Conversational A

Description
Did you know we’re all weird? - project

Objective:

Tell students they are going to do research on any country the select around the
world. As the title suggests, students are to highlight the most relevant, unusual,
not-common-to-us aspects of its culture. It is very important to clarify that it would
not mean that one culture is better or worse than another. Every presentation is
representing a certain culture and it must be treated with respect. Tell students that
their presentations show respect when they a) do a very good research on the
culture; b) understand the reasons behind their behaviour; c) they’re critical to
certain problems related to it.

Students can form groups of two or three. Each group is going to prepare a
presentation in which they show the audience the most relevant, unusual, not-
common-to-us aspect of the selected country. Each section might be no longer
than 10 or 15 minutes per group. The audience (in this case the rest of the
students in the class) is to participate at the end of each presentation, asking
question to the presenters. The presenters might also prepare extra activities (e.g.
questions about the details of the story) addressed to the audience.

The way each section is developed and presented is up to the creativity of students
and participants. The content, however, needs to have your approval before the
day of the presentation.

Stages: Did you know we’re all weird? project is divided into three parts. Each one
corresponds to an evaluation term.

 Stage 1 – Trends are cool!

Introduce the theme and the stages of the project the day the course begins.
That very same day, scheduled with students the dates for both the revision
and approval of the content to show, as well as the date for the actual
presentation. This might be crucial to how the project is developed. It allows
time to students to understand the whole project and think ahead.
In this stage, students are to present the first most relevant, unusual, not-
common-to-us aspect to the country they selected. To avoid repetitiveness
or countries too close to each other, you can tell them to select one country
per continent. As the name suggests, students have to highlight unusual
aspects based on trends. Remind students that each presentation might be
no longer than 10 minutes.

They have some categories to choose and work on:

o Arts
o History
o Literature
o Music
o Fashion
o Sports

Tell the groups they have the chance to select two categories from above:
one as the main category and the second one as a joker. It means that each
group will be highlighting the unusual aspect on trends of the country solely
on the main category. But they will also be representing another unusual
aspect - on second stage - based on the joker-category.

For instances, one of your groups selects Mexico and they chose the
following two categories: arts and fashion, main category and joker
respectively. While the group talks about Frida Kahlo’s eccentric life and
arts, the group use the joker-category - fashion in this case - to decorate
their presentation. So, they bring some costumes that represent Mexico’s
culture.

A general guideline to follow could be: Introduction: country, general facts,

why they selected it; Background: what trend they will be talking about,
origins, contribution or relevance to society, what makes it special or
different from us; Conclusion: what positive aspects Colombia can learn
from it; personal opinions.

Remind students that each presentation might be no longer than 10

minutes. Also remind students to be inventive when finding the way to keep
the audience engaged.
 Stage 2 – Weird is delicious!
You have already introduced the theme and the stages of the project.
Remind students the date for your revision and approval, as well as the one
for the presentation.

In this stage, students are to have the second presentation. As the title
suggests, the idea is to have a nice, comfortable and satisfying meal with
the whole class. Each group is going to do research on their country’s most
relevant, unusual, not-common-to-us dish.

They have four categories to choose and work on:

o Starter
o Main dish
o Dessert
o Beverage

Each group selects one category from above. A traditional dish has to be
shown in class and each group has to bring a sample for everyone in class.

A general guideline to follow could be: Introduction: name, what its name
means, why they selected it; Dish: general history or background of it,
origins, implications contributions relevance it has to society, what makes it
so special and different from our own dishes; Conclusion: positive aspects it
leaves to our country, something we could learn from the culture.

Remind students that each presentation might be no longer than 10

minutes. Also remind students to be inventive when finding the way to keep
the audience engaged.

 Stage 3 – Celebrations
As the title suggests, in this final stage, students are to present a famous
celebration of the country. The way to do so might be to recreate it in class,
or at least a part of it. Students have to explain the reasons why people
celebrate it. Remind students to be inventive when thinking of the realisation
the celebration.

A general guideline to follow could be: Introduction: name, what its name
means, why they selected it; Celebration: general history or background of
it, origins, implications contributions relevance it has to society, what makes
it so special and different from our own dishes; Conclusion: positive aspects
it leaves to our country, something we could learn from the culture.
Recommendations
 It is recommended for teachers to design handouts (information sheets) in
which general details of the project, dates for edition, approval and
presentation are introduced. Also handouts for each stage are
recommended. These handouts can be very beneficial for both the
development of the project and its quality.
 It is important that teachers introduce the project, explain what it consists of
and its stages at the beginning of each course. It is also important to
schedule the dates for revision and presentation that very same day.
 It is important teachers are involved in the process of creation and
organisation of the presentations. It is recommended teachers have one
session before the exam to listen to students’ ideas and content, and guide
their progress. Feedback is always welcome. Teachers can use this revision
session in class with two purposes: 1) to give groups time to finish the
organisation of the presentation while teachers check content; or 2) to give
students material to practice for the exam while teachers check content.
 Reminding students to be inventive, creative on how they develop their
presentation is always important.
 Each stage can be shown in around 10-15 minutes each. But timing is
always open to the teacher’s judgement. It all depends on the dynamics of
the group.
 The categories proposed are always open to suggestions, constant
modifications and adaptations. Teachers can use them, add new ones or
adapt them.
 Audience’s participation is a requisite for each presentation. Teachers can
ask students to pay attention while their partners present. They can also ask
them to write down, in pairs, at least three questions. These questions must
go beyond the basic information of the presentation. They can ask about the
presenters’ position, opinions or actual doubts they have on certain
information shown.
 Conversational B

Description
Ideas for the future! – Project

Objective:

Tell students they are to give ideas for the future. They will study a social issue that
is affecting our country. They will have to do research on issues problems, origins,
evaluate the country’s efforts to overcome the issue and the actual challenges
faced. At the end of the whole study, each group has to come up with ideas to face
and overcome the challenges.

Students can organise groups of 2 or 3. Each group is going to prepare a

presentation. Each section might be no longer than 10 or 15 minutes per group.
The audience (in this case the rest of the students in the class) is to participate at
the end of each presentation, asking question to the presenters. The presenters
might also prepare extra activities (e.g. questions about the details of the story)
addressed to the audience.

Students have three general categories to choose and work on:

 Violence: organised crime
o Illicit crops
o Illegal groups
o Drug trafficking
 Citizen coexistence: city’s mobility management
o Infrastructure
o Security
o Means of transportation
 Child abuse
o Population
o Restrains towards education
o Poverty

The way each section is developed and presented is up to the creativity of students
and participants. The content, however, needs to have your approval before the
day of the presentation.
Stages: Ideas for the future! project is divided into three parts. Each one
corresponds to an evaluation term.

 Stage 1 – The problem is…

Introduce the theme and the stages of the project the day the course begins.
That very same day, scheduled with students the dates for both the revision
and approval of the content to show, as well as the date for the actual
presentation. This might be crucial to how the project is developed. It allows
time to students to understand the whole project and think ahead.

In this stage, students are to set the basis for their future presentations, and
finally to suggest ideas that might help overcome the social issue. Tell
students to do research on the issue category they selected. The idea is to
define a problem/case and highlight the main causes and effects and
impacts upon society. Remind students to be inventive when finding the way
to develop their presentation and keep the audience engaged.

A general guideline to follow could be: Introduction: main subject is

introduced, purpose of the presentation; Definitions: define key words and
elements; Causes: historical, economical, political, environmental, structural,
etc.; Effect: impact on society; Firsts conclusions.

 Stage 2 – Background
You have already introduced the theme and the stages of the project.
Remind students the date for your revision and approval, as well as the one
for the presentation.

In this stage, students have already selected a social issue and defined a
certain problem. They have also described the causes and effects and
impact on society. For this second stage, tell students they are to do
research on how the problem is being treated. Remind students that each
presentation can be no longer than 15 minutes. Also remind students to be
inventive when finding the way to develop their presentation and keep the
audience engaged.

A general guideline to follow could be: Origins: general summary of the

origins of the issue. It could be easier if described by categories such as:
historical, economical, political, cultural, etc.; Actual work: description of
what the country (either the government, NGOs, private community), is
doing to overcome the issue; Actual challenges: description of the problems
and/or challenges the country and the community face when implementing
 the actions that might overcome the issue. E.g. Colombia’s land restitution
programme. The national government programme “Unidad de restitución de
tierras” from the Ley de Víctimas is concerned with the legal restitution of
the land for those displaced people in rural areas. However, one challenge
people have to face when they come back is security. The actual owners of
the land (illegally taken) do not want to give away their property. Displaced
people, those who return, face threats and some are being killed.

 Stage three – Ideas for the future!

In this final stage, as the title suggests, tell students they are going to think
of ideas and suggestions that could help to change the way the issue is
seen or approached. Ideas to overcome the challenges we face. Each group
would have to come up with three ideas; each one addresses to one
challenge. They are going to create a triptych. Remind students to be
inventive when finding the way to develop their presentation and keep the
audience engaged.

A general guideline to follow could be: Introduction: brief summary of what

have been studied up to that moment (SIDE A of the triptych); Ideas for the
future: name, purpose (what challenge is it addressing?), the how (a
tentative development of the idea; how would it work; who would be the
community, institutions, private community involved in the process?) (SIDE
B of the triptych); Conclusion.

Recommendations
 It is recommended for teachers to design handouts (information sheets) in
which general details of the project, dates for edition, approval and
presentation are introduced. Also handouts for each stage are
recommended. These handouts can be very beneficial for both the
development of the project and its quality.
 It is important that teachers introduce the project, explain what it consists of
and its stages at the beginning of each course. It is also important to
schedule the dates for revision and presentation that very same day.
 It is important teachers are involved in the process of creation and
organisation of the presentations. It is recommended teachers have one
session before the exam to listen to students’ ideas and content, and guide
their progress. Feedback is always welcome. Teachers can use this revision
session in class with two purposes: 1) to give groups time to finish the
organisation of the presentation while teachers check content; or 2) to give
students material to practice for the exam while teachers check content.
 The categories proposed are always open to suggestions, constant
modifications and adaptations. Teachers can use them, add new ones or
adapt them.
 Audience’s participation is a requisite for each presentation. Teachers can
ask students to pay attention while their partners present and to write down,
in pairs, at least three questions. Questions must go beyond the basic
information of the presentation. They can ask about the presenters’ position,
opinions or actual doubts they have on certain information shown.