This is a pretty fun lesson that has two main parts. First students warm up by reflecting on the reasons data visualizations are used to communicate about data. This leads to the main activity in which students look at some collections of (mostly bad) data visualizations, rate them, explain why a good one is effective, and also suggest a fix for a bad one.

In the second part of class students compare their experiences and create a class list of common faults and best practices for creating data visualizations. Finally, students review and read the first few pages of **Data Visualization 101: How to design charts and graphs** to see some basic principles of good data visualizations and see how they compare with the list the class came up with.

Students will practice Chinese reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

"That's my position and I'm sticking to it!" After reading about the Korean War, students will take a position in response to an open-ended question, support their position, and evaluate that support.

1) Lesson Summary:
Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

2) Lesson Objective:
To provide students with an opportunity to develop reading, oral and listening skills based on works of art, associating the teaching of English with painting.

3) Resources/Technology for the teacher:
Online Resources
• Website page: Text Vincent Van Gogh’s “Bedroom at Arles,” or, The Outside World is Friendly
https://aestheticrealism.org/terrain-gallery/art-history-criticism/van-goghs-bedroom-at-arles-by-dorothy-koppelman/
• Facebook video: Virtual tour of Van Gogh’s Bedroom in Arles
https://www.facebook.com/breathingartit/

4) Resources/Technology for the students:
Computer Lab or Student Laptop setting
Worksheet /Learning Materials
Audacity software
Online Resources

5) Grade / Course: Bachelor of Arts degree (BA) in Teaching English as a Foreign Language (TEFL), First year undergraduates – Intermediate level

6) Length of Activity: two classes (50 minutes each)

7) Intended Curriculum Learning Outcomes
• Students will use the internet to answer some questions about the text Vincent Van Gogh: The Bedroom.
• Students will discuss their understanding of the text in pairs/with the whole class.
• Students will watch the virtual tour Van Gogh’s Bedroom in Arles.
• Students will discuss what they visualize in the virtual tour.
• Students will read a text with a detailed description of the bedroom.
• Students will watch the virtual tour again and check if the written description in the text matches with the images from the virtual tour.
• Students will have to make corrections in the text when images do not correspond to the text.
• Students will discuss about their findings in pairs.
• Students will be divided into small groups of three. They will record a podcast to describe the virtual tour with their own words. In their recordings, they will have to insert some extra or wrong information about the virtual tour.
• Different groups will have to listen to the podcasts and identify the non-corresponding information.

8) Instructional Activities
Teacher will provide instructions on how to develop the activities and the necessary materials and help for the accomplishemnts of the activities (15 minutes)
Students are given time to complete the lesson activities. (35 minutes)

9) Learner Assessment: Student completion of the activities.

Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

Civics Learning Project Resources:Introduce the concept of “Civil Discourse”, emphasizing that it focuses on conversation to enhance understanding. To help students think about the concept, pose questions, such as:●  What does a person engaged in a conversation look and sound like?●  What is the difference between conversation and debate?●  What should a successful classroom discussion look and sound like?