Language Residents

an archive of lesson plans

Tag: Songs (Page 2 of 3)

DE S11 INT Anthem

April 28, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: April 28, 2011

Class theme/topics discussed:
The German National Anthem.

How did you pick this theme or topic?
I just thought that it was an interesting topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked my students to find out about the history of the German anthem online and gave them questions to that.

How did students react?
They found it interesting

Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes

Why or why not?
The class went well.

RU S11 INT/ADV Song + Student Presentations

April 26, 2011 /

Class theme/topics discussed:
Listening Practice + working on individual mini-lessons.

How did you pick this theme or topic? n/a

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

How did students react?
The text, even with commentaries, turned out to be difficult for them. (Maybe they were tired – since it’s the end of the semester. Not motivated, vey low participation, slow reaction… Might be general condition, not a reaction to the song…)
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV screen.
A laptop/ computer for each student (ask in advance to bring laptops in class)

Please attach a copy.
Lesson 27_April 26_Несчастный случай – Batman Is Back

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students can share with the group sth that they find interesting / entertaining. They can design a new activity that they think everyone would enjoy. Moreover, it is a geat way to find out what they like doing in class and where their interests lie (so I would suggest having this class somewhere in the middle of the semester, too).

Intermediate Russian
Lesson 27
April 26, 2011

1. Warm-up: song (15 mins max.)
Distribute the lyrics, read and discuss.
Listen to the song.

2. Introduce the tasks for this class :
Next class will be created by the students themselves, 50 minutes of class time are divided between students in class (3 students = approx. 15 minutes for each of them). Students are expected to share sth they personally find interesting about Russia/Russian language. It can be a short presentation / video followed by a discussion; a grammar exercise; role play; a game – anything!
Their task for today is to create a mini-lesson plan for these 15 mins.
Again – they can do anything they want to, the only requirements are:
– a maximum of 5 minutes can de dedicated to presentation, i.e. showing a video/ the presenter’s talk, etc. 10 mins should go to GROUP work, i.e. discussion/ exercises/ practicing;
– discussion/ activity should be structured and well organized (with vocabulary notes, if needed, or handouts with questions).
By the end of class they should email the instructor their plans/ handouts/ links/ list of equipment they need + instructions on what materials have to be printed, how many copies.

NEXT CLASS – Student Presentations.

Intermediate – 1) showed a cartoon “Винни-Пух” (1 episode) + a short pPowerPoint about this character;
2) showed a video about logging industry and corruption in Russia (w/English subtitles); 3) designed a taboo game.
Although the task was made clear, two of the students used the whole time period for a presentation and did not prepare any discussion/ activity based on what they presented. Was interesting, but lacked conversation. Put more stress that the presentation should only be 3-5 minutes! They cannot show a 10-15-minute long video.

Advanced – 1) designed a Apples to Apples game in Russian; 2) designed a word guessing game-competition; 3) prepared a mini-lesson that included a) short intro with a powerpoint about V. Mayakovski; b) a song by Splin “Mayak” on a poem by V. Mayakovsky “Vmesto Pis’ma” http://www.youtube.com/watch?v=oaSicf98fn4; c) a writing activity – writing a short love letter.
Advanced mini-lessons were perfect! Could be used in the future.

CN S11 ADV Chinese Rap making

April 21, 2011 /

Chinese pop music and RAP music video making

How did you pick this theme or topic?
Music is an international language and students love to share and learn about Chinese music. In the later project, they also need to review what they have learned in this semester and write a rap song, discuss the video shooting and finally shoot the music video and wrap up the whole piece.

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

How did students react?
good

Did they engage with each other and you?

yes

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

Youtube, flip cameras
Please attach a copy.

Would you recommend this activity for a future class?

yes

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 lyrics. They also need to cooperate with others figuring out the scenes for shooting and totally emerge themselves into the Chinese speaking environment.

FR S11 INT – bullfighting and course camarguaise

April 7, 2011 /

Corrida and Course Camarguaise

How did you pick this theme or topic?

I realized they didn’t know what a corrida was, and even though I hate the concept, I think that it’s an important part of culture in the South of France, as well as Course Camarguaise which I actually enjoy.

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

Videos
Song with blanks
General discussion

How did students react?

They reacted well.

Did they engage with each other and you?

Yes.

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

Handouts
Youtube videos

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

Would you recommend this activity for a future class?
Yes

– Raseteur/course camarguaise vs corrida
⇒ Video de corrida on youtube

⇒ Francis cabrel’s song with lyrics
La Corrida
music video

⇒ Video de course camarguaise
course camarguaise

⇒ Funny video
Remi Gaillard

DE S11 INT Song

April 5, 2011 /

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 5th 2011

Class theme/topics discussed:
German Song “Berlin City Girl” by Culcha Candela

How did you pick this theme or topic?
Culcha Candela is a very popular Band in Germany right now. Also this song talks about different cities in Germany and uses a lot of youth language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Listings to the song, and filling in words in spaces I blanked out before,
Talking about where the different cities are in Germany
Talking about youth language, idioms and vocabulary in the song

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.)
Song is on youtube.

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

Why or why not?
Students are interested in German music.

Lueckentext Culcha

FR S11 INT – Spring Break + song “Plaire” about eating disorders

March 24, 2011 /

Spring Break + song “Plaire”

How did you pick this theme or topic?

After talking about food, I wanted to make them think about the idea of getting slim for someone else and to have them practice their comprehension skills.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Song with blanks
General dicussion

How did students react?
They reacted well

Did they engage with each other and you?
yes

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

Youtube
Handouts

Please attach a copy.

Would you recommend this activity for a future class?
yes

Intermediate 3/21

1. Warm-up : Spring Break – 10 min
⇒ 5 min to talk about what they did for Spring break
⇒ 5 min to share with everyone

2. Song – 20 min
Plaire
– They listen to it for the first time, without the handout.
→ Then, discussion to see what they understood, if they could pick up some words, the general ideas, who is singing…
– I give them the sheet with the lyrics with blanks
– They listen to the song again
→ need to fill in the blanks
– They can listen to it a third time if they feel like it
– correction

3. Vidéo – in pairs – 20 min

– They have to imagine a video clip – 10 min
– They tell the class – 5 min
– We watch the real video

4. Discussion générale – 10 min

– troubles alimentaires

→ quels troubles alimentaires connaissent-ils ?
→ comment se manifestent-ils ?
→ pourquoi certaines personnes ont-elles des troubles alimentaires ?
→ connaissent-ils quelqu’un qui a eu des troubles alimentaires ?
→ qu’en pensent-ils ?

⇒ est-ce courant de vouloir maigrir pour plaire ?
⇒ pourquoi ?
⇒ qui est à l’origine de cette obsession de la minceur ?
⇒ quelles personnes célèbres sont vraiment maigres ?

DE S11 ADV Song

March 3, 2011 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: Mar 3rd 2011

Class theme/topics discussed:
Class project + Viva Colonia

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
My students finished writing their scripts. We also practiced the song Viva Colonia for the upcoming German Karnevals party.

Viva Colonia

FR S11 ADV – asking questions + song M.Pokora

February 10, 2011 /

asking questions
Song

How did you pick this theme or topic?

I wanted to do something fun with them, and 20 questions is a game that allowed them all to speak and learn some new vocab and defend their opinions (why yes and not probably? Etc…).
Also, I wanted them to know which song had won the NRJ Music awards 2011 and get to know a little more what was on French radio stations now.

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

Group work
Handout with lyrics

How did students react?

Very well. They asked for another round after the first game. And then, they were very interested in the video for the song.

Did they engage with each other and you?

Yes, a lot!

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

Game 20 questions on the internet
Youtube video clip of the song

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

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

Advanced 2/10

1. Game = 20 questions
⇒ Each has to read a question and everyone has to reply

2. Song – M. Pokora
Juste une photo de toi
lyrics
• 1 ecoute, discussion + fill in the blanks
• 2e ecoute, fill in the blanks
• correction

• Discussion
→ what do you think of this song
→ do you know M. Pokora? NRJ Music Awards 2011
→ what’s you favorite style of music?

RU F10 INT A Song – Viktor Tsoi “Kogda tvoya devushka bol’na”

December 2, 2010 /

Class theme/topics discussed:
Listening Practice: a song by Viktor Tsoi
Evaluation

How did you pick this theme or topic? Students were interested in Russian popular songs.

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

How did students react? They enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, youtube.com
Please attach a copy. Lyrics for the song with blanks.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is an efficient listening exercise, and it provides a springboard for the discussion.

Intermediate Russian Conversation
Lesson 27
December 2, 2010

Listening Class

1. Students listen to a song without a handout with the lyrics.
We discuss what they understood: what is the song about?..

2. Students get a handout with the lyrics, where they have to fill in the blanks.
If needed, they listen to a song twice.

3. Reading and translating the lyrics. Checking the blanks.

4. Discussing the singer/song: did they like the song? Why/ why not? Do they know anything about this singer? What Russian music do they know?..

ES F10 INT/ADV Pronunciation

October 21, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/21/2010

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is really important, and students needed to improve theirs.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a few tongue-twisters to move on to some websites where you can learn how to pronounce the “r” and other difficult sounds. Finally we practiced the linking between the words with a song.

How did students react?
They liked the song and the tongue twisters and they thanked me for the links.

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

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

Please attach a copy.
–

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

Why or why not?
They learned a lot and improved their pronunciation.

Pronunciacion
Tabla de sonidos
Sin miedo a nada
Ni una sola palabra

ES F10 INT/ADV Song+Past simple

October 5, 2010 /

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/05/2010

Class theme/topics discussed:
Past (Singing)

How did you pick this theme or topic?
Many of my students have problems using the past and differentiating it from the other forms of the past, so we decided to do a class to work on the past and I found the perfect song for it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We talked about stories in the past as an ice-breaker and then moved on to the song.

How did students react?
They liked the song very much and learned the irregular forms of the past. They worked very well in pairs.

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

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

Please attach a copy.
–

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

Why or why not?
They learned a lot.

Int15-Ya No sé qué hacer conmigo Letra
Int15-Ya no sé qué hacer conmigo

RU F10 ADV Shanson

September 21, 2010 /

Class theme/topics discussed:
Русский шансон

How did you pick this theme or topic?
This genre of music is very important in Russian culture, and its association with a specific group of people and experiences gives a broad context for discussions and for exploring this phenomenon.

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

How did students react?
They talked a lot, and discussed their experience in Russia with this type of music.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, map, laptop, TV screen.
Please attach a copy.
Lesson 7_Sept 21_Магадан

Would you recommend this activity for a future class? Why or why not?
Yes, I would.

Advanced Conversation
Lesson 7
September 21, 2010

1. News of the day.

2. Introduction to the topic – word ШАНСОН on the board.

What is it? What do you know about it? Any examples?
Make sure to explain that there’s a stereotypical perception of this type of music as solely “criminal”-style-oriented, but in reality it is an umbrella term for various styles of singing – городской романс, авторская/бардовская песня, «воровская» песня и т.д.
Tell about the origin of the word – it is French.
Tell about the experiences and environment that evoked this genre (or ask the students to guess an talk about it)

3. Pre-listening:
Introduce the song. Ask them about its name – Магадан. What do they know about Magadan? What is it famous for? Etc. Ask to show it on the map.

4. First listening – without the lyrics. What did they understand? What’s the story tht the song tells us?

5. Distribute the lyrics – work with the vocab in the song.
Lesson 7_Sept 21_Магадан

6. Second listening – with the text.

7. Opinions, feedback.
Is the song serious? Is it a tongue-in-cheek song? Etc.

RU F10 INT A Song (Naik Borzov – Loshadka)

September 16, 2010 /

Class theme/topics discussed:
Listening Practice

How did you pick this theme or topic?
Previous semester materials.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Playing the song with the video on the screen, handouts.

How did students react?
They always enjoy songs in class..
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, TV, Internet (Youtube.com).
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is both entertaining and educating, so it provides high motivation and interest in the task.

Intermediate Russian
Lesson 6
September 16, 2010

Найк Борзов. Лошадка

http://www.youtube.com/watch?v=joYlmBJtJIQ

1. I introduce the song saying that this song was released several years ago and that to be allowed to put the song on the radio they had to remove one word from it. We will try to guess what this word is. + explain the slang meaning of the title

2. Students listen to the song without the transcript, then we discuss what they understood, what the possible story is, etc.

3. They get the transcript with the words missing; the song is played twice.
Lesson 6_Sept 16_Лошадка

4. We read out the text in turns and translate it.

5. Students try to guess what word was removed from the song on the radio and why.

6. Students share their impressions on the song.

FR F10 ADV – song “Shy’m”

September 7, 2010 /

song + tongue twister

How did you pick this theme or topic?

Music is always a good topic because students like listening to songs and it’s also a good way for them to practice their listening skills. They also like to know more about the music culture of France, or what is famous at that moment.

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

General tongue twister
Handouts
Work in pairs

How did students react?
They reacted well and liked the tongue twister game. I think they didn’t feel ashamed of making mistakes since tongue twisters are done for this. It’s also a good pronunciation exercise.
As for the song, I think they liked knowing what was on the radio this summer.

Did they engage with each other and you?
They engaged with each other for the part about creating a story about the song.

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

White board
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Why or why not?

Music always works

Advanced 09/07

1. Expression du jour – 5 min
→ slips of paper, someone has to take one and read, one has to write it down, the others have to guess

2. Tongue twister

Je suis ce que je suis et si je suis ce que je suis, qu’est-ce que je suis?

→ everyone stands up and says the sentence one after the other. The one who makes a mistake has to sit down. Then we do it again faster till there’s only one left.

3. Song = 20/30 min
Shy’m
Shy’m (lyrics)
• 1 ecoute, discussion
• 2e ecoute, fill in the blanks
• 3e ecoute, fill in the blanks
• correction
• 4e ecoute + video

• Discussion
→ what do you think of this song
→ do you know Shy’m?
→ what’s you favorite style of music?

4. Creation” of a video in pairs – 20 min

→ work in pairs
→ then make a summary to the class

FR F10 INT – song Carla Bruni “L’amoureuse”

September 7, 2010 /

Song “L’amoureuse” by Carla Bruni + Music

How did you pick this theme or topic?

Music is always a good topic because students like listening to songs and it’s also a good way for them to practice their listening skills. They also like to know more about the music culture of France, or what is famous at that moment.

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

Handouts

How did students react?
They reacted well, I think they liked knowing what was on the radio this summer.

Did they engage with each other and you?
They engaged with me about vocabulary, and with each other when getting to know the new students.

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

White board
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Why or why not?

Music always works

Intermediate 09/07

1. expression du jour

2. song with blanks
L’amoureuse
L’amoureuse (lyrics)

• 1 ecoute, discussion
• 2e ecoute, fill in the blanks
• 3e ecoute, fill in the blanks
• correction
• 4e ecoute + video

• Discussion
→ what do you think of this song
→ do you know Carla Bruni?
→ what’s you favorite style of music?

JP F10 INT/ADV Tongue twister, weekends, children’s song

September 7, 2010 /

Class theme/topics discussed:
-Practicing Japanese tongue twister (watch the video and practice it)
-Taking about “How was your weekend?”
(Pairwork→explaining partner’s weekends)
-Singing a song (For Intermediate students): Shiawasenara te wo tatakou (If you are happy and you know it.)
-Discussion about cell phone (After reading the English articles)

How did you pick this theme or topic?
Last week, I thought I should pick up topic of the daily life because students had limited vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Showing You Tube
-Power Point
-handout
-articles about Japanese cell phone

How did students react?
They seemed to enjoy talking themselves in Japanese. Some students prepared what they speak in advance. Some students loved singing a song.

Did they engage with each other and you?
Since pair work went well, all students tried to use Japanese.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-You Tube
-Power Point
-Articles about Japanese cell phone

Please attach a copy.
Please also check the “Power Point” and “Web Resources” on Sakai.
　　 　
Would you recommend this activity for a future class?
Yes, today’s activity was well organized.

Why or why not?
Students seemed to enjoy more than last class. Now, I found what I should pick up the topic in the Intermediate class. I’ll focus on the daily life topic for a while.
As for Advanced students, I should have brought Japanese articles instead of English articles because they really wanted to read Japanese.

DE F10 ADV Philosophy

September 2, 2010 /

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 09-02-10

Class theme/topics discussed:
Song: Philosoffen Band: Wise Guys

How did you pick this theme or topic?
Students said that they wanted to learn something about philosophy and this is a very funny song about famous philosophers

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Watching the video, discussing the vocabulary

How did students react?
Asking questions about words

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Tv, laptop…using youtube

Please attach a copy.

Would you recommend this activity for a future class?
Yes, if the class is interested in philosophy

Why or why not?
Students liked the music, they can watch other videos of the band if they want

JP S10 INT/ADV Calligraphy

April 27, 2010 /

絵描き歌
Calligraphy

How did you pick this theme or topic?
In 絵描き歌 , there are many vocabs and phrase. I sang 絵描き歌 for students. And they have to listen and need to understand what I said. We made sure the phrase, we drew the picture together.
In Calligraphy part, I explained what 永字八法was, how to use the brushes, and how to use papers. 永字八法 is the 8 elements for practicing and writing Calligraphy at the beginning.

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

How did students react?
They enjoyed doing Calligraphy and 絵描き歌. They were surprised when the picture was completed at the end.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『絵描き歌』http://www.geocities.jp/ekakisong/
『永字八法』　　http://ja.wikipedia.org/wiki/%E6%B0%B8%E5%AD%97%E5%85%AB%E6%B3%95　

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

Why or why not?
Intermediate Students suggested me to have Calligraphy at the lesson. I just decided to do same thing as Intermediate class for today. Advanced students also seemed to have fun doing Calligraphy☺ I was glad that they loved it.

FR S10 INT – conditional and future tenses (song “Mourir demain”)

April 27, 2010 /

Use of the conditional, and futur

How did you pick this theme or topic?

I wanted them to know more about the use of some tenses and structures

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

Grammar explanation
Game
Song

How did students react?

They reacted very well

Did they engage with each other and you?

Yes

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

White board to explain the use of conditional
Handouts for them to keep
Handouts with blanks for the song

Please attach a copy.

Here is the documents I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to review some tenses and learn more about grammar structures.

Intermediate 4/27

1. Grammaire 20 min
Conditionnel et futur

2. Portrait Chinois – 10 min

Have them create sentences with the right tenses:

Si j’étais un animal, je serais…

Pays
Couleur
Fleur
Film
Livre
Héros
Planète
Elément

3. Song – 15 min

Mourir demain
lyrics

4. Que feriez-vous si vous deviez mourir demain? – 10 min

⇒ work on the structure “Si + imparfait…conditionnel present.”

FR S10 INT – funny video about Sarkozy and slang

April 20, 2010 /

Funny videos + slang

How did you pick this theme or topic?

After the project, I wanted to do something a little bit more fun for them

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

Handouts
discussion

How did students react?

They reacted well

Did they engage with each other and you?

Yes

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

Youtube videos
Song on youtube

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it was fun for them to learn some slang and at the same time to learn a bit about French politics

Intermediate 04/20

– ‘casse-toi pauvre con’ video
http://www.youtube.com/watch?v=e779iN7Se7E

– talk about it

– song with blanks
video: http://www.youtube.com/watch?v=-HdcJXQfE4E

FR S10 INT – song and vocabulary review

February 25, 2010 /

Song with Passé compose and Imparfait
Vocabulary review

How did you pick this theme or topic?

I wanted them to practice a bit the uses of the past tenses and which one to choose. And they always like songs. Also, since they had asked for it, I wanted them to review some of the vocabulary we had learned in the previous weeks.

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

Song
Handouts
Games on the white board

How did students react?

They reacted rather well. They didn’t know the song (Quelqu’un m’a dit by Carla Bruni), which was surprising since usually almost every student of French knows it. They thought the song was hard to understand, which was also a surprise since Carla Bruni almost speaks rather than sings. But maybe it was more a question of general understanding of the metaphorical verses rather than weak listening/comprehension skills.

Did they engage with each other and you?

Yes. They asked me a lot of questions about the meaning of words, sentences… and they also had to try to guess words I was drawing on the white board.

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

White board
Handouts
Laptop with music

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 maybe I would try to find another song – less poetic, and more realistic so they don’t get lost in the understanding of the song.

Intermediate 02/25

1. Song – 30 min
⇒ 1st time without the lyrics
⇒ Then 2 times
⇒ Correction
⇒ Create 2 sentences with ‘quelqu’un m’a dit que… + passé composé’ + 2 with imparfait

2. Vocab review – 20 min
→ each student is going to draw cards about food and has to draw it on the board
→ if the word is found, then the one drawing wins one point for each word
→ use the hourglass in taboo

→ LE PENDU game – have to guess the word I am writing on the board (about clothes)

FR S10 ADV – Music, song “Lady Melody”

January 26, 2010 /

Music :
– general discussion about music
– “Fill the blanks”
– Imagine the video of the song

How did you pick this theme or topic?

I think music is a fun way to tackle a foreign language because it is something universal, so even if they had never heard the song, there were many chances that they liked music and thus found this class interesting. Music is also a nice way to learn about a country’s culture. And since I wasn’t really sure about their level, I chose a rather easy song to test their level.

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

General discussion
Group discussions (in groups of 3)
Handouts – lyrics of the song with blanks

How did students react?

Really well, they all talked to each other for 10 minutes about music, French songs, etc…
About the song, nobody knew it. They understood most of the lyrics.
And they had very good ideas concerning which kind of video they would have made to fit with the song.

Did they engage with each other and you?

Yes. All of them talked to each other and then tried to guess the lyrics, and proposed a possible video.

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

Please attach a copy.
Below are the lyrics of the song, and the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think they liked it and they were all able to participate in the discussion.

01/26 Advanced

1) warm up : « quoi de neuf… ? »

2) Introduction of the topic:
– Do you know French music?
– French singers, bands?

3) Introduction of the song and the band
– Tom Frager

– Song without the text and without the video
– I give them the lyrics with the blank, they read it and ask for what they don’t understand
– Song again, they have to fill the blanks
– Correction and explanation. (expressions)

4) Try to imagine how you would create the video for this song (in pairs) 10 mn

5) Discussion and then comparison with the video Lady Melody

FR S10 INT – Music and song “Je ne veux pas travailler”

January 26, 2010 /

Music :
– general discussion about music and instruments
– “Fill the blanks”
– Imagine the tv advertisement

How did you pick this theme or topic?

I think music is a fun way to tackle a foreign language because it is something universal, so even if they had never heard the song, there were many chances that they liked music and thus found this class interesting. Music is also a nice way to learn about a country’s culture. And since I wasn’t really sure about their level, I chose an easy song to test their level.

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

General discussion
Handouts – lyrics of the song with blanks to be filled by the students

How did students react?

Well, but they didn’t have any vocabulary about the instruments so we couldn’t play the game I ahd planned (making them draw and guess the name of the instrument)
About the song, they didn’t know it. They understood most of the lyrics, though.
They were not creative for the last activity and didn’t have many ideas about the commercial.

Did they engage with each other and you?

So-so. They liked the song I think, but were not creative about the tv ad and didn’t have much to say.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Computer (youtube), handout, white board.

Please attach a copy.
see below

Would you recommend this activity for a future class?
Yes, I think they liked it but I think it’s more effective and fun with more advanced and talkative students.

01/26 Intermediate

1) warm up

2) Introduction of the topic:
– Do you know some French singers? Groups?…
– Do you know French music?
– French singers, bands?

– Name for instruments in French?
→ each students comes and draws an instrument on the board
• guitare
• piano
• trompette
• saxophone
• flute
• violon
• batterie
• percussions
• basse
• ….

3) Introduction of the song and the band
– Pink Martini

4) Song without the text and without the video

Je ne veux pas travailler

– I give them the lyrics: Explanation of the words they don’t understand.
– They listen to the song again and have to fill the blanks
– Correction and explanation.
– Try to imagine which kind of tv ad could fit with this music

9) Show the tv ad

Citroën

10) Discuter de la pub

– Qu’est-ce qui se passe ?
– Est-ce que la chanson correspond ?
– etc…

FR F09 INT – Slang and expressions from the south

December 3, 2009 /

Slang
Words and expressions from the South

How did you pick this theme or topic?

I wanted to carry on the topic of slang and to introduce the students to some words and expressions from the south of France.

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

Pair work
Fill in the blanks

How did students react?

They reacted very well, they were interested. First they had to match slang words with their synonyms and to fill in blanks with the right word.
They also had to fill in the blanks of a song with the same words they had just seen.

Did they engage with each other and you?

Yes they engaged with each other when trying to fill in the blanks of the text with slang words.

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

Handouts
Laptop
Youtube

Please attach a copy.

Here is the plan I had with me

Would you recommend this activity for a future class?

Yes definitely

Intermediate 12/3

1. Warm-up 5 min

2. Slang 15 min

– What do they know? 3min
– List of words they need to match 5 min
– Correction – 5 min

3. Words from the South 10 min

– List of words they need to match with the standard meaning – 5 min
– Correction – 5 min

4. Song ‘Tomber La chemise’ de Zebda – 30 min

– 1st time without the lyrics
– 2 times with the lyrics
– Correction, explanation of the words

DE F09 ADV Music

November 19, 2009 /

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 19. November 2009

Class theme/topics discussed: Music in Germany

How did you pick this theme or topic? The students had told me earlier that they were interested in German music and bands, so I thought it might be interesting to talk about this topic with them.

 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked the students about their music taste and if they did some sort of music themselves. Then I asked them about their knowledge of German bands, songs, and music in general and their opinion on it. Afterwards, I put 10 flashcards on the table which had pictures of 10 different German singers / bands from the 80s until 2009 on them (Herbert Groenemeyer, Marius Mueller-Westernhagen, Die Toten Hosen, die Aerzte, Xavier Naidoo, Tokio Hotel, Culcha Candela, Sportfreunde Stiller). Next to that I put 10 flashcards with the respective names, 10 cards with song titles and 10 cards with dates on them. I told my students that they were supposed to match each singer / band with their name, their most famous song and the year of that song. To help them do this, I showed them all the songs on youtube. Although this was quite challenging, the students got most of it right. Afterwards I had them glue everything on a large poster and name it “Musik in Deutschland”. As a last activity, I asked my students to write a short German poem / song using the song titles we had listened to before.

How did students react?
The students were very interested and seemed to have fun. They wrote down some of the singers they liked, because they said they wanted to listen to them at home.

Did they engage with each other and you?
Yes, they talked a lot. Especially when they working together on matching all the songs, dates, names with the respective singers or bands.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards of bands / singers, names, song titles, dates
Computer + youtube videos
Large blank poster

Would you recommend this activity for a future class? Why or why not?
Yes, I would use this activity again. The students seemed to like it and they had fun working on it. I might change the number of bands / singers though.. maybe to the 5 or 6 most popular ones.

 

 

 

 

 

 

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