2015 IIME REPORTCountry [ FRANCE ]School[ Lycée Charles Stoessel MULHOUSE ] Teacher [ Alix Remy ] Grade ( 1SEN ) Members ( 24 )JP School [ Hyogo Prefectural Ashiya International SS ] Teacher [ Maya Yoshiki ]# Subjects, Activities and Times of the lessons
Subject
Conception of the lesson
Reading and writing presentations about Japanese and French culture andHistory
history

Hours
3

ESL

Communicating (speak and write) with our partners (skype and the forum)

1Art

Drawing the mural

2# Theme and Message of the mural
ThemeMessage

Traditional celebrations connected with “lights”
We wanted to work on the theme of “lights” as 2015 was the UNESCO international yearof light and our Japanese partners wanted to work on the traditional celebrations so wefound out that both themes could be mixed.

# Effects and the Problems
Effects your students have gained
Participating to an international project was truly
stimulating. The students had the opportunity tolearn more about Japan and to communicate withJapanese people but also they could learn more
about their own regional traditions.

Points for further improvement
Communicating in English was rather difficult for ourstudents as their level is rather low. Neverthelessthey could realize the importance of speaking thislanguage.

# How has your impression toward your partner country and/or the world changed?
Change in student’s impression
Change in teacher’s impression
Students learn more about Japanese traditions and It was an interesting experience to communicate with
culture and learn that there are also some similarities my Japanese colleague. We also had the opportunity
with our way of life.
to share about our occupations but also about more
Students learn to communicate with other students personal subjects.
from another country.

# Flow of the Activity
ContentMonth

What you did

Sep

Students introduced themselves
posting photos and commentswith the application Snapchat
We had a videoconference via
SkypeResearch

OctStudents
readthepresentations about Japanesecultureandthemes
connected with “lights”
They wrote presentations
about regional celebrations
connected with the theme of“light”

Composition

Oct /
Nov

PaintingJan /FebIntroduction

Appreciation
Reflection

March

Our partners suggested
different plans for the muraland the students chose one.
5 students realized themural with the help of a localartist (Mrs Muriel HasseCollin)
Theyworkedseriously and efficiently.
We
askedaprofessional
photographer to shoot the muraland we'll make a real-size
impression of it so we can expose
it during our "Open House Day"at school on March 18thYour students attitude/reflection
They found it funny to use thisapplication as a pedagogic tool tointroduce themselves
They really enjoyed talking to their
Japanese partners
Some presentations drew their attention
more than others (mangas, traditionalcelebrations more than historical facts)
nevertheless
they
found
thepresentations amazing.
Some students learned more about ourown regional traditions.
They enjoyed giving their opinion about
how to compose the mural and what todraw on our side
They really enjoyed painting the muraland didn’t mind staying longer on a free
afternoon to finish the work on time.
Our students will show their work andtalk about the project to the visitors.
Everyone at school was truly astonishedand pleased by the outcome.

Subject
EnglishEnglishHistory

ArtArtFrenchexpression# Aim of the Lessons and Result
Aim: Rank A to C in order you put emphasis on (A: very much/ B: much / C: not so much)
Result: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected Effect
Understanding our owncultures
Understanding theother’s cultures

How your students have reached it
They researched about our regional traditional events. Some ofthem didn’t know about them.
They read our partner’s presentations and asked questions.

Aim

ResultA5A5A

4

Some of them were not afraid to speak to our partners throughSkype but they’ll have to improve their English to go further.

C

2

They already knew how to use the Internet, Skype or Snapchat.

A

5

Some students communicated by themselves through socialnetworks.

A

5

Everyone had the opportunity to give his opinion and theyreached an agreement together.

Attitude in learning

B

3

Sometimes they had difficulties to set to work.

Expression ability

B

2

They still need to practice their speaking in English.

Appreciation ability

B

5

They presented the project to the visitors on our open-house
day thanks to a presentation in French

Communication ability
in the class/with partners

IT skills
Creating friendshipin the class/with partners

Collaborationin the class/with partners