an archive of lesson plans

Tag: Stereotypes (Page 1 of 2)

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

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

Warm-up : 10/15 minutes

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


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

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

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

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

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

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

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

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


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

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


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

Quelles sont les habitudes / les comportements typiquement français ?

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

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

2- I’m drunk

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

4- ça m’énerve!

5- et toc! / dans ta face

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

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

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

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

Ressources used: Powerpoint, Youtube videos, images

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

DE F22 INT Stereotypes

Goals of the ClassKnow stereotypes and describe them with adjectives. Form opinions about them and be able to explain them
Warm UpCity land river game
Activity 1Video about German stereotypes with subtitles. The text of the video was printed, and the most important adjectives underlined. Input on the descriptive features – adjectives of the video. I – You – We (Think – Pair – Share) What can you see on the picture? Describe what the picture has to do with Germany?
Activity 2What is your experience with stereotypes? What do you think about them? True often/ True sometimes/ Not true at all?
Activity 3What stereotypes are there about the 5Cs 😀 Which ones about other countries?Do you know any stereotypes from TV? NerdsCheerleaders egos?Athletes? What are these stereotypes like? Find adjectives to describe these stereotypes Think of a stereotype Act out the stereotype
What worked well in this class? What did not work (and how could it be improved)?  The topic of stereotypes was very well received by the class. Since many students in this class come from different countries, it was very interesting conversations about possible stereotypes. The warmup game also went very well, in which the students had to find a city, a land, a river, a food and a brand for a certain letter. Stereotypes is an interesting topic for multicultural classes.

JP S22 INT/ADV: People from Kinki region, stereotype ステレオタイプ、近畿地方のおもろい人々

Day and Date: 13th week (11th April 2022) 

Language and Level (intermediate or advanced class):  Intermediate

Class theme/topics discussed: Characteristics of people from Kinki Region, Personality, Intro to Religions in Japan

Goal of the class: To be able to describe personalities, to comprehend basic ideas of modern Japanese perspectives on Religion

How did you structure the class?

11th April 2022

( )


            Talk about Kinki region in Japan. (West center Japan)

            Proverbs, various expressions

            Characteristics of Kinki region

            Personality, stereotypes of people from different prefectures in Kinki region

            Talk about ones’ personality, character

            Introduce one favourite character from Anime, manga, sitcom, etc.



JP SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

  1. Language Table Reminder (5 min) 
  1. Study Break date? (1 min) 
  1. Good News? (10 min) 
  1. Asian Stereotypes (45 min) 
    1. What kind of Stereotypes exist towards Asians and Half Japanese?  ? 
    2. Have you had such experiences?  
    3. High school experiences? students hang based on race? 
    4. What is stereotype?
    5. Why does this happen? 
    6. Internalized racism in Japanese people?
    7. Why do we need to talk about?  
    8. What stereotype do we have?
    9. What can we do for that? 
  2. Asian history and now
    1. Idea of model minority  
    2. At the same time no matter how hard we work, there are hate crimes against us 
    3. Hate crime against Asians over covid 
  3. Japanese history 

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


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


  • Today’s topic was complicated and not easy to talk about. So I was wondering how long this was going to last. But students shared a lot of experiences and thoughts around the topic.  
  • We are all Asians in this class. I believe that this fact helped them to talk more honestly and share their own personal stories.  
  • I appreciate their honesty and effort to discuss the complicated and sensitive issues. And they had a lot of ideas, thoughts, and experiences related to it.  
  • They said that the more they think the more difficult and complicated the issue looks, but they said that such complexity shouldn’t discourage them to keep talking about it.  
  • There are a little more silent this time as they needed to think and find a way to say in Japanese. At the same time, things that they said were a lot longer and more complicated than other classes.  


  • We talked about stereotypes. This turned into a little different topic from the 11.1 class. Students in the 11.1 class are all Asian Americans who live in the USA. Students in this class are half Japanese and lived in Japan. Experiences around stereotypes created the topic around “why do Japanese people think about us that way?” 
  • They also witnessed Japanese people’s reaction to their white fathers and had some thoughts around that.  
  • They also think about their Korean friends and Japanese people, and how different their attitudes towards their own cultures. 

How could this class be improved/ modified? 

  • Depending on students’ awareness on the topic, some introductory video or a good ice breaker might be helpful. This particular group of students have some awareness already, and all are Asians. This situation might have made it easier to discuss the topic.  
  • I also shared some of my own experiences for a few times, which helped them encourage them to share their stories and related ideas.  
  • It was interesting to hear what they say about the topic. They have a lot to talk about. It is possible to spend multiple classes for this topic.
  • Also it would be interesting to spend another hour to think about Japanese culture as national culture and more regional cultures, such as Kyoto culture, Osaka culture. Some peole think that their culture is Japanese culture. Some Japanese people think their culture is their regional culture (Tokyo, Kyoto, Osaka, Tohoku, Okinawa, etc.) instead of general Japanese culture

DE F20 INT/ADV – Christmas Escape Room

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/24/2020

Language and Level (intermediate or advanced class): Intermediante/Advanced

Class theme/topics discussed: Christmas & the holidays

Goal of the class: Learning about German customs and escaping Krampus’ mine

How did you structure the class?

A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)

B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.

It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.

C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.

D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie (this is my own production, but available publicly). Find traditions and words we talked about in the movie.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference

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

The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!

How could this class be improved/ modified?

I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.

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.

Virtual Handout in target language (Password: GERMAN)

Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.

DE F20 INT/ADV – Octoberfest

Language Resident/Assistant Name: Eva Saunders

Day and Date: 10/1/2020

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

Class theme/topics discussed: Oktoberfest

Goal of the class: Know how to order foods and drinks & how to give compliments/small talk

How did you structure the class?

A) Warm-Up:  Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)

*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)

Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)

B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.

Fun Examples: – Watch “Bavarian Line Dance”

C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference

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

The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.

How could this class be improved/ modified?

Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.

For the wordsearch, you can make your own here:

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.

Virtual Handout in target language (Password: GERMAN)




JP F20 INT/ADV: Naomi Osaka

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday September 16, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Naomi Osaka  

Goal of the class:  

  • What Naomi Osaka did, and how the story was told.  
  • Think about racism and BLM movement, think about them in Japanese context, and express ideas in Japanese 

How did you structure the class?  

  1. Good news? (5min) *We share positive stories at the beginning of each class.
  1. Ask about some Japanese news they know (5min)  
  1. Listen to the news (10 min)  
    2. Check the basics of the news (Who she is, what she did, her action of wearing masks etc.) 
  1. Breakout room (30 mim) 
    1. What do you think about her action of wearing masks during the US Open? 
    2. Lots of Japanese people believe that top athletes like her shouldn’t talk about any political or controversial issues. What do you think about it? 
    3. For so long time, for Japanese people, “Japanese people” mean people who look like Japanese, speak Japanese, live in japan for entire their life, and have both Japanese parents. Now things are changing. The Japanese society needs to adjust to multi-cultural, multi-racial, multi-everything reality. As a person who lives in USA, what would you like to suggest, advise, or teach Japanese people about living in a diverse community? 
  1. Main room (10 min) 
    1. Share ideas regarding the last question (4.c) 

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

Class agreement, breakup rooms 

Zoom, Breakout room, chat section, news web site 

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

  • Listening to Japanese news stories (created specifically for children and non-Japanese native people) seemed to be a little difficult, but they got a basics about the story (I believe the photos helped too.) 
  • Students had so much to say about this topic.  They had thoughts and ideas. They sometimes struggled to express it in Japanese. But I felt their willingness to challenge themselves and share their thoughts in Japanese. I think this is great. 
  • I had another news story to discuss as I thought that one topic wouldn’t cover the whole hour. I was wrong. Students had a lot to think and share.
  • I tried to reflect some reality of Japanese society. Also, I tried to have them think about it in relation to their reality in the USA. I received a lot of great points about question 4.c. One said that the USA has lots of issues itself and that it is difficult to provide any advice. This is understandable, too. 
  • I wasn’t sure how students would react to this topic, but they were very serious, and I can tell that this is not a new topic for them. They have been thinking about this issue for a while.  


  • Even before we start first discussion about Naomi Osaka, students had a lot of questions about Japanese society, such as how Japanese people understand things like BLM, whether there is racism in Japan and if so what kind, how Japanese people think about being different, whether and how people talk about politics, about the media’s political stance, how people learn about the USA. We had a good discussion. 

How could this class be improved/ modified? 

  • Providing a basic key terms in Japanese at the beginning of the class might have helped. But at the same time, if I did it, that’s going to frame how and what they are going to think. So probably, just start free flowing, and help them when they ask about certain words.  
  • I see that the advanced class can learn and discuss a lot about Japan’s social and political issues as well as cultural things. I appreciate their curiosity.  

F20 Online: Movies

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):


Class theme/topics discussed:


How did you structure the class?

Activity 1 – Talking about a specific movie (that you’ve asked your students to watch for the class)

  • While watching a movie, students should write down (in a shared Google Document) 10 words/phrases that they did not know, and that they want to use. Students should also write down an English translation for these words.
  • Each student needs to give 3 words that come to their mind when they think about the movie
  • They then need to explain their choices
  • Give 4 reasons to go and see the movie+ 1 reason not to (or the contrary).
  • Discussion about the themes used in the movie.

Activity 2 – General discussion about movies

  • What’s your favorite movie of all time?
  • What movie could you watch 50 times?
  • What’s the worst movie you’ve ever seen?
  • What’s a movie you like even if everyone else hates it/you hate even if everyone else loves it?
  • If you could be the villain in any movie, who would you be and why?
  • If someone was to make a movie about your life, what would you like to see in it? What genre would it be? Name 3 things you’d like to be included in it?

Activity 3 – Getting to know French movies

  • Brainstorm about movie genres and characteristics
  • Show students trailers/posters of movies and ask them to guess with what synopsis and/or genre they match. Either create a poll, put students in breakout rooms or create a kahoot.
  • In pairs, the students are given the poster of a French movie and have to determine the genre and imagine the scenario of the movie. 
  • They then present the movie to the rest of the class: they first describe the poster, then  explain what they think the movie is going to be about.

Activity 4 – Jury at an Award

  • Variant #1: Students have to choose: meilleur film, meilleur acteur, meilleure actrice, meilleure musique de film, meilleurs decors, meilleurs costumes, meilleurs effets visuels/speciaux and to justify their decisions.
  • Variant #2 (cf Blanca): Students become part of the jury of the awards. After seeing part of the trailers of those films, they have to vote for the best film, best music and best animation (sharing their personal preferences and professional aspects that they can notice). 
  • Variant #3: Students watch a series of short films/animations that an LR chose for the class. All short films can be about one theme, or completely random. After watching them, students work in pairs and decide, which are their top 3 (they should come up with arguments). Then students present their choice to the class and try to prove that their top 3 was the best choice. 

Activity 5 – Creating your own movie

  • In pairs, students have to come up with a plot for a new movie. They are asked to choose random numbers that correspond to specific constraints they will have to put in their movies (genre/objects etc). They have to write on a shared google docs where they can find guidelines.
  • Potential variant (cf Blanca): Students become directors and potential leading actors and actresses. That is, each “director” interviews different potential actors in order to hire the most suitable one for a specific genre that will be randomly assigned. The directors will make questions that are important for them in order to hire an actor suitable for that film genre and the actors invent a personality that would be suitable for that genre as well. Once the interactions finish, the directors share the names of the hired actors and actresses and see if the assigned genres matched or not. 

Activity 6 – Turning it French

In pairs, ask students to choose a famous movie and imagine a French version/parody of it. When and where would it take place? Who would be the characters? Would the story change? Share a common google doc to allow them to write their thoughts and see how the others are going + give them guidelines (original movie/French version columns for instance)

Activity 7 [It was a great class about stereotypes!]

  1. Students should finish two sentences:

He was a true Russian/French/X, but he never…

She was a true Russian/French/X, but she never…

This frame helps to understand what stereotypes students have about ‘true Russians/Xs’, men and women (e.g., He was a true Russian, but he never drank vodka -> “drinking vodka” is an attribute of a stereotypical Russian person.

2. All the results from the previous activity should be written on a whiteboard. Then we talk about why and from where the students have such images of Russians/France/X.

3. In groups of 3-4, students should come up with their own movie script (maybe in a specific genre). The movie should be Hollywood-like and about a (stereo)typical Russian/X person as a protagonist. The teams should come up with an idea, a movie title, and a plot summary. If there is time, students should also draw a poster with all the information about the team and present it on a ‘festival’ to their colleagues.     

4. Conclusion and a follow-up discussion.

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

Zoom, Youtube

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

How could this class be improved/ modified?

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.
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.
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.

RU F14 INT/ADV Russian habits and Intsrumental case

Conversation Class Lesson Summary

 Language and Section: Russian Intermediate 11

Date: November 17, 2014

Class theme/topics discussed:

Russian habits, instrumental case 

Goal of the class:

Talk about Russian habits most Americans would find weird, revise and practice the instrumental case

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

Activity 1 Warm-up – Video – 3 minutes

“My address is not a house or a street, my address is the Soviet Union” – popular song from 1973 by “Samotsvety” band

Activity 2 – Russian habits – 20 minutes

Tanya Denisova wrote an article for Buzzfeed called “16 things Russians do that Americans would find weird”.

Not only did it go viral in the English-speaking world, it’s also been recently translated into Russian, with interesting modifications.

Each students gets a copy of HANDOUT 1 (a modified version of the Russian translation, with difficult words glossed). Each student gets one or two circled in their handout to cover (they’re circled). We look at the English original on the screen and find Russian equivalents in the HANDOUT. Whoever has the point circled reads it out loud and we discuss.

We also pay attention to cases – there is a lot of instrumental we are going to discuss later in the class.

Activity 3 Revision – Instrumental Case – 10 minutes

I explain the Cases Review Sheet everyone got during their individual feedback session and we review the main verbs and prepositions used with the instrumental case.

Activity 4 – Instrumental Case pair work – 15 minutes

They practice the instrumental case using HANDOUT 2 – asking each other funny questions in the handout.

Activity 4 – Instrumental Case exercise – 5 minutes

They practice the instrumental case using Case Review Handout Instrumental (see pdf attached), exercise 55.

 Activity 5Wrap-up Video: Dance revolution – 7 minutes

Video from a popular Russian talk show “Vecherny Urgant” – two contestants have to guess to which music the other person is dancing. It has a lot of revolutionary references, because this show is from November, 7, the day that used to be celebrated in Russia as the Day of the Great October Revolution.

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

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

The class went exceptionally well! While I will still rely on pair work mostly with this group, it was very good to have a general discussion in which everyone was engaged (everyone had to look for the point discussed in their handout). The article is funny and informative – a lot of culture and useful expressions. Students in this group really appreciate handouts, especially with difficult vocabulary glossed. Pair work worked very well as usual. The students also really liked the video, it’s a good idea to watch short things like that on their level, not too overwhelmingly verbal, very funny, with language that is very repetitive and that they can understand. The students asked to review grammar, so I am going to include grammar in the remaining lessons this semester. Also, they wanted to talk about themselves more, and Activity 4 addressed that.

How could this class be improved/ modified? 

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


PDF INSTRUMENTAL EXERCISES Instrumental Review Exercises




  1. Наряжаться (dress up) перед походом в магазин.

Мы любим хорошо выглядеть (look good). Спортивные штаны и старая зеленая футболка —

не вариант (not an option) даже для обычного похода в магазин. А вот симпатичное платье и каблуки (heels)— идеальный наряд (attire) для прогулки. И это прекрасно.


  1. Присесть на минуту перед поездкой.

Когда чемоданы уже собраны, мы обычно делаем паузу, чтобы спокойно посидеть минуту —

присядем на дорожку”.


  1. Говорить длинные и сложные тосты.

Только самый ленивый (lazy) русский человек скажет простой тост «За здоровье!»/ «Ну, будьте здоровы!» / «Будем здоровы!» Серьезно. Мы всегда готовы услышать длинные анекдоты и пожелания. Потому что нам есть что сказать.


  1. Всегда и везде рассказывать анекдоты.

Мы можем начать рассказывать историю и в середине воскликнуть (exclaim): «О, это как в том анекдоте!» И обязательно вспомним его. Ведь мы любим посмеяться (laugh a little, imperfective).


  1. “Поздравлять” “с лёгким паром” ПОСЛЕ душа или сауны.

Хотя по правилам нужно желать друг другу легкого пара до бани, мы говорим «С лёгким паром!» исключительно после бани или душа.


  1. Отвечать честно (honestly) и в деталях на вопрос, как дела.

«Как дела?» У иностранцев этот вопрос не обязательно значит, что человеку действительно ужасно интересно, как у вас дела. На этот вопрос принятно отвечать «Хорошо, спасибо!» А у нас всё не так! Если уж нашего человека спросили, как у него дела, значит, нужно ответить по-настоящему (real) и полно (full).


  1. Не улыбаться незнакомым людям.

Мы не улыбаемся людям, с которыми просто случайно встретились глазами на улице. Улыбки у нас искренние (sincere) — для друзей, родных и любимых. Чтобы улыбнуться, нужен хороший повод (excuse)!


  1. Праздновать Новый год гораздо больше, чем Рождество.

Ёлка — на Новый год. Подарки — на Новый год. Вечеринка – на Новый год. Новый год — главный зимний праздник. Рождество до сих пор отмечается гораздо меньшим количеством (quality) людей и гораздо скромнее (modest).


  1. Постоянно пересматривать и цитировать старые советские мультфильмы.

Мы часто и с большим удовольствием напеваем песенки и произносим фразы из советских мультфильмов, сохраняя интонацию и голос персонажей. Из иностранных мультиков кроме (besides) смеха дятла (дятел – woodpecker) Вуди и песни про Чипа и Дейла я вообще ничего не помню. А в наших старых добрых кино и мультфильмах смысла (sense) столько, что до конца жизни можно переосмысливать.


  1. Называть всех женщин «девушка».

Если мы хотим позвать официантку, мы кричим (shout): «Девушка!» Если обращаемся к 40-летней женщине, мы называем ее «девушка». Любая женщина, которую язык повернётся (tongue will turn, i.e. you’ll have the heart to) назвать девушкой, для нас — девушка. И все довольны!


  1. Садиться за стол поужинать и просиживать так часами до полуночи или дольше, постоянно разговаривая.

Когда мы компанией собираемся за ужином, мы садимся за стол, ужинаем и разговариваем. Затем мы просто разговариваем, потом еще едим и разговариваем, потом пьем чай и разговариваем, и, даже уходя домой, мы, стоя на пороге (threshold), еще некоторое время разговариваем. Мы любим поболтать (chat a little) и поесть. Особенно салаты с майонезом.


  1. Никогда не выкидывать (throw out) пакеты.

Серьезно, наверноe, в каждом доме есть пакет с пакетами. И ведь люди их действительно используют!


  1. Никогда не ходить в гости без подарка.

Это может быть тортик или вино к ужину, шоколад или цветы (их должно быть нечетное количество

[odd number]). На самом деле неважно, что именно дарить, главное — не приходить

«с пустыми руками» (empty-handed).






Каким американцем (или какой американкой) ты больше всего гордишься? Луисом Армстронгом, Нилом Армстронгом или Лэнсом Армстронгом?


C кем ты хочешь сфотографироваться в Голливуде? С Элвисом?


За чем ты обычно ходишь в Куп стор или в Хаб? За шоколадом? За соком? За чипсами? За вдохновением? (inspiration)



Чем ты занимался/занималась, когда был(а) маленький/маленькая? Спортом? Танцами? Музыкой? Керамикой? Астрономией? Верховой ездой? Ничегонеделанием и прокрастинацией?


Кем ты никогда и ни за что НЕ хочешь работать? Моделью? Президентом? Поваром? Медсестрой? Преподавателем? Экономистом? Юристом? Кинозвездой? В Старбаксе?


С чем ты любишь пить чай/кофе? С молоком?


CN S15 INT Stereotypes about China & Chinese

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Wednesday, April 8, 2015

Language and Level (intermediate or advanced class): Chinese Intermediate 011

Class theme/topics discussed:

Stereotypes about China & Chinese

Goal of the class:

  • To make students aware of some stereotypes about China and Chinese;
  • To help students develop a comprehensive and true understanding of China and Chinese;
  • To help students get a critical view of some issues and phenomena in China.

How did you structure the class?

  1. Introduce the word “stereotype” in simple Chinese to the students;
  2. Ask them to brainstorm some stereotypes about China and Chinese;
  3. Invite them to write down the stereotypes they hold (key words) on white board;
  4. Explain each stereotype they wrote and provide them with more information;
  5. Let the students fully understand different stereotypes that foreigners hold:

  1. Wrap up this topic.

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


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

Brainstorming worked well in this class, since the students were very active in coming to the front to write down the stereotypes they held on white board. Besides, they loved to understand those stereotypes through discussion with me (a native Chinese) after watching the videos.

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.

Some stereotypes about the Chinese:

  • Chinese people are only good at math and science;
  • Chinese restaurants serve cats and dogs;
  • Chinese people look alike/exactly the same;
  • Chinese women are inferior and subordinate to men;
  • Chinese people are not allowed to be Christians;
  • Chinese people are very quiet and introverted;
  • Chinese people can ride bicycles, but can’t drive;
  • Chinese people eat everything that moves;
  • Everything “made in China” is fake;
  • Chinese people know how to play Kung Fu;
  • All Chinese names are difficult to pronounce;
  • There are only two famous actors in China: Bruce Lee and Jackie Chan;
  • When you see an Asian on the street, he/she must be Chinese;
  • Chinese is the most difficult language in the world;
  • Cantonese is the official language of China;
  • Chinese people are traditional and conservative;
  • Chinese people think money can buy anything;
  • Many foreigners tend to think that Chinese people are brainwashed or mind-controlled by their government.

ES F14 INT In Grammar Subjuntive Mood 2

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/19/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood 2

Goal of the class: To integrate the use of subjunctive when talking about desires, advices and indirect speech.

How did you structure the class?

  1. Heads-up: Upcoming study break.
  2. Warm-up: The Chairs Game using the Subjuntive. One student say a sentence like “the students who have gone to Paris stand up and switch seats.” Then the next one in the middle make up another sentence and the rest obey, so different students stand up in the middle. E.i: Los estudiantes que hayan ido a París, que se levanten y se cambien de sitio.
  1. The milkmaid and her pail. Introducing the classic tale, I start the round by saying something like “when I’d have money, I will travel to Brazil.” The next one will continue the story saying something like “when I’d be in Brazil I will eat tapiocas” and so on. We do several rounds. We practice the subjunctive form and the simple future. E.i: Cuando tenga dinero, viajaré a Brasil.
  1. A bad day for the fortuneteller. Students work in pairs. One of them is the fortuneteller and the other one is the skeptical client. The fortuneteller will tell predictions using the future and the client will contradict them using the subjunctive form. E.i: Tendrás muchos hijos. (Future tense) – No creo que tenga muchos hijos porque no me gustan los niños. (Subjunctive form)
  1. Men vs. Women. I Split the class in men are women. They discuss about things they find annoying, irritating of the opposite sex using the subjunctive form. E.i: Me molesta que los chicos no usen desodorante. Me irrita que las chicas se echen demasiado perfume.

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

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

It was maybe quite repetitive but students revised the conjugation of verbs in the subjunctive form and fixed some structures. I had to participate in a couple of activities to lead the story/discussion and make it more dynamic.

How could this class be improved/ modified?

I had to work with half of the students. I guess the activities could have been more dynamic and engaging if all the students would have attended.

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.


FR F14 ADV French Geography

Conversation Class Lesson Summary

Language Resident Name:

Day and Date:
Thursday, November 13th

Language and Level (intermediate or advanced class):
French advanced

Class theme/topics discussed:
French Geography

Goal of the class:
– To check their knowledge of the French geography
– To teach them some fun facts about the French geography
– To talk about the stereotypes between the different regions of France

How did you structure the class?
I tell the class that we are going to do a little contest. I divide them in pairs (plus one group of 3)
After every test, a group corrects the work of another and counts the points. We do the correction orally and I add some cultural information or fun facts.

Test 1: I give them a blank map of France. They have to place and name the main mountains and rivers.

Test 2: Quiz; they must answer eight questions about the regions/cities/departments/geographical position of France in Europe.

Test 3: they have a blank map of the regions of France and a list of those regions. They must find where each region is located.

Test 4: Each group has a “map of stereotypes”. They have to prepare a short presentation of what are those stereotypes and guess where do they come from.
I also show them the trailer of “Bienvenue chez les Ch’tis” about the North/South stereotypes
To relax in the end, I show them a funny PowerPoint about the Google suggestions about the regions of France and all the stereotypes that it implies.

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

They all learnt about the French geography in previous classes (in high school, college) but forgot a lot. That was a good reminder. I am always surprised to see that they are confused between cities and regions. It was the occasion to clean things up.
It was also an opportunity to talk about the new law about the “découpage territorial”: France division will change from 22 to 13 regions soon.


Les cartes et leurs corrigés :

Les clichés français

Les Français selons Google

ADV Géo française

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.

– 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 ADV Stereotypes

Language Section: Spanish 13-2

Date: January 29th, 2013

Goal of the Class:

Developing conversation skills.

Defining what a stereotype is and the different ones around the world.


-Remember the students about the cultural event off campus in Olvera street.

Warm up

-Ask the students what a stereotype is.

-Brainstorm some stereotypes from Mexico, Spain and US.


-Show the students a picture of the PPT. of the Mexican colleges stereotypes

-Talk about other stereotypes and stereotypes of the Claremont colleges.

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

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

The class went very well and the students were very talkative and engaged telling about the different stereotypes they know of the Claremont colleges.


CN S13 ADV Chinese Americans

Date: April 30, 2013

Class theme/topics discussed:
Chinese American

Goal of the class:
To introduce Chinese American life to students
To talk about different concepts

Structure of the class (unless you attach your lesson plan below):
1 Boba Life song
2 Talk about ABC (American born Chinese) and some new words.
3 Discussion: how many Chinese students in your high school? What is the ratio? How about your hometown? Do you feel any culture difference? Do you know their parents?
4 Introduce Amy Tan’s book
5 Introduce Tiger Mom
6 Chinese American comedian- Joe Huang
7 Chinese American in China

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

What worked well in this class? What did not work?
Students talked a lot during the discussion part. I should let them talk more.
They are interested in this topic because there are so many Chinese American around us. They do experience the culture difference a lot.

How could this class be improved/ modified?

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

DE S13 ADV German dialects

German Advanced Conversation

Date: 01-29-2013

Class theme/topics discussed: Introductory small talk, Dialects

Goal of the class: Knowledge about the dialectal variety in Germany, Talk about and imitate sounds and patterns

Structure of the class:

–  The class was asked about their experiences with dialects in Germany

–  Dialect vs. accent

–  What dialects are there in Germany?

–  We focused on the following: Plattduetsch, Schwiitzerdiitsch, Bavarian, Saxon, and Swabian

– We watched a video about each dialect on youtube

– Students were asked to describe the sounds and think about possible problems for non-native and native speakers

– We repeated sounds and words not known in standard German

– Eventually focus on Bavarian

– We watched part of the show of a Bavarian comedian

– Students were asked to listen carefully and reproduce several concepts that the comedian explains in her show

– After that, students were given a paper with a dialogue in Bavarian.

– We read the text and students practiced the pronunciation by repeating

– Students were asked to act out the dialogue

– The teacher asked individual students questions in Bavarian and students answered respectively.

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

Paper, tv, internet, you tube

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

All worked extremely fine, students enjoyed themselves A LOT.

How could this class be improved/ modified?

CN F12 INT Numbers and daily life

Language and Section: Chinese Class—Intermediate Conversation (11)

Date: Sep. 11th, 2012

Class theme/topics discussed:
Numbers and daily life

Goal of the class:
People in China do like some special numbers and do not like some numbers. By talking about numbers, students will understand Chinese Culture.

Structure of the class :
1 Count from 1 to 10 using hand gestures and explain reasons (3 minutes)
2 Introduce games which are related to numbers, such as 24 Points, Sodoku, Skip 7. Explain rules of 24 Points and play games of 24 points. (25 minutes)
3 Practice numbers such as one hundred, one thousand, one million, one billion. Ask students some fact using numbers. For example, what is the population in America, China and India? What is the population in CA? (5 minutes). Teach students how to say percent, over, less than etc. in Chinese. Instructor will read some numbers then ask students to write down the numbers. (2 minutes)
4 To introduce some fact in China. For example, people spent 1 million for car license plate. People spent 2000 dollars for cellphone number. To ask students what is the reason for these facts. Explain lucky numbers and unlucky numbers. Talk about lucky or unlucky number in other countries. To learn website number slang, such as 520 which means I love you. (15 minutes)
5 Talk about Pomona College lucky number 47. What are the 47 things you should do before graduating? (5minutes)

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

What worked well in this class? What did not work?
Students are interested in Chinese people’s concept. So this is a good topic.
However, the students are not so involved in the class. Some of them are too shy.

How could this class be improved/ modified?
Use some kind of activities to encourage all students to talk.

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

ES F11 INT/ADV Stereotypes

Language and Section:  Intermediate Spanish 01


Date:  13.September.2011

Class theme/topics discussed: Stereotypes I

Goal of the class: Making students talk about stereotypes. These are very common nowadays so it is something familiar for students. At first we talked about stereotypes closer to them (school, university) and then we moved onto more general ones (social stereotypes, between men and women…).

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

We started up with a warm-up, Pictionary (vocabulary related to the previous class). After that we moved onto the stereotypes. They had to come up with as much stereotypes as possible for Spain and I would write them down on the board. Then we did the same with stereotypes for the US. Afterwards I showed them a video of some Spanish stereotypes and explained a little bit since they didn’t understand everything. We talked about other stereotypes, e.g. between men and women and also stereotypes of kids in school.

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

.ppt and a video from youtube.

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

I think they liked the fact that they had to come up with ideas to find stereotypes for Spain and the US. And they also liked to learn some “slang” vocabulary to define some characters in the school, e.g. “coqueta”, “ligón”, “empollón”, “bonachón”…

How could this class be improved/ modified?

I could’ve also had them working in pairs or little groups and discuss about some of the main stereotypes of Spain and the US.

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

CN S11 ADV Chinese people

Class theme/topics discussed:

What do you know about Chinese people?

How did you pick this theme or topic?

Inspired by a video addressing “Chinese from a foreigner’s eyes”, students work in groups find out what they are curious about Chinese and write up their questionnaire. In the later project, they will have a one hour long interview with 6 Chinese students from 5Cs.

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

How did students react?

Did they engage with each other and you?


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?


Why or why not?

It’s an interesting topic for students and also they learn a lot in making strictly grammatically correct sentence when they write up the questionnaire.

RU S11 ADV Urban Subcultures

Class theme/topics discussed:
Urban Subcultures

How did you pick this theme or topic?
n/a (topic related to the project that we are going to work on)

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

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Please attach a copy. Lesson 13_СУБКУЛЬТУРЫ

Would you recommend this activity for a future class?
Why or why not?
Allows students to enhance their vocabulary and teaches them to work with a more complex text.

Advanced Russian
Lesson 13
March 1, 2011

1. News of the day.
2. Warm-up:

Word СУБКУЛЬТУРА on the board. What does it mean (make them explain in Russian and give examples). Have they seen/met representatives of any subculture while in Russia?

3. Practice: each student gets an article about a popular urban subculture. Task: read the article (use a dictionary if needed), write down five words that you think your classmates should know, get ready to present this news to class.
+ each student is asked to pose a discussion question based on the article.

Students take turns to come up to the front, write their five words on the board and present their article. A short discussion on the suggested question follows each presentation.

JP S11 INT Gender Roles

Class theme/topics discussed:

1. Warm up Activity: Number in Your Life
-A student says a number which he/she likes and other students guess the reason why he/she likes.

2. Discussion Topic: Thinking about gender role
-filling in the blank of the article in group (Which occupation is mostly for women or men in general?)
-general discussion

How did you pick this theme or topic?
In the previous lesson, my students were wondering gender roles in the Anpanman video. So I just wanted students to think about this issue more deeply.

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

How did students react?
It was a kind of tough topics, but they tried to express what they thought in Japanese as much as possible. It was amazing!!

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
I used an article from Japanese text book.

Please attach a copy.

Would you recommend this activity for a future class?

Why or why not?

Connecting to the previous class was very useful for students to remember words for the topic. As for the warm up activity, they love to guess the meaning, which drove students to think about lots of questions in Japanese. It was successful!!

FR F10 ADV – stereotypes (5Cs, French and American, national)


How did you pick this theme or topic?

Stereotypes always work with students because they usually have many things to say.

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

Pair work
General discussion

How did students react?


Did they engage with each other and you?

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

Youtube video

Please attach a copy.

Would you recommend this activity for a future class?

Advanced 10/28

French and American stereotypes

1. Warm-up 5 min

1. Write the first thing that comes to your mind when someone says:
étudiant de Pomona / Pitzer / Scripps / CMC / HMC

2. Interviews in pairs
– What are the French stereotypes for them?
– What are the American stereotypes for them?
– Do you know other country stereotypes?

→ group discussion

⇒ Have you ever experienced stereotyping in France or abroad?

3. Youtube video

4. Game

Equipes de 3

– je lis les 10 stereotypes, l’equipe qui repond en premier gagne un point

– chacun doit ecrire une definition d’un stereotype sur un bout de papier, je les collecte tous, puis je lis les papiers et l’equipe qui repond en premier gagne un point.


Conversation Class
Lesson Plan


Date: 09/14/2010

Class theme/topics discussed:
Everyday life

How did you pick this theme or topic?
I found some very interesting videos on the internet called HBO Habla and I thought we could watch them in class and talk about the many and different topics the talk about.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We watched the videos and discussed after each one whatever he or she was talking about.

How did students react?
They liked the videos a lot and learned a lot of information that they didn’t know until that moment. Some topics were really interesting for them.

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

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

Please attach a copy.

Would you recommend this activity for a future class?

Why or why not?
They enjoyed the different topics a lot.

FR S10 INT – French stereotypes

French Stereotypes

How did you pick this theme or topic?

Stereotypes are always a good topic because usually students have a lot to say about them and are interested in knowing what the stereotypes of the Americans are.

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

Youtube video

How did students react?

They reacted well, but I was very surprised that they had not more stereotypes to associate to French people. They only had a few, and were not aware of most of the ones we saw in the video and talked about with the flashcards.

Did they engage with each other and you?

Yes. They engaged with me as they tried to think about stereotypes, as they had to summarize the video, and as they asked questions about whether or not the stereotypes were true/partly true/false.

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


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

Would you recommend this activity for a future class?
Yes, but it would be more fun if they knew more about the stereotypes.

Intermediate 03/02

1. Stereotypes – 10 min

French stereotypes they know?
⇒ On the white board, two columns, positive/negative

2. Youtube video

→ French stereotypes in movies

→ they need to write down all the stereotypes mentioned in the video

3. Brainstorming – 15 min

– What do they think? Do you agree?
– Writing them all (video + brainstorming) on the blackboard in the right column: POSITIVE OR NEGATIVE

4. Flashcards – 15 min

– Cards with pictures such as garlic, wine, cheese, bread, an accordion, a mime, a man with two women, people on strike, a bad driver, etc…
– Have to describe the cards to the other
– Find the stereotype associated with the card
– Then, they have to discuss it and put it in the right column: Vrai/Partiellement vrai/Faux

« Older posts

© 2024 Language Residents

Theme by Anders NorenUp ↑