Language Residents

an archive of lesson plans

Tag: Advertising (page 1 of 2)

ES F18 INT Publicity

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/14/2018

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Adverts and marketing

Goal of the class: To discover a bit more of Spanish culture through commercials, to practice hypothesis

How did you structure the class?

Pre-warm up (10’):

Students will answer these questions in pairs and will share later with the whole group

Publicidad:

¿Qué tipo de publicidad hay en tu país?

¿Crees que te afecta a la hora de comprar cosas?

¿Dónde sueles ver publicidad?

¿Es más efectiva en TV, o en Instagram y otras redes sociales?

students watch a controversial American commercial and give their opinion about it.

We use an American one to compare later with Spanish commercials.

Activity 1 (30’):

Students get a piece of paper with 6 different commercial slogans. Then, they have to guess what product these slogans are selling and why

After that, they will see if they were right or wrong by seeing the actual adverts.

  1. https://www.youtube.com/watch?v=fdNKhn6WCSo
  2. https://www.youtube.com/watch?v=bIHRh496i7g
  3. https://www.youtube.com/watch?v=5jtG7GBjfhM
  4. https://www.youtube.com/watch?v=5yPqfFWACw8
  5. https://www.youtube.com/watch?v=ZD7HmnxexFI
  6. https://www.youtube.com/watch?v=tO_Y_OFHLMg
  7. https://www.youtube.com/watch?v=BR6WfTlKt30
  8. https://www.youtube.com/watch?v=ttGUj6KS6C4
  9. https://www.youtube.com/watch?v=9pCtXJDjiGs

Actividad 2 (20’): Students create their own advert of a product.

They have to imagine that they work for a marketing company. I will bring some items to class and in groups they will have to create an advert and act it out in class. They should include features and the slogan of their advert.

The rest of the students get a worksheet to write good and bad aspects of the classmates’ product. Then, they can make questions about the product and therefore bringing a discussion about the topic.

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

6 sheets about slogans

Youtube

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

Students learn a lot about the Spanish culture if you add some comments before the commercials of after them. They really enjoy edit and managed to think about very creative products.

Bringing authentic materials is always interesting for students

I used a worksheet from the webpage ELEINTERNACIONAL

PDF Embedder requires a url attribute LA_PUBLICIDAD_EN_CLASE_DE_ELE_-_ELEInternacional

How could this class be improved/ modified?

Maybe some more updated commercials would have been better. Also, using a worksheet for students to rate their classmates’ products was great. They got more engaged and it helped develop discussion.

 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.

¿Qué es lo último que compraste en Amazon y por qué?  
¿Cómo crees que te influencian los anuncios de Youtube?  
¿Por qué tienes un Iphone y no un Android? ¿Por qué un Android y no un Iphone?  
¿Prefieres llevar ropa de marca? ¿Cuál es la marca de la ropa que llevas puesta?  
¿Cuál es la última publicidad que has visto en Instagram? ¿Crees que es más efectiva que en Televisión?  
¿Estarías dispuesto a pagar por Spotify Premium para evitar anuncios?  
¿Crees que la publicidad americana es agresiva o irrespetuosa?  
Háblame de algún anuncio que recuerdes ¿qué tiene de especial?  

RU F15 ADV Stereotypes about Russia and Russians

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 09/10/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Stereotypes about Russians and Russia
Goal of the class: to find out the stereotypes American people have about Russian and vice versa.

How did you structure the class?
1. Warm up. Brainstorm on what stereotypes Americans have about Russian people. 5 minutes
2. Watch the video on how would a film about Russians look like if it was shot in Hollywood. https://www.youtube.com/watch?v=m5KYZb178kI
Discuss what stereotypes are included in this video (enumerate them one by one); which of them to the students’ opinion might be true?
Discuss what stereotypes do people have about Americans.
25 minutes.

3. Watch commercials and guess which stereotypes about Russia and Russian people are used in them.
http://golbis.com/pin/this-is-russia-10-stereotipov-o-rossii-v-reklame-globalnyih-brendov/#.VfE0vrRTDbo
20 minutes

4. Wrap up. The video about what Americans find strange about Russian homes.

4 minutes.

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

What worked well in this class? What did not work?
The class went well, students talked about stereotypes with pleasure. We had laughed a lot as well. They also shared their experience of staying in Russia and confirming or ruining the stereotypes.
How could this class be improved/ modified?

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

Text for the task #3
Стереотипы в рекламе
1. Huawei Honor 3. Телефон для России
Cтереотип: в России все вопросы решаются силой
Невероятную популярность ролик приобрёл благодаря истории о типичных русских бандитах из 90-х, пытающихся «выбить» информацию из молодого человека в офисной одежде. Во время разборки клерка окунают в чан с водой, но разговор по понятиям прерывает телефонный звонок. Смартфон в кармане жертвы оказался водонепроницаемым, что вызвало интерес у главаря банды. В результате разборка заканчивается фотосессией.
2. Nissan Almera. Машина для российских дорог
Cтереотип: в России плохие дороги
Если автомобиль купят в России, значит, он будет ездить по плохим дорогам. Эту довольно очевидную мысль взяло себе на заметку сетевое рекламное агентство TBWA\Moscow в 2013 году и разработало кампанию для автомобильного бренда Nissan под названием «Забудьте о плохих дорогах».
3. Audi. Любые условия — идеальные условия
Cтереотип: в России очень холодно
Благодатную тему плохих дорог и тяжёлых погодных условий автомобильные бренды используют довольно часто. Креативное агентство Instinct (BBDO Group) показало в рекламном ролике системы постоянного полного привода Audi Quattro настоящую русскую зиму. Главный посыл — эти системы идеально адаптируются к российской действительности, поэтому на Audi вы вернётесь домой к ужину в любой мороз и по любой дороге.
4. Nike. Just do it – Play Russian
Cтереотип: в России живут сильные духом люди
В преддверии Олимпиады спортивный бренд Nike запустил рекламную кампанию Play Russian. На экране опять суровая русская зима, но главным объектом внимания на этот раз становится невероятная сила духа и стремление спортсменов к победе любой ценой. Одним словом, русская зима закаляет людей, делает их сильнее и позволяет играть по-русски.
5. IKEA. Отдыхайте за границей дома
Cтереотип: русские любят отдыхать на даче
Загорать на траве, жарить шашлыки, поливать друг друга из шланга и не прерывать отдых на природе, несмотря на дождь, — таковы правила русской дачи. За роликом о летнем отдыхе россиян на их любимом курорте IKEA Россия обратилась к агентству Instinct и получила знакомую многим картинку.
6. Snickers. Хорошо, что не все мечты сбываются
Стереотип: все мальчики в 90-х мечтали стать бизнесменами
В 2011 году компания Mars отмечала 20 лет со дня выхода батончиков Mars, Snickers и Twix на российский рынок. К этой дате рекламное агентство BBDO Moscow подготовило для компании несколько рекламных роликов про то, о чём мечтали дети 20 лет назад. В рекламе Snickers мальчик, чьё детство пришлось на 90-е, рассказывает о том, как мечтает стать бизнесменом, торговать видиками и носить крутую кожаную куртку, когда вырастет.
7. Mars. Хорошо, что не все мечты сбываются
Cтереотип: все девочки в 90-х мечтали выйти замуж за бизнесмена
Ещё один ролик кампании — реклама батончика Mars. Он повествует о том, как светловолосая девочка с бантом, к счастью, не стала секретарём и не ходит на дискотеки в розовых лосинах, как мечтала.
8. Lay’s. From Russia от бабушки
Cтереотип: русские бабушки не дадут замёрзнуть и проголодаться
В 2011 году рекламное агентство BBDO Moscow запустило рекламную кампанию чипсов Lay’s со вкусом малосольных огурцов и укропа. Её лицом стал бывший капитан российской сборной по футболу Андрей Аршавин. В ролике рассказывается о том, как бабушка прислала любимому внуку Андрюше в далёкую Великобританию тёплую спортивную форму и картошечку с огурчиками и укропом.
9. Google. Для тех, кто любит читать
Cтереотип: Россия — самая читающая страна в мире
Ролик Google из цикла «То, что вы любите» рассказывает о том, как продукты компании помогают любителям литературы. Если верить стереотипам, в России любителей литературы особенно много. В ностальгическом ролике появляются кадры, напоминающие те времена, когда за книгами в России выстраивались очереди. В рекламе снялись писательница Виктория Токарева и её внучка Екатерина Тодоровская.
10. Hitachi в России. Непонятно
Cтереотип: русские ничего не понимают в технологиях
Этот ролик можно было увидеть на японских телеканалах в 2012 году. Компания Hitachi сняла добрую, но в то же время ироничную рекламу о своём сотрудничестве с Россией. Японский представитель пытается наглядно объяснить российским товарищам, как работает продукция Hitachi, но на его уточнение «понятно?» получает единогласное «нет». В то же время в ролике можно увидеть пример идеального российского тимбилдинга с дружескими кулачными боями и баней.

ES S15 ADV TV Commercials

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 04/28/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: TV Commercials

Goal of the class: To analyze TV commercials, the message conveyed and the social representation of Spain’s reality

How did you structure the class?

  1. Heads-up: Upcoming Cultural Activities
  1. Warm-up: In pairs, the students discuss about the most important inventions in the history of humanity, the one the couldn’t live without, and what type of inventions they find more important (technological, artistic, policital, etc)
  1. TV Commercials:
  • Commercial REPSOL: Pre-watch. Students watch the first 50 sec of the commercial where a list of inventions is enumerated. They need to recall as many as possible, and work in groups to guess what the commercial is about and the product it is selling. Then students watch the end and find out. [https://www.youtube.com/watch?v=QKItJK2Y2tM]
  • Commercial CAMPOFRIO: Pre-watch. Students watch the first 57 sec and discuss the following questions in groups: ¿Qué es lo que no quiere ser el chico? ¿Por qué? ¿Qué es lo que quiere probar? Qué crees que pasará después? ¿Qué crees que se anuncia?

Then, they watch the end part and discuss some of the following questions: ¿Qué se anuncia? ¿Coincide con lo que habías pensado? ¿Cómo definirías a esta familia? ¿Crees que es una familia clásica española? ¿Y en tu país? ¿Van mucho a las grandes supermercados? ¿En qué lugares creen que compran? ¿Hay algo que no hayas comido nunca y que te gustaría probar? [https://www.youtube.com/watch?v=DhPJafYiYhM]

  • Commercial COCA-COLA and IKEA: I ask the students to analize both commercials and discuss about slogans, messages transmitted, the social reality depicted and the target audience in both samples.

Coca-Cola: https://www.youtube.com/watch?v=03a8SCBd5r0

IKEA:https://www.youtube.com/watch?v=izMbNhfBI2I&index=6&list=PLJF7oOJVN07LQMRMTLX7CccziCI_YZdaZ

  1. Students come up with their own commercials: I suggest 3 items: Vacuum cleaner, hairdryer and cleaning product for the floor. Students need to think of a commercial addressing a slogan, target audience, social reality depicted and message they want to transmit.

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

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

The energy in the beginning was low because students had lot of work in the end of the semester. I had them standing up for the first warm-up activity so they got engaged with the rest of activities. 

How could this class be improved/ modified?

Fun class. We came up with some good ideas for silly commercials. They also commented on their experiences in Spain and the reality conveyed in the commercials.

 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.

 

 

 

 

 

 

RU F14 ADV Stereotypes

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: September 4, 2014

Class theme/topics discussed:

Stereotypes 

Goal of the class:

Talk about stereotypes about Russia, practice listening comprehension, revise vocabulary, develop synonymy

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

Activity 1 – Video 1 – poem (I have learned that I have a big big family) – 5 minutes

https://www.youtube.com/watch?v=0A9FlXr9phg

Discussion – where is this from? What is it about (listening comprehension without the text)

Activity 2 – Poem HANDOUT 1 – 5 minutes

Compare the video to the original poem (there are some textual differences), recite it together

Activity 3 – Video 1 “You have something to be proud of” Commercial – 15 minutes

https://www.youtube.com/watch?v=_6XI8i_69xA

Stop for listening comprehension of Russian, discuss stereotypes about Russia: banya, hiking, icebreakers, ballet, space, music.

Activity 3Vocabulary building – HANDOUT 215 minutes

Explain vocabulary from Activities 1 and 2, talk about etymology and word-building. Based on my experience last year, this semester I keep a Google spreadsheet with vocabulary we stumble upon in class. Regular vocabulary revision with a strong focus on word-building (morphology is crucial in Russian) was one of the most efficient elements last year and it got great feedback from students. I update the spreadsheet after every class and share it with the students. They understand it is not homework, but they can consult it at their leisure (they can also edit the file, adding translations, examples, etc.)

Activity 4 – Video 4 – Interview with the director of the commercial – 15 minutes

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

Listening comprehension (watch once without stopping, watch again with pauses). Listen for specific information: What is the main concept of the video? Who else did they have in mind for the role? What is the budget of the commercial? What were David Duchovny’s impressions?

Activity 5 – Discussion – 5 minutes

Is the commercial rhetorically effective? What is makes good or bad?

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

Video, Internet

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

The class went very well, the students had fun watching the commercial and reading the poem. Just like with Intermediate, David Duchovny is not a big name, but the discussion was still very interesting. The interview was quite hard to understand, but these students seem to really like a challenge, so we are going to watch more videos like that in the future.

How could this class be improved/ modified?

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

HANDOUT 1

Владимир Орлов “Родное”

Я узнал, что у меня

Есть огромная родня:

И тропинка, И лесок,

В поле – каждый Колосок,

Речка, Небо надо мною –

Это все мое, родное!

HANDOUT 2

4 сентября 2014

Вам есть, чем гордиться

баня

ледокол, колоть лёд, колоть дрова

космос

хоккей

космос

дача

строчка

политология

колос, колосок

родной, родня

взаимность, взаимные чувства

полтора

Крещение, крестить

купаться в проруби, прорубь (рубить)

средство передвижения


 

ES F14 INT Advice and Recommendation 2

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, September 24th

 

Language and Level: Spanish Intermediate

 

Class theme/topics discussed: How to advice and recommend effectively in Spanish 2

 

Goal of the class: For students to effectively give recommendations, advice and even convince in Spanish

 

How did you structure the class:

 

Ice-breaker: Short game: “Simon Says”

 

Warm-up: The students brainstorm all the expressions they remember from the previous lesson on how to advice and recommend in Spanish, while the teacher draws a mindmap on the board with the expressions.

 

After brainstorming and reviewing all together the words and expressions on the board, the teacher cleans the whiteboard. Instead, she writes only two words: “Pelota” and “Libro”.

 

Then, she asks the students to think of all the words that describe and make reference to a “Pelota”. The teacher writes the words in the word below the label “Pelota.”

 

After that, the teacher divides the class into 2 groups. She tells the students that they are inventors of a revolutionary product: a book that has all the characteristics (previously written on the board) of a ball (Pelota in Spanish.) The teacher gives up to 5 minutes to each team to come up with a description of their revolutionary product, in order to convince a client (the teacher) to buy it.

 

The team with the most creative and original product (and arguments) is the winner.

 

What technology, media or props did you use?: –

 

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

 

We all loved this class!!! I found this activity in one of my books from my pedagogy class and what really surprised me was that an activity that I plan for 15-20 minutes of class time, took the whole class! The students were constantly speaking in Spanish and we the class even extended for some minutes after it was due to be over. They didn’t want to stop talking about their creations! The 5 minutes it took for them to plan the product took more time than I had planned, as they constantly asked me for expressions and vocabulary to describe their “product”. After that, they needed more time to sketch their argument to convince the client. The “confrontation” of both products was the part of the class the students enjoyed the most, as they were using vocabulary for debates, recommendation, related to technology and advertising. They even got to talk about their “companies” labor policies!!! They really enjoyed the activity!!!

 

 

How could this class be improved/modified?

 

ES F13 INT Traveling

Lesson #1: Traveling

Date: October 9th 2013

The class level: Intermediate

Size of the class: 10 students

Class time: 1 hour

Lesson Plan

Overall Goal: Students interaction and trip vocab

Teaching Objectives:

–       Review vocabulary connected to travelling and journeys

–       Showing different Spanish regions and spots

–       Practice commercial language: the awakening of senses.

–       Establish their preferences when travelling

–       Practice role-play and improvisation in the target language

 

Media/ supplies needed: handouts, video projector

Procedures and time needed:

Greetings + warm–up (5 min): Who doesn’t like traveling? How was their last trip and where?

Activity #1 Survey (20 min): They work in pairs One student is the interviewer and the other a potential client. By asking the questions in the questionnaire (see item 1), interviewers need to guess the kind of trip his/her classmate would like. Then, they have to find a destination and elaborate a touristic package. Both students ask questions and think of a destination for their partner. We share the information with the rest of the class

 

The rest of the activities are on this lesson plan ConClass1009Viajes

DE F13 ADV German Federal Elections & Politics

Advanced German Conversation

Date: 09/10/2013

Class theme/topics discussed: politics in Germany

Goal of the class: learn about political parties, colors, governmental system, etc.

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

–   Students were shown the “colors” of the four major political parties

–  They were asked about what associations they had with the color and what it could stand for.

–  Class was divided into 4 groups: each group got a color

–  Task: what political agenda do you associate with the color, how would you call your party, what would your ideology be like?

– Students presented their parties to the class

– “solution”: I informed students about the parties and where their party program coincided with the actual one.

Final activity: We watched the campaign TV commercials of the parties

– Students were asked about the mood, the way they were made, and the message they conveyed. Which one is most appealing to you and why

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

White board, TV screen, computer

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

Students seem to be quite happy about the topic politics so the class went pretty well.

How could this class be improved/ modified?

—-

DE F13 ADV German commercials

Advanced German Conversation

Date: 09/26/2013

Class theme/topics discussed: German commercials

Goal of the class:  watch commercials and understand what is being said, analysis of pictures and scenes

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

–  Activity 1: we watched several commercials from Germany. Students were supposed to find out what is being said, how it is said, and what means are used to convey the message

–  We concentrated also a lot on stereotypes, gender roles, equality, and ethnic diversity.

–  Students were encouraged to give their own opinion.

–  Activity 2: Students were divided into 3 groups and each group got a piece of paper with a number on it

– Each number corresponded to an item (vacuum cleaner, hair drier, beer)

– Students were supposed to make a commercial on the items.

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

TV screen, internet, items

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

A perfect class!

How could this class be improved/ modified?

—-

FR S13 ADV Advertising

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 2.7.13

Class theme/topics discussed: Advertising

Goal of the class: Make the students develop listening and argumentation skills, try open debates

Structure of the class:

– I show them five French video commercials about different topics (shampoo, dating-website, sugar, a commercial for a car that was forbidden in France because it was sexist, a commercial from the government to prevent young people from starting smoking cigarettes). We explained and commented the videos.
– They worked in groups of 4 students. I gave each group an item that they had to advertise (a vacuum cleaner, a hair-dryer, beers).

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

TV screen/computer
Whiteboard

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

Everything worked well. We had a great debate about the commercial to prevent young people from smoking.
The advertisements they made were really fun.

ES F12 ADV Advertisements

Language and Section: Spanish Advanced 13-2

Date: November 15th , 2012

Class theme/topics discussed:
Advertisements on T. V.

Goal of the class:
Practice fluency with the students and show them some cultural aspects about advertisements on TV. in Latin America.
Structure of the class (unless you attach your lesson plan below):
Activity #1
-Show them two popular commercials in Latin America. (2 min.)
-Ask the students to tell me what words they did not understand. Explain the meaning of the words.
– Ask the students what they observed in these ads.
Activity #2 (Creating their own advertisement).
The students will be creating their own funny T.V. advertisement about a random object in the classroom that they will choose.
-Divide the students in pairs and give the following directions.
Choose an object that you like here in the classroom. Think about a funny and creative way to advertise this object on T.V. each groups will advertise the object in 1 minute.
I will give you 15 minutes to plan your advertisements.
-Check instructions by asking the students to recall what they have to do.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Youtube videos (Latin American adds).

What worked well in this class? What did not work?
This activity worked very well. The students were very engaged talking about what they think of commercials and discussing among them whether the commercials where good or bad intended. Also, they share what their favorite advertisements on t. v. are. After that they also planed their own commercials and had so much fun acting them out for their partners.

How could this class be improved/ modified?

 

RU S11 INT/ADV February 23 in Russia

Class theme/topics discussed:
February 23 in Russia

How did you pick this theme or topic? Relevant to the day; students learn about another Russian holiday and traditions associated with it.

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

How did students react?
They enjoyed the class, the topic, and the video.
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 12_February 24_23 февраля ТВ анонс – текст
Lesson 12_February 24_23 февраля ТВ анонс

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

Why or why not?
Fun activities that introduce students to the Russian cultural traditions.

Advanced Russian
Lesson 12
February 24, 2011

1. News of the day.
February, 23d is a special day in Russia. What is it? (Какой праздник отмечают в России 23 февраля?) Write the official name of the holiday on the board. Ask them what it means. If they don’t know, introduce the words “Защитник/ защищать/ защита”, “Отечество”.
Give a short commentary on the history of the holiday – от большевиков до наших дней.
Ask students’ opinion on the idea of having a holiday like this.

2. On the board – a Russian saying (I introduced it by saying that February 23d is considered a very masculine holiday, so the saying we are about to discuss is also very «masculine» ☺ )
Баба с возу – кобыле легче.

Students are asked to translate it using a dictionary and try to guess the meaning.

3. Reading/ preparing to watch a video:
Introduce the video, say that it is a real анонс, but inform them that it is a joke – so that no one gets offended. It may be a good example of how political correctness functions in Russia.

(Handout Lesson 12_February 24_23 февраля ТВ анонс – текст)

Students read the text out loud, one by one, and translate it. We discuss the vocabulary, I point out the words that they need to memorize:

Определенно = точно
Изобрести / изобретение / изобретатель
Украшения
Гордиться (+ творит. падеж)
Глубоко в душе, в глубине души (+ comment on the English equivalent – as a rule, where English idiomatic expressions have the word HEART, in Russian it is ДУША, soul)
Какая разница – comment on two possible meanings depending on the intonation: 1) It doesn’t matter! / Forget it! / What’s the difference?.. 2) What a difference!
Особенный день
Канал
Передача

4. Watching the video Lesson 12_February 24_23 февраля ТВ анонс

RU S11 INT Advertising. Filming a Commercial

Class theme/topics discussed:
Advertising/ Commercials – continued

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

How did students react? fun fun fun 🙂
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

JP S11 INT Setsubun, Party Planning

Class theme/topics discussed:
1. Setsubun
-Guess what the family of picture is doing(Throwing roasted soybeans)
-Read an article of Setsubun and answer some questions about its contents
2. Party Planning
-Check advertisements of Japanese grocery stores.
-Plan a party in a group. One student leaded the conversation as a facilitator.

How did you pick this theme or topic?
I wanted to introduce one of Japanese seasonal events, Setsubun. On the day, Japanese families celebrate the close of winter and hold the party. This lesson plan is also connected to the study break.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group work
Handouts for planning a party
Advertisement of Japanese grocery stores

How did students react?
Students really love to see Japanese advertisements.

Did they engage with each other and you?
Yes, they talked a lot in Japanese.

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

Please attach a copy.
N/A

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

Why or why not?
I think today’s class was good to know Japanese traditions. Authentic material was good for initiating conversation. After the lass, students could enjoy throwing the beans and eating Ehoumaki (Sushi) at the study break.

RU S11 INT Advertising. Commercials – cont’d

Class theme/topics discussed:
Advertising/ Commercials – continued

How did you pick this theme or topic? cont’d previous class

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

How did students react?
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

Intermediate Russian
Lesson 6
February 3, 2011

Script

Students create a script for a commercial –
– pick a product to advertise;
– decide on the plot and characters;
– create a list of props needed;
– fill out a story frame (i.e. discuss the filming itself: angle, takes, etc. and draw a scheme of each take in a table).

RU S11 INT Advertising. Commercials

Class theme/topics discussed:
Advertising/ Commercials

How did you pick this theme or topic?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Videos, handouts, general discussion, students’ presentation.

How did students react?
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Please attach a copy.
Lesson 5_Feb 1_Video1 Questions
Lesson 5_Feb 1_Commercial #1
Lesson 5_Feb 1_Commercial #2
Lesson 5_Feb 1_Video2 Transcript

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

Intermediate Russian
Lesson 5
February 1, 2011

1. On the board: РЕКЛАМА

2. News of the day

3. Brainstorming:

Что важно для хорошей рекламы?
Introduce words: изюминка / слоган/ логотип

4. Video #1: Lesson 5_Feb 1_Commercial #1

Questions (give out a handout Lesson 5_Feb 1_Video1 Questions + write down some hints on the board):

– Какой продукт рекламируют (реклама чего)?
– Какой слоган используют в этом ролике?
– В чем изюминка/ фишка этой рекламы?
– Персонажи рекламы? (сотрудники банка и клиенты/ посетители)
– Каких посетителей нам показывают?
– На ваш взгляд, это удачная реклама?

5. Video #2: Lesson 5_Feb 1_Commercial #2

a) first showing – NO SOUND
Questions: что рекламируют? какой слоган? что происходит?

Students create a script/ text for this commercial, if possible, read it out along with the video;

b) second showing – WITH THE SOUND

Students retell what they just heard. If needed, play the video again, pausing after each line and making them repeat after the video.

c) third showing – W/ SOUND and W/ TRANSCRIPT (handout Lesson 5_Feb 1_Video2 Transcript)

6. Script: (if time!)

Students create a script for a commercial. If they want to, we film it in our next class session.

ES S11 INT Tourism

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011
Date: 01/29/2011

Class theme/topics discussed:
A general overview on two different Spanish countries through travel and tourismo: Mexico and Costa Rica

How did you pick this theme or topic?
I thought it would help them to understand the diversity of the Spanish Speaking countries and to arise some interest in them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First I gave them an introductory worksheet with questions about traveling which they had to discuss in pairs.
Second we revised a list of vocabulary useful for the topic of traveling and tourism
Third, I grouped students in small groups and gave them two different worksheets with information about Mexico and Costa Rica. They had to read it and brainstorm all they know about these countries. Then they talked among themselves to design a tour around these countries and reading it out loud for the rest of the class. Finally the class had to say which tour they liked the most and why.

How did students react?
They loved it and enjoyed it a lot.

Did they engage with each other and you?
Yes. All of them participated and talked in Spanish.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
1. A sheet with questions introducing the topic
2. A list of vocabulary
3. Two information sheets. One about Mexico and one about Costa Rica

Please attach a copy.

Would you recommend this activity for a future class? Why or why not?
Yes. They loved it and all of them had something to say and share it with the rest of the class.

VIAJES
VOCABULARIO Viajes
VIAJE 3

FR S11 ADV – commercials

Commercials

How did you pick this theme or topic?

Commercials can be fun and get the students interested I think. Also, it’s a big part of culture since we see them every day in magazines, on tv, etc…

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

General discussion
Work in pairs

How did students react?

They reacted well. They had a lot of ideas about commercials they liked, and they even showed me some on youtube, then we talked about them, etc… I didn’t have time to do the last activity I had planned.

Did they engage with each other and you?

Yes, some were very talkative and participated actively in the conversation, some others were less talkative but still interested.

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

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

Would you recommend this activity for a future class?
Yes! It worked well.

1/25 Advanced

1) warm up : weekend – 5 mn

2) tongue twister – 5 min

⇒ le chasseur fait sécher les chaussettes de l’archiduchesse sur une souche sèche

3) Commercials on youtube

• Questions – 10 min

What is the purpose of a commercial? Where do we find them? Do you like them? Why? Can they be shocking? Examples? What make a commercial successful? Superbowl?

• Commercials on youtube – 10 min

• Orangina debbouze
• Renault lapins cretins
• Spontex
• Évian
• Iphone

⇒ what’s going on? Purpose? Why this setting/characters…? Comical, philosophical, etc…? Does it work?

4) Creation of a commercial

– They are 2 or 3 and have to choose an object or clothe or whatever they want and create some kind of advertisement for it – 20 min
– They have to present it to the class
– They discuss which one is the most successful

FR S11 INT – commercials

Commercials

How did you pick this theme or topic?

Commercials can be fun and get the students interested I think. Also, it’s a big part of culture since we see them every day in magazines, on tv, etc…

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

General discussion
Work in pairs

How did students react?

They reacted ok. It wasn’t very successful because they didn’t have any ideas of commercials they liked or anything so I felt that I talked much more than they did.

Did they engage with each other and you?

Sort of. They had to talk to each other at some point, so they did, but apart from that, they were not very talkative.

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

Please attach a copy.
SP11 LP Interm 3 at

Would you recommend this activity for a future class?
Yes but I would change things to force them to talk more.

RU F10 INT Making Requests

Class theme/topics discussed:
Requests

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

How did students react?
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, Internet.
Please attach a copy. Lesson 25_Nov 23_Requests_Students

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

Intermediate Russian
Lesson 25
November 23, 2010

ПРОСЬБЫ, ПРОСЬБЫ, ПРОСЬБЫ

1. Warm-up:
Как бы вы пригласили кого-то в кино? (How would you invite someone to go to the movies with you? What would you say in your language? What would you say in Russian?)

2. Pre-listening: exercises 1, 2 from the handout
3. Vocabulary:

Как вы понимаете выражения «сказать как отрезать» и «понимать с полуслова»?

4. Watching the video “Муж”:
1) First showing: Посмотрите рекламный ролик и ответьте на вопросы:

Кто персонажи ролика? Кем они являются друг другу?
– Что мужчина заявляет о себе?
– Что они, скорее всего, сделают в результате?

http://rutube.ru/tracks/351052.html?v=ec49772fce98ad51577e72cd3c24b36d

2) Second showing:Посмотрите рекламу второй раз и продолжите фразу женщины, которая начинается со слов “А не стоит ли…”.

3) Practice: (handout, exercise 3) Используя модель просьбы из рекламы, сделайте следующее:

попросите друга поехать с Вами в Нью-Йорк
– попросите соседа по комнате поучиться с Вами вместе сегодня вечером
– предложите посмотреть российскую комедию
– предложите кому-нибудь сходить в гости к Джону.

5. Watching the video «Тренер»
1) First showing: questions
Во что играют эти люди? (вид спорта)
– Что спортсмены думают о своем тренере? Как они его описывают?

2) Second showing: complete the line
Продолжите фразу тренера, которая начинается словами «Ну чё, …».
Тренер вежливый или грубый? Почему он обращается к спортсменам именно так? Как бы вы перевели эту фразу на английский?

3) Practice: (handout, exercise 4) Используя модель просьбы из рекламы в следующих ситуациях:

– Вы хотите, чтобы друзья пошли с вами на концерт в пятницу;
– вы предлагаете друзьям поучиться вместе в кафе сегодня вечером;
– вы хотите, чтобы ваш брат поехал в Калифорнию не в июле, а в июне.

RU S10 INT Making Requests/ Invitations

Class theme/topics discussed:
Requests

How did you pick this theme or topic?
n/a

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

How did students react?
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, Internet.
Please attach a copy.
HANDOUT – Lesson 27_April 27_Requests_Students

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

Intermediate Russian
Lesson 27
April 27, 2010
ПРОСЬБЫ, ПРОСЬБЫ, ПРОСЬБЫ

1. Warm-up:
– Как бы вы пригласили кого-то в кино? (How would you invite someone to go to the movies with you? What would you say in your language? What would you say in Russian?)

2. Pre-listening: exercises 1, 2 from the handout
3. Vocabulary:
Как вы понимаете выражения «сказать как отрезать» и «понимать с полуслова»?

4. Watching the video “Муж”:
1) First playing: Посмотрите рекламный ролик и ответьте на вопросы:

– Кто персонажи ролика? Кем они являются друг другу?
– Что мужчина заявляет о себе?
– Что они, скорее всего, сделают в результате?

http://rutube.ru/tracks/351052.html?v=ec49772fce98ad51577e72cd3c24b36d

2) Second playing: Посмотрите рекламу второй раз и продолжите фразу женщины, которая начинается со слов “А не стоит ли…”.

3) Practice: (handout, exercise 3) Используя модель просьбы из рекламы, сделайте следующее:

– попросите друга поехать с Вами в Нью-Йорк
– попросите соседа по комнате поучиться с Вами вместе сегодня вечером
– предложите посмотреть российскую комедию
– предложите кому-нибудь сходить в гости к Джону.

5. Watching the video «Тренер»
1) First playing: questions
– Во что играют эти люди? (вид спорта)
– Что спортсмены думают о своем тренере? Как они его описывают?

2) Second playing: complete the line
Продолжите фразу тренера, которая начинается словами «Ну чё, …».
Тренер вежливый или грубый? Почему он обращается к спортсменам именно так? Как бы вы перевели эту фразу на английский?

3) Practice: (handout, exercise 4) Используя модель просьбы из рекламы в следующих ситуациях:

– Вы хотите, чтобы друзья пошли с вами на концерт в пятницу;
– вы предлагаете друзьям поучиться вместе в кафе сегодня вечером;
– вы хотите, чтобы ваш брат поехал в Калифорнию не в июле, а в июне.

RU S10 ADV TV (games: interview, advertising)

Class theme/topics discussed:
Listening-Comprehension Exercise
Communicative Exercises

How did you pick this theme or topic?
Before the break I wanted to do some fun activities with them.

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

Please attach a copy. Lesson 16_March 11_Video-1

Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s fun and it encourages students to speak in the target language.

Advanced Russian
Lesson 16
March 11, 2010

1. News of the day – (5 min.)
(Plans for the spring break)

2. Watching a video (15 minutes)

a) Without the transcript, then comprehension questions;
b) With a transcript – filling in the blanks (the video is played twice);
c) Reading the text.

3. Communicative Exercise – Interview (15 min)
One person is a host of a TV—show about paranormal, the other – someone who had an encounter with an ET.

4. Game: Advertisement (15 min)
A student is seated with their back to the whiteboard, the other students write a word on the board – any noun (proper nouns are allowed) . Then the student has to advertise that object not knowing what it is. After his/her 3-4 minute monologue other students may ask additional questions.

FR S10 INT – Music and song “Je ne veux pas travailler”

Music :
– general discussion about music and instruments
– “Fill the blanks”
– Imagine the tv advertisement

How did you pick this theme or topic?

I think music is a fun way to tackle a foreign language because it is something universal, so even if they had never heard the song, there were many chances that they liked music and thus found this class interesting. Music is also a nice way to learn about a country’s culture. And since I wasn’t really sure about their level, I chose an easy song to test their level.

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

General discussion
Handouts – lyrics of the song with blanks to be filled by the students

How did students react?

Well, but they didn’t have any vocabulary about the instruments so we couldn’t play the game I ahd planned (making them draw and guess the name of the instrument)
About the song, they didn’t know it. They understood most of the lyrics, though.
They were not creative for the last activity and didn’t have many ideas about the commercial.

Did they engage with each other and you?

So-so. They liked the song I think, but were not creative about the tv ad and didn’t have much to say.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Computer (youtube), handout, white board.

Please attach a copy.
see below

Would you recommend this activity for a future class?
Yes, I think they liked it but I think it’s more effective and fun with more advanced and talkative students.

01/26 Intermediate

1) warm up

2) Introduction of the topic:
– Do you know some French singers? Groups?…
– Do you know French music?
– French singers, bands?

– Name for instruments in French?
→ each students comes and draws an instrument on the board
• guitare
• piano
• trompette
• saxophone
• flute
• violon
• batterie
• percussions
• basse
• ….

3) Introduction of the song and the band
– Pink Martini

4) Song without the text and without the video

Je ne veux pas travailler

– I give them the lyrics: Explanation of the words they don’t understand.
– They listen to the song again and have to fill the blanks
– Correction and explanation.
– Try to imagine which kind of tv ad could fit with this music

9) Show the tv ad

Citroën

10) Discuter de la pub

– Qu’est-ce qui se passe ?
– Est-ce que la chanson correspond ?
– etc…

CN F09 INT/ADV Rose shop Advertisement

Class theme/topics discussed:
Project3: Movie making: Advertisement for rose shop_A Romantic story at Pomona
How did you pick this theme or topic?

It based on the photos and story they made from last class. They need to combine it with an advertisement idea to sell rose for a rose shop. To finish the task, they need to talk a lot to figure out how to make the advertisement and reach agreement.

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

Group work

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.)

FLRC computer
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?
Students like to make video project and they talked a lot during working. However, 1 hour is not enough to make a video. It would be better to spend two hours.

ES F09 INT Tour of the Campus

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/29/2009

Class theme/topics discussed:
Describing buildings, telling stories.

How did you pick this theme or topic?
Since the weather is so nice (seriously, when is fall coming here?), I decided to take the students out for the class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We divided the class in two groups, tourists and guides. I gave some information to the guides and I brainstormed with the tourists some of the possible questions that could arise in one of these visits.

How did students react?
They liked being outside and enjoyed the activity, most of them, at least.

Did they engage with each other and you?
They engage well, but the tourists hardly talked or made any questions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Some info about the college from Wikipedia.

Please attach a copy.
Next page.

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

Why or why not?
Maybe there’s another way of making the tourists a little bit more participative.

17th Class INT
17th Class OUT

ES F09 INT/ADV Relations Men-Women

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/08/2009

Class theme/topics discussed:
Friendship between men and women.

How did you pick this theme or topic?
I thought it might be interesting for them to know some of the vocabulary it is used in this kind of situation.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a little advertisement from Argentina that I wrote down for them and discussed the differences between Spanish from Argentina and Spain. Later I gave them another page with an article from a magazine about the topic and asked some questions about it, and we finished watching a short movie about the same topic and drawing conclusions.

How did students react?
They really liked the audiovisual material and found really funny both the ad and the short movie (Yo tambien te quiero). They were interested and talked a lot, but ones more than others.

Did they engage with each other and you?
Yes, most of them.

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

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 had a chance to ask a native speaker all this vocabulary they wouldn’t ask a normal professor. They were interested but they are still shy and didn’t speak as much as I wanted.

3rd Class INT
3rd Class INT texto
3rd Class INT Intro

Anuncio 1

Hey, vos1!
Sprite tiene algo para decirte: tu amigo te tiene ganas2.
Mira, atrás de ese mejor amigo se esconde un caldero3 de hormonas que está al acecho4, esperando que tengas un momento de debilidad…
Masajes, mimos, roces, cualquier excusa es buena para tocarte.
De donde sacaste esa idea ingenua de que él es tu amigo?
Él ya tiene un montón de amigos y tienen pelos en las piernas!
Pensás5 que te entiende. No, solo te imagina sin ropa.
Aun así, darías todo por él, y él te daría6 porque… te tiene ganas.
Las cosas como son.

1 y 5: Acento argentino. Las forma vos es muy común allí. Además modifican la segunda persona del singular (piensas → pensás).
2: Tener ganas a alguien: Dos significados. Según el diccionario español: Tenerle rechazo o repugnancia a alguien o algo. En Argentina: Tener deseo sexual hacia una persona (to fancy).
3: Caldero: caldron.
4: Estar al acecho: Observar, aguardar cautelosamente con algún propósito.
6: Darle a alguien: en slang, querer tener sexo con alguien.

Article

Amistad entre hombres y mujeres
Puntos a favor y otros en contra de este tipo de amistad:
A FAVOR
Tener un amigo (o una amiga si eres hombre) nos permite entender más sobre la manera de pensar del otro. Entender su opinión, su forma de ser y sus prioridades nos puede abrir la puerta a una mejor relación de pareja, basada en una mejor comprensión del punto de vista del sexo opuesto.
No hay competencia. En algunas personas, competir con los de su mismo sexo es algo innato, que desaparece en esta clase de amistad.
Podemos compartir charlas sobre temas impensados, lo que nos hace aprender sobre muchas más cosas (para las mujeres, por ejemplo, desde cómo cambiar la rueda de un auto hasta entender cómo forma un equipo de fútbol).
EN CONTRA
Nuestra pareja puede tener celos…
La atracción… No solo sucede en películas como “Cuando Harry conoció a Sally”, la realidad es que acostumbrarse a una persona muchas veces deriva en sentimientos inesperados.
Que sea una amistad “encubierta”: es común “hacerse” el amigo o la amiga para estar cerca de esa persona y así conquistar su corazón. En muchas circunstancias, da buen resultado, pero no se trata de una amistad sincera, y de alguna manera estaríamos engañando a la persona que confía en nosotros…
Si además añadimos el sexo en este tipo de relación, una de las dos partes probablemente quiera que la amistad cambie de categoría y se transforme en noviazgo… y cabe la posibilidad de que se suscite un problema (y el fin de la amistad) si no es correspondida.

¿Crees en la amistad entre hombres y mujeres?
¿Tienes amigos/as del sexo opuesto?
¿Crees que tarde o temprano alguno de los dos va a sentir algo más?
¿Más aspectos positivos y negativos?

« Older posts

© 2019 Language Residents

Theme by Anders NorenUp ↑