Language Residents

an archive of lesson plans

Author: emma

FR S13 Study Break Wii + bread cheese and nutella

FR S13 Movie Intouchables

FR S13 Welcome Back Party

FR S13 ADV/INT Werewolves Game

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 2.19.13

Class theme/topics discussed: Werewolf Game

Goal of the class: Practice argumentation

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

Werewolf game (Role play):
The class was a village. Students were given cards with a role and had to hide them from the other.
2 students were werewolves
The others (6 students) were villagers; some of them had specific powers (Cupid, the Witch, the Clairvoyant, the Thief, the Hunter)
The goal of the two teams was to kill all the members of the other one.
We organized “nights”. Each night the werewolves killed a villager by pointing him or her silently. Each morning the entire village had to vote for a person that they believe he or she was a werewolf. All the students were debating on this.
In the end, the team who killed all the members the other one won.

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

Cards, rules on the whiteboard

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

Students loved the game!

Loup-Garou

FR S13 ADV Advertising

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 2.7.13

Class theme/topics discussed: Advertising

Goal of the class: Make the students develop listening and argumentation skills, try open debates

Structure of the class:

– I show them five French video commercials about different topics (shampoo, dating-website, sugar, a commercial for a car that was forbidden in France because it was sexist, a commercial from the government to prevent young people from starting smoking cigarettes). We explained and commented the videos.
– They worked in groups of 4 students. I gave each group an item that they had to advertise (a vacuum cleaner, a hair-dryer, beers).

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

TV screen/computer
Whiteboard

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

Everything worked well. We had a great debate about the commercial to prevent young people from smoking.
The advertisements they made were really fun.

FR S13 ADV Proverbs

Conversation Class

Lesson Summary

 Language and Section: French Advanced

 Date: 1.24.13

 Class theme/topics discussed: French Proverbs

 Goal of the class: Make the students learn about proverbs and break the ice in a new class

 Structure of the class:

–        Activity 1: I cut 20 proverbs in two pieces each. Each student was given 4 pieces and for each piece had to figure out who has the matching piece. In the end each student had two full proverbs. They wrote them down on the whiteboard and we discussed their meaning.

–        Activity 2: Students worked in pair. They picked one proverb and they had to act it out and to make the rest of the class guess what proverb they picked.

–        Activity 3: Students worked in groups. They were given two words. From those words they had to imagine a dialogue that included as many proverbs as possible.

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

Generally it worked well but 18 students + all these pieces of paper: that was a little bit confusing!

 How could this class be improved/ modified?

 With less students!

 

 

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

FR F12 INT: Get a Job

Conversation Class
Lesson Summary

Language and Section: Intermediate French

Date: 11.13.12

Class theme/topics discussed: Get a job

Goal of the class: Make the students talk and learn about how to get a job in France

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

WARM-UP (5 minutes)
Collect the vocabulary that they know and complete it
To apply, an application, a resume, a covering letter, a job interview, a boss, an employee…

ACTIVITY 1 (10 minutes) – GETTING FAMILIAR WITH FRENCH RESUMES AND COVERING LETTER
Students will be given examples of French typical resume and covering letter. We will discuss the differences from American ones and point what they have to be careful about if they want to apply for a job in France.

ACTIVITY 2 (10 minutes) – WHAT THIS PERSON WILL DO IN 10 YEARS?
Students will work in pairs. They will have to imagine what the other students will do in 10 years.
The target student will answer by telling his actual plans if he has some.

ACTIVITY 3 (10 minutes) – F*** MY LIFE
Students will be divided in two teams. Each team will be given 5 beginnings and five endings of sentences from the French equivalent of “F*** my life” website. The first team who will have gather right all the sentences will win.
In the end, each student will read a sentence and we will check the meaning together.

ACTIVITY 4 (15 minutes) – JOB SPEED-DATING
Students will be given a role on a piece of paper. Half of the class will be bosses looking for a new employee and the other half will be people looking for jobs.
The “bosses” will have to ask questions while the “job-seekers” will have to try their best to be hired even though the role they have be given does not fit with the boss expectations.
In then end, bosses will have to tell who they want to hire and why.

END-UP (5 minutes) – FUNNY VIDEO about job interviews (Bref)

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

Whiteboard, handouts, Computer/TV

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

Everything worked well, specially the speed-dating activity.
They were curious about the CV and the covering letters but I realized a lot of them do not have a CV in English yet so they could not really compare.

How could this class be improved/ modified?

Maybe find a more dynamic and funny activity for the introduction of French CV and letters (For instance, they could be looking for someone to hire for a job and they have to choose among three CV)

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

*** HANDOUT – ACTIVITY 4

Patron

Tu es une femme, tu as 57 ans.

Tu es diabolique et tu diriges une compagnie d’import-export.

Tu recherches un(e) assistant(e) qui soit prêt(e) à travailler 70 heures par semaine et à t’obéir au doigt et à l’œil.

Chercheur d’emploi

 Tu es une femme de 25 ans.

Tu es une jeune diplômée d’Ecole de commerce.

Tu es timide et introvertie.

Patron

Tu es un homme de 27 ans.

Tu es un jeune cadre dynamique qui a monté son entreprise de création de logiciels et tu recherches des informaticiens motivés.

 

Chercheur d’emploi

 Tu es une femme, tu as 26 ans.

Tu es passionnée d’informatique mais tu es excessivement féministe et tu refuses de travailler pour un homme.

Patron

Tu es une femme. Tu as 42 ans.

Tu es avocate et tu recherches un(e) secrétaire à l’aise avec l’informatique pour taper et gérer tes documents administratifs.

 

Chercheur d’emploi

 Tu es un homme, tu as 57 ans.

Tu es passionné par les ordinateurs et par le Tour de France.

Patron

Tu es un homme, tu as 35 ans.

Tu es un trader moche et tu recherches une assistante pour choisir tes vêtements et t’accompagner aux soirées mondaines.

 

Chercheur d’emploi

 Tu es une femme tu as 25 ans.

Tu n’as aucun diplôme et tu n’as jamais travaillé.

Tu aimes la mode et les chats.

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:


FR F12 Movie “Incendies”

FR F12 Study Break Study in Paris

FR F12 Welcome Party

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