Language Residents

an archive of lesson plans

Author: Clemence Lefevres (page 1 of 2)

FR S15 ADV Progress

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, March 3rd

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

Class theme/topics discussed:
Progress

Goal of the class:
To learn vocabulary about technological progress
To share opinions about love in our society

How did you structure the class?
Warm-up: when I tell them “progress”, what do they think about? What is for them the greatest invention of the 20th century?

1. I give them two pages of vocabulary related to the progress. In pairs, they have to pick up two: one they know and why they picked this one ; one they don’t know and I explain them what does it mean. They must then create a sentence with three of those words.
2. We read an article together about those technologies which have replaced former daily objects. We commented this article together. In pairs: as it was written in 2003, can we say the article was right? What other items have been replaced since then? Do they remember using one the old ones in the article?
3. I give a list of items. In pairs, they have to discuss and choose 5 without which they could leave in this world. How can those be replaced?
4. What could be the next inventions that will change the world?

What worked well in this class? What did not work?
They were really talkative. We had a great conversation, and everyone was involved in it. I planned many other activities, but those took all the class.

 

Screen Shot 2015-05-26 at 9.38.56 AM Screen Shot 2015-05-26 at 9.38.41 AM Screen Shot 2015-05-26 at 9.37.52 AM Screen Shot 2015-05-26 at 9.38.24 AM Screen Shot 2015-05-26 at 9.38.01 AM Screen Shot 2015-05-26 at 9.37.29 AM

FR S15 INT Famous People

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, January 27th

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

Class theme/topics discussed:
Famous French People

Goal of the class:
– Getting familiar with French celebrities
– Talking a bit about French history and politics through some personalities
– Talking about those French famous in the US

How did you structure the class?

1. Warm-up
Coming CA
What did you do last weekend?

2. Famous People
I give them a list of questions. In pairs, they have to guess which French celebrities it is about. Then, we watch a PowerPoint with the answers. I take time to talk to them about French politics, sports, cinema and music.
I ask them which French celebrities do they know and I list them on the white board.

3. Time’s up
We write different names of celebrities of little pieces of paper. Round 1: a student describes the person without saying the name; the others have to guess; Round 2: the student only say a word; Round 3: the student has to mime the celebrity.

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

We took our time to do the activity, watching videos on Youtube to learn more about those people, what did they do, etc. I also gave them some background about French politics and history. One students was really into sports so he talked about famous French sportsmen.

PowerPoint Famous People

Handout Famous People

FR S15 ADV Women’s Day

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, March 10th

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

Class theme/topics discussed:
Women’s Day

Goal of the class:
To talk about gender discrimination
To create the end of a video
To give your opinion
Reading comprehension
To make them describe a poster

How did you structure the class?
1. Warm-up: coming CA + how was their weekend?
2. Do they know what happened on the 8th of March? If I say “male-female parity or equality”, to which fields are they thinking of?
3. Video https://vimeo.com/49219589
I show them the beginning of the video, they have to guess the end. Then we watch the real end and we discuss it.
4. Posters
I separate them in small groups of 3 and give them a poster made for Women’s day. They have to prepare a small presentation to describe the poster to the rest of the class, explain which message it conveys and if they think it works well.
5. Article
We read together an article and I introduce them to the association for women’s rights “Ni putes ni soumises”. What do they think about this article? About people’s reactions? Is there an American equivalent of “la journée de la jupe”?
6. Famous women
Still in small groups, they pick up a famous woman and prepare a small presentation about her life, her influence, her fights, and why is she inspiring for them (fictional or real woman)

Le Figaro, 9 mars 2012
Des collégiennes qui avaient organisé une «Journée de la jupe» ont été priées de changer de tenue. L’association Ni putes ni soumises critique l’attitude du collège.
Pas de jupe pour la Journée de la femme… Jeudi, à l’occasion du 8 mars, une trentaine d’élèves du collège Roger-Vailland de Poncin, dans l’Ain, avaient délaissé leur jean pour une tenue plus féminine. L’initiative a inquiété la direction de l’établissement qui a invité les collégiennes, âgées de 13 à 15 ans, à aller se changer. «En raison d’agressions verbales dont certaines ont été victimes, un membre de l’équipe de direction leur a proposé d’adopter une autre tenue», a expliqué vendredi Sylvain Weisse, le principal du collège.
Taille de la jupe
Mais les adolescentes de 4e et de 3e ont refusé d’obtempérer. Soutenues par quelques enseignants, elles ont fait circuler une pétition qui a retenu près de 80 signatures pour soutenir leur action, rapporte le quotidien Le Progrès , qui a dévoilé l’histoire.
Provocation de lolita ou acte féministe: la réponse est-elle à trouver dans la taille de la jupe? En plein débat sur l’hypersexualisation de la société après la remise d’un rapport de la sénatrice Chantal Jouanno, la direction du collège a-t-elle jugé nécessaire de calmer le jeu? Interrogés par l’observatoire Orange Terrafemina, les parents plébiscitent pour leur part à 83% l’interdiction des tenues indécentes à l’école. En juin dernier, une élève de 11 ans d’un collège de Villeparisis (Seine-et-Marne) avait également été rappelée à l’ordre par une surveillante qui avait jugée sa jupe trop courte.
«Régression du droit des femmes»
«J’avais une jupe à fleurs qui m’arrivait un peu au dessus du genoux. Ce n’était pas de la provocation. C’était un peu aberrant que l’on nous demande d’enlever notre jupe parceque l’on ne peut pas travailler avec une jupe», a rapporté une élève du collège Roger-Vailland sur RTL. «Il faut que l’on réeduque le regard des garçons, des hommes et même de la société», a également plaidé la mère d’une collégienne.
L’association Ni putes ni soumises, à l’origine du lancement de la Journée de la jupe, organisée tous les 25 novembre pour encourager les filles à oser se montrer féminines et à faire fi des préjugés, se dit choquée par cette réaction. «Je la trouve dégradante. C’est scandaleux, s’offusque sa présidente, Asma Guenifi. Ce genre d’attitude laisse penser que la provocation vient de la fille qui porte la jupe. On cautionne l’idée que cette fille est une pute. C’est très symptomatique de la régression du droit des femmes et des jeusnes filles.» Ce faisant, l’école ne fait pas son travail et va à l’encontre des valeurs de la République dénonce également l’association. «C’est là qu’il faut aborder les rapports fille garçon, parler du sexisme, lutter contre les préjugés», avance Asma Guenifi.
«Cet incident sera l’opportunité pour l’établissement de poursuivre une action engagée depuis des années autour des thèmes du recpect d’autui et des relations entre les filles et les garçons» convient le principal de Roger-Vailland. La volonté des élèves s’inscrit dans une démarche positive et reconnue comme telle par l’établissement. Des actions pédagogiques et éducatives seront très prochainement conduites avec les élèves et leurs familles», promet-il pour apaiser les tensions.

FR S15 INT Movies vs Life

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, April 28th

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

Class theme/topics discussed:
Movies vs Life

Goal of the class:
To learn about movies currently in the theaters in France
To create stories

How did you structure the class?
1. Warm-up: how was your weekend? Coming CA
2. Posters
I make groups of 2 or 3. I give them a poster of a movie currently screened in France. They have to describe it to their classmates and imagine the movie behind this poster
Then, we watch the actual trailer: what do they understand? Is it close to what they imagined? Which version do they prefer?
3. Movies vs life
I show them the video from Suricate – Golden Moustache called “Movies vs life”. In small groups, they have to imagine their own and present them in front of the class.
Then, we watch the “Movies vs Life 2”

How did it work?
Students always LOVE creating stories and acting. Those exercises gave them enough freedom to be creative. Especially the “movies vs life”, they had a lot of ideas.

FR S15 Study Break Crepes and Waffles

03_12 SB crepes & gaufres

FR S15 Concert Fatoumata Diawara

04_02 concert fatoumata diawara

FR S15 Off-campus Opéra Thérèse Raquin

02_01 Opera therese raquin

FR F14 INT Sports

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Thursday, November 20th

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

Class theme/topics discussed:
Sports

Goal of the class:
Learning vocabulary relation to sports and equipment.
Talking about the popular sports and athletes in France
Talking about the Olympics.

How did you structure the class?
1 Warm-up
Do they practice any sports? How often? If not, why?

2 Sports: vocabulary and Pictionary
I separate them in pairs. I give them pictures of different sports and a list of sports. They have to match them.
Second step: each of them has to draw a sport on the board and the others must guess.

3 Sports equipment
They fill up blanks in a text with vocabulary related to sport equipment.

Complétez les phrases avec les mots suivants.
balle – arc – pagaies – selle – gants – raquette – flèches
L’équipement sportif
1. Les combattants portent des , s’affrontent sur des rings et disputent des rounds de trois minutes.
2. Ce sport incarne : la précision, la tradition et l’élégance. Pour s’imposer, les athlètes doivent maîtriser leur et leurs grâce à leur concentration.
3. L’athlète contrôle son embarcation avec les , les hanches et les jambes.
4. Enfin, après plus de trois ans en , le cavalier et son vieux cheval sont arrivés au sommet de la montagne.
5. L’athlète utilise sa pour frapper une immobile, sans assistance.

4 General discussion
Did they win any trophies? Did their parents force them to do a sport they didn’t want to do? Then, I ask each of them to explain the rules of a sport they know.

5 Sports and France
Who are the famous athletes from France? In which sports France has good results (rugby, handball, swimming, fencing, judo,)
We watched some videos of unknown or unrecognized sports in the US.

imagier sport 1 imagier sport 2

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

FR F14 ADV French Geography

Conversation Class Lesson Summary

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Thursday, November 13th

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

Class theme/topics discussed:
French Geography

Goal of the class:
– To check their knowledge of the French geography
– To teach them some fun facts about the French geography
– To talk about the stereotypes between the different regions of France

How did you structure the class?
I tell the class that we are going to do a little contest. I divide them in pairs (plus one group of 3)
After every test, a group corrects the work of another and counts the points. We do the correction orally and I add some cultural information or fun facts.

Test 1: I give them a blank map of France. They have to place and name the main mountains and rivers.

Test 2: Quiz; they must answer eight questions about the regions/cities/departments/geographical position of France in Europe.

Test 3: they have a blank map of the regions of France and a list of those regions. They must find where each region is located.

Test 4: Each group has a “map of stereotypes”. They have to prepare a short presentation of what are those stereotypes and guess where do they come from.
I also show them the trailer of “Bienvenue chez les Ch’tis” about the North/South stereotypes http://www.youtube.com/watch?v=fY5cWL4SUmw
To relax in the end, I show them a funny PowerPoint about the Google suggestions about the regions of France and all the stereotypes that it implies.

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

They all learnt about the French geography in previous classes (in high school, college) but forgot a lot. That was a good reminder. I am always surprised to see that they are confused between cities and regions. It was the occasion to clean things up.
It was also an opportunity to talk about the new law about the “découpage territorial”: France division will change from 22 to 13 regions soon.

 

Les cartes et leurs corrigés :

Les clichés français

Les Français selons Google

ADV Géo française

FR F14 Study Break Raclette

12_04 Raclette Party

FR F14 Concert Stromae

10_04 Stromae

FR F14 Welcome Party

09_01 French Welcome Party

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

 

 

 

 

 

 

 

 

FR S14 ADV Party (2 classes)

Language and Section: FR 13

Date: 04/15 & 17

Class theme/topics discussed: Student party/Parties

Goal of the class:
Learning vocabulary about party and partying.
Learning slang

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

1 Warm-up
Weekend? Did you go to a student party?
Dans votre pays d’origine, participiez-vous à des soirées étudiantes? Racontez-nous vos soirées étudiantes, vos meilleurs souvenirs et vos anecdotes.
Est-ce que vous aimez les soirées étudiantes ? Pourquoi ?
Avez-vous déjà participé à des soirées étudiantes dans d’autres pays ? En quoi sont-elles différentes ?
Quels conseils pouvez-vous donner aux étudiants qui s’apprêtent à aller pour la première fois en soirée étudiante aux Etats-Unis ?

2 Article
Read altogether an article about the French student parties.
Qu’est-ce que ces témoignages vous apprennent sur le mode de vie des étudiants français ?
Quelles sont les alternatives aux soirées étudiantes ?
On rentre chez les parents le week-end ; soirées étudiantes le jeudi ; pas de « vie de campus » à l’américaine

3 Brainstorming
What are the reasons to party? (talking about “la pendaison de crémaillère”)

4 Listening comprehension
Video from Norman about birthday parties
http://www.normanfaitdesvideos.com/2013/12/04/les-anniversaires/

Students then have to answer to 10 questions about this video

5 Scenario
You are at an American student party with a French friend. You have to explain him (in French) the meaning of two words or expressions of American slang.

6 Song
Tryo “Désolé pour hier soir”
https://www.youtube.com/watch?v=9f1yCKZMnbI
They have to “translate” the slang from this song into a “correct” French

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

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

This class took me actually two days instead of one. Students who already lived in France loved sharing their experiences about students’ parties. One of the good surprises was the scenario exercise: it worked really well, and it was a good activity to paraphrase something they know and realize the connotations and levels of language in their own language, so then they understand better the French slang as we worked on translations.

ADV 18 Soirées étudiantes

FR S14 ADV Cinema & Cannes festival (2 classes)

Language and Section: FR 13

Date: 04/22 & 04/24

Class theme/topics discussed:
Cinema and Cannes Festival

Goal of the class:
Discovering the most viewed French movies in France
Learning the history of the Cannes Festival
Creating stories from movie posters

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

1 Video about Cannes Festival
http://www.flevideo.com/fle_video_quiz_high_intermediate.php?id=4583
In pairs, they have to answer the questions about this video.
Ask them some other questions related to the festival, they have to guess the answers (available on the website + which Disney movie received a Palme d’Or? Dumbo. Which countries received the most Palmes? USA – France – Italy).

2 Top 10 in France
I give them a paper with pictures from the 10 most viewed movies in France. They have to match these pictures with the title and the year, and rank them in the right order.

3 A l’affiche
Groups of 3. I give each group a poster of a movie screening now in France. Then have to imagine the story, write it down and then present it to the other students. In the end, they decide with one should receive the Palme d’Or.

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

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

I did not expect this class to last two days. They loved it. Especially when they had to create skits to present the movies. We watched the actual trailers, and they were really interested in watching them.

Top 15 films français

FR S14 INT Masterchef

Language and Section: FR 11

Date: 01/28

Class theme/topics discussed: Masterchef (food and cooking)

Goal of the class:
Review and learn vocabulary about the food
Review the imperative tense
Create a recipe

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

1 Warm-up
I show them a trailer of the French version of “Masterchef”. Who does watch this TV show? What is it about? Do they like to cook? Then, we “play” at Masterchef! (in two teams because I had 4 students)

2 Visual test
This test is only in the French version. When on TV the contestants must guess ingredients just tasting it, here the students have to match a picture of an aliment and its name in French.

3 Pressure test
Students have to put together in order the recipes of famous French dishes (following the indications First, then, finally,…) They also have to transform the infinitive form into the imperative one.
Then, we talk about some other famous French dishes with a PowerPoint (made by a previous LR);

In order to help them, there is a short list of vocabulary.

4 The mystery box
With the ingredients seen during the first test and the verbs used on the recipes of the second test, they have to create their own recipe. It could be a real dish or something crazy they just make up!

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

They LOVED it! For the last test, they created weird dishes with seafood and chocolate. The tests themselves are quite quick, so we had time to talk about food in France. I think it was a good way to review basic vocabulary. Maybe for a future class I should add a fourth test?

powerpoint les plats français

vocabulaire aliments

6 Masterchef

FR S14 Concert + Talk with Fou malade

French CA Fou malade

FR S14 Study Break Chandeleur

Study Break Chandeleur jpeg

FR S14 Welcome Back Party

welcome back party jpeg

FR F13 INT Ecology

Conversation Class

Lesson Summary

 

Language and Section:

French 11

Date:

12/03/13

Class theme/topics discussed: Ecology

Goal of the class: Talking about ecological actions and the environment

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

  1. General discussion: did they have class about ecology and the environment when they were kids? Importance of this in France.
  2. Energies: they have to match a word and a picture of a type of energy, and then tell if it is renewnable or not.
  3. Reading and writing: advice to be ecological. Then, following the examples, they have to write down some ideas in pairs.

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

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

They were not really motivated, I don’t know if it was only their mood or the topic of the class. I found out that Europe and the US don’t give the same attention to ecology.

How could this class be improved/ modified?

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

PowerPoint + handouts here: Handout l’envrionnement French INT Ecology

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 ?

 

FR F13 INT Speech Game

Conversation Class

Lesson Summary

 

Language and Section:

French11 INT

Date:

09/24/13

Class theme/topics discussed: Having fun!

Goal of the class: no pressure today, just board games!

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

  1. General discussion / coming cultural activities
  2. Speech: One student picks up three cards (with pictures on it, for example a witch, someone angry and an apple) and has to make a story about these pictures.
  3. Speech: A first student picks up a card, invent a story about it. Student #2 picks up a second card, invent a story about this card but related to what have been told before. Etc.

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

Game « Speech ».

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

Students loved it. Even the shiest talked a lot. This game is better in small groups (we were 8, no more!). Every time a card is picked, we first find the word to describe it. Even if I didn’t ask them to do so, many of them took notes of the vocabulary.

How could this class be improved/ modified?

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

FR F13 ADV City

Conversation Class

Lesson Summary

 

Language and Section:

French13 ADV

Date:

10/08/13

Class theme/topics discussed: The city

Goal of the class: Talking about living in a city, learn vocabulary about it

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

  1. General discussion about the coming feedback session
  2. Listening comprehension with a song. I give them the lyrics of the song by Pauline Croze “Dans la ville”. They have to fill the blanks with words related to the city while listening the song. Then we explain the song, the vocabulary, etc. Finally, we listen to it a second time and sing it. http://www.youtube.com/watch?v=5nSJ59c-DZE (handout 1)
  3. 3.     You prefer… Pair work. I give them a list of questions “do you prefer this or that” and they had to answer each of them. Then, each pair answer a question in front of the rest of the class. (handout 2)
  4. Debate : do they prefer to live in a big city or in a smail town/in the countryside?

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

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

They really loved singing the song and asked me to show another song from Pauline Croze.

This class would actually be more adapted for intermediates.

How could this class be improved/ modified?

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

Next page: handouts 1 and 2 

Dans la ville – Pauline Croze

 

J’avais pensé quelques fois,
Tiens il faudrait retenir
Le nom de cet endroit, il faudra revenir…
Je m’étais dit bien souvent,
c’est une adresse garder
Il faudra essayer ce banc, cet été…

Mais dans la ville,
Je m’aperçois,
Ces adresses inutiles,
je n’y reviendrais pas…
Mais dans la ville, je m’aperçois, ces journées d’avril, ce n’était que toi…

La pensée m’était venue, en t’attendant un matin, je reviendrai dans ces rues, l’an prochain.
J’avais gardé pour plus tard, un quartier à visiter
Les environs de la gare, le papier peint du café

Ce n’était que toi…

 

Tu préfères ceci ou cela ? Pourquoi ?

–       Habiter en centre-ville ou en banlieue, ou à la campagne ?

–       Sortir en boîte ou aller au cinéma ?

–       Vivre seul(e) ou avec des colocataires ?

–       Habiter dans une petite rue ou sur une grande avenue ?

–       Parler aux étrangers dans la rue ou les éviter ?

–       Préserver les parcs publics ou construire plus d’édifices ?

–       Rouler en voiture ou prendre les transports en commun ?

 

FR F13 ADV Health

Conversation Class

Lesson Summary

 

Language and Section:

French13 ADV

Date:

09/26/13

Class theme/topics discussed: Health

Goal of the class: students may be able to describe what they feel to a doctor and understand treatments.

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

Introduction: 5mn

–       Greetings

–       Coming cultural activities

–       Any questions?

–       Autumn and cold are coming: have you been ill recently?

Vocabulary bingo (pair work) 10 min

–       Goal: to see vocabulary

–       I give each pair a table with words about health.

–       I describe one word without saying it. Then students cross the word they think it is.

–       The first pair with 3 words in a row wins.

–       Make them explain the rest of the words

Brainstorming: 15 min

–       Goal: group reflection about a given topic

Video: http://www.youtube.com/watch?v=6XUUW3h0Y8o

–       In group (3), they should make list:

What should we do not to spread germs?

What should we do when we are sick to get better?

Debate:  20 min

–       Reading comprehension: I give them an article about the fact that the French people buy a lot of medicine. We explain the vocabulary together.

–       In two groups They have to make a pro and cons list about the use of medicine.

–       Debate half of the class is pro the use of medicine, the other half is against.

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

Video, French ad about the importance of washing hands: http://www.youtube.com/watch?v=6XUUW3h0Y8o

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

They enjoyed this class!

I was really surprise by their enthusiasm for the debate. They had many different ideas and it worked really well.

How could this class be improved/ modified?

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

Médicaments : comment consomment les Français ?

Publié le 10-07-2013 à 17h39

Par Le Nouvel Observateur

INFOGRAPHIE. 48 boîtes de médicaments par an et par habitant, un marché en léger recul… Aperçu chiffré de la consommation de médicaments en France.

L’Agence nationale de sécurité du médicament (ANSM) a publié son analyse des ventes de médicaments pour l’année 2012 en France. Principale conclusion : le marché des médicaments est en léger recul. Il s’explique non par une baisse des quantités vendues mais par celle du chiffre d’affaires. En cause : les baisses de prix mises en œuvre en 2012 et le développement des génériques.

48 boîtes de médicament : c’est ce que consomme en moyenne chaque Français en un an. C’est moins que l’année dernière (-1,5% au total: -2,8 % pour les ventes en pharmacies; + 3% pour celles destinées aux établissements hospitaliers) mais «la consommation des médicaments reste importante», note l’agence.

Le 13 juin dernier, le syndicat de l’industrie pharmaceutique, le Leem, évoquait un «recul historique» après deux années de quasi-stagnation, avec, au total, un chiffre d’affaires (CA) qui a diminué de 2%. Pour le Leem, le recul du CA des ventes en officine était de 2,5% en 2012 et le CA à l’hôpital était stable.

 

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