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Tag: Immigration

ES S17 ADV Immigration in Spain

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

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

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

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

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.

 

 

CN S14 ADV Immigration

Class theme/topics discussed:
Immigration

Goal of the class:
By the end of the class, students will be able to talk about immigration situation both in China and America.

Structure of the class:
1. Warm up talk — how is your life? What is your favorite program? How do you like the ending of ?
2. Learn new words — explain plus practice
3. Ask questions by looking at two groups of statistics

What technology, media or props did you use?
http://data.163.com/13/1225/06/9GTV1JLQ00014MTN.html

What worked well in this class? What did not work?
The topic is really interesting for students. Especially some students’ parents from my class are immigrates. They feel it is important to learn something about immigration.

How could this class be improved/ modified?
None

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

移民immigration/immigrate
目的地 Destination 来源 Origin
种族 race 公民 citizen
群体 group 永久 forever
居住 reside 居民 resident
非法 illegal 合法 legal
身份 identity 排名 rank
数据 statistics 显示 show
社会保障 social welfare 逃税 Tax evasion
经济危机 economy crisis 国籍 nationality

1) 最受欢迎的移民目的地是哪三个国家?

2)美国的现在的移民来源是哪里? 中国移民占美国移民的第几位?

3) 哪四个国家移民海外的人非常多?

4)你觉得什么样的人会移民?移民美国有什么好处?

5)移民美国的方式有哪些?

6) 你猜一猜,接受最多中国移民的国家有哪些?

7) 在美国有非法移民吗?你听说过他们的故事吗?你看过什么电影关于非法移民吗?

8) 你知道在中国也有非法移民吗?这些非法移民可能哪些国家?

9)在日本、韩国有非法移民吗?

DE F13 ADV Immigration (II)

 Advanced German Conversation

Date: 11/14/2013

Class theme/topics discussed: Immigration, part II

Goal of the class:  Discuss current issues on immigration, the idea of culture

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

– We started off by watching a short video on new immigration into Germany due to the European crisis. Students were asked to summarize the video, identify the previously mentioned problems and advantages of living in Germany. http://www.youtube.com/watch?v=M0pdauy7jGo

– Summarize and recapitulate the episode of “Türkisch für Anfänger” for the students who had not been to class the week before

Citizenship test: I wanted to do the German citizenship test with my class. First, I divided the class into  3 groups and asked them to discuss what they thought would be important enough to be part of a test as such.

–  When we collected the ideas, a discussion started about culture and nationhood which went very deep and made almost everyone contribute significantly. I decided to leave the test for next class and let them go on.

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

TV screen, computer

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

One of the best classes so far. The discussion that students spontaneously started was a highlight of this semester.

How could this class be improved/ modified?

—–

 

 

ES S13 INT/ADV Immigration

Language and Section: Spanish 11-01

Date: April 18, 2013

Class theme/topics discussed: Immigration

Goal of the class: Talk about immigration and the differences between the US and Spain

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

I started the class with a song (papeles mojaos-chambao) that talked about immigration. We commented that song and then I showed them a news video in which they were talking about African immigrants crossing the ocean to get to Spain. We talked about all the differences between Spain and the US, how the immigrants get to the US, what they can do once they have arrived, what kind of jobs they can get, etc. We also talked about the DREAM Act and they explained to me what it was about. I had some questions with me that I kept looking in case I forgot something that I wanted to ask.

http://www.rtve.es/alacarta/videos/telediario/ruta-inmigracion-entre-mexico-eeuu-mas-peligrosas/1275906/

Chambao – papeles mojados: http://www.youtube.com/watch?v=Oj8aNCtTHW4

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

Youtube and rtve.es

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

They were interested in the topic and I think the song was a good start.

 How could this class be improved/ modified?

At first I wanted to have them work in two groups and talk about this, but after, since they were all explaining things in the US to me I thought it would make more sense if we just discussed it altogether. Also, instead of keeping the questions with me, I could have handed them to the students and have them discuss them in groups of 3 or 4 people.

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

I attach the lyrics of the song and the questions that I had with me to keep the conversation going.

Canción:

Chambao – Papeles mojados

Miles de sombras cada noche trae la marea,
navegan cargaos de ilusiones que en la orilla se quedan.
Historias del día a día, historias de buena gente.
Se juegan la vida cansaos, con hambre y un frío que pela.
Ahogan sus penas con una candela, ponte tu en su lugar,
el miedo que en sus ojos reflejan, la mar se echó a llorar.

Muchos no llegan, se hunden sus sueño papeles mojaos, papeles sin dueño Muchos no llegan se hunden sus sueño papeles mojaos, papales sin dueño

Frágiles recuerdos a la deriva desgarran el alma,
cala to’ los huesos el agua los arrastra sin esperanza.
La impotencia en su garganta con sabor a sal,
una bocanada de aire le da otra oportunidad.
Tanta noticia me desespera, ponte tu en su lugar,
el miedo que en sus ojos reflejan, la mar se echo a llorar.

Muchos no llegan, se hunden sus sueño papeles mojaos, papeles sin dueño. Muchos no llegan, se hunden sus sueño papeles mojaos, papeles sin dueño

Muchos no llegan, se hunden sus sueño papeles mojaos, papeles sin dueño. Muchos no llegan, se hunden sus sueño papeles mojaos, papeles sin dueño

Questions:

¿Con qué se asocia el término inmigración?
¿Cómo acceden los inmigrantes a EE.UU?
¿Existen en EE.UU trabajos temporales para los inmigrantes?
¿Cuáles creéis que son las formas en que se pueden conseguir “papeles”? ¿Es posible trabajar sin tener papeles? ¿En dónde?
¿Qué ventajas tiene la inmigración para el país y para los inmigrantes? ¿Y problemas/desventajas?
¿Con qué medios llegan los inmigrantes a EE.UU?
En EE.UU, ¿las leyes de inmigración son las mismas en todos los Estados? ¿Hay alguno que tenga leyes más severas? ¿Cuál y por qué?
Los inmigrantes, ¿qué tipo de trabajos desempeñan normalmente?

ES F11 INT Slang and Youth Culture

Language and Section:  SPA 11.2

 Date:  09/26/2011

 Class theme/topics discussed: Youth Culture

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

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

 –        Warm-up: Discussion on news regarding immigration

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

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

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

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

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

Whiteboard

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

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

 How could this class be improved/ modified?

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

 

DE S11 INT TV Series

Conversation Class
Lesson Plan

Section: Intermediate Conversation
Date: 17th Feb 2011

Class theme/topics discussed:
TV series “Tuerkisch fuer Anfaenger”

How did you pick this theme or topic?
Popular German TV series which reflects the stereotypes of Turkish people living in Germany

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Showing the series, discussing the stereotypes we saw in it.

How did students react?
Liked the series.

Did they engage with each other and you?
Yes

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

Please attach a copy.
FLRC

Would you recommend this activity for a future class?
Yes

Why or why not?
It reflects German culture and immigration in Germany

DE S11 ADV Immigration

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 27th Jan 2011

Class theme/topics discussed:
Migration in Germany

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

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

How did students react?
Liked it.

Did they engage with each other and you?
Yes

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

Please attach a copy.
DVD available at the FLRC

Would you recommend this activity for a future class?
Yes

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

JP S10 INT/ADV Immigration

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

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

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

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

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

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

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

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

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

DE F09 ADV Dialects 2

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 8. September 2009

Class theme/topics discussed: German dialects II

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
In this lesson the students continued to work on their little story. When they were done, they practiced once and then I recorded them reading out their story in Hochdeutsch. Then I recorded them reading their story in a humerous way, using Turkish-German words that they had learned the meeting before. Afterwards we listened to the recordings. After that we talked about Hochdeutsch for a bit and I told them that we would play a word game (Tabu), which most of them knew. At the end of the meeting we talked briefly about possible cultural events.

How did students react?
The students had a lot of fun working on their dialogues and recording them. They enjoyed playing Tabu.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Mac-Notebook
Snowball (Microphone)
Tabu Junior

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and were eager to work on their story. They also had fun recording and playing Tabu Junior (some words they didn’t know.. I might take out the cards with words they don’t know some time in the future).

DE F09 ADV Dialects

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 8. September 2009

Class theme/topics discussed: German dialects

How did you pick this theme or topic? I think it is important to know that not everyone in Germany speaks ‘Hochdeutsch’ and that there are numerous dialects.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked the students about their knowledge of German dialects, – they knew very little. Then I played five short audio files with conversations or songs in a certain dialect (Bayerisch, Berlinerisch, Kölsch, Hamburgisch und Sächsisch) and asked the students to guess which one was which. We talked about Berlinerisch for a bit and we read ‘Rotkäppchen’ in Berlinerisch. Then we talked about Turkish people in Germany and their accent / dialect. Then we read an exaggerated version of ‘Hänsel und Gretel’ in Turkish German. We talked about the way Turkish German sounds in that story and the way people might react, when they hear someone talk like that. Afterwards I asked the students to create a short dialogue or story together (there were 3 students), which we would later (next meeting) record on the computer in Hochdeutsch and Turkish German.

How did students react?
The students were very surprised about the different dialects, they knew very little. They enjoyed talking about Turkish German and were excited to create their own dialogue.

Did they engage with each other and you?
Yes, they did. Especially when working on the dialogue. They had a lot of ideas and wanted to write a longer and more complex story that I had asked of them.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sound files on my laptop
My laptop
Documents: ‘Rotkäppchen’ and ‘Hänsel und Gretel’

 

 

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and were eager to work on the given exercise. I don’t know, if they learned a lot about the different dialects though, since we only talked about some of them very briefly. I also thought about showing them a youtube-video about Erkan & Stefan, but I don’t think they would have understood, because it was difficult for them to understand the different dialects (even if they were spoken rather slowly).

 

 

 

 

 

Hänsel und Gretel auf Kanakisch
Rotkäppchen auf Berlinerisch

FR F07 INT – immigration issues

Amendment to a law in France, allowing the embassy to ask immigrants to do a DNA test to prove that they really want to join a relative in France, and not a random person.

How did you pick this theme or topic?
This amendment is highly controversial in France. It came out in the middle of September, and since then, it’s been on the newspaper every single day. People protest against it, concerts were organized… Immigration is a sensitive subject on which the new President wants to work a lot. This is a great topic to have the students think about a controversial issue, at the same time as it is coming out in France.

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

How did students react?
I think the subject was really difficult. The vocabulary was not hard, but it was hard for them to express their ideas about something so specific. They were interested though, because this is concrete, this is reality.

Did they engage with each other and you?
Yes, even if some of them found it really hard, they tried to understand what was going on. Moreover, when they had an idea that they could express, they did so, and at the end of class, they all had a lot to say or to ask.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Article from “LeMonde” that I modified.

Please attach a copy.

Would you recommend this activity for a future class?
Yes, because the students are interested in the culture and issues of the Country. Immigration is also a topic that they are familiar with, so I would definitely do it again, even as a follow up of this particular class.

FR F07 INT – Suburbs and immigration issues

Suburbs and their problems. The Muslim veil, and laws in France…

How did you pick this theme or topic?
One of my students wanted to talk about something really cultural, and something that happened in my hometown made me think about talking about that

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
General discussion, I wanted to see where we could end up, just by talking.

How did students react?
They liked the topic, because it is something that they’re used to. It was familiar

Did they engage with each other and you?
Only one student did not speak much. The others had heard of the problems, or had seen the movies from which I showed extracts, so they were interested in comparing both points of view. ( In France it’s forbidden to wear the veil in school) Starting from the same idea that there is diversity in both countries, why do they have completely different ways of solving the problems.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes, the students are always interested in things they can identify with, in the other culture.

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