an archive of lesson plans

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RU F14 ADV Stereotypes

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: September 4, 2014

Class theme/topics discussed:

Stereotypes 

Goal of the class:

Talk about stereotypes about Russia, practice listening comprehension, revise vocabulary, develop synonymy

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

Activity 1 – Video 1 – poem (I have learned that I have a big big family) – 5 minutes

https://www.youtube.com/watch?v=0A9FlXr9phg

Discussion – where is this from? What is it about (listening comprehension without the text)

Activity 2 – Poem HANDOUT 1 – 5 minutes

Compare the video to the original poem (there are some textual differences), recite it together

Activity 3 – Video 1 “You have something to be proud of” Commercial – 15 minutes

https://www.youtube.com/watch?v=_6XI8i_69xA

Stop for listening comprehension of Russian, discuss stereotypes about Russia: banya, hiking, icebreakers, ballet, space, music.

Activity 3Vocabulary building – HANDOUT 215 minutes

Explain vocabulary from Activities 1 and 2, talk about etymology and word-building. Based on my experience last year, this semester I keep a Google spreadsheet with vocabulary we stumble upon in class. Regular vocabulary revision with a strong focus on word-building (morphology is crucial in Russian) was one of the most efficient elements last year and it got great feedback from students. I update the spreadsheet after every class and share it with the students. They understand it is not homework, but they can consult it at their leisure (they can also edit the file, adding translations, examples, etc.)

Activity 4 – Video 4 – Interview with the director of the commercial – 15 minutes

https://www.youtube.com/watch?v=YGN_ZlMuiIg

Listening comprehension (watch once without stopping, watch again with pauses). Listen for specific information: What is the main concept of the video? Who else did they have in mind for the role? What is the budget of the commercial? What were David Duchovny’s impressions?

Activity 5 – Discussion – 5 minutes

Is the commercial rhetorically effective? What is makes good or bad?

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

Video, Internet

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

The class went very well, the students had fun watching the commercial and reading the poem. Just like with Intermediate, David Duchovny is not a big name, but the discussion was still very interesting. The interview was quite hard to understand, but these students seem to really like a challenge, so we are going to watch more videos like that in the future.

How could this class be improved/ modified?

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

HANDOUT 1

Владимир Орлов “Родное”

Я узнал, что у меня

Есть огромная родня:

И тропинка, И лесок,

В поле – каждый Колосок,

Речка, Небо надо мною –

Это все мое, родное!

HANDOUT 2

4 сентября 2014

Вам есть, чем гордиться

баня

ледокол, колоть лёд, колоть дрова

космос

хоккей

космос

дача

строчка

политология

колос, колосок

родной, родня

взаимность, взаимные чувства

полтора

Крещение, крестить

купаться в проруби, прорубь (рубить)

средство передвижения


 

RU F14 INT Verbs of motion

Conversation Class Lesson Summary

Language and Section: Russian Intermediate 11

Date: November 19, 2014

Class theme/topics discussed:

Verbs of motion (ходить-идти)

Goal of the class:

Revise verbs of motion (ходить-идти), talk about public transportation

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

Activity 1 Warm-up – Funny video Cheburashka & Crocodile Gena – https://www.youtube.com/watch?v=wEjByRLInMo parody – 3 minutes

Activity 2 – Russian anecdotes i.e. jokes – 2 minutes

I read a few jokes with verbs of motion from “Russian grammar in anecdotes”, making sure they understand what the jokes mean.

Activity 3 Verbs of motion (ходить-идти) Revision – 5 minutes

I explain the difference between the unidirectional “идти” – “be going somewhere” and the multidirectional “ходить” – “go somewhere regularly and come back”. The main difference is process “идти” / result “ходить”.

Activity 4 – Where are they going? (идти) 5 minutes

First, we write down places people can be going to on the white board. Then, I show them street style/paparazzi pictures of Hollywood celebrities on the screen and they work in pairs asking each other “Where are you going? Where are they going” and answering.

Activity 5 – Where do you go? (ходить) 5 minutes

Again, we start with writing down ideas on the white board – what can you ask your partner using the verb “ходить”: Do you go to the movies often? Where do you and your friend usually go on Saturday? Where did you go last Friday? They then discuss in pairs.

Activity 6 – Revision exercise (ходить-идти) – HANDOUT 1 – 10 minutes

They do the exercise in pairs, then we revise together. 

Activity 7 – Draw the map – HANDOUT 2 – 10 minutes

I read a story with a lot of verbs of motion with prepositions, one student draws the map on the white board, the rest on their handouts, then we revise.

Activity 8 – How to get there? – HANDOUT 3 – 15 minutes

Working on passive understanding of a variety of motion verbs. I give them a handout with directions on how to get from LAX to Claremont using public transportation. The email is broken into 9 parts and rescrambled, and their job is to restore the original order in pairs. Then put in together and then we read it aloud together

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 well, now they seem very comfortable using verbs of motion we practiced. They also loved the funny video and the jokes, it always sets a good mood. I decided against using handouts in Activities 4 and 5, but I think in the end they would have benefited from a traditional conversation ideas handout I always give (with questions, ideas). Intermediate is tricky in that they know things passively, but cannot always recall structures and vocabulary in a “stressful” situation of real-time oral communication (as opposed to writing). To really be talking and using the language, they still need to rely on something solid (e.g., a written handout), so I’ll keep that in mind in the future. Activity 7 went very well – great occasion to remind them how fabulous it is that after 2,5 semesters of Russian they are able to make perfect sense of a totally real, 100% authentic Russian email!

How could this class be improved/ modified? 

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

FA2014 RUSS 11 HANDOUT VERBS OF MOTION

FR F14 ADV Text Language

Conversation Class Lesson Summary

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, September 23rd

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

Class theme/topics discussed:
Texting in French/ Text Language

Goal of the class:
To learn about the way French people text each other
To think about the impact of this language over the French language

How did you structure the class?

1. Warm-up
I write a sentence in “SMS language” of the board. I ask what is it, what does that mean. Who uses this language? Does it exit in the English language? What do you think about it?

2. Comics
I give them a comic strip and we read it together. Half of it is written in SMS language. I ask them to think about how it is composed. Why it is used in an usual context in this comics? (it is a student at school).

3. Video – listening comprehension

– http://www.myboox.fr/video/francois-de-closets-faut-il-reformer-l-orthographe-359.html
We listen to it twice and students have to answer some questions in pairs.

4. Article – reading comprehension

We read it together and explain the vocabulary.
What are the pros and cons of the SMS language?

5. Practice
I write on the board 5 sentences. Then they have to “translate” them into SMS language. Then, I call students to the board and the rest of the class gives suggestions

What worked well in this class? What did not work?
They seem to have a bad opinion about texting language in English. I told them that it is almost the same in France, except that we still use a lot of these abbreviations in regular emails to friends. I should emphasize on those for another class.
The video was a bit difficult for them. Maybe I should find or create a transcription.

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.

– Leur donner quelques phrases à essayer de « traduire » en SMS. Pour cela, les appeler au tableau.
Salut, qu’est-ce que tu fais demain ?
Coucou, tu viens au café lundi ?
Salut, rendez-vous à 3 heures devant la fac. Bisous, à plus !
Tu vas bien ? Je t’appelle dès que je peux. Bon après-midi !
Coucou, quoi de neuf ? J’espère que tu vas bien.
J’ai un problème, je suis trop occupé au travail. Tu peux me rappeler s’il te plaît ?
Salut ça va ? Moi je vais bien. Ça y est, j’ai acheté un cadeau pour Marie.

ADV 7 Le langage SMS

JP F14 ADV Mishearing

Language Resident Name: Akihiro Shimizu

 Day and Date: 10/14, Tue, 10/15, Wed

 Language and Level (intermediate or advanced class): Japanese, Ad and Int.

 Class theme/topics discussed: Japanese-English mishearing.

 Goal of the class:

 Students will be familiar with Japanese-English mishearing.

 How did you structure the class?

1.Introduction

I get students watch a video. http://www.youtube.com/watch?v=sQpsJ-4-cmw In the video, interviewer says some words in Japanese which sound also like English. For example, “Hamachi,” the name of a fish, can be recognized “How much” in English. Interviewees answer how the words sound.

2. Quiz

I ask students some quiz. First, I show Japanese sentences with PowerPoint to the students. The sentences can also sound English ones. The students guess what English ones they are

3. Lists

I distribute the list of mishearing sentences and explain the meanings of Japanese sentences. I ask students if they sound English ones.

4. Movies

I showed a Japanese TV show. It introduces movies in which actors say English words that can also sound Japanese ones. http://www.youtube.com/watch?v=qm-smIurs70

5. Music

There are a lot of music lyrics that sound Japanese. Students watch a videos and confirm if they can hear both in English and Japanese http://www.youtube.com/watch?v=xWtc-s0Bd6c

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

 Handouts, Youtube, Powerpoint

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

 It worked very well. Some mishearing sentences are very famous in Japan. However, I think they were very new and eye-opening for the students. They reacted very well.

F14 JPN Ad mishearing 

FR S14 INT Family & Marriage

Language and Section: FR 11

Date: 04/15

Class theme/topics discussed:

Family and marriage

Goal of the class:

Review the family members

Talking about one’s family and one’s own ideas about marriage

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

1 General discussion

How is their family? Are they close? Do they see them often?

2 Taboo

Pairs. A student draws a card with the name of a family member. He has to make his partner guess who is it without saying it.

3 Brainstorming

I give them a handout with 12 questions about the family. They pick up one and answer it in front of the rest of the class.

4 Same-sex marriage

I tell them about the law that was adopted last year. I show them a video with the negative comments about it and then ask their opinion.

https://www.youtube.com/watch?v=Hcb7hHKc5a4

 

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

 

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

As I had only three students, I had to modify it a little bit. Actually, we took a lot of time just talking about our families. I think now they are comfortable enough with the language to have more debates and general conversations about a topic, which is really interesting. We also talked more generally about marriage if they would like to get married, when, why

 

How could this class be improved/ modified?

 

 

LA FAMILLE

 

 

  1. Quelles sont les différences entre les familles américaines et les familles françaises si vous en connaissez ?

 

  1. Qui devrait prendre soin des personnes âgées ?

 

  1. Quels sont les modèles de famille en dehors de la conception traditionnelle de la famille ? (par exemple : les familles monoparentales, les familles recomposées, le mariage homosexuel…)

 

  1. Depuis que vous êtes à l’université, votre relation avec vos parents a-t-elle changé ?

 

  1. Le mariage est-il essentiel pour le bon fonctionnement de la famille ou de la société ?

 

  1. Pouvez-vous comparer la vie d’un jeune Américain à l’université et celle d’un jeune Français ?

 

  1. Mariage religieux ou mariage civil : lequel est le plus important pour vous ?

 

  1. Quelles valeurs pensez-vous devoir enseigner à un enfant ?

 

  1. Les droits des parents séparés sur la garde des enfants : que pensez-vous de la situation des pères ?

 

  1. Quels sont les avantages et/ou les inconvénients des familles multiculturelles ?

 

  1. Pensez-vous que les enfants d’aujourd’hui sont négligés en raison des longues heures de travail des parents ?

 

  1. Que pensez-vous du droit des homosexuels d’adopter des enfants ?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MON PERE

MON COUSIN GERMAIN

MA GRAND-MÈRE PATERNELLE

MON GENDRE

MA NIECE

MA BELLE-MÈRE

MA DEMI-SOEUR

MON JUMEAU

MA TANTE

 

 

 

 

 

 

 

 

ES F13 ADV Camp at Sol Square

Lesson #2: 15-M Social Movement in Spain

Date: October 29th 2013

The class level: Advanced

Size of the class: 9 students

Class time: 1 hour

Lesson Plan

Overall Goal: Discussing about recent social movements in Spain

Teaching Objectives:

–       Review vocabulary related to demonstration and social discontent. Banner language.

–       Showing current Spanish situation

–       Practice assembly rules. Hypothetical problem solving. Working in commissions.

 

Media/ supplies needed: handouts, video projector

Procedures and time needed:

Greetings + warm–up (15 min): Students work in pairs. I hand out pictures of recent banners found in demonstrations in Spain. They need to understand the messages, what banners refer to, their context, and explain them to their classmates. Gathering vocabulary.

Activity #1 Video (20 min): Re-activation of vocabulary. Explaining some vocabulary before watching the video. I play two clips showing the reasons behind 15M Movement and the beginning of Camp at Sol Square. Discussion about other movements all over the world and their reasons.

2’30’’-4’50’’. Massive demonstrations that showed people’s discontent in 2011.

7’-9’50’’. Camp at Sol Square

Activity #3 Assembly (25 min): Working in assemblies. As people from 15M movement did at the Camp and afterwards, students learn how to work in assemblies. They need to listen to other people’s opinions, vote and reach a consensus taking in consideration all the proposals. The teacher is the moderator of the assembly, and he/she reads the agenda of the day. Students represent different commissions: food, infrastructure, action, communication and so on. They discuss about some issues related to every commission and try to fin solutions by voting and reaching consensus.

 

 

FR F13 INT Studies

Conversation Class

Lesson Summary

 

Language and Section:

French INT

Date:

09/17/13

Class theme/topics discussed: Studies

Goal of the class:

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

  1. General discussion about what they did last weekend.
  2. I give them a list of questions, and in small groups they have to ask and answer them.
  3. Then, I ask each of the to pick up one question and answer it in front of the class.
  4. I explain them how the French educational system works (name of the degrees, how are the grades, etc.)
  5. Cyprien, les études à l’étranger (studies abroad):

http://www.youtube.com/watch?v=idY6eJgVup4

  1. Would they like to study abroad? Why?

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 discussion lasts a long time. All of them had the opportunity to talk a lot.

They loved the video.

How could this class be improved/ modified?

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

  1.  Quelles études faites-vous ? Quelle est votre classe ou niveau cette année ?
  2.   Vous avez cours l’après-midi ? Quels cours avez-vous l’après-midi ? Et le matin
  3.  Comment faites-vous pour vous rendre à votre établissement ? Comment faites-vous pour rentrer chez vous ?
  4.  Quelles sont vos matières préférées cette année ?
  5. Que se passe-t-il si vous arrivez en classe en retard ?
  6. Vous assistez régulièrement aux cours, mais dans quelles circonstances exceptionnelles vous arrive-t-il de “sécher” des cours ?
  7.  Combien de temps par semaine consacrez-vous à l’étude et aux devoirs ?
  8.  Quelles sont les matières avec lesquelles vous avez des difficultés cette année ?
  9.  Côté examens, qu’est-ce que vous aimeriez voir changer ?
  10.  Côté notes, qu’est-ce que vous aimeriez changer ?
  11.  Côté installations et infrastructures, qu’est-ce que vous aimeriez changer ?
  12.  Qu’est-ce qu’un bon prof ? Est-ce qu’il y en a un qui vous a marqué ?
  13. Vous pensez que c’est mieux une université publique gratuite ou privée et payante ?

 

RU S14 ADV Wrap-up Parody songs Simultaneous translation class

Conversation Class

Lesson Summary 

Language and Section: Russian Advanced 13

Date: December 8, 2013

Class theme/topics discussed:

Wrap-up

Goal of the class:

Have an enjoyable tea-party with delicious cookies and listen to/watch some genuinely fun examples of contemporary culture and also talk about some aspects of simultaneous translation.

GREAT for MID-TERM class

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

Warm-up – sign Christmas/New Year’s cards in Russian. Cards are provided. How do you wish things in Russian, etc. – 10 min

Activity 1 –  Song & Parody – 15 min

  1. 1.     Russian pop song about a girl who longs to go to Manhattan and be pals with Demi Moore – http://www.youtube.com/watch?v=xwIpy_RiUvo  Handout 1
  2. Russian parody song about Demi Moore who longs to go to Russia and live a “normal” Russian life –  lots of fun stereotype inversions etc. http://www.youtube.com/watch?v=Kx_OLNxyt3Y Handout 2
  3. Discussion – what makes the parody funny? What Russian stereotypes are involved?

Activity2  – Russian talk show “Vechernyj Urgant” – interview with Mark Zuckerberg35 min http://www.youtube.com/watch?v=shacYpc4CZk

Simultaneous translation and language transformations involved (cf. “make the world more connected” – “сделать мир более открытым», “the challenge is..” – “задача в том, чтобы….”, “a lot of why we’re here..” – “главная причина, по которой мы здесь…») – you can sometimes hear both languages, interesting to compare.

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

Video, text

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

The goal was without a doubt fully achieved! The students are also so proficient already that it makes sense to talk about certain application of language such as simultaneous translation. It is fascinating to them and certainly can be something they could try!

How could this class be improved/ modified?

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

HANDOUTS Russian Advanced 13 F13 Wrapup 

 

RU S14 ADV Proust Questionnaire

Conversation Class

Lesson Summary

Language and Section: Russian Advanced 13

Date: October, 8 and 10, 2013

Class theme/topics discussed:

Proust Questionnaire – Traits of character/qualities

Goal of the class:

Talk about traits of character/qualities, listening comprehension (normal speed spontaneous speech)

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

PART 1 (60 minutes)

Activity 1 – Warm-up

First glance at the lyrics of “Vasya”, a song by  Bravo, a 80’s-90’s Russian disco/rock’n’roll band – some words are missing (see handout 1) – 3 minutes

Video 1 – music video of “Vasya”, live from 1991 http://www.youtube.com/watch?v=HKl7xDirIIg

Fill in on the first listen, check together, discuss etymology of words, watch again – 7 minutes

Activity 2 – Marcel Proust’s Questionnaire – 30 questions divided into 3 parts (number of students). Each student reads their question to make sure everyone understands it – 15 minutes. Make sure we understand the vocabulary.

Video 2 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with director and tv personality Aleksandr Gordon, starts at 46:03 http://www.youtube.com/watch?v=uhXPdJZK8Uk  – 7 minutes

Video 3 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with magazine editor Aliona Doletskaya , starts at 45:32

http://www.youtube.com/watch?v=kUq75oxt7TU – 7 minutes

Ask your partners a few of «your» questions, discuss – 20 minutes

PART 2 – SHORT (30 minutes)

Activity 1 – vocab revision – take one sentence from HANDOUT 3 (all adapted from handout 2) and describe a situation/evaluative scenario which ends with this sentence, 9 sentences – 25 minutes

Activity 2 – discuss conversation class projects – 5 minutes

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

 Video, Internet, text

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

I thought the class went very well.

Vasya is a fun song and relatively easy to understand for this level, serves as a nice warm-up for any class, regardless of the topic. With it, we also establish continuity for this class as well as for an advanced Russian/Post-soviet culture class all the 3 students are taking (they will be covering different subcultures, including stilyagi)

The Proust Questionnaire integrates well thematically with the topics we have covered so far: learning types (visual, aural, kinesthetic), personal preferences in life and work as well as recycles an important task type – personality test questions.

Going through the questions in activity worked well: 1) listening comprehension (each students has 10 out of 30 questions); 2) structural transformations/synonymy (some of the Proust questions are phrased slightly differently by Vladimir Pozner). Also, students are generally interested in learning about themselves and each other, and in this group they are very comfortable discussing these matters, the group dynamics are very good and is only strengthened by the use of such exercises.

Watching interviews with very interesting Russians – journalists, writers, politicians etc. seemed to be appreciated by the students as very good exposure to the culture.

Describing an evaluative scenario which leads up to a sentence containing vocabulary to be revised is very effective (Handout 3), and I will definitely use it more. It creates a “context” and thus 1) really checks whether the students understand the word well, and 2) helps them remember new vocab better, because their situations are personalized even if they are completely imaginary.

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

 

Handout 1

Группа «Браво» – «Вася»

Когда 
_____ ______  огнем витрины

На старых улицах Mocквы

Не трудно встретить этого мужчину

Небесной 
_____ ______ _____

На нем всегда _____  ______   отличный

Оттенка _____  ______ с 
_____ ______ _____

И побродить по улицам столичным

_____  ______ _____  ______   _____

Спросите у любого на Тверском бульваре,

Кто лучше всех танцует __________ и ­_____  ______ _____,

Кто лучше всех _____  ______ _____  Пресли на _____  ______ _____

-
На это каждый ответит, каждый ответит:

– Конечно, Вася, Вася, Вася,

Ну, _____  ______ _____ _____  ______?

Вася, Вася, Вася – стиляга из Москвы.

Пойдите в ­_____  ______  “С­­­­­­овременник”,

На _____  ______ _____ в Дом  _____  ______

В таких местах всегда вы, _____  ______ _____,

Встретите ­его

­_____  ______ _____  ______ “Спартак”-“Динамо”

И переполнен _____  ______ _____

А это ­кто сидит с _____  ______ _____ _____  ______ –

Ну, конечно, он.

 

Handout 2

Опросник Марселя Пруста Часть 1

1. Что такое, по-вашему, крайне бедственное положение?

2. Главная черта Вашего характера?

 

3. Качества, которые Вы особенно цените в мужчинах?

4. Качества, которые Вы особенно цените в женщинах?

5. Что Вы больше всего цените в друзьях?

6. Ваш главный недостаток?

7. Ваше любимое занятие?

8. Что для Вас наивысшее счастье?

9. Что было бы для Вас самым большим несчастьем?

10. В какой стране Вы хотели бы жить?

Опросник Марселя Пруста Часть 2

11. Ваш любимый цвет?

12. Цветок, который Вы любите?

13. Ваша любимая птица?

14. Ваши любимые писатели?

15. Ваши любимые поэты?

16. Любимый литературный герой?

17. Любимые литературные героини?

18. Любимые композиторы?

19. Любимые художники?

20. Любимые имена?

Опросник Марселя Пруста Часть 3

21. Что Вы больше всего ненавидите?

22. Исторические персонажи, вызывающие у Вас презрение?

23. Военное событие, достойное, по-вашему, наибольшего восхищения?

24. Реформа, которую вы оцениваете особенно высоко?

25. Способность (дар), которой вам хотелось бы обладать?

26. Как вы хотели бы умереть?

27. Состояние духа в настоящий момент?

28. Проступки, вызывающие у вас наибольшее снисхождение?

29. С кем из ныне живущих людей Вы хотели бы встретиться?

30. Ваш девиз?

Handout 3

Я испытываю к этому человеку глубокое презрение.

Я по-настоящему ей восхищаюсь.

В общем, он очень нетерпеливый.

Одним словом, у него много необычных способностей.

Доверчивость – одна из ее главных черт.

Одним словом, наша организация находится в бедственном положении.

В общем, его девиз – «Один раз живем!»

Поэтому теперь она сидит дома и погружается в уныние.

Но это все не так важно, больше всего, конечно, я ценю в нем его доброту и честность.

 

 

DE F13 ADV German Federal Elections & Politics

Advanced German Conversation

Date: 09/10/2013

Class theme/topics discussed: politics in Germany

Goal of the class: learn about political parties, colors, governmental system, etc.

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

–   Students were shown the “colors” of the four major political parties

–  They were asked about what associations they had with the color and what it could stand for.

–  Class was divided into 4 groups: each group got a color

–  Task: what political agenda do you associate with the color, how would you call your party, what would your ideology be like?

– Students presented their parties to the class

– “solution”: I informed students about the parties and where their party program coincided with the actual one.

Final activity: We watched the campaign TV commercials of the parties

– Students were asked about the mood, the way they were made, and the message they conveyed. Which one is most appealing to you and why

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

White board, TV screen, computer

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

Students seem to be quite happy about the topic politics so the class went pretty well.

How could this class be improved/ modified?

—-

DE F13 ADV German commercials

Advanced German Conversation

Date: 09/26/2013

Class theme/topics discussed: German commercials

Goal of the class:  watch commercials and understand what is being said, analysis of pictures and scenes

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

–  Activity 1: we watched several commercials from Germany. Students were supposed to find out what is being said, how it is said, and what means are used to convey the message

–  We concentrated also a lot on stereotypes, gender roles, equality, and ethnic diversity.

–  Students were encouraged to give their own opinion.

–  Activity 2: Students were divided into 3 groups and each group got a piece of paper with a number on it

– Each number corresponded to an item (vacuum cleaner, hair drier, beer)

– Students were supposed to make a commercial on the items.

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

TV screen, internet, items

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

A perfect class!

How could this class be improved/ modified?

—-

FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

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

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

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

Guess My Life

DE F12 ADV Elections, Comparison of Political Systems

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-08-2012

Class theme/topics discussed:
– Elections in America and in Germany

Goal of the class:
– Discussion of the results of the recent presidential elections
– Understanding of the working of German democracy
– Familiarization with difficult vocabulary in politics
– Comparison of two systems of electing a parliament

Structure of the class:
– students talked casually about the outcome of the elections
– we reviewed the system of American presidential elections
– we watched a video on a German news channel and evaluated if the explanation was good and could be followed
– I distributed a list of words concerning politics, parliamentary business, etc.
– We went through all the vocabulary
– We watched a video which explains the system of German federal elections
– We watched another easier video provided by the German Federal Agency for Civic Education, explaining the same thing again
– We discussed the system: is it complicated, is it easy, is it just?
– What are the advantages, what’s a possible disadvantage?
– Students asked for more explanation
– We talked about earlier outcomes of German elections
– How is the chancellor elected?
– I explained the existing parties to students

What technology, media or props did you use?
TV screen, laptop, German public TV media offer, video, white board

What worked well in this class? What did not work?
Students were VERY interested, asked LOTS of questions, told me to actually keep on doing such topics. I feared it would be too much centered on me but it was a successful conversation class.

How could this class be improved/ modified?
Very time-consuming, in “weaker” classes there might not be as much talk. Risky but interesting.

08-11-2012, Alles Wahlen, Vokabular

08-11-2012, Politik-Vokabular

FR F12 ADV: Back to the future (and to the past)

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 11.8.12

Class theme/topics discussed: Back to the future (and to the past)

Goal of the class: Make the students talk using past, conditional and future tenses + supposition

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

WARM-UP (5 minutes)
We quickly reviewed the vocabulary the students learned the class before about elections and discussed the results of American Presidential Elections.

ACTIVITY 1 (15 minutes) – BACK TO THE FUTURE
Students worked in pairs. They were given a list of some items (see handout below) and they had to choose 3 of them that they would take for they trip in 2112. They also had to add 3 extra items that they think necessary.
Then they presented their list of 6 items to the class and the other students had to guess how they would imagine life in 100 years.

ACTIVITY 2 (10 minutes) – BACK TO THE PAST
Students worked in different pairs. They had to make a list of three items they would give to a person of 1812 to improve his everyday life.

ACTIVITY 3 (10 minutes) – BACK TO THE PAST 2
Then they worked alone and they went in 1950 and gave a message to the people in order to change History.

ACTIVITY 4 (15 minutes) – IPHONE 105
Students work in different pairs and had to imagine and to advertise the iPhone 105.

FUNNY VIDEO (5 minutes)
We watched and commented a funny French video about Apple products (Norman fait des videos).

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

Whiteboard, computer + TV Screen

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

They were really talkative and creative.

Warm-up: I had to be careful because on one hand most of the students really supported Obama and really wanted to talk about that but one the other hand I was afraid that one student voted for Romney and felt really uncomfortable. So I quickly ended the conversation.

Activity 2: this activity worked great but some students assume that the people they would help would have electricity and some other worked on finding a way to give them electricity, which was not really the goal of the activity.

How could this class be improved/ modified?

Concerning the second activity, I should have made the rules clearer and tell either that we assume that the people that they would help would have electricity either that they have to chose items that do not imply electricity.

*** HANDOUT – LIST OF ITEMS FOR ACTIVITY 1

Choose among this list three items that you are going to bring in 2112:

A camera
A car
Cash
Warm clothes
A laptop
A passport Food
A cell phone
Aspirin
A sleeping bag
Water
A credit card

Then add three items that are not in the list but that seem necessary to you:


RU S12 ADV Home

Language and Section: Russian – PO Russ 13.1

Date: 26 January 2012

Class theme/topics discussed: Home Sweet Home

Goal of the class:

To practice speaking skills; to exchange opinions on the topic; to learn new vocabulary connected with Russian homes

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

1) Discussion: i) where does your family live? ii) where do you live here? iii) where do you like it better and why? iv) how do you choose your dorm and roommate here?
2) Where did you live in Russia? What is your impression? What home customs were unusual for you? What did you like better/worse then here? What do you think about “pod’ezd” (entrance)? Was it scary in your house?
3) Have you ever been in “kommunalnaya kvartira” (shared apartment)? What do you know about it?
4) Watching a video about a bathroom in “kommunalnaya kvartira” (see an attachment). Answering questions (Кто такой Ян и что с ним случилось? Почему в ванной окно? Что случилось со старой ванной? Когда мылись ванной? Почему мылись в тазах? Что делал квартирный пьяница? Кого еще приводили жильцы? Как определялась очередь в ванную? Что происходило с горячей водой? Где она нагревалась? Если человек долго мылся, что делали другие жильцы?)
5) Learning new specific Russian words re home (see an attachment)
6) Follow-up: next time students should tell everybody about the house of their dreams.

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

Laptop ; TV set

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

Students seemed to really like this class and were very excited to talk about their homes in college and back at home. They also were very enthusiastic about an idea of a house of their dreams.

How could this class be improved/ modified?

This class took almost two classes in my class with three students. If you want to squeeze it to one class, it’s probably worth to eliminate cultural part a little bit, because it seems that students liked discussing questions more than a video (though they still liked it because it’s quite shocking).

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

FR S12 INT Food

Lesson Summary

Language and Section: French 11 SP 12

Date: 02/14/12

Class theme/topics discussed: French food habits in France and in the United States
Goal of the class: Make the students learn and exchange about the different food habits in France and in the United States.

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

-Warm up activity with the previous vocabulary (10 minutes)
-Open conversation about the different food habits in France and in the United states(20 minutes)
-Comment on a campaign made by the INPES (French Institute for Health) in 2008 (10 minutes)

-Working in pairs, the students had to talk about the cultural differences they noticed between eating in France and in the States (30 minutes)

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

-Paper Sheets to write down the vocabulary for warm up activities for next class
-TV and computer for the video.

What worked well in this class? What did not work?
-The students were excited about the topic and had a lot to say about they’re food habits (What they are cooking, what they like to eat, why they are vegetarian…)

How could this class be improved/ modified?
-In the intermediate class a few people went to France, I had to talk more than I should.

FR S12 INT Institutions

Conversation Class
Lesson Summary

Language and Section: French 13/ SP 12

Date: 03/29/12

Class theme/topics discussed: Political institutions.

Goal of the class: give the students and Idea of the French political institutions and the main political parties.

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

-Review of the vocabulary of animals (10 minutes)

-Conversation and explanations regarding the French political institutions compared to the united states (35 minutes)

-Screening of two videos regarding French politics from news website and the Zapping+questions(15 minutes)

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

-Whiteboard, tv screen and computer

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

-The students had the choice between this class or planning a trip to France. The intermediate class choose to talk about politics.

How could this class be improved/ modified?

-I should re-print the handouts from the French embassy I used during the first semester.

RU F11 ADV Crime

Language and Section:  Russian – PO Russ 13.1

Date: 8 September 2011

Class theme/topics discussed: Crime 

Goal of the class: to learn vocabulary connected with crime; to practice listening skills 

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

Lesson Plan attached

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

Internet resources (video), laptop, TV set

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

Everything worked quite well. However, though the video is perfect for weather + crime vocabulary (the previous lesson was about weather so with this video students repeat previous vocabulary and learn new), it was a bit too difficult even for advanced students. 

How could this class be improved/ modified?

Probably cut some parts of the video and make shorter the video and the list of vocabulary (from 6 min to 3 or so). In this case, it won’t be so tiresome for students to listen to it.

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

ES F11 INT/ADV: Religion

Language and Section:  SPA 13.2

 Date:  12/1/2011

 Class theme/topics discussed: Religion

 Goal of the class: To talk about religion in general and about new, growing religions in Uruguay.

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

–        I introduced language and concepts related to the two fastest growing religions in Uruguay (Umbanda and Pare de Sufrir); both has spiritist elements and began their rise during the economic crisis of 2002. Terms used:

– Pai/Mai

– Orisha

– “Trabajo”

 

– Pastor

– “Dios vivo”

– Espíritu maligno

 

–        We watched a short video on Pare de Sufrir on youtube; it features a “Pastor” trying to perform an exorcism via the TV.

–        We talked about religion in America and Uruguay

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

TV, laptop, whiteboard. Video used: http://www.youtube.com/watch?v=e6UlOZ5HVq0

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

 The topic was very, very motivating for the students. We talked a lot about religion and they were very interested in its social and political role. They linked the new information with different religious movements in America. Everyone participated a lot. WARNING: since this is a very sensitive topic, I waited until very late in the semester, when I knew my students enough to feel comfortable approaching it.

 

How could this class be improved/ modified?

 I should have saved two classes for this, as I did it right before the end of the semester and could not follow up on it.

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

FR S11 INT – French accents

French accents

How did you pick this theme or topic?

French and francophone accents are interesting as it is part of French culture and it may be useful for them to be able to recognize and understand them.

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

General discussion

How did students react?

They reacted very well. They were interested

Did they engage with each other and you?

Yes , they asked me questions

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

Youtube videos

Please attach a copy.
Lesson plam: accents

Would you recommend this activity for a future class?
Yes

FR S11 INT/ADV – Registers #2

Different registers of language #2

How did you pick this theme or topic?

I wanted to keep working on this since there’s a lot of activities possible

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

Handouts
Group work

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.)

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, it was very productive

Intermediate 4/14/11

1. Show Aristochats (extracts on daily motion)
→ which register is used by which character?

2. Dialogue – 20 min
→ creating a dialogue using the different registers and words seen in the previous class

3. Luchini – 15 min
→ give them the fable, talk about Jean de la Fontaine, moral… do they know him? Other fables?
Le Corbeau et le Renard
→ Read together the French version
→ show the verlan version that French actor Luchini recited on tv

FR S11 INT – bullfighting and course camarguaise

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

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

RU S11 INT Colloquialisms

Class theme/topics discussed:
Listening Practice (Video)

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react?
They generally enjoy videos 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 screen, handouts.

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?

4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

FR S11 INT – famous people

Famous French people

How did you pick this theme or topic?

Oftentimes students don’t know much about who’s famous in France so I thought it would be good for them to learn a little about it.

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

Handout
General discussion

How did students react?

Well, they were really interested, we only did the first activity.

Did they engage with each other and you?

yes

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

Handouts
Youtube

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Famous people in France

1) Warm-up

– On the board, we list all the famous people they know (sorting them out as sportifs, acteurs, chanteurs, politiques, divers

2) 1st activity

– pairs
SP11 LP Interm 16 famous people
• Distribution of a sheet with a list of biographical facts on famous French people
• We all read
• Explanation of certain words
• They need to find the answer

3) 2nd activity

– I show some videos of famous people
– They need to find who they are

– Edith Piaf
– Gérard Depardieu
– Brigitte Bardot
– Louis de Funès
– Charles Aznavour
– Johnny Hallyday
– Serge Gainsbourg
– Georges Brassens
– Francis Cabrel
etc…

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