connection to artistic freedom. I chose the pictures because two of them are important pieces in the history of Germany, the Charlie Hebdo-picture is important in the context of contemporary European affairs, and the last one was a fun, little story that is connected to artistic freedom. We took a look at the basic law, and the exchange of their “Kunstfreiheit” experiences was really interesting. Same can be said for talking about the name “Danger Dan” and the pictures from the music video. Finally, we watched the music video and the students shared their impressions. Generally, it was a good mix of learning about current affairs in Germany, pop-culture and Konjunktiv II on the one hand, and sharing their impressions, thoughts and experiences on the other hand.

DE S22 INT/ADV: Subjunctive & Artistic Freedom (Part 2) [Zoom-class]

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 2) [Zoom-class]

Goal of the class:
Analyze the lyrics of a song (describe in own words/research context/interpret what artist wants to express)
Compare different parts of a song with each other
Discuss differences and possible interpretations
Discuss whether the song “Das ist alles von der Kunstfreiheit gedeckt“ is an example for Kunstfreiheit or Beleidigung (insult)
Discuss whether Böhmermanns „Schmähgedicht“ is an example for Kunstfreiheit or Beleidigung

How did you structure the class?

4.15 – 4.23:        Recap (Recap last class and thereby make a transition to this class’ topic)

4.23 – 4.35:        Group work (students have to get together in 3 groups and analyze the lyrics of one verse based on 3 questions that ask them to describe the lyrics in their own words, research the context of the song and interpret what the artist wants to say and how he writes his song in order to achieve that message. Each group meets in one breakout room, while they have access to the questions and a vocabulary list on our GoogleDoc)

4.35 – 4.55:        Presentation group work (Each group presents their findings according to the 3 questions that were given to them – there is a particular emphasis on finding the Konjunktiv-forms, as they are an important instrument for Danger Dan in his song and also connect to the last class and the grammatical topic)

4.55 – 5.00:        Bridge (We look at the bridge of the song and try to analyze in which ways it is different from the rest of the song and why that is the case)

5.00 – 5.07:        Positionsline + discussion (students have to locate themselves along a position line ranging from Kunstfreiheit to Beleidigung. Based on that they have to discuss their own position)

5.07 – 5.13:        Böhmermann-Affäre introduction + video (Most students probably see the song as an obvious example for Kunstfreiheit, thus I present them a case that could be more critical to evaluate. The so-called “Böhmermann-Affäre” is introduced in a few minutes, and then we watch the video of it)

5.13 – 5.20:        Positionsline + discussion (students are again asked to locate themselves along the same position line and then discuss what led them to their judgements)

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

Power Point Presentation
Google Doc (Questions + vocabulary list)
Zoom (+ Breakout rooms & annotate functions)
Pictures & videos (see Power Point Presentation)
(Jan Boehmermann Erdogan poem) https://vimeo.com/163537121

What worked well in this class? What did not work (and how could it be improved)?

This class worked really well! It was a good conclusion to this 2-class-topic, which connected a song as a cultural element, with an important contemporary topic and a grammatical input. The class had different elements (discussions, group work, interpretations, media consumption etc.), a coherent structure and a few take-home messages.

The addition of a vocabulary list to the group work was very important and ensured efficiency, which allowed for a greater focus on the presentations and the discussions later. In those discussions, the students were really engaged and seemed interested in both the topic as well as the others’ opinions.  The position line worked really well and also as I expected (everybody saying it is Kunstfreiheit), which allowed me to introduce the “Böhmermann-Affäre” as a less clear-cut example for that topic. It is worth mentioning that the class ended about 5 minutes later – which is acceptable considering the complexity of the topic and the importance of the last discussion.

ES S22 ADV Fake News

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Fake News

Goal of the class:

Students will be able to:

  • Discuss the concept of Fake News, the ways it happens both in the US and in Chile 
  • Identify good ways to be informed about the news.

Class structure:

Warm up:

Think-pair-share: Students answer the questions: how do you usually get informed? How much time do you spend on that? Why do you think it’s relevant?

Activity:

-Students discuss in groups whether there is fake news in the US, how it usually happens and whether they want to share one in particular. They do that in groups and then they share to the class. 

-Students see images of news papers/ social media posts of fake news that had an impact on Chile. Some of them were true and others were false. They discuss which ones are true and which ones were false, choosing some criteria to affirm that.

-Mentiras blancas: In groups, students discuss the following questions about white lies: 

  • ¿Son buenas? ¿Pueden ser buenas a veces?
  • ¿Mienten mucho?
  • ¿Son buenos mentirosos?
  • ¿Te han descubierto alguna vez mintiendo?

-In couples, students select one piece of news that is real and they make up a fake one. They can use their phones to do that. After that, they tell both of them to the class and they have to decide which one is correct and which one is fake news.

Wrap up:

Students vote on which one was the most convincing of all. 

Resources used: Projector.

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

  The topic seemed engaging for students. They followed the activities and the discussion prompts well in their groups. Students got the chance to talk a lot in the groups and couples. It was fun to hear their make up news and some of them were very convincing. Maybe what didn’t work so well was that, since there were a lot of couples, it took longer for the whole class to share their news, but students would make comments on them, so it wasn’t like they weren’t participating while the groups shared. They seemed to have fun with it.

DE S22 INT/ADV: Music & The Voice

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Music

Goal of the class:
Learn about German music from the last ~25 years
Discuss music by elaborating on what you dis/like about it

How did you structure the class?

The class started of with an Introduction, explaining the rules of the game which focuses on German music. It doesn’t necessarily matter how many different artists you take and which one you focus on – I took 8 artists and tried to have a diverse range of artists (from Herbert Grönemeyer to Nena to Helene Fischer to Rammstein [the latter being rather well known in the U.S., though maybe not so much for their criticism, which can be talked about in class]).

The game works somewhat similar to “The Voice” – the students hear an artist for a maximum of 1 minute (they have the chance to raise their arms when they already know what they want to vote – if every student raises their hand, the song will be stopped before the minute is over – which happened when Rammstein was playing for example) and think about whether they like it and want to give it a vote to get to the next round or whether they dislike and want the artist to be “disqualified”. Then, they have 2 minutes to discuss the artist in the group and then vote on whether they want them to be in the next round or not.

In the first round there are 8 artists, in the second round 5, in the third 3 and then you can go for a winner. In my class I had 7 students, and when one artist had 4 upvotes they got into the next round. But that also means that when the students have already voted 5 artists in the next round before having heard the last ones, they won’t get a chance to go in to the next round (vice versa: if the students have already disqualified 3 artists in the first round before having heard the remaining artists then the remaining ones make it to the next round nevertheless the actual vote).

BUT there is one more rule to make it a bit more interesting: every student gets the name of one artist who bribed them. They get one point by having their candidate win “The Voice” (thereby you have students arguing for one artist who most dislike). Also, to give them something to “do” when “their” artist should have been disqualified in the first round – every student also writes down the name of one artist who they don’t want to win. If that candidate doesn’t win, they also get a point.

Rules for 2 students: For 2 students (in my conversation class intermediate) I slightly changed the rules. The students get 8, 7, 6, 5… points for the first round and can give each point-number to any artist. They listen to the song – they discuss it (which is a point where they can deceive or trick the other student, by saying they really like that artist but then giving only little points) and then they give points: for example student A gives 7 points, student B gives 4 points: artist has 11 points and depending on how many points the other artists get will make it to the next round or not. Student A cannot give 7 points to any other artist in this round, student B cannot give 4 points to any artist in this round.

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

Computer with music + music box
Whiteboard to write down names of songs, voting results and rules

What worked well in this class? What did not work (and how could it be improved)?

Generally, the class worked really well. The students learned about different German singers/bands (which they specifically asked) for and I incorporated that into a game which forced them to discuss and engage with each other, while trying to convince the others from their point of view and being somewhat embedded in the structure of a show that most of them know (“The Voice”).

I did not tell them the names of the singers before they were disqualified to make it more of a challenge for them to decipher which candidate is actually the one that they support (e.g. if their singer-name seems like a female, and there are 3 female singers, they know that one of them has to be their candidate, but they do not really know which one exactly is their candidate) – I’m not sure if this was necessary though and if it might not have been even more engaging when they would know the names right out of the gate.

Other than that I wouldn’t really change anything. The introduction took about 10 minutes, which was fine, because the timing of the rest worked out really well.

Intermediate: The rule change for the intermediate class (with 2 students) worked really well. They were very engaged and tried to deceive each other a lot – which was particularly fun for me, as I always knew why they would say or do something (because I knew who they supported). Great class here as well!

FR S22 INT/ADV – La routine matinale (the morning routine)

Warm-up (15 minutes): Questions to discuss in group around Morning Routines and habits

The students have to discuss the following questions in groups of 3 to 4 students: Avez-vous une routine le matin? Que faites-vous habituellement après le réveil? (petit-déjeuner? Douche? Sport? Yoga? Lecture? Méditation?) – Do you have a morning routine? What do you usually do after waking up?

Qu’est-ce que tu fais en premier le matin?–What is the first thing you do after you wake up? Quelles sont les bonnes habitudes que vous aimeriez prendre le matin?–What are some good/healthy morning habits you would like to develop?

Qu’est-ce que tu manges au petit-déjeuner?–What do you usually eat for breakfast?

Est-ce que tu es un/une «lève tôt» ou un/une «couche tard» – are you an early bird or a night owl?

Provision of a vocabulary sheet with a lot of words, expressions and idioms pertaining to the morning routine in French (I included more difficult expressions/turn of phrases and idioms for the advanced level class). This sheet is designed to be a support for the following activities as well.

Activity 1: (20/25 minutes)

The first activity is based on creativity (writing) in groups of 2/3 students. First, I ask them to individually write on a small sheet of paper one word in relation to the word ‘Morning’. Then they all give them to me, I shuffle them, I create groups of 2/3 students, and each group randomly picks two papers. Based on the words they picked, they have to come up with a short story of about 100 words. This activity not only calls on to students’ imagination and creativity, but the way it is designed (team work) also makes it a good way for them to practice speaking in French by working on writing their story. They really liked this activity and it took them approximatively 20/25 minutes to write their story, after which each group chose to either tell the story or act it out. The whole class had a lot of fun!

Activity 2:

Another activity that could be done in this class is the following:

Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris : Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk.

This video is very good not only for the vocabulary and expressions used by the persons interviewed but also because it teaches the most accurate ways of expressing one’s habits in a colloquial manner.

Instructions: Jot down what you understand about the interviewees’ daily routine; what did they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?

The last part of the activity can be a little quiz on words and expressions mentioned in the interviews that are either colloquial or idiomatic. Activity 2: Another activitythat could be done in this class is the following:•Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris -: Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk. This video is very good not only for the vocabulary and expressions used by the persons interviewedbut also because it teaches the most accurate ways of expressing your habits in a colloquial manner. •Jot down what you understand about the interviewees’ daily routine;•After watching the video, I ask them to tell me what they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?•The last part of the activity can bea little quiz on words and expressions mentioned in the interviewees that are either colloquial or idiomatic.Resources: PowerPoint, Vocabulary sheet, Youtube

ESINT SP2022 Money, money, money

Language resident: Natalia Cano

Class theme/topic discussed: Conditionals and money

Goal of the class: The students revise the conditionals, subjunctive and vocabulary related to luxury/material things

Class structure:

Activity 1: 

Revision: conditionals and subjunctive

Activity 2:

The students had to tell me conditional situations they would think about, and we would translate it to Spanish and/or correct it.

Activity 3:

What would you do if you had 3 millon dollars?We make a list of all the things they would go. It was great to revise vocabulary.

Resources used: Lounge TV and powerpoint

What worked well? What did not work?

I would add a warmup to this class. This was not a easy class for them because we revised grammar. However I think it was helpful for them.

DE S22 INT/ADV: Rap & Poems

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rap & Poems

Goal of the class:
Learn about German poems & rap
Create & present your own poems

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel)

4.20 – 4.25:        Introduction to topic (talk about “Gedichte” and rap to introduce to the topic)

4.25 – 4.35:        Rap OR Poem (students receive 8 “texts” of which half are German rap and the other half are German poesy – students have to guess in groups which is which)

4.35 – 4.45:        Rap OR Poem – Solution (solution + discussion)

4.45 – 4.50:        Elfchen – Group/Modelling (teacher and students create an “Elfchen” together)

4.50 – 5.00:        Elfchen + Presentation (students have to create their own “Elfchen” and then present it to the class)

5.00 – 5.10:        Create your poem! (students are put in groups and then have to write down 1 topic and 2 words – they then give that topic and the words to the next group. The next group has to write a poem (at least 4 lines) about the topic that the other group gave them and include the two words that the other group gave them)

5.10 – 5.15:        Poem – Presentation (Students present their poems)

What worked well in this class? What did not work (and how could it be improved)?

The class worked well. Introduction was interesting for the students, as they were very curious to find out which text is rap and which is poem – the solution of that provided funny moments. The “Elfchen” was a nice way to get them going themselves on the poems, and the writing of a 4-liner, where the other group gave them a topic and words to be included provided creative and very funny poems. Well-rounded class without too much hick-hack.

ESINT SP2022 Music

Language resident: Natalia Cano

Class theme/topic discussed: Music

Goal of the class: The students get to know the music their classmates like and they discover new songs in Spanish. They also (if they didn’t know before) get to know who Rosalia is.

Class structure:

Warm up: Interview your partner

  • When do you listen to music?
  • What type of music do you like?
  • Do you always listen to the same type of music?
  • Do you play an instrument? Which one? Which one would you like to play?
  • If you had a band, what type of music would you play?
  • What characteristics of an artist do you like?
  • Do you think music represents a country’s society?
  • Do you like artists that do social criticism?
  • Do you know Spanish speaker artists?

Activity 1:

They students write down in the blackboard some information about the Spanish speaker artists they like.

  • Name
  • Nationality
  • Music genre
  • Favorite song

Activity 2: La voz

First I showed them a video of La voz Spain and then they have to be the new judges. Students are asked to turn around from the projector. I play some songs and they write down their new ‘’playlists’’ on the blackboard.

Activity 3: Rosalia and cultural appropriation

  • Who is Rosalia?
  • Look her up on Instagram?
  • What do you think about her when you see her photos?

We played the video of Malamente and they identify all the typical Spanish cultural things in the video.

Resources used:

We played a little bit of this video because I wanted them to know who are the coaches in La Voz Spain:

This songs in YouTube:

  • Paquita la del barrio – rata de dos patas
  • Canelita: Juanito Juan
  • Manuel Carrasco: no dejes de soñar
  • Rels B: Reina de Pikas
  • Natos, Waor, Recycled J: sudores frios
  • Bad Bunny y Sech: Ignorantes
  • C.Tangana: Paris
  • Manolo Garcia: pajaros de barro
  • Maná: rayando el sol
  • La Oreja de Van Gogh – Muñeca De Trapo
  • Juanes: A Dios le pido
  • El sueño de Morfeo: esta soy yo

Rosalia: Malamente

What worked well? What did not work?

I think this class went well. The students enjoyed discovering new songs in Spanish and they also had the opportunity to talk about the kind of music they like and share this information with their classmates. I also think it was a good idea to do this class after the Spanish traditions one, so they already were able to identify the cultural examples in Malamente’s video.

RU S22 ADV: Myths and Mythical Creatures

Language Resident Name: Aleksandra Bystrova

Date: 02/01/2022

Class theme/topics discussed: Myths and Mythical Creatures

Goal of the class:

  • To learn more about Russian traditional mythical creatures
  • To practice storytelling
  • Ice breaking

How did you structure the class?

  1. Warm up (10 mins): Discussion
    1) What is myth/mythology?
    2) Why do people need myths?
    3) Do people use myths in the modern world?

2. Activity 1. Mythical creatures of your culture or region (20 min)
I present to students 3 most famous Karelian (Russian/Slav) mythical creatures and explain how you can “meet” them in real life. Leshiy (the host of the forest), Vodyanoi (the host of the lakes and ponds) and Domovoi (the house creature).

After demonstrating my students those creatures, I ask them to think about one example of mythical creatures from their home region. After small research, they share their characters with the rest of the class.

3. Activity 2. Create a story (30 minutes)
I ask my students to come up with a story, where every mythical creature (that students presented) meets each other. I explain my students the rules of composing any story before they begin. They create visual story (like comics), where their chosen creatures meet each other and deal with a problem.

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

It is easier for advanced students to discuss this topic. They have more vocabulary to answer questions about myths and mythology. I had only 5 students, so I decided not to split them in groups and let them work together as a team.

How could this class be improved/ modified?

I would dedicate two classes to discussing the myths and mythical creatures. It is a broad topic that deserves to be covered. I would find a cartoon or a Youtube video, where the characters from my culture are presented. For example: https://www.youtube.com/watch?v=Jva7QXMziL0

DE S22 INT/ADV: Role Playing

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Rollenspiele

Goal of the class:
Communicative practice and fun!
Learn how to have an argument
Learn about basic vocabulary connected to state founding

How did you structure the class?

4.15 – 4.20:        Welcome (Welcoming students to class, talking about how they feel while introducing the topic)

4.20 – 4.45:        Role play (students get a role card and have to discuss the topic on their card with their respective partner. They have about 5 minutes to come to a compromise. After that they draw a new card and thus get a new partner (if more than 4 people), a new role and a new topic to discuss about)

4.45 – 4.50:        Discussion (quick follow-up discussion on how students handled the different situations and what solutions they found)

4.50 – 5.10:        State foundation (students get a worksheet that gives them the task to found a new state)

5.10 – 5.15:        State foundation – Presentation (students present their new state to the other students – after that, students are asked which state they would like to join

What worked well in this class? What did not work (and how could it be improved)?

The class worked really well. The role playing was very communicative and lots of fun – students had to get into new roles all the time, adjust to the situation and the person they are talking to and at the same time trying to find a compromise with a person that has the opposite opinion to theirs. The short discussion afterwards was helpful in order to compare the different solutions – on one hand as an exchange of knowledge, but most importantly to give the students a stage to share their interesting/funny solutions. I decided not to do it after every round in order to give students the chance to experience a new situation without having heard before how another group has solved it.

The state foundation task was a nice addition, even though – for the sake of coherence – it would be nice to find a smooth transition from one task to the other. If not, it’s two really neat tasks – which is also fine.

Students were really creative and came up with “interesting” states – some of the vocabulary might be a bit too complex – but they also did not really have that much time to take a deep dive into all the aspects but should rather focus on a general idea and for that the task was certainly sufficient while giving them the chance to create something creative as a group together. The following presentation gave them the opportunity to present their state and make other people join that state – either because the idea is very funny or because the state seems really promising. Students can certainly take different paths to finding a solution to that task.

ES S22 INT My hometown

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: My hometown (Online)

Goal of the class:

Students will be able to:

  • Describe their home city/town and express what they like/ do not like about it. “Lo que me gusta de mi ciudad es que / lo que no me gusta es que” “Lo que más me gusta/ lo que menos me gusta

Use comparatives and superlatives to express similarities and differences among cities “Sao Paulo es más grande que Valparaíso” “Santiago es la ciudad más grande de Chile”

  • Express desires for the future and explain the reasons for that. Example: “me gustaría vivir en Nueva York, porque hay muchos restaurantes allí”

Class structure:

Warm up:

Mi lugar favorito: Students will show us a picture of their favorite place in their hometown and explain why do the like that so much.

Activities:

  • -The facilitator describes his hometown (Valparaiso) and shows pictures using a powerpoint presentation. Students are encouraged to ask questions about it if they want to know something else about it.
  • -Students are divided in pairs or groups of three using breakout rooms. Each one in their corresponding groups describes their hometown and talk about what they like/do not like about it. After that, some students share with the rest of the class what they like the most and the least about their hometowns, while the facilitator shows pictures about their hometowns using the projector and Google Images.
  • -In groups or couples, students talk about the city where they would like to live, and explain why. Then they share it with the rest of the class.
  • -Students see 4 images of cities around the world (Santiago, Chile; Sao Paulo, Brazil; Morelia, Mexico; Singapur, Singapur). In breakout rooms, they discuss the following questions: what city do you think it is? Which one of them do you think is  more quiet? which one is it closer? which one is more similar to your hometown? They share with the rest of the class after that.

Wrap up:

Using Jamboard, students design how the perfect city would look like and they give it a name. Then they share to the class.

Resources used: Powerpoint presentation, Google Images, Jamboard.

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

Students participated well. They seemed engaged trying to figure out what cities they were and comparing them to where they came from. It seemed like students had fun with the last activity and laughed. What didn’t work that well was the fact that in one of the breakout rooms, students were not talking at all. I asked them about the questions and they started speaking, but maybe they were too shy to start speaking, or they had already talked about them quickly.

FR S22 ADV- La Francophonie

This class is designed to introduced students to the French speaking world. After this class, students will know about the French speaking countries, the distribution of the french language in the world, some linguistic specificities/differences between the various French-speaking countries

Activity 1:

  • 1) Par groupes de 3, au tableau, notez tout ce que la Francophonie représente pour vous​ (In groups of 3, on the board, write down everything that ‘La Francophonie’ means to you)
  • 2) discutez et choisissez dans votre liste l’élément qui représente le plus la France pour vous. Justifiez votre choix​ (Discuss and choose from your list the item that most represents France to you. Justify your choice)

Activity 2:

  • https://www.youtube.com/watch?v=1wIwTn61huA – Que nous apprend cette vidéo sur la présence et l’importance de la langue Française dans le monde?​ (What does this video tell us about the presence and importance of the French language in the world?​)
  • Combien de personnes parlent le Français dans le monde? ​(How many people speak French in the world today?)
  • Quel est le top 5 des langues les plus parlées dans le monde? (what are the top 5 languages most spoken in the world today?)

Cultural Input:

Liste des pays ou régions où on parle français (list of the countries/places where French is spoken): ​

La France et:

• La Belgique, le Luxembourg, la Suisse, Monaco. ​

• En Afrique: l’Algérie, le Burkina Faso, le Bénin, le Cameroun, le Congo, la Côte d’Ivoire, Djibouti, le Gabon, la Guinée, Madagascar, le Mali, le Maroc, la Mauritanie, la République centrafricaine, la République démocratique du Congo (ex-Zaïre), le Sénégal, le Tchad, le Togo. ​

• Certaines îles: les Comores et les Seychelles, Vanuatu, Haïti. ​

• Le Québec,  Louisiane aux États-Unis, Nouvelle-Écosse et Nouveau-Brunswick

• En Inde (Pondichéry), au Moyen-Orient (Égypte, Israël et Liban), au Cambodge, au Vietnam, au Laos, à l’île Maurice et en Afrique du Sud. ​

Activity 3 + cultural input:

  • https://www.youtube.com/watch?v=zf9WATdZK7E​ (8 Colloquial French Expressions You Should Know)
  • Parmi les expressions qui sont mentionnées dans cette vidéo, quelle est votre expression favorite? (What is your favorite expression amongst those presented in this video?)

mots et expressions de la Francophonie (words and expressions from the Francophone world)​:

  • chafouin rusé, sournois. Il viendrait de l’ouest de la France (je l’utilise pour dire que je suis de mauvaise humeur = ‘Grumpy’)​
  • « il est fada! » (Il est fou!) ou « fada! » comme ponctuation de phrase (Dingue! / fou!)​
  • vigousse, en Suisse, signifie « vif »​
  • tap-tap: un mot haïtien pour désigner une camionnette servant de transports en commun​
  • poudrerie: un mot québécois pour désigner la neige poussée par le vent…​
  • lumerotte: mot belge pour parler d’une source de lumière de faible intensité​
  • dracher: s’emploie lorsque la pluie tombe à verse (pouring rain), en Belgique​
  • champagné: un mot d’Afrique centrale pour désigner quelqu’un qui a de l’influence, ou de multiples relations

To wrap up this class, the last activity can be the following:

Activity 4:

Par groupes de 3, trouvez et partagez avec les autres des situations/anecdotes personnelles durant lesquelles vous vous êtes sentis (In groups of 3, find and share with others personal situations/anecdotes in which you felt):​

  • chafouins (de mauvaise humeur)​
  • Vigousses (Energiques)​
  • BG (beaux)​
  • En PLS (mal/malade)​
  • Frais (se sentir bien)​
  • Enjaillé (motivé)​​

Ça peut être des situations de tout les jours, des souvenirs spécifiques, des moments embarrassants ou drôles 

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