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ES S15 INT Advices/Cohabiting

Conversation Class

Lesson Summary

Language and Section: Spanish Conversation Class 11.1- Intermediate

 Date: 02/25/2015

 Class theme/topics discussed: Giving advice. Cohabiting issues. Opinion, negotiating.

 Goal of the class: To get familiar with some vocabulary related to renting and apartment/cohabiting issues. To solve problems and situations when living together with other people. Big Brother.

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

 Head-ups

 1st Activity-warm-up: Giving advices. Each student picked a card with a problem, i.e I like my best friend’s partner, and I can’t sleep… He/she asked his/her peers for solutions and they all practiced the formula: debes/deberías, tienes que, debes.

2nd Activity: Role-play. In pairs and trios, they need to deal with certain unpleasant situations when sharing a flat: two roommates in a hurry at the same time in the bathroom, cleaning schedule, gossiping, and so on. I hand out cards with given roles and situations.

3rd Activity: Big Brother. (See pdf attached) I hand out cards with profiles and descriptions written on them. Each student will represent one housemates of Big Brother. Then each student is given a copy of the next page and finds out who he/she ́s going to be. Everybody introduces himself to the group. Students must decide who they ́re going to nominate according to the information provided in the table and any other details they may make up. Once they ‘ve taken a decision they will have to nominate one of their housemates face to face, giving their reasons and saying at least something positive about the nominee too. Nominees have the right to defend themselves. Once all the contestants have nominated someone, the votes are counted and the two most voted contestants try to persuade the audience not to vote to evict them.

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

The class was fun and coherent. The students engaged in the activities and act out.

 How could this class be improved/ modified?

I changed the order of the activities in this class and it worked better. The Big brother activity should be very directed.

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

2nd ACTIVITY:

FICHAS RECORTABLES:

 (Dos fichas. Tres personas).

Uno de vuestros compañer@s de piso últimamente no limpia cuando le toca. Vosotros habéis decidido tener una charla para decirle lo que pensáis. A es bastante duro, pero B intenta suavizar la situación.
Compartes piso con otros dos compañero@. Últimamente estás muy ocupad@ y no has limpiado mucho la casa. Tus compañer@s han decidido hablar contigo. Tú los entiendes, pero intentas excusarte diciéndoles lo ocupado que estás últimamente.

(Una ficha. Dos personas).

Tenéis que hacer la compra en el súper. Estáis l@s dos en la cocina viendo lo que tenéis y lo que tenéis que comprar.

(Dos fichas. Dos personas)

Acaba de llegar un corean@ al piso donde vives. Ve una cafetera italiana pero nunca había visto nada parecido. Tienes que explicarle para qué sirve y cómo funciona. Tendrás que ser un poco paciente porque casi no sabe español.
Acabas de llegar a un piso en España. Entras en la cocina y ves una cafetera italiana. Pero tú nunca has visto nada parecido en Corea (tu país). Le preguntas a un@ de tus nuev@s compañer@s. Tú no sabes casi nada de español, pero eres muy curios@ y le preguntas varias veces para entender bien todo lo que te dice.

(Dos fichas. Dos personas).

El/la chic@ de la habitación de al lado hace mucho ruido por la noche. Lleva un mes así y decides hablar con él/ella. Estás bastante nervios@ porque tienes que madrugar y casi todas las noches te quedas dormid@ muy tarde por los ruidos. Él/ella dice que no sabe de qué estás hablando. Pero tú insistes.
El/la chic@ de la habitación de al lado te dice que en tu cuarto hay mucho ruido por la noche. Él/ella tiene que madrugar y está bastante molesto. Tú te haces el suec@ y le dices que no son de tu cuarto, que no sabes de qué te habla. Él/ella insiste y tú te vas un poco enfadado, aunque sabes que sí son de tu cuarto.

(Dos fichas. Dos personas).

Vives en un piso con tres compañer@s más. En el edificio hay una vecina muy cotilla que viene con un pastel para vosotros, pero en realidad viene para que le cuentes la vida de los del piso y te hace muchas preguntas sobre la gente del piso: cuántos sois, qué estudiáis…
Hace poco han venido al piso de al lado un@s estudiantes. Tú, que eres muy cotilla, vas a su casa con un pastel y te encuentras con uno de ell@s. En realidad quieres saber de sus vidas y le haces muchas preguntas: cuántos sois, qué estudian…

(Una ficha. Tres personas).

Acabáis de llegar a un piso para compartirlo durante el nuevo curso. Una de las cosas más importantes que tenéis que hacer es organizar la limpieza de la casa. A es una persona muy activa y parece un poco marimandona. B siempre le lleva la contraria a A y C es una persona muy tranquila pero termina enfadándose porque no os ponéis de acuerdo.

(Dos fichas. Dos personas).

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a hacer un examen. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente a la facultad porque tienes un examen y no te da tiempo. Él/ella tiene que ir a trabajar. Si tú llegas tarde al examen no te dejarán entrar.

 

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a trabajar. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente porque tienes que ir a la oficina y no te da tiempo. Él/ella tiene que se tiene que ir a hacer un examen. Tu jefe es muy estricto con el horario.

(Tres fichas. Tres personas).

Vives con otros dos compañer@s de piso. Este fin de semana es tu cumpleaños y quieres hacer una fiesta en el piso. Es un día muy especial para ti y quieres hacer esa fiesta de todas formas. Además, ya has invitado a unas veinte personas. Se lo comunicas a tus compañer@s. Habrá problemas y te propondrán otros días alternativos para hacer la fiesta, pero tú intentarás celebrar tu cumpleaños cuando lo habías decidido.
Un@ de vuestr@s compañeros de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumple. Tú no quieres que haga la fiesta de ninguna manera porque el lunes tienes un examen muy importante. Así que intentarás evitarla. Te pones muy, muy nervios@.
Uno de vuestr@s compañer@s de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumpleaños. A ti no te importa demasiado, pero a tu otro compañero sí (sois tres) porque tiene un examen muy importante el lunes siguiente. Al principio intentas que se haga la fiesta, pero luego te das cuenta de que tu compañer@ que tiene el examen tiene razón e intentas que la fiesta no se haga. Propones tros días alternativos para hacerlas.

(Dos fichas. Dos personas).

Son las nueve de la mañana. Tocan al timbre del piso y abres. Es la madre de uno de tus compañer@s de piso que ahora mismo no está en casa. La madre entra y tú no sabes qué hacer, así que te sientas con ella en la sala. Ella te hace muchas preguntas (algunas muy personales) sobre su hij@ y tú contestas. Pero a esas horas no te apetece nada hablar. Además, sabes que su hij@ lleva en secreto algunas cosas de su vida. Le terminas diciendo que tienes algo que hacer para escapar de la situación.
Llegas al piso de tu hij@. Te abre un@ de sus compañer@s porque él / ella no está. Pasa, te sientas en la sala y empiezas a preguntarle a su compañer@ cosas (algunas muy personales) sobre tu hij@: si come bien, si tiene novi@, si estudia mucho… Además, tú sospechas de que tu hij@ te esconde algunas cosas.

 

(Dos fichas. Dos personas).

Estáis en época de exámenes y últimamente no limpiáis mucho la casa, o sea, que está hecha una pocilga. Tus compañer@s de piso han salido y llega la casera. Se enfada muchísimo contigo porque tenéis todo sucio. Tú le dices que estáis de exámenes y que no tenéis mucho tiempo para limpiar. Pero ella está muy furiosa, así que terminas enfadándote tú también por su incomprensión.
Eres la casera de un piso de estudiantes. Vas a ver qué tal van las cosas por el piso y te lo encuentras todo muy sucio. Está en casa un@ de l@s chic@s y te enfadas con él /ella. Se intenta excusar, pero a ti no te calma nada de lo que te dice y te pones muy furiosa. Amenaza con echarl@s de la casa.

big brother

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

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

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

ES F11 INT/ADV Looking for house/housemate

Language and Section: Spanish advanced 01

 lessonplan_housemates

Date:  15.November.2011

 

Class theme/topics discussed: Looking for a housemate

 Goal of the class: Give students some useful vocabulary about housing

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

**They were 5 so 3 were looking for house and 2 were looking for a new housemate.

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

Handouts

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

They enjoyed both the interview and the discussion after it. However they didn’t understand at first what they were supposed to do with the patterns for the interviews that I gave them. I told them they could be themselves during the roleplay or make up a character. Some of them started writing down the answers instead of just thinking about their character and what they were going to say.

Also it would have been better if they had been even numbers since this way they could’ve had interviews with everyone two-to-two.

How could this class be improved/ modified?

Instead of giving them some patterns to answer when they were looking for a housemate I could have told them to make them up and have real interviews with their classmates

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

DE F11 ADV Roommates

Language and Section: German advanced

Date: Nov 15th, 2011

Class theme/topics discussed: Roommates

Goal of the class: vocabulary and general things about finding a place to live and a roommate

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

I had 3 pairs of students who were looking for a roommate and 3 people who were looking for a room. The pairs had to think about questions they want to ask to the people who want to become their roommates. The people who are looking for a room have to think of questions they want to ask the people who live there.

Then we had roommate interviews. At the end I asked who wants to have whom as a roommate and who would like to live where.

Writing on the board

Form for the students who had a room for rent

Form for the students who were looking for a room

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

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

Worked very well

How could this class be improved/ modified?

IMPORTANT TIPS:

  • You should have as many groups looking for a roommate as people looking for a room
  • Works better for bigger classes

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

JP S11 ADV Project, Making thank you cards

Class theme/topics discussed:

1. Edit the project
Two of my students edited the video for the project. Today was the final editing.

2. Shopping trip to the Village and make a thank you card
Other students always do different stuff while two of them were editing.
To buy “thank you card” and chocolates for the bake sale, I took students to the village and then let them to write a nice message to professors of Japanese who helped the bake sale.

How did you pick this theme or topic?
Editing was needed for the project.
My students asked me to go to village to buy cards and chocolates so that they want to say thanks to prof. Miyake and Prof. Udagawa.

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

How did students react?
Students loved to write a message. So sweet!!
Editors just focused on editing the video and its music.

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

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

Please attach a copy.
N/A

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

Why or why not?
Editing is needed for the project.
Making a message card is important to keep good relationship. However, students do not learn the specific expressions for cards in the class. It is great oppotunity for them to learn expressions through making a thank you cards.

DE S11 INT Pets

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 1st Feb 2011

Class theme/topics discussed:
Tiere (Animals)

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I played a memory game with my students. I first put all the cards on the table and they had to match the pictures with the names. After that we started to play memory, but did not finish. Also we discussed some sounds that animals make.

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.)
Memory game cards.

Would you recommend this activity for a future class?
Yes

Why or why not?
Students learned the words while enjoying the game.

JP S10 ADV Make a decision about your life

Class theme/topics discussed:
Video-ライフカード『マドンナ編』-冒険・友情・封印
あなたならどうしますか?

How did you pick this theme or topic?
I thought it was good practice for new vocabs, for explaining their opinion for video, for listening practice.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
・ライフカード『マドンナ編』のYoutubeを見せる。
・三枚のカードのVocabの導入(ask the students how to read and meaning, if they don’t know, guess the meaning from the video, then I introduce how to read and meanings)
・意味と読み方が分かったところで、ビデオと同様にカードを選ばせる。『もし、自分がこの状況だったらどうしますか?』
・どうしてそのカードを選んだのか理由を述べあう
・『冒険・友情・封印』のビデオを見せる(まず一通りビデオを見せ、わかったかどうか確認。もう一度内容を確認しながらビデオを見せる)

How did students react?
They reacted well. ストーリー性のある内容のビデオなので、学生はビデオに見入っていた。内容は少し難しかったようだが、お互いにDiscussすることで内容を見出していったようだ。

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
ライフカード―http://www.youtube.com/watch?v=dlTmW1kIQco&feature=related

冒険―http://www.youtube.com/watch?v=LBMZ574zOTw&feature=related
封印―http://www.youtube.com/watch?v=L9WYVPCH3pk&feature=related
友情―http://www.youtube.com/watch?v=O5k9BBP412g&feature=related

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

Why or why not?
Because they talked and laughed a lot. しかし、Videoの内容が少し学生にとってややこしいストーリーだったのか(特に『友情編』)途中でだまりこくってしまった。

FR S10 ADV – roommates

Roommates

How did you pick this theme or topic?

I thought it was a good topic to make them talk and interact

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

Interviews in pairs
General discussion
Role play

How did students react?

Very well, they had a lot to say.

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.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes!!

Advanced 4/22

1. Entretien about colocataires – 10 min

2. General discussion – 10 min

3. Game – 40 min

Description :

1. Leur expliquer qu’ils vont accueillir un colocataire, pendant un an, à choisir parmi leurs camarades de classe.
2. Leur faire preparer un questionnaire type (10 questions maximum pour les élémentaires) qu’ils utiliseront pour chaque participant.
3. Expliquer les règles du jeu : les élèves s’assoient deux par deux et face à face à des tables espacées si possible. Chaque « couple » ainsi formé dispose de 5 minutes (en fonction du niveau et du nombre de questions) pour s’interroger mutuellement et prendre des notes.
4. Toutes les cinq minutes, chaque élève change de partenaire jusqu’à ce qu’il ait interrogé tous les autres participants.
5. Laisser quelques minutes de réflexion puis demander à chacun de révéler son choix en lui demandant de se justifier (expression simple de la cause et de la conséquence pour les niveaux les plus faibles).

ES S10 INT/ADV Living on Campus in Spain

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/18/2010

Class theme/topics discussed:
Living in Spain

How did you pick this theme or topic?
We talked about roommates before, so I decided to continue talking about housing in Spain and problems with the roommates.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started talking about finding an apartment in Spain, and then did a role play of possible problems that may arise from living with other people.

How did students react?
They liked it very much and they came up with great stories!

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

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

Please attach a copy.

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

Why or why not?
Yes, they liked it very much and they learned lots of new vocabulary.
18th Class INT

ES S10 INT/ADV Roommates

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 03/09/2010

Class theme/topics discussed:
Roommates

How did you pick this theme or topic?
I continued talking about youth, so this topic was next.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started playing a little bit of Mafia as a warm up before moving to the role play.
I asked them to tell me who was their best or worst roommate and they loved it! They were all eager to talk, all of them had funny stories and in the end we couldn’t do the last activity because of lack of time.

How did students react?
They loved talking about their roommates, and also liked to hear how it works in Spanish speaking countries, since many of them would like to study abroad.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
None.

Please attach a copy.

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

Why or why not?
They like talking about something that concerns them and had a great time.

15th Class INT

FR S10 ADV – relationships

Relationships

How did you pick this theme or topic?

Valentine’s Day was over but relationships are a topic that usually interest students and that involves a lot of speech. Various activities are possible.

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

Handouts they had to use to ask each other questions
General discussions

How did students react?

They reacted very well. They asked a lot of questions to each other and were curious to know more about everyone’s life and stories related to the topic of relationships.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to interview their partner, and they also engaged with me because they were also curious to know more about my opinions and my personal life (haha).

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

Handouts

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 was very productive, and I think they truly enjoyed talking about this topic.

Advanced 02/16

1. Pairs – interviews – 30 min
→ interview each other for 15 minutes

2. General discussion -30 min

DE F09 ADV Men-Women

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 3. November 2009

Class theme/topics discussed: Typisch Mann und typisch Frau

How did you pick this theme or topic? I did this with my German 33 class and they really liked the topic. So I thought my other students might like it as well.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked my students about stereotypes of men and women. We made a list and they drew a cluster. Afterwards we read a text about men and women (“Wer putzt und wer verdient das Geld?”). I asked my students about their opinion on this and we had a very interesting talk. Afterwards, I told my students to have a discussion. One of them was supposed to be in favor of traditional roles and the other one in favor of a modern view.

How did students react?
The students were very interested and were eager to share their opinions.

Did they engage with each other and you?
Yes, they talked a lot. We had a very interesting and lively discussion.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Whiteboard
Text (“Wer putzt und wer verdient das Geld?”)

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The students liked the topic and it stimulated a great discussion. It might have been more interesting though, if we could have heard a man’s point of view (both my students are female).

 

ES F09 INT/ADV Personal Relations Pets

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/10/2009

Class theme/topics discussed:
Relation between animals and people.

How did you pick this theme or topic?
Since I decided to put two short movies this week, I thought that this activity from the previous LR would be great for today, of course, with some changes to adjust it to this particular class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Making use of a powerpoint I introduced the topic and made them answer some questions about their pets and the relation with animals. We talked about the use of the past in stories.
Later, they needed to write a story in little groups about what they thought was happening in the images and compare it with the original.

How did students react?
They liked the audiovisual material and really liked the idea of making a story out of that. Some of them were really shy but they liked working in groups. They made great stories and with only a few mistakes.

Did they engage with each other and you?
Yes, they did. They feel more comfortable when working in small groups.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Powerpoint, list of vocabulary and short movie (Ana y Manuel).

Please attach a copy.
See next page.

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

Why or why not?
They enjoyed the topic. Also, everybody has or had a pet and they liked talking about them. They participated a lot.

4th Class INT
4th Class voc
4th Class

ES F09 INT/ADV Personal Relations

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/03/2009

Class theme/topics discussed:
Introductions use of “Tu” and “Usted”.

How did you pick this theme or topic?
Even though this was the second lesson, the best thing was to start with a game about them so that they would feel more comfortable to talk to each other. For the second part of the class I decided to focus on the use of formal and informal speech.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made a little introduction and presented the game we were going to play.
Game: They needed to stand up and look among their partners and me for somebody who had done some of the things listed in the grid. They needed to ask questions and be able to answer them as well.
After that I made clear how they had been using the informal way and we talked about the situations in which one should use formal speech. Then I paired them and gave them the role plays they were going to perform and 5 minutes to think about what they were going to say.

How did students react?
They really liked both games. They were really happy not being just sit and everybody loved asking questions to the other. They also liked the second game because they had to make up stories to try and convinced the other person. They knew how to use the formal and the informal way, but they way of solving out the problems was the funniest thing of all.

Did they engage with each other and you?
Yes, a lot. In the first game everybody talked to everybody and in the second the pairs worked really good.

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

Please attach a copy.
See next page.

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

Why or why not?
It was a very funny game that they liked. They also learnt each other names. The second game was also funny and even though they knew how to use formal and informal speech, it was very funny to listen to their stories, and they laughed a lot.

2nd Class INT

2nd Class IB

ROLE-PLAY CARDS

Estudiante A: Tienes 60 años, eres fumador convencido y empiezas a tener problemas serios de garganta, pero no crees que se deba al tabaco.

Estudiante B: Tienes 30 años y eres médico. Sabes que la garganta de A empeorará si sigue fumando.

B y A no se conocen. Se presentan. A continuación B debe explicar a A por qué el tabaco es malo para su salud y convencerlo de que debe dejar de fumar.

Estudiante A: tienes 18 años y eres estudiante universitario. Necesitas hablar con tu profesor para justificar una futura ausencia.

Estudiante B: Tienes 27 años y eres profesor universitario. Eres una persona muy estricta y formal.

B no recuerda el nombre de A. Se presentan. A debe negociar con B para intentar que éste no le tenga en cuenta la ausencia de clase.

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Estudiante A: Tienes 20 años y trabajas en una tienda los fines de semana, pero este sábado no puedes trabajar porque tienes un compromiso personal.

Estudiante B: Tienes 25 años y trabajas en la misma tienda de lunes a viernes. Tienes un viaje reservado para este fin de semana.

A y B se conocen. Se saludan al comenzar el día. A debe convencer a B de que necesita su ayuda para cubrir su puesto el sábado.

Estudiante A: tienes 40 años y eres abogada/o. Necesitas la ayuda de tu secretaria/o para ayudarte a gestionar unos papeles. La gestión llevará una hora.

Estudiante B: Tienes 50 años y trabajas para A. Dentro de 5 minutos termina tu jornada de trabajo.

A y B se saludan. A debe intentar que B le ayude. B no esta contento con el incumplimiento de su horario.

Estudiante A: tienes 18 años y estudias la Segunda Guerra Mundial.

Estudiante B: tienes 88 años, serviste en la Segunda Guerra Mundial y nunca hablas del tema.

A no conoce a B. Se presenta y trata de averiguar la experiencia personal de B en la guerra. Al anciano B no le gusta hablar del tema.

A y B son amigos, y tienen la misma edad. Hace un mes que no se ven. Se saludan. A pide ayuda a B para ayudarle con sus deberes. B tiene prisa. A intenta convencer a B.

FR S08 ADV – game and friendship

Game “salade de fruits”
I had planned to talk about “friendship” but before hand to introduce a few French cultural things like talking with gestures…

How did you pick this theme or topic?
I wanted to do something “cultural”, and friendship is an interesting topic.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Game: I asked them for names of fruits. ( occasion to refresh it) then I chose 3 and assigned them to the students going around the room. (e.g: apple, pear, banana, apple, pear, banana…) Then one person was in the middle of the circle of students without the name of a fruit. That person calls the name of a fruit, or several names, and all the people in the circle who have that name have to move around and find another spot. The purpose is to get a spot. There is always someone in the middle.
I did not get to do what I had planned because they asked me a lot of questions about cultural differences. The whole class was a big discussion.

How did students react?
They initiated it

Did they engage with each other and you?
YES

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

Please attach a copy.

Would you recommend this activity for a future class?
yes

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