Language Residents

an archive of lesson plans

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SP ADV Influencers

Language resident: Natalia Cano

Class theme/topic discussed: Influencers

Goal of the class: The students learn critical vocabulary, some information about Spanish influencers and practice conditional

Class structure:

Warm up:

-What do you like most about influencers?
-Do you follow any influencers? Why do you follow them?
-Do you think influencers have a social responsibility? Why?
-What do you think about the relationship between influencers and brands?
-Do you think influencers can influence the behavior of their followers?
-What do you think about influencer scams that are sometimes seen on social networks?
-Do you think the popularity of influencers affects the way people view their own lives?
-Have you ever bought something recommended by an influencer and why?
-Do you think influencers have a positive or negative impact on society?
-What do you think about the regulation of advertising and collaborations between influencers and brands?

Activity 1:

What Spanish influencers do you know?

Activity 2:

We watch this video with Georgina’s best quotes:

Activity 3: Conditional

Imagine you have have Georgina’s credit card for a day. What would you do?

Resources used:

Georgina’s video

What worked well? What did not work?

This class went well because my students are very talkative and they were willing to talk a lot.


Language Resident/Assistant Name: Feiya Suo

Day and Date: 2023.02.14

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

Class theme/topics discussed: 情人节 求生欲测试 VALENTINE’S DAY

Goal of the class:

  1. Talk about how people celebrate Valentine’s Day and traditions in both China and the US
  2. Get to know the differences between the East and West

How did you structure the class?


  1. Greetings and some chitchats with students;

2. About Valentine’s Day (10 min):

  1. History
  2. Traditions

Activities (25 min)


  • 礼物:送什么?- Presents – What would you choose and why?

2. 求生欲测试

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

Powerpoint presentation

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

It went really well!

How could this class be improved/ modified?

Nope 🙂

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

See attachment

【Handout】See above

【PPT】汉语口语 情人节

FR INT/ADV S23 French Online Influencers

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

Level: Intermediate and advanced


– Access to the Internet and YouTube

– Activity sheets


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

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

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

Activity 1: Watch a video by Squeezie

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

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

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

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

1. Have students watch a video by Mcfly et Carlito, such as their CONCOURS D’ANECDOTES vs LE PRÉSIDENT DE LA RÉPUBLIQUE video ( this one is very long but you can show them just a part of it ).

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

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

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

Activity 3: Create a sketch inspired by Le rire jaune

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

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

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

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


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

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

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

RU S23 INT: Body Parts

Language Resident Name: Aleksandra Bystrova

Date: 04/24/2023

Class theme/topics discussed: Introduction – Body Parts

Goal of the class:

  • Students can name the parts of the body using Russian correctly.
  • Students can show the parts of the body
  • Students can pronounce the parts of the body in Russian aloud and confidently.
  • Students can identify the written form of body parts correctly

How did you structure the class?

  1. Warm-up. New Vocabulary (10 mins)
    I show students pictures of body parts and ask if they can name them. If not, we pronounce the words together. After I show some pictures, I show a body part on myself and ask: Are these eyes or a nose? Then, I just ask what it is or show me (the eyes).
  2. Activity 1. Link the cards. (10 min)
    Work in small groups. I prepared two groups of cards in front of the class: pictures of body parts and names of body parts. I form two groups and ask the students to connect the body parts to their picture. You can add an element of competition: who is the fastest.
  3. Activity 2. Describe a picture (10 min)
    Students already know colors and some adjectives. I show the students pictures and ask them to describe what they see. What color are her eyes? What kind of head does he have? Etc. This way students learn new words and find them in the picture.
  4. Activity 3. I’m in pain (15 min)
    I introduce students to new phrases: у меня болит/болят И я болею/ты болеешь, and explain the difference between them because in English it’s just I am/ You are sick. Stand in a circle. I prepare the body part cards and hand them out to the students. Then I say a phrase, for example, I have a headache. Students must show a picture of their head, etc.
  5. Wrap-up. Pantomime(10 min)
    Each student shows a very dramatic skit with what hurts. I ask the question: What hurts? ЧТО У ВАС БОЛИТ? ЧТО У НЕЁ/НЕГО БОЛИТ. The students answer: У НЕЁ/НЕГО БОЛИТ…

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

The class was fantastic. The students actively participated in all the activities. The class is structured in such a way that the students are constantly moving and can’t get bored, their attention is constantly on the teacher. The only difficulty is that there is a lot of activities in this class. So you have to keep a close eye on the time if you want to perform all the activities.

How could this class be improved/ modified?

I might change one assignment to a song that mentions body parts.

DE 23 ADV/INT S23 Image Description – in different ways, How to be accurate

TopicImage description
Goals of the ClassHow do I describe images in a very accurate way. What sentences do I use PronounsEffects of pictures
Warm UpSmall Talk about the first weekend back at the College. Expectations for the semester
Activity 1One person had a picture and the other person had to paint the picture. By describing the person with the picture. Then change partners with a new picture.
Activity 2How do I describe a picture. Input from my side: – What are the characteristics- background, foreground, on the right/left side, …- Pronouns (on, under, beside,) Each person got a picture and had to describe it with the given input.
Activity 3Everyone was allowed to choose a painting or a picture from the Internet:- Tell something about the artist and the painting- Describe the painting – Why do I like the painting / what effect does it have on me?- does it tell a story?
What worked well in this class? What did not work (and how could it be improved)? the students had a lot of fun and were able to quickly implement and use the phrases they had learned. The initial activity went very well, and the students’ drawings were very good. Next time I would probably choose simple pictures that are easier to draw.


Language resident: Natalia Cano

Class theme/topic discussed: 

Goal of the class: The students learn vocabulary related to sports and Spanish athletes

Class structure:


  • What sports do you like to practice?
  • Have you ever played basketball? How was it?
  • What is your favorite sport to watch on TV? Why?

Activity 1: Vocabulary check

In pairs they have to decide how to say these words in Spanish:






-track and field





Activity 2:  In pairs/as a group

-Do you know any famous Spanish athlete?

-What sport do they practice?

-What was the biggest prize they have won?

Activity 3:

What of these athletes do you don’t know? Find information about them and share it with the rest of the class.

-Rafael Nadal

-Pau Gasol

-Andrés Iniesta

-Mireia Belmonte

-Alberto Contador

Activity 4: 

-Do you like to watch the Olympic Games?

-What Olympic sport is your favorite?

-What is the country with more Olympic Medals?


Have you ever been to a live sport event?

How was the experience? What do you remember about that day?

Resources used:

Powerpoint, google

What worked well? What did not work?

This class worked pretty well, they shared they experiences with each other. The only problem for me was that I was expecting 4 students and only 2 arrived, so it was not as dynamic as I expected.

DE 23 INT S23 German Politics/Parties

Goals of the Classget to know the German political parties and their programs. form your own opinion about important issues in a country. what is important for me or for society.
Warm UpWhere is which city in Germany? the students had to take a quiz on different cities on the Germany map positions.
Activity 1I showed the students the colors of the six major parties. What do you associate with which color? What do colors stand for? What do they stand for in a political sense?
Activity 2Input about the programs of the German parties from My Side. Results of the last elections were shown. – Which points are of great importance to you? – If I were head of a party, what things would you focus on? – What colors and what name would your party wear?
Activity 3Voting at 16? sensible or not? Discuss advantages and disadvantages
What worked well in this class? What did not work (and how could it be improved)? The lesson was very well received by the students and was also requested as a proposal in the first lesson. the two participants were able to represent their opinions very well and participated very strongly. The students were also very interested in the input about the German electoral and party system.  

DE INT/ADV S23 Universities in Germany and the whole World / Which University would fit for You?

TopicUniversities in Germany and the whole world 
Goals of the ClassCriteria that speak for and against a uni. What is important for me. How do I know which university suits me?
Warm Upstate land river game
Activity 1If you could choose any university, which one would you attend? Top 3 What would you study? / Would you change something?
Activity 2What characterizes your university? What do you find good? Imagine you are the head of your university. What would you change? 
Activity 3I told the students about the best German universities. Where they are located geographically and what sets them apart. We also talked about factors that make universities popular and important. But also, which cities they would fit into if they wanted to study in Germany in the future. By means of a quiz. Create a ranking with the most important things for you that a university should have. Ranking 1-10 (1= very important, 10= not so important)Do you already have an idea what you want to do after graduation?Abroad, travel, master, work…. Do you have a dream job?Why? What fascinates you about it?
What worked well in this class? What did not work (and how could it be improved)? The students have requested this topic and have shown great interest in talking about it. So little had to come from my side, because the motivation in this hour was very high. It was interesting to see which factors are important for the students at a university. I would change very little here. Time was a bit short at the end and we did not get through all the questions, as some questions were discussed for longer. You could shorten the hour depending on the class size.


Language resident: Natalia Cano

Class theme/topic discussed: Shakira and Piqué’s drama

Goal of the class: The students learn how to talk about current affairs and vocabulary related to cheating.

Class structure:


  • Do you know who Shakira is?
  • Do you know who Piqué is?

Activity 1:

Information about:



-Worldcup 2010

-Ibai’s video

-Clara Chia


-Henry Cavill’s reaction to Shakira

Activity 2: 

-We analyze together the Bizarrap song’s lyrics.

Activity 3: 

In pairs, they have to act as if they were different characters of this story in these situations:

-Piqué arrives home and Shakira is recording the song.

-Piqué, Clara Chia and Shakira meet each other.

-Henry Cavill goes on a date with Shakira and Piqué shows up.

Resources used:


Bizarrap session:

What worked well? What did not work?

The students absolutely loved the class and they spent the rest of the semester talking about this couple. They asked so many questions that the class went super fast.

DE 23 ADV Health, and Health systems compared. Being prepared for an emergency

TopicHealth, and Health systems compared. Be prepared for an emergency.Nutrition
Goals of the ClassBe prepared for an emergency. Know useful vocabulary related to health and use it. To know the differences of the health terms. Germany and USA.
Warm UpTell us about one of your hobbies. How did you get into this hobby? If you had more time, which hobby would you like to try?
Activity 1Brainstormingwhich parts of the body do you know?What diseases do you know?
what is the most common disease of mankind?
Followed by an Input of Important health vocabulary
Hello, I would like to make an appointment.
Pain: my stomach hurts/my knees hurt, headache,
Being: having a cold, being dizzy, being sick, being injured 
Me: being nauseous (nausea), 
Have: Have fever, cold, cough.Dermatologist, ophthalmologist, cardiologist, family doctor. Health card, x-ray, ultrasound, blood test, urine test, a prescription, a prescription, pharmacy, pills, syrup, the creamfasting, discharge, vacation/dischargeheart surgery/appendicitis…..Body parts – vocabulary 
Activity 2You are the doctor What would you do?
Number the following sentences in order (1-8) Ask about the problemExamine the patientWrite a prescription Say goodbye. Greet the patient Make a diagnosis Recommend something Write a sick note to the patientYou have been in a car accident Make a list of the first 5 things you would do after you are in an accident? 1-5
Activity 3Imagine you are in Germany and your friend gets sick.What would you do? 
Step 1,….Step 5You are alone in a foreign country, and you have a bad injury, how would you react? (Broken Arm) One person plays a doctor the other person plays a patient.
Activity 4Have your eating habits changed since you were a child?
What would an average diet in the U.S. look like? 
What diets have you heard of, what do they consist of?
How do you find the food in the dining hall? Healthy/unhealthy/sometimes healthy? Do you like the taste of it? Do you pay attention to what you eat?
What worked well in this class? What did not work (and how could it be improved)? It was very important to discuss this topic with the students, as it is part of the basic vocabulary and knowledge of the German language. It is important to know and be prepared in an emergency in a foreign country. The students took the topic with a lot of joy and motivation. The topic of nutrition was also very interesting and many different opinions were expressed. Role plays are always a good way to make the class more exciting. The vocabulary worked very well and was incorporated directly into the role plays. Also positive to mention is that many students had different opinions on nutrition and there was an interesting discussion at the end of the hour. It is always good to introduce vocabulary that fits the topic in the lesson. This gives the students a starting point for the conversation.

DE 22 ADV Superheroes and their Superpowers

TopicSuperheroes and their Superpower
Goals of the ClassTalk around a topic in which the schoolers have experience and are confident. To practice arguing with examples and communicating with confidence. Weighing positive and negative aspects and skills and then drawing conclusions.
Warm UpGerman Game: I showed the students a picture and they had to find terms related to the picture or the thing. You only have 5 seconds to think of a word. In the garden, in the supermarket, at school, in the roof,….
Activity 1What do you think of when you hear the word superhero? German superhero?American superhero? – Captain America (What are his superpowers?)Who is your favorite superhero?Batman, Superman, Spider Man, Captain America, Wolverine,…… Why is he your favorite superhero? What features does he have ?
Activity 2If you were a superhero, what skills would you like to have?Flying, Invisibility, Teleport, I can turn into any persom, Spider Man, Talking to animals, Reading minds, Controlling the weather, Controlling fire, Controlling water, Telekinesis, ….Choose three abilities.Why would you choose these three abilities
Activity 3Scenario: The world is under attack and you have to assemble a team of superheroes.Which 5 superheroes would you choose?Why these 5? Who is your favorite villain?What qualities do you like about him? Which ones don’t you like? Which villain, do you dislike? Why?
What worked well in this class? What did not work (and how could it be improved)? The students had a lot of fun with this topic and really spoke remarkably. I hardly had to follow up and discussions quickly ensued. It is sometimes advantageous to talk about topics in which the students have great interest and in which they are confident (and have experience). Through my questions I was able to lead the lesson very well and not lose the framework. This helps a lot, because often the students only talk about one topic and get stuck there. I would repeat this lesson depending on the group. Dennis there are also students who are not so sure in this topic and do not know. If you have a fitting class it is definitely recommended.

JP S23 Studybreak flyers スタディブレイクのチラシ類


2023年1月20日 かきぞめイベント

2023年2月16日 琉歌・沖縄の正月イベント

2023年3月30日 映画上映会(ほたるの墓)


3月スタブレチラシ 映画上映会(参加者少なかったww)(3月・春休み明はみんな疲れているので、真面目な・泣く系の映画は人気なかった。他のアニメとかは自分で好きなものは勝手に見るやろから、戦争が一般の人にどんな影響与えたのか見て感じて考えてほしかってんけど、ほんまに参加者少なくてつらかったw ハァ・・・ でも参加学生とは感想交流会もできたのはよかった。

2月スタブレ、結構盛り上がった。参加者は20人近く。みんなで沖縄の伝統的な音楽や、新年(旧正月)の迎え方などを見て、学んだ。沖縄そばも出した!!!(学生に調理してもらった。Otherwiseこちらが全てお膳立てしても感動が薄いようで、去年のカレー作ろう会の時、開始時刻から30分しても人がこなかったので作り始めて、工程の3分の2が終わった頃から人がたくさん来た。ただ、すごく微妙な感じやったww あんまり美味しくないしMidみたいな。ひるがえってその次のたこぱは本当に盛り上がった。日本語ラウンジが密で、入れ替わり立ち替わりという状態だった。たこ焼き機2台使用。)そして琉歌のよみかたのレクチャーをした後に、少しよんで・歌って、最終的にかちゃーしーを踊った。ある学生から阿波踊りと何が違うのかと聞かれたので、統率をとるかとらないかの問題かもという点を伝えた。「踊る阿保に見る阿保 踊らにゃ損損」というフレーズを教えた(沖縄イベントやってんけどな・・・w)

その後、残った学生たちの間で自然発生的にCharade(ものあて合戦的な)をすることになり、みな大声で(&日本語で)指示を出していた。本編よりもこっちの方が盛り上がった(悲) オースティンやしゃおしん、パインさんなどが盛り上げてくれた。



2月スタブレ、English Verチラシ

1月のイベント(Welcome backイベントやけど実質1月スタブレ)


このチラシの土台はCanvaサイトで『Art』とかで検索して出てきたやつで、絵はもちろんいらすとやさんから借用。沖縄のぜんざい(黒糖使用)や、いろいろなお菓子を出した。参加者は17人ほど うさぎ年



3月26日 Off campus event(オールデンボーグ出資)

元ポモナ日本語科教授のみやけ先生の学生(スクリプス卒業生)脚本による紫式部と清少納言の関係性を描いた劇。Off campus activityとして選ばれた。基本的に日本に関することであればなんでも良く、本来は自分で探すべきだったがみやけ先生からのOfferがあったので選定した。当初伝統的なもので本当におもしろいか不安だったが、現代的な解釈がなされており、二人の主人公にすごく共感が湧いた。特に清少納言役の方のキャラ設定がすごく良くて、衣装もAriana grandeみたいだった。スペイン語科のポールケイヒゥ(優しい神)が引率してくれた。 パサデナにある小劇場(こぎれい)だった。
このイベントも、15人定員のところ14人の申し込みがあったがドタキャンにドタキャンをかさね(?)結局当日集合できたのは5人だったw やばすぎ

ちなみに、他の言語もレジデントが選定したのではなく、中国語はShenyunという団体による旧正月記念コンサート(伝統音楽や舞踊が聞けると期待していたら、バリバリのクラシックだった。韓国のオペラ歌手や中国の京劇風歌手・二胡の演奏もあったのでまあまあだった。ただ、日本のRepresentationが、ハリウッド映画のSayuriから、「Geisha life」みたいな悲哀を表現する曲が演奏され、講演終了後中国語話者学生と中国語で感想を話していて、やっぱりあの曲の選定と踊りは新年にはふさわしくなかったのでは?という意見が出た。正月を祝う場でなんで芸者の悲しい掟みたいなものを選んだのか。単にオーケストラが以前演奏したことのある楽曲かつ日本に関係するからという雑な理由だったんじゃないかという説で意見が一致した。とにかくWeirdこの上ないイベントやった。ホールが豪華絢爛で、響きもよかっただけに、「なんでやねんwtf」感が強かった。違和感しかなかったwww なんなら私は中国雑技団的な、アクロバティックなものを見れると期待していたが、そういうものが一切なかったのでサゲだった。(ここだけの話)

ES ADV: Podcast

Language resident: Natalia Cano

Class theme/topic discussed: Podcast

Goal of the class: The students discover new podcasts in Spanish.

Class structure:


  • Do you listen to podcasts?
  • What is your favorite podcast?
  • What topics are you interested in?

Activity 1:

We watch a video of my favorite podcast: Estirando el chicle.

Activity 2: What is your favorite podcast?

We made an incredible list about podcasts in English and Spanish. My students had great taste.

Activity 3: Influencers

What do you think about influencers?

Activity 4: Malas personas

Backup: The worst influencers’ controversies

Resources used:

Estirando el chicle:

What worked well? What did not work?

This class was great. We discussed a lot of different topics and we all discovered a lot of different podcast.

ES ADV: Architecture

Language resident: Natalia Cano

Class theme/topic discussed:

Goal of the class:

Class structure:

Warm up:

-What do you think about architecture?

-Do you like it?

-Is it art?

Activity 1:

What is your favorite building? Why?

All the students show each other their favorite building

Activity 2:

The students get a lot of famous buildings around the world and they have to say if they know the building, if they know where it is, if they have been there and if they would like to go.

Activity 3:

The students have to match the building pictures with their name and a short explanation about them.

Resources used:

Powerpoint, building pictures, names and explanations on paper.

What worked well? What did not work?

The class was fantastic. My students favorite buildings were beautiful and we all had a great time.

ES FA22 INT/ADV Holidays

Language Resident: Franco Rivas Quiroz

Level: Intermediate/Advanced

Class theme/topic discussed: Holidays

Goal of the class:

Students will be able to:

  • Discuss the differences of celebrations among cultures in latin america and the US.
  • Describe a celebration that is relevant for them using frequency adverbs such as: generalmente, a menudo, la mayoría de las veces, casi nunca, siempre.

Class structure:

Warm up:

Students are asked to think about a good/funny/interesting/bad memory they had related to a holiday and share it to the class. 


The instructor shows some images/videos related to holidays that are celebrated in Chile  (fiestas patrias, La tirana, Semana santa, minga etc) and then other celebrations of Latin America (Inti raymi, fiesta de las flores, carnaval de barranquilla, etc). Students see images of celebrations of other countries in Latin America and ask questions about what happens in each celebration.

Students are asked to talk about the most common holidays in their country, the differences between those and the ones that were shown to them and their favorite celebrities. They will do that in pairs or groups of three, and then share to the rest of the class. 

¿Qué celebración es?: Each students is given 3 pieces of paper: an image, the description of a celebration and the name of one. Those pieces don’t match, so they have to go around walking in the room and they talk to their classmates to negotiate and exchange them, so as to match each image with the right name of celebration and its description. The only rule is that they can’t show the images or the descriptions, but they have to describe them with their own words. 

Wrap up:

Students discuss whether holidays are important and whether there is something that they would change to any of the ones that they have talked about.

Resources used: Powerpoint presentation. 

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

Conversations about this topic with this class were very reflexive and there was a lot to talk about. Since they come from different cultural backgrounds, there were many things that they did, others that they did differently and students were interested to know more about their classmates’ celebrations. 

The matching images to celebration was a bit challenging but it helped students use their own words to describe celebration. They ended up learning a lot about traditions without being explicitly taught about them.

At the end of the class, there was a little bit of a not-planned debate on whether holidays were important,  since one of the participants raised the point that even though it was nice to have them, we could still live without them. At first it was going great, but then the conversation got a little bit intense among them. It was time to go anyway, so I basically thanked them for their great opinions and finished the class.

ES INT: Health

Language resident: Natalia Cano

Class theme/topic discussed: Health

Goal of the class: The students learn the basic vocabulary to survive in a Spanish-speaking country in case they get sick and have to go to the doctor.

Class structure:

Warm-up: Brainstorm: parts of the body and diseases

The students have 3 minutes to brainstorm about this topic.

Activity 1: Useful vocabulary

Hola, quiero pedir hora para una cita.

Doler: me duele el estómago/me duelen las rodillas

Estar: estar resfriado/a, mareado/a, enfermo/a, herido/a

Tener: tener fiebre, covid, tos.

Dermatólogo, oculista, cardiólogo

Tarjeta sanitaria, radiografía, ecografía, análisis de sangre, análisis de orina, una receta, una receta, farmacia, pastillas, jarabe, la crema

Ir en ayunas, la baja/el alta

Una operación de corazón/apendicitis

Activity 2: Situation

Juan tiene dolores abdominales desde hace unos días y tiene que ir al médico de cabecera para la revisión. Naima, su cuidadora, pide una cita y lo acompaña a la consulta.

The students have to come up with a theatrical situation with the following characters: Juan, Naima, the doctor.

The students show their theatrical piece to the rest of the students and, after that, I show the students one video with the actual situation and they ask question related to vocabulary.

Resources used:

What worked well? What did not work well?

This class went very well. The students had a lot of questions, so three activities were enough. They were very interested when I explained them cultural things as the ”tarjeta sanitaria europea” concept.

ES FA22 INT Animals and pets

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Animals and Pets

Goal of the class:

Students will be able to:

  • Identify and categorize vocabulary related to animals and pets.
  • Discuss the benefits and risks of having a pet.
  • Compare, contrast and rate animals using a given criterion (danger to humans) 

Class structure:

Warm up:

Juego de la Canasta: In a circle, one of the students chooses a subcategory of the main theme (example: animals of the sea, animals that have tales, activities people do with their pets, etc.) and each one will say a work without repeating what someone else said. When someone repeats a word or  says something that does not belong to that category, that person loses and start another subcategory.

Students are encouraged to speak up when they think someone has said something that is not necessarily part of that category and explain the reasons for that. Whoever is alluded can either refute the other’s claim or lose and start a new subcategory


Students talk about their current pet, a pet they had in the past or a pet that they might like to have in the future. They are encouraged to show a picture of it to the class in order to illustrate it. 

In couples or groups, they discuss the benefits and risks of having a pet. They can use the chipboard to remember main points and then share with the rest of the class.

“¿Cuál te asusta más?”: Students see pictures of 6 animals that might dangerous to humans. In groups, they compare them and rate them in terms of which one would be more dangerous and which one would not be as much; creating a list. They later share it with the rest of the class and compare their rating with the other group. If their results are different from the others, they will make a little debate in order to show the others why they think it is how they are determined.

Wrap up:

Each student briefly describes an animal of their preference without saying what it is. The rest of the class asks questions to find out what that animal is.

Resources used: Powerpoint presentation. 

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

Animals seem to be a relatively popular topic and so students will engage with it. Activities went well with no major difficulties. They went through a lot of vocabulary at the beginning of the class so that they could use it later on in the activities. Maybe one of the challenges is that students get very excited and conversations might go off topic a little bit, which i don’t think is necessarily bad. Students seemed to have fun

FR F22 INT/ADV Les Stéréotypes/clichés sur les Français

Goal of the Class: Students discuss on stereotypes they have on French people; they also learn about the various stereotypes existing in different regions of France and also different kind of expressions used in daily speech and referring to these stereotypes. Students practice their listening and speaking skills by watching videos in French on the topic, and then discuss about it both in groups and then with the whole class

Warm-up : 10/15 minutes

Intermediate and advanced : Par groupes trouvez 5 clichés que vous avez sur les Français (in groups find 5 clichés/stereotypes that you have about French people). I gave students 10 minutes to talk about it in groups and then I asked each group to share what discussed. Then I showed them a picture of different typical stereotypes existing about French people around the world with vocabulary included and further explanation of them if needed.


As a transition towards the first activity, I gave them three commonly used expressions in French that are related to stereotypical traits generally assigned to French people: Grande gueule (talk too much, is too direct), dragueur (flirty), nul en langues (bad at languages)

Advanced: for advanced I added more specific cultural input on various stereotypes depending on the regions in France:

  • En France, selon les régions il y a aussi des clichés différents: Par exemple, on dit qu’en Bretagne il pleut tout le temps, à Paris les gens sont hautains et arrogants (haughty and snobbish), en Alsace ils mangent que de la choucroute (plat traditionnel avec du chou), la Normandie est principalement peuplée de vaches.
  • Ce ne sont que des stéréotypes et donc pas totalement vrai! par exemple, en Bretagne il ne pleut pas tout le temps (mais souvent) et beaucoup de Parisiens sont très gentils (pas tous)

Activity 1: In groups still I then asked them to discuss the following questions revolving around stereotypes on Americans:

  • Quels sont d’après vous les stéréotypes que les personnes étrangères ont sur les Américains ? (What do you think are the stereotypes that foreign people have about Americans?)
  • Est-ce qu’il y a des stéréotypes spécifiques pour chaque états des Etats Unis? Donnez des exemples (Are there specific stereotypes for each state in the United States? Give examples)
  • Est-ce que vous connaissez des clichés sur d’autres pays Européens comme l’Italie, l’Angleterre, l’Espagne, etc.? (Do you know any clichés about other European countries like Italy, England, Spain, etc.?)

After they discussed for about 10-13 minutes, we exchange as a class and then I gave them some stereotypes we have in France about Americans:

  • Les Américains mangent mal et il y a des fast foods partout
  • Les Américains sont très patriotes
  • Il y a plus d’armes (guns) que d’Américains
  • Les Américains n’ont pas d’assurance santé
  • Les gobelets rouges (red cups) dans les fêtes étudiantes
  • Les ‘Hugs’ pour dire Bonjour

Activity 2: this second activity is centered on a video I showed them. One is on how Europeans living in France and speaking French fluently view French people, and the other one is similar but is an interview of non-European people living in France.


  • En regardant la vidéo, notez les mots que vous ne connaissez pas sur une feuille de papier ou votre téléphone portable (While watching the video, write down the words you don’t know on a piece of paper or your cell phone)
  • Les Français vus par des Européens (how Europeans see French people) :
  • Quels sont les clichés/stéréotypes mentionnés dans la vidéo? (What clichés/stereotypes are mentioned in the video?)

Then I showed them some slides I created with photos on new vocabulary mentioned in the video, here is an example:


Quels sont les clichés que certaines personnes hors d’Europes ont sur les français?

Quelles sont les habitudes / les comportements typiquement français ?

Last activity : Les gestes et expressions typiquement francais – French also speak using gestures. This video is very funny and explains some of these common gestures used in the common speech in France:

1- j’ai les chocotes/ça fait peur/c’est flippant/j’ai peur

2- I’m drunk

3- j’en ai par-dessus la tête/j’en ai marre

4- ça m’énerve!

5- et toc! / dans ta face

6- les doigts dans le nez (it was easy)

laquelle intégreriez-vous dans votre vie de tous les jours ? (Which one-s would you incorporate in your everyday life?)

Est-ce que vous utilisez des gestes quand vous parlez?  (do you use gestures when you speak?

Feedback/end of the class: give one or two words that you learnt today, how many times do you think people do ‘la bise’ in France to introduce themselves?

Ressources used: Powerpoint, Youtube videos, images

Reflection: This class went so well both in the advanced and intermediate classes. The students were participating a lot and we ended up having very interesting points and elements of discussions raised all throughout the class. These classes definitely showed that conversation classes are much more than just practicing the target language, they can also be an opportunity to learn and enlarge point of views, knowledge on various topics/issues, etc. This class led to deep and meaningful exchanges as a whole class.

RU F22 INT: Appearance

Language Resident Name: Aleksandra Bystrova

Date: 09/12/2022

Class theme/topics discussed: Appearance

Goal of the class:

  • To describe a person
  • To name body parts

How did you structure the class?

  1. Warm-up.
    I hang a picture of a person on the board, then I ask students to write the body parts they know. All together they come to the board and brainstorm the vocabulary.
  2. Activity 1. Word Pairs
    I print out words on pieces of paper (long, short, light, dark, curly, straight, etc.) and pictures. Students find pairs in pairs, so the pictures are paired with the words.
  3. Activity 2. Vocab Presentation
    Show pictures of celebrities and ask what kind of hair they have – short or long, curly or straight, etc. Then make it harder and ask students to describe the celebrity’s picture on their own.

4. Activity 3. Connect the description with a picture.

5. Activity 4. Roll a face
3 teams. One person draws on the board. Team members roll dice to each category: face, nose, etc. and describe it to the artist. F.e. short curly hair. At the end, students have a face and must describe it. Then they exchange pictures with each other and guess what the elements are.

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

The students knew many words related to appearance and body parts. It was more difficult for them to work with description words such as long/short hair, curly/straight hair. However, I tested their knowledge after a couple of days, and they did well. They found the last task a little difficult because they could not find the vocabulary to describe certain elements in the pictures. I encouraged them to use gestures.

How could this class be improved/ modified?

I would change the last assignment a bit, so that it would be easier for the students to describe the pictures using vocabulary they know. Despite that, the lesson went well.

JP F22 INT/ADV : Let’s talk about holiday plans!! 休日の過ごし方・予定について話そう〜!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 14th week (28th and 30th November 2022) 

Language and Level (intermediate or advanced class):  Intermediate

Class theme/topics discussed: Conversation project

Goal of the class:  To be able to talk about holiday, resolutions

How did you structure the class?

28th November


              Talking about how to spend your holidays (This time focused on

                      Thanksgiving, winter break)

              Introducing new words to students

              Changing pairs to talk about the topic

              Expanding this to their cultural customs, rituals

17:15      End

30th November


              Reviewing this year (Sharing the highlight of this year),

 talking about ambition (resolution for next year)


Evaluation start!

17:15      End

What technology, media or props did you use?  


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

Overall, looking back for this course, I should have made them hurry to finish the conversation class project at the end of October already. During the evaluation, I felt we did not go through enough classes to “evaluate”. Next semester, there are going to be only 4 students for intermediate (thank god), so I will try not spending too much time on CC project next semester. 👈という懺悔を残したりしてw

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