an archive of lesson plans

Category: French (Page 1 of 11)

French Conversation class

FR S22 INT/ADV – Votre Week-End idéal

This class was done online and could also be done in person.

Warm –up (10 minutes) –group discussion = (main zoom chat : send the link of the Google Doc with vocabulary on the routine as well as the following questions students have to discuss in breakout rooms)

•Quel est selon-vous le WE idéal? Qu’est-ce que vous aimez faire en général le WE? – What do you think is the ideal WE? What do you usually like to do on weekends?

Activity 1: Video ‘French people describe their WE’ (20 minutes –8 minutes for the video, 10 minutes for the group discussion) https://www.youtube.com/watch?v=unmu4yKfBg0

Instructions: jot down what you understand from the video –écrivez sur une feuille de papier / sur votre ordinateur -ce que vous comprenez dans cette vidéo: Quelles sont les activités que les personnes interviewées aiment faire le week –end ? – What are some activities that the persons interviewed like doing on Weekends? Qu’est-ce qu’ils aiment faire avec leurs amis ? – What do they like doing with their friends?

Then we discuss it as a class and the students share what they understood and think about it –10 to 15 minutes –

Vocabulary input: What do these words mean? (Habituellement, Je bosse, aller en boîte, le confinement, se balader, faire un tour à…, profiter, la province); If there is some time left I propose a game they would play in Breakout rooms– ‘Qui est-ce?’ OR ‘Tu préfères’:

Tu préfères…Voyagez dans le monde entier sans pouvoir revenir à ton pays d’origine ou jamais sortir de ton pays ? Arriver toujours 1 heure avant à tes rendez-vous ou toujours arriver 1 heure en retard ? Passer toute ta vie à manger de la junkfood ou ne plus jamais manger tes plats préférés ? Vivre dans la maison de tes rêves dans un quartier chaud ou vivre dans une maison moche dans le quartier de tes rêves ? Être pauvre aux côtés de l’amour de votre vie ou être multimillionnaire sans jamais connaître l’amour ?

Resources:Vocabulary sheet (google doc provided)with expressions and words to be able to talk about one’s routine, Zoom Screenshare, Youtube, Powerpoint

FR S22 INT/ADV – La routine matinale (the morning routine)

Warm-up (15 minutes): Questions to discuss in group around Morning Routines and habits

The students have to discuss the following questions in groups of 3 to 4 students: Avez-vous une routine le matin? Que faites-vous habituellement après le réveil? (petit-déjeuner? Douche? Sport? Yoga? Lecture? Méditation?) – Do you have a morning routine? What do you usually do after waking up?

Qu’est-ce que tu fais en premier le matin?–What is the first thing you do after you wake up? Quelles sont les bonnes habitudes que vous aimeriez prendre le matin?–What are some good/healthy morning habits you would like to develop?

Qu’est-ce que tu manges au petit-déjeuner?–What do you usually eat for breakfast?

Est-ce que tu es un/une «lève tôt» ou un/une «couche tard» – are you an early bird or a night owl?

Provision of a vocabulary sheet with a lot of words, expressions and idioms pertaining to the morning routine in French (I included more difficult expressions/turn of phrases and idioms for the advanced level class). This sheet is designed to be a support for the following activities as well.

Activity 1: (20/25 minutes)

The first activity is based on creativity (writing) in groups of 2/3 students. First, I ask them to individually write on a small sheet of paper one word in relation to the word ‘Morning’. Then they all give them to me, I shuffle them, I create groups of 2/3 students, and each group randomly picks two papers. Based on the words they picked, they have to come up with a short story of about 100 words. This activity not only calls on to students’ imagination and creativity, but the way it is designed (team work) also makes it a good way for them to practice speaking in French by working on writing their story. They really liked this activity and it took them approximatively 20/25 minutes to write their story, after which each group chose to either tell the story or act it out. The whole class had a lot of fun!

Activity 2:

Another activity that could be done in this class is the following:

Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris : Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk.

This video is very good not only for the vocabulary and expressions used by the persons interviewed but also because it teaches the most accurate ways of expressing one’s habits in a colloquial manner.

Instructions: Jot down what you understand about the interviewees’ daily routine; what did they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?

The last part of the activity can be a little quiz on words and expressions mentioned in the interviews that are either colloquial or idiomatic. Activity 2: Another activitythat could be done in this class is the following:•Les Français nous racontent leur routine matinale dans les rues de Paris –French people tell us about their morning routine in the streets of Paris -: Video screening of Parisians interviewed in the street on their morning routine: https://www.youtube.com/watch?v=2lMIShoMuIk. This video is very good not only for the vocabulary and expressions used by the persons interviewedbut also because it teaches the most accurate ways of expressing your habits in a colloquial manner. •Jot down what you understand about the interviewees’ daily routine;•After watching the video, I ask them to tell me what they understood about the interviewees’ morning routines: Quelles sont les routines matinales des personnes interviewées dans la video?•The last part of the activity can bea little quiz on words and expressions mentioned in the interviewees that are either colloquial or idiomatic.Resources: PowerPoint, Vocabulary sheet, Youtube

FR S22 ADV- La Francophonie

This class is designed to introduced students to the French speaking world. After this class, students will know about the French speaking countries, the distribution of the french language in the world, some linguistic specificities/differences between the various French-speaking countries

Activity 1:

  • 1) Par groupes de 3, au tableau, notez tout ce que la Francophonie représente pour vous​ (In groups of 3, on the board, write down everything that ‘La Francophonie’ means to you)
  • 2) discutez et choisissez dans votre liste l’élément qui représente le plus la France pour vous. Justifiez votre choix​ (Discuss and choose from your list the item that most represents France to you. Justify your choice)

Activity 2:

  • https://www.youtube.com/watch?v=1wIwTn61huA – Que nous apprend cette vidéo sur la présence et l’importance de la langue Française dans le monde?​ (What does this video tell us about the presence and importance of the French language in the world?​)
  • Combien de personnes parlent le Français dans le monde? ​(How many people speak French in the world today?)
  • Quel est le top 5 des langues les plus parlées dans le monde? (what are the top 5 languages most spoken in the world today?)

Cultural Input:

Liste des pays ou régions où on parle français (list of the countries/places where French is spoken): ​

La France et:

• La Belgique, le Luxembourg, la Suisse, Monaco. ​

• En Afrique: l’Algérie, le Burkina Faso, le Bénin, le Cameroun, le Congo, la Côte d’Ivoire, Djibouti, le Gabon, la Guinée, Madagascar, le Mali, le Maroc, la Mauritanie, la République centrafricaine, la République démocratique du Congo (ex-Zaïre), le Sénégal, le Tchad, le Togo. ​

• Certaines îles: les Comores et les Seychelles, Vanuatu, Haïti. ​

• Le Québec,  Louisiane aux États-Unis, Nouvelle-Écosse et Nouveau-Brunswick

• En Inde (Pondichéry), au Moyen-Orient (Égypte, Israël et Liban), au Cambodge, au Vietnam, au Laos, à l’île Maurice et en Afrique du Sud. ​

Activity 3 + cultural input:

  • https://www.youtube.com/watch?v=zf9WATdZK7E​ (8 Colloquial French Expressions You Should Know)
  • Parmi les expressions qui sont mentionnées dans cette vidéo, quelle est votre expression favorite? (What is your favorite expression amongst those presented in this video?)

mots et expressions de la Francophonie (words and expressions from the Francophone world)​:

  • chafouin rusé, sournois. Il viendrait de l’ouest de la France (je l’utilise pour dire que je suis de mauvaise humeur = ‘Grumpy’)​
  • « il est fada! » (Il est fou!) ou « fada! » comme ponctuation de phrase (Dingue! / fou!)​
  • vigousse, en Suisse, signifie « vif »​
  • tap-tap: un mot haïtien pour désigner une camionnette servant de transports en commun​
  • poudrerie: un mot québécois pour désigner la neige poussée par le vent…​
  • lumerotte: mot belge pour parler d’une source de lumière de faible intensité​
  • dracher: s’emploie lorsque la pluie tombe à verse (pouring rain), en Belgique​
  • champagné: un mot d’Afrique centrale pour désigner quelqu’un qui a de l’influence, ou de multiples relations

To wrap up this class, the last activity can be the following:

Activity 4:

Par groupes de 3, trouvez et partagez avec les autres des situations/anecdotes personnelles durant lesquelles vous vous êtes sentis (In groups of 3, find and share with others personal situations/anecdotes in which you felt):​

  • chafouins (de mauvaise humeur)​
  • Vigousses (Energiques)​
  • BG (beaux)​
  • En PLS (mal/malade)​
  • Frais (se sentir bien)​
  • Enjaillé (motivé)​​

Ça peut être des situations de tout les jours, des souvenirs spécifiques, des moments embarrassants ou drôles 

FR S22 ADV – Cartoons (Toy Story)

Warm-up (10 minutes): Students share in groups of 3/4 what are/were their favorite cartoons and animated movies growing up and nowadays.

Activity 1: Screening of a video extract from Toy Story 1 (animated movie)–10 minutes-,

the French version: https://www.youtube.com/watch?v=Cb-EW5gwkrk (l’arrivée de Buzz).

Students have to think about these two questions while watching the extract: Que se passe-t-il dans cette scène? Décrivez les personnages et ce qu’ils font? (What happens in this scene / describe the characters and what they are doing)

Vocabulary/cultural Input: (5/7 minutes) in this scene, as it is the French version, characters speak in a colloquial way and use a lot of idioms/expressions that French people use in their daily speech/conversations. Students are asked whether or not they know or understand the meaning of the following words and expressions mentioned in the extract:

Je l’ai pas fait exprès (faire exprès), Voilà qui tombe vraiment à pic (Tomber à pic), On arrête pas le progrès, causer (//parler), ultra moderne (at the cutting-edge)

Activity 2: Students are asked in groups of 3/4 to imagine they are film producers from Hollywood who wants to create a movie adaptation of Toy Story with real actors. They are casting directors and have to find actors and actresses who would according to them impersonate the best the animated versions. When they found the actors, they do a small presentation to convince me that their casting is the best one.

FR F21 ADV – La Musique et vous

Warm up/ice breaker (15minutes):

  • Qu’est-ce que vous avez fait ce Week-end? est-ce que vous êtes allé quelque part, vous avez regardé la casa del papel sur netflix, vous avez dormi?
  • Small Game : ‘Tu préfères…’ – Tu préfères vivre sans café ou sans chocolat ? Tu préfères pouvoir voler partout où être invisible ? Tu préfères voyager dans le passé et rencontrer tes ancêtres ou aller dans l’avenir et rencontrer tes arrière-arrière-petits-enfants ?
  • Create groups: Depending on the number of students one has in their class, they can make 2 to 3 groups of 3/4 people.
  • Give the students a vocabulary sheet with words, expressions, idioms about music, musical instruments, types of musics, celebrations, verbs, etc.
  • Vocabulary sheet I designed and provided to the class:
  • Activity 1: ‘La musique et vous’ (15/20 minutes) in groups.
  • Start by asking them to discuss the following questions: Quel-s genre-s de musique préféré vous / vous écoutez? pourquoi? (What type of music do you prefer listening to and why?) – I personally first gave my example using elements I included in the Vocabulary sheet and we discussed with the class my musical tastes. I asked them to also share with their group why do they like listening to a specific type music: Does it relax them? help them to focusing on a specific activity? help them sleep, etc.
  • Cultural input: Les expressions/ proverbes qui s’inspirent du vocabulaire de la musique (French expressions and famous saying that include music-related words/phrases): La musique adoucit les mœurs = la musique est un bon moyen d’éduquer les gens / mettre un bémol = lorsque deux personnes discutent ou débattent de quelque chose, l’une d’elle peut interrompre l’autre pour expliquer qu’elle n’es pas d’accord avec cette personne, elle pourrait dire «je mets un bémol sur ce que tu dis», ce qui veut dire, «I disagree» d’une manière plus subtile et moins directe / ça me chante = ça me dis, «I feel like-doing it», «if I want to»
  • Activity 2: La fête de la musique
  • Start by asking them if they have ever heard of or have ever been to a ‘fête de la musique’ in France which occur every summer (generally around the end ofJune) in almost every French cities and villages.
  • Video screening of Paris’ 2017 ‘Fête de la musique’: (https://www.youtube.com/watch?v=UpWKBc8eCdg) – after watching the video, discuss with the whole class the following questions: Avez-vous déjà participé à une fête de la musique en France ou dans votre pays d’origine? si oui décrivez votre expérience, si non pensez-vous qu’il existe une fête similaire dans votre pays / région? (Did you ever participated in one before? if yes describe your experience/opinion of it; if no, is there any similar celebration-s/annual event-s where you’re from?)
  • I used a powerpoint to structure and guide the unfolding of the class. This class was very interesting because I noticed how curious and interested students were when I talk about French cultural aspects, traditions and linguistic peculiarities of the French language. From there a lot of them started asking questions and compare/associate with how it is back home for them, or in California.They really liked the fact that I showed a video on «la fête de la musique” in France, which is a well-known musical celebration taking place all around France in Juneevery year in June all around France. I had prepared a comprehensive and detailed vocabulary sheet on vocabulary and expressions in relation to music but they seem to have not needed it that much which showed me that the advanced class needed more to learn idioms, specific expressions and even colloquialism.

FR F21 INT – La Fête (celebrations)

Theme/topic: La fête –Parties/celebrations in France –This class is designed to last for two sessions

Warm-up: What are some celebrations/French holidays you know or have heard of before?

  • Quick cultural overview of the most important French Holidays
  • Video screening of a typical French holiday – le 1er Avril – On this day it is customary for a lot of French people to prank others and/or stick a paper fish on their back
  • Provide a few expressions in French for specific holidays – New Year, Christmas, etc. –
  • project pictures of objects and actions related to either one important holiday – Christmas, etc.- or Birthdays. Ask the class if they can associate what they see on the pictures with any words they know. Then provide them the vocabulary
  • Example – Birthdays:
  • Activity 1:
  • Create groups: Put the students in pairs or groups of 3/4
  • The students will have first to individually brainstorm for 5 minutes on the best birthday they had had so far and their best birthday memories. They can jot down some notes and then share them with the rest of their group
  • The instructor can also add more questions to ask them in order to make them practice expressing themselves on the topic in relation to their own experience using the past tense and the vocabulary provided beforehand: Quel est l’anniversaire dont vous vous souvenez le plus? (What is your best birthday experience?), Quels sont vos meilleurs souvenirs d’anniversaire ? (What are your best birthday memories?)
  • Activity 2: keeping the same groups, ask them to discuss their favorite celebration in their home country/region/where they’re from and tell their group about it and why they like it specifically. They can list various elements -activities, actions, foods, costumes, traditions, music, etc.- they associate with that particular celebration/holiday -.
  • Before starting the activity, give an example to guide them: je préfère mon anniversaire parce que ma famille et mes amis m’offrent des cadeaux / parce que il y a un gâteau d’anniversaire OR: ma fête préférée est mon anniversaire parce que…
  • I Personally loved how responsive and engaged into the conversation the students were. They put a lot of work in writing about their best birthday’s memories and then when I put them into groups to share what they had written with their classmates, they couldn’t stop talking, and I realized how good their French speaking skills were when they were really into something/interesting into a certain topic, especially when it concerns sharing a personal, intimate story.09/22-Warm-up:For the second session of this class on Celebrations/Holidays, I started by making them brainstorm on French words they associated with celebrations, celebrating and partying. I wrote on the board the words they gave me and tried to help them find out new ones by mimicking,for instance,‘blowing candles’, ‘opening a present’, ‘baking a cake’, etc. I didthat to introduce some input-mainly vocabulary and expressions-related to birthdays and other parties/celebratory events, such as graduation for instance, at the beginning of the class -I gave them ahandout with vocabulary including the vocabulary we had mentioned during the brainstorming. I gavethem 5 minutes to read it through and ask me questions if they neededto.It helped them a lot to complete serenely the main activity (organize your own party in groups)-I showed them pictures and asked them what the persons on the pictures were doing –blowing candles, baking a cake, opening a present, etc.-and what was on the pictures -some food/drinks you know of?–Main Activity:I dedicated the second part of the class (30 minutes) to the main activity. In groups of 3-4 they had to organize theirown party/celebrationand then present them to the class -They presented/describedtheir party to the rest of the class. I really liked that all members of the groups participated both in giving ideas for the party, and at the end, they all described an aspect/element of the party they’d organized together-To conclude the class,I asked them to give me 3 words they learnt today in relation to parties/celebrations

FR F21 ADV/INT Harry Potter – create your Hogwarts’ House

Goal of the class: Create a conversation around the books and movies, learn new vocabulary (adjectives, qualities and personal attributes such as bravery/honesty/wisdom, etc.; clothing (colors, various clothes, accessories), furniture and the vocabulary belonging to the magical universe of Harry Potter).

Reviewing some grammar/syntactic points such as the phrases to explain/describe people’s personality and personal attributes, their outfit, detailing the layout of the furniture in a room.

In addition to that, the main activity is designed as well to make students review and practice how to express wishes in French and structure their presentation of their houses.

Creating groups: Depending on the number of students one has in their class, the groups can count 2 to 4/5 students. Putting them in group is a good idea as it incites them to do teamwork, share ideas and vocabulary to complete the main task. I personally made this class more challenging for the students as they are advanced ones and therefore are more proficient/comfortable in the language.

Structure of the class

1- Warm-up :(10 minutes)

•What did you do this Weekend?

Presenting today’s topic: Harry potter. Who is a fan? Which books did you read/movies did you watch? What are your favorite-s one-s and why?

2- Input:(10 minutes) Which words come to your mind when you think about Harry Potter? (in order to introduce new vocabulary, I personally wrote the words they gave me on the board and provided new ones). Since my students were advanced and naturally wanted to know more complex vocabulary and expressions, I showed them two extracts of the first HP movie in French, with French subtitles. I then wrote on the board some words and expressions used in the extracts and which I thought could be very useful for the task and for their personal use (adverbs, common exclamatory expressions in French, idioms, words such as feather, candles, magic wands, snake, etc.)

3-Then I showed them the names of the Hogwarts’ houses in French, we also discussed who had done the internet quiz to know the house they belonged to. Then I had made a detailed PowerPoint slide explaining the main activity for the day: “créer votre maison à Poudlard!” (create your Hogwarts’ house!).

The steps they could follow to create their house were the following:

1) Find a name

2) What are the values qualities specific to your house and required to be a part of it?

3) Which animal represents your house?

4) what sort of uniform/clothing? (Colors, motifs, design, accessories)

5) How does your common room looks like?

This lesson plan can also be used with Intermediate students. I would recommend however providing more input before starting the main activity such as vocabulary lists with expressions and phrases to guide the students in expressing themselves and structuring their argument/presentation.

Below is the PowerPoint I made and used to teach this class to both Advanced and Intermediate students:

4-Main activity:(20-25 minutes)Idivided them in 2groups of 4-5and after explaining to them what the activity was about and thesteps to follow, I handed a vocabulary sheet to them with words, expressions and phrases to help them complete the activity. The handout was designed in accordance withthe guidance/steps I had provided beforehand for completingthe activity.While they were exchanging in groups, I went back and forth between thegroups and projected images with ideas of items they could include in their common room (this way they could also learn more words). Bothgroups made amazing drawings of their House’s uniform, animal, and common room! One group designed a common room with a pool and an aquarium in it. The other one decided the animal that would represent their house would be a mix between a bear and a bird.5-After each group had completed the task, I asked them to come forward and present their house to the rest of the class6-To conclude this class on Harry Potter, I asked them to give me one or two words they had learnt todayWhat technology, media or propsdid you use? (internet resources, playmobiles, handouts, etc.)I used internet, a vocabulary sheet, and aPowerPoint I had designed myself for this classWhat worked well in this class? What did not work?This class went very well.Like with my intermediate students,even those who were not Harry Potter fans were interested in the class and very engaged into the activity. They all participated and really tried to design a detailed presentation of their house and its specificities.

FR SP21 INT/ADV Advertising & Slogans

Language Resident: Marie Segura

Class theme/topic discussed: Advertising

Goal of the class: learning vocabulary about advertisement, learning more about French culture and especially the advertisement culture. 

Structure:

ACTIVITY 1 – Slogans

  • Show the students a list of French slogans and a list of brands and ask the students to pair them up.
  • What are the characteristics of a good slogan? (repetitions, rhymes…)
  • In pairs, ask the students to come up with the best slogan to sell a simple object (something they use everyday).

ACTIVITY 2 – Discussing (French) commercials

  • Brainstorming: what aspects do publicists rely on to sell specific types of products? (eg for coffee: seduction, luxury…)
  • Show the students a French ad and ask them to guess what it is trying to sell + what aspects  are emphasized 
  • Reflection: show them an infamous car ad that was taken down and ask them what they understand + what they think about it. What is it trying to sell? Who is the target audience? Is it efficient?

ACTIVITY 3 – Create your own commercial

  • In pairs: give each group a picture of an impossible object. Ask the students to write the scenario of an ad promoting it: what is the target audience of the ad? where does it take place? Who are the characters? Is there music? What happens?
  • Present your ad to the rest of the class. 

Resources used:

Bouygues: https://www.youtube.com/watch?v=bSAuAd9mcc4

Kinder: https://www.youtube.com/watch?v=9zSl7xldK8U

Powerpoint, pictures of impossible objects

FR SP21 INT/ADV (Fake) News

Language Resident: Marie Segura

Class theme/topic discussed : News and fake news

Goal of the class: Discuss pieces of news, improvise

Structure of the class:

  1. DISCUSSION QUESTIONS
  • How do you like to stay informed? Do you use newspapers, online newspapers, social media… ?
  • What was the most memorable piece of news you ever watched?
  • If you are someone who usually follows the news, has there been a time when you decided to stop? Why and for how long?
  • Do you read newspapers in other languages?
  • If the news reported your week, what would the headline be?
  1. FIND THE TITLE
  • Each student is sent a short article, without the title, and is given a few minutes to read it. Then, they are sent in breakout rooms in pairs/groups of 3 with students who don’t have the same article.
  • Each student has to explain the content of their article (without showing the text) and together they have to find the most original title
    • For the advanced class: find a second version for the internet, like a clickbait
  1. KAHOOT: FAKE NEWS?

Students have to guess whether the piece of news is real or fake.

  1. ROLE PLAY: WHAT HAPPENED?

Each group is assigned one of the “real” titles from the previous activity. Together, they must come up with a story to go with the title. They have to prepare a presentation in a news-report format: they have to be either a journalist or the protagonist of the story. Each group then acts in front of the rest of the class.

Resources used:

Kahoot

Newspapers articles (without titles):

Reflection: What worked/did not work? How can it be improved?

FR SP21 INT/ADV Tinder

Language Resident: Marie Segura

Class theme/topic discussed : Personality & speed Dating

Class structure:

WARM UP

Create a word cloud and ask students to enter as many adjectives as possible

ACTIVITY – SPEED DATING

  • Give students 10mn to fill in a Tinder profile: they have to imagine a character, to choose their name, where they live, what they like doing etc, using adjectives seen before.
  • Organize a speed-dating: each student will be given 5mn in a breakout room to get to know each of the other students’ fictive character to find their perfect match.

FOLLOW UP

  • Ask students if they found their perfect match and to explain what they have in common.
  • What would their first date be? Where would they go? If there’s still time, students can look for a restaurant online.

> If there is an odd number of students, one stays in the main room with you and you can ask them to introduce their character, and if they invented them, or were inspired by someone etc.

Resources used:

Google doc: https://docs.google.com/document/d/1OS0E68vWAwjAdsT63rn_V_ESCR9adZX55qbOtfln6Jo/edit

Wordcloud on Menti

Reflection:

Sending students into breakout rooms takes time, make sure to start early enough so that you can give them at least (!) 5mn to talk with the other person in the breakout room (especially for intermediate students, they probably need more).

F2020 Online: Ice-breakers #2

Conversation Class Lesson Summary

Language Resident Name:

Marie Segura

Day and Date:

Week 1, second class, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Getting to know each other #2

How did you structure the class?

Warm-up

Use a very short poll to start your class, eg:

  • What’s the strangest thing you did while attending an online meeting? (Multiple choice)
    1. Ate breakfast
    2. Wore pajamas
    3. Brushed my teeth
    4. Cooked lunch/dinner
    5. Watched Netflix
    6. Other but my lips are sealed
  • What’s your best personal remote work hack? (Open text)
  • In one word, how are you feeling right now?

Activity 1 – Interviewing each other

  • Pair up participants in twos.
  • Give them a list of questions to ask each other.
  • Ask each pair to interview each other, either via email or in breakout rooms.
  • When all the participants convene together in the same virtual room, each participant will introduce the participant they interviewed.

Activity 2 – Thumbs-Up or Thumbs-Down?

  • Students should choose a view that allows the entire class to be seen at once. They can also use a voting function if one is available in the virtual tool. Students take turns stating something they like/dislike or something they’ve done. For example, “I like shrimp.” or “I’ve visited Washington, DC.” Classmates indicate their similarity or difference with the person by showing a thumbs-up or a thumbs-down (or by using the voting function).
  • To personalize the activity even more, challenge students to offer an activity or accomplishment that they think is rare or unique about themselves, and see if anyone shares it. For example, “I cleaned out my refrigerator last night.” or “I was born on February 29.”

Activity 3 – ‘One Random Object’ Virtual Training Activity

  • Ask a student to pick one random object that is in their room and not tell anyone what it is.
  • Explain that the other participants will have to guess what it is, by asking questions that require a yes or no answer.

Online tools you can use:

You could use a chat board for this, but it is not necessary. You could just run the activity by speaking and maybe use a virtual board to record the scores.

Activity 4 – ‘Take a Picture of Something’ Class Activity

  • Ask participants to take a picture of something.
  • Typically, you choose a specific theme. For example, ask participants to take a picture of their shoes, or a picture of something that is on their workstation or the view outside their window.
  • Remember to ask participants to take the picture and upload it before the training session starts, as otherwise it might take too much time out of the training session if they were to do it in real time.
  • Ask participants to share the picture on a virtual board.
  • Start a discussion. For example, you could ask why they chose that particular item on their desk, or what they like the most about the view they can see from the window etc.

Online tools you can use

Online whiteboard, chat board, or a shared google doc.

Activity 5 – Find someone who

  • To run the activity online, create a 5 by 5 table with interesting facts, one for each box of the table. For example, you could write things such as: speaks more than two languages, has been to Argentina etc. Or, it would be a good idea to tie the facts with the topic of the class.
  • Share the file with the table with your participants, either in advance or during the session. You can share by email, through the file-sharing feature of the web conferencing system or with an online sharing tool such as a Google doc. Alternatively, you could do the activity in real-time using a tool such as Padlet.
  • Depending on the size of your class, send students into breakout rooms or do it as a whole class. Ask participants to write their name under each of the statements that apply to them.
  • Ask them to share the answers and discuss.

Activity 6 – Would you rather

  • Send students into breakout rooms in groups of 3/4.
  • Send to every room a series of “would you rather question” and ask students to discuss and defend their opinion.

Resources used:

  • Shared google doc
  • Zoom chat
  • Breakout rooms

Some comments:

There are too many activities in the class, but depending on the group, some may work better than others, I think it’s always better to have a variety of activities at hand, and some can also be used to start any other class.

Potential technical difficulties: students may not be able to take a picture, so activity 4 may have to be skipped. Having too many breakout room changes can take a lot of your class time, maximum twice in one lesson should work.

F2020 Online: Ice-breakers #1

Conversation Class Lesson Summary

Language Resident Name:

Marie Segura

Day and Date:

Week 1, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Getting to know each other

Goal of the class:

  • Dealing with the administrative aspects of the class
  • Assessing the students’ technical capacities
  • Introducing myself
  • Getting to know the students and their needs/interests/feelings about the class

How did you structure the class?

Setting up Zoom

  • Ask students to make sure they put the name they want to use as their username or to change it accordingly (maybe add their pronouns)
  • Brief explanation that the videos should be turned on as often as possible (except if discussed before or if impossible) because it makes conversations more natural. The mic will be off to start with/during instructions but students should feel free to interact before the class starts/after instructions/in breakout rooms. If a you have a big group, maybe ask them to raise hand or signal themselves before speaking (but it truly depends on the size of the group, it may be easier to just jump in).

Activity 1 – Where are you joining us from?

  • Depending on the size of the group, it may be useful to use a word cloud
  • Ask students where they are (city, country…)
  • Start introducing yourself by explaining where you are + where you are from, then ask students to introduce themselves: name, where they join from, where they are exactly, what their workspace looks like (if they have the video on) or what their virtual background represents for them, why they chose it etc.

Activity 2 – Introducing myself, Jeopardy Style

  • In pairs, students are asked to think of two questions they would like to ask to get to know me. Pair them up orally and ask them to come up with two questions in a private chat or use the breakout rooms.
  • Then, they are shown information about the LR on a powerpoint presentation (for instance dates, colors… that are answers to questions you may ask to get to know someone). To be allowed to ask the questions they have just prepared, students must, in pairs, try to find the question that might match the answer. 
  • Eg: on the screen, write you birth date. Students should ask you “When were you born? “, “When is your birthday?” etc. If they find the right question, they can ask you an extra one that they had prepared.

Activity 3 – Speed dating

  • Split your students into groups of 3 or more and allocate them to breakout rooms.
  • Ask each group to write down as a list on an online whiteboard or virtual sticky note all the interesting things that they all have in common (ask them to avoid obvious things, such as all being students or taking a conversation class) and something unique to each participant. They will have 5-10 minutes for this task. (online tip: set a timer for your breakout rooms + send a message 2mn before the end to warn the students that their time is almost over).
  • At the end of the 5-10 minutes, ask each group to share their list to the rest of the class via an online whiteboard.

Extra-activity 1 – New Academic Year’s Resolutions

  • Share with your students a google doc with a table showing different resolutions. 
  • (If the class is big) Students are separated into groups of 3/4 and sent in breakout rooms. In turn, they randomly pick a number (can use an online tool/Siri for that or just choose randomly) and discover their new year’s resolution. Then, they have to convince their skeptical friends that they are actually going to keep their resolution this year and to explain why it is so important to them.

Advanced: Besides explaining why it’s an important resolution, students have to explained how they plan on doing it. The others, the skeptical friends or relatives, can ask questions about the resolution.

Extra-activity 2 – 2 truths 1 lie

  • Ask one participant to write three statements about themselves: 2 true and 1 false.
  • Ask the other participants to vote on which statement is true and which is false.
  • After the first person has shared their statement and the group has decided which statement is false, the first person will reveal the truth.
  • Move on until each person in the group has shared their statements.
  • The participant with the most incorrect votes wins.

Online tools you can use:

Resources used:

  • Breakout rooms
  • Online whiteboard, chat board, other collaboration tools such as Padlet or Lino.
  • Google doc to share with the class in the chat
  • Ppt presentation

FR F19 INT Hobbies & clubs

Goal of the class:

Review vocabulary about hobbies, talk about what they like doing + frequency, using the Turf dinner that had just happened. 

Structure:

Input 

To introduce vocabulary related to hobbies, I told the students a story about my hobbies throughout my life, using slides to illustrate what I was saying.

Activity 1

  • Survey: what do you do in your free time? What kind of activities? Each student has a short survey and must interview another student to fill it in. For the advanced class, I asked them not to tell what their hobby was and their partner had to guess based on their answers. 
  • Each student then briefly presents their partner’s hobby to the rest of the class.

Activity 2

  • Students who have very different kinds of hobbies are paired up. Together, they must create a club that they would present to the Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each pair presents their club to the rest of the class. The other students must find, in pairs, at least one question to ask to each group (asking for more details, for clarifications etc)

Resources used: 

  • Powerpoint presentation
  • Table for the survey/for the creation of the club
Lesson-plan-Hobbies

FR F19 INT/ADV Dorms

Goal of the class: 

Revise furniture vocabulary & revise the structures “I want”/“I need” while talking about a subject they are familiar with as they have probably just moved in. 

Structure:

Warm up

Questions about them: in what kind of dorm they live, on campus, in Oldenborg, first time…

Input

Story about my arrival here, description of my apartment, then mentioning the one I used to have in France that was empty and that I needed to furnish. ➔ Introducing vocabulary + structure they will need + questions about their own dorms to check their comprehension. 

For the intermediate class, I would use a powerpoint with pictures of furniture to give them more vocabulary before starting. 

Guided practice

Together, establish a list of the furniture a student might need in their new room. You can use a word cloud and ask each student to give 3 words for the advanced class. 

Task

  1. You just arrived in your new dorm and it is completely empty so you need to buy everything. In pairs, go on the website ikea.fr. You have a budget of 400 euros to refurbish your room. What would you buy? 
  2. Change of plan: you are now real estate agents. In pairs, think about the best arguments to rent the room you just furnished. Present your selection to the rest of the class and convince the others that your room is the best (because it looks good, because it is very practical…)
  3. Creating rules for the ideal flat-share (eg sharing food/having friends over/cleaning). If they were to live together, what would their 5 main rules be?

Resources used:

  • Ikea website/students’ laptops 
  • Paper to write the rules

FR F19 INT Traveling – Surprise trip

Goal of the class: Practicing vocabulary related to traveling, discovering different French-speaking places. 

Structure:

Warm up (5-10mn)

Do you like traveling? What does traveling mean to you? What are the advantages and disadvantages of traveling? Do you think traveling is a form of education? What places have you been to? Would you like to travel on your own? 

Input (3mn)

Story about my trip a year ago to Montreal, mentioning the different means of transport I used, the different kinds of activities I did there etc. 

Activity 1 – What type of traveler are you? (10mn)

Tell the students, in pairs, that they have received a free trip but they can’t choose where they will go. The only thing they can do to get a trip they would actually enjoy is fill in a chart explaining what type of traveler they are. They have to choose and rank the 5 things they most like 

Activity 2 – organizing the trip (10-15mn)

Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of travelling preferences. They then have to organize a surprise trip, by first choosing a destination (4 destinations are proposed on a handout with the main activities you can do there but they can also choose another French-speaking destination and look up for information online) and then deciding on different aspects of the trip: length of the trip, means of transport, housing, activities organized there… 

When they’re done, students pick 10 items out of a list that they would pack for this trip. They can add things if they want to. 

Activity 3 – Presenting the trip/receiving the gift (5-10mn)

Each group present the trip they organized to the rest of the class. The group who receives the surprise trip has to react using expressions proposed on a powerpoint.

Post-activity – traveling habits

Show a chart that presents different ways of travelling and discuss.

Lesson-plan-Surprise-Trip

Voyage-surprise

FR – S19 – Painting & Art

Advanced Conversation Class – Lesson Summary week 5 – Tuesday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/11/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Art – Painting – Depiction

Goal of the class: To review vocabulary and culture related to art + daily life

How did you structure the class?

1) 5 minutes :

I ask them to discuss 3 questions related to art to their partners in class by groups of two then we discuss.

2) 15 minutes: Making Art Memes:

This activity is inspired by the Facebook site : Classical Art memes. I ask them by groups of 3 or 4 to create art memes with French paintings.

 4) 40 minutes : Painting activity

This is the main activity :  a painting competition : by groups of two they have to reproduce a famous French painting in only 20 minutes. One of the students has the painting in his hands and he has to describe the painting to his partner (he, himself cannot see the painting) the reproduction of the painting his only done through the listening and the skills of the person describing.

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

-Prints of French paintings

-Painting

-Brushes

-Hard paper

-Water

What worked well in this class? What did not work? -The fact that it includes painting is very fun for the students. They really focus since they have a real aim at the end : they have to be the closest the original French painting

FR S19 – ADV – Future – Tarot Cards

Advanced Conversation Class – Lesson Summary week 4 – Thursday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/05/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: The future

Goal of the class: To review the future tense  

How did you structure the class?

1) 5 minutes: Warm Up & questions

I ask to each of them how is their week going, I introduce the topic: the future.

2) 15 minutes: Video – Norman – The 30 years crisis

-I introduce Norman – I ask them questions to make sure they understood the video.

3) 30 minutes: The tarot card activity

-Played by groups of two, one plays the psychic, the other plays the customer. They have fake tarot cards that I printed. We do a quick reminder about the future tense before the activity. The main goal of the activity is for them to have fun while reviewing the future tense. Each person have to tell their partners’s future and then they switch.

4) 10 minutes : “Horoscope Activity” reality vs horoscope

-They tell me which sign they are and I give them their horoscope of the week. They have to discuss with a partner in the class if they think it is possible that the things in their horoscope happen or not. Then we discuss all together.

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

-Powerpoint presentation with pictures  

-Fake Tarot card

-Horoscope copies

What worked well in this class? What did not work

They love using materials like cards, it is a fun activity that works well.

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