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Category: French (Page 1 of 10)

French Conversation class

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.

FR S19 INT – CINEMA – PART II

Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date:  01/31/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part II: Series

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 10 minutes – warm up – By groups of two they answer questions about French tv shows. (see ppt.)

2) 20 minutes – The creation of their own tv show. With the help of documents giving them assigned themes and genres they have to create by groups of 3 or 4 their own plot and tv show.

3) 15 minutes – presentations: They present to the whole group what is their TV show about. They can vote for their favorite one and explain why.

4) 15 minutes – We review genres of TV shows.Then by small groups they have to match the TV show pictures with its synopsis as fast as they can. To finish we discuss French tv shows, the ones they like, the ones they would like to watch etc. 

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

-Powerpoint presentation with pictures  

-Paper they have to fill to create their tv show

-Paper with the tv shows pictures

-Paper with the different synopsis

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

-They really enjoyed the “Create your own tv show” activity.

FR S19 INT – CINEMA Part I

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Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date: 01/29/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part I: Culture  

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 5 minutes – warm up – By groups of two they answer basic questions about cinema and French films (see ppt.) 

2) 10 minutes – cultural input: I give them explanations on what is iconic in term of French cinema, we talk about the Nouvelle Vague movement and so on.

3) 15 minutes video comprehension:  Funnypresentation about Godard. I ask them to listen first, then to explain to the person next to them who Godard is, with the help of the notes on the Powerpoint they have to remember biographic elements. Then they switch so everyone gets to talk about this director.

4) 10 minutes – We watch trailers of the movies nominated this year for the Césars, we talk about the importance of trailers for them in general, they tell which movie they preferred according to their trailers. 

5) 20 Minutes  – Time’s Up Game about cinema. 1rst Round: they can make other people guess their secret celebrity with all the words they want. 2nd Round:  only 1 word. 3 round: mimes.

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

-Powerpoint presentation with pictures  

-Paper cards for the Time’s Up  

-Printed questions about trailers.

-Arte video about Godard.  

https://www.arte.tv/fr/videos/051682-010-A/tout-est-vrai-ou-presque/

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

-They really enjoyed the Time’s Up activity.

FR S18 INT Slangs (verlan) & Idioms

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 19 

Language and Level (intermediate or advanced class): Intermediate 

Class theme/topics discussed: French Slangs

Goal of the class: Discover about French slangs and idiomatic expressions. This is supposed to be a light class about how to sound more French with vocabulary they can only use in an informal context.

How did you structure the class?

  1. Warm-up: we watch a video about the “verlan” in French
  2. Slangs, and more specifically “verlan”: by pair, students have to match the slang with their definition (see below).
  3. French idiomatic expressions: We watch a video: students have to catch up the idiomatic expressions. I give a handout as a summary of a video: students have to match the idiomatic expression with the meaning (see below)
  4. Students by pair have to improvise dialogues using slangs and idiomatic expressions.

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

https://www.youtube.com/watch?v=VVXbYFoIg5E

https://www.youtube.com/watch?v=TjsG8sH_9Xs 

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

This is an advanced class I decided to try with my Intermediate class. Actually, it works great and it only needs more time with the third activity.

How could this class be improved/ modified?

For the fourth activity, I asked every student to write on pieces of paper one character or celebrity, one place and one action. Then by pairs, students draw two characters, one action and one place. They had to improvise a dialogue and each of them had use at least two “verlan” and two idiomatic expressions. The students who were listening needed to count them (so they would be involved in the exercise as well).

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that). 

2018-04-19 INT Slangs & Idioms

FR S18 INT Body parts & Expressions

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, March 29

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

Class theme/topics discussed: Human body

Goal of the class: Learn/review the vocabulary and expressions of human body.

How did you structure the class?

  1. We watch a video about expressions used with testicles and the students have to find them in the right order and match their definition (see handout).
  2. Pairwork with idiomatic expressions using body parts. The students have to find the definition of the idiomatic expressions.
  3. Dominos’ game with “diseases, wounds, infections” (see handout in the other .docx file)
  4. Role-play (pairwork) with doctor and patient.

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

https://www.youtube.com/watch?v=yJbd0GbLiKE

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

Everything worked fine: idiomatic expressions were a little bit difficult but it enhances the group work and the discussion between people so I wouldn’t change anything. It was good to give the students some autonomy and see how they solve the exercise.

How could this class be improved/ modified?

For the role-play, ask the students to add some idiomatic expressions they learnt too so the activity becomes even more efficient and coherent within the class.

 

 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.

2018-03-29 INT Corps humain (dominos)

2018-03-29 INT Expressions sur le corps

 

FR S18 ADV VDM & Storytelling

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 26

 Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: VDM and storytelling

Goal of the class: Discover French websites such as VDM -viedemerde.com (to share life stories) and practice storytelling.

How did you structure the class?

  1. Warm-up: what is VDM? Did a story that could be posted on VDM happen to you?
  2. VDM game, inspired by this website: http://lewebpedagogique.com/jeulangue/2011/09/12/vie-de-merde-un-jeu-de-mediation-orale/
  3. We play Alibi. The rules can be found here: http://lewebpedagogique.com/ressources-fle/production-orale-jeu-alibi/ Actually, I made groups of three or four and each group has to come up with a story as “one person” because it is easier for comparisons when they are asked questions.

 

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

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

It works great, especially at the end of the year when the students know each other better and they are more comfortable interacting with each other without me interfering too much. 

How could this class be improved/ modified?

It is way more fun to have all the other students asking questions to the other group so the instructor should set up the atmosphere (one chair for the person who is asked questions and everybody around, find a story that matches Oldenborg – “today, my laundry was stolen is the Oldenborg basement between 3 and 4, before the conversation class starts. People thinks it was a ghost, I actually think it was one of you… Let’s investigate”.

 

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that). 

 

FR S18 ADV Argumentation

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, April 11

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Using French in the context of  improvisation or argumentation.

Goal of the class: Practice argumentation, express one’s opinion on random topics for casual and daily conversation.

How did you structure the class?

  1. Warm-up: if you had to survive in a desert island, which are the three objects that you would like to have with you?
  2. Role-play: a boat is about to go down. Each student is given a list of objects and has to convince each other that their list is better than the other ones.
  3. Role-play: by pair, students play a couple that has divergent opinions on different topics and has to agree on a decision.
  4. Role-play game with two teams and one “judge”: in a paradise, there are a judge and two “dead” people. Only one can enter the paradise. The judge picks one card and then the others have to find the best and worst action related to the topic of the card. The judge will choose who is the most convincing. We play this three times and then the winner becomes the judge.

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

Random topics for the fourth activity: wedding, politics, drugs, charities, the last chocolate, etc.

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

The second activity was so intense that I actually had to stop in the middle and make anonymous votes to eliminate one group (they worked by pair to defend their list). People were very creative with the third activity too and I like asking the other students who they found more convincing to get them more involved.

How could this class be improved/ modified?

Because I have ten students, I only asked one object for the warm-up (otherwise it’s too long)

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).

2018-04-11 ADV.2 Argumentation

 

FR F17 ADV PLUS Vegetarianism & Sustainability

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 29

Language and Level (intermediate or advanced class): Advanced Plus

Class theme/topics discussed: Vegetarianism and the question of meat and sustainability

Goal of the class:  Listening comprehension, expression of personal opinions and argumentation about food, vegetarianism and sustainability.

How did you structure the class?

  1. Warm-up: What do you eat? Are you a vegetarian? What do you think of organic food/GMO?
  2. First video with questions (student draw a question and answer it).
  3. Second video with new set of questions and a text to fill with the missing numbers (so we practice a little bit of listening comprehension with numbers)
  4. Role-play with one debate about vegetarianism: I’ll use the bingo of “the classic arguments for non-vegetarian diet” and the students play the vegetarian people who have to answer to those arguments. If we have time we can also have a role-play with pros and cons of organic food.
  5. Conversation Class evaluations.

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

http://www.dailymotion.com/video/xx6t7x

https://www.youtube.com/watch?v=Qcd4VIkCI3k 

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

The topic is a little bit delicate because we (instructors) have to stay neutral as much as possible but it worked great! We didn’t spent much time on the fourth activity but the previous one were very interesting: students can share a lot of personal experience, the topic is political, ethical, economical, philosophical, scientific, so they can talk about anything very easily! It’s also fun to compare both French and American diets. 

N.B. The next class, one student did some research and we talked about this topic again so they really have a lot to say!!

How could this class be improved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that). 

2017-11-29 ADV.PLUS Végétarisme et écologie

FR F17 ADV PLUS Music

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 1

Language and Level (intermediate or advanced class): Advanced Plus

Class theme/topics discussed: Music

Goal of the class: Learn about the vocabulary of music (music instruments, idiomatic expressions), practice of the listening comprehension part with songs, create a dialogue with specific vocabulary.

How did you structure the class?

  1. Warm-up: Introduce the “Fête de la Musique” and ask the students about their habits related to music (playing an instrument, favorite band, etc.). They’ll have a handout about habits of French people so we can make comparisons.
  2. We watch a video about the famous singer Stromae without the sound. I give the students ten words (that appear on the video), and they have to imagine the dialogue using them (“Radin ; Bignou ; Danser ; S’amuser ; Malade ; Chien ; Soif ; Canard ; S’extasier ; Désinvolte”). Then, we watch the video.
  3. I give the students a handout with titles of French songs: I will play songs extracts and just by listening to the extracts, the students have to guess what the song is.
  4. Idiomatic expressions with music: Multiple-choice questions on a handout

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

https://www.youtube.com/watch?v=LBf65mZVsCo

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

The main activities were very fun: the students also learnt new vocabulary! The activity with the songs was a bit experimental but the students told me they loved it and wanted another one.

How could this class be improved/ modified?

With less advanced students, the songs have to be easier to guess! 

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that). 

2017-11-01 ADV.PLUS Musique

FR F17 Cinema

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 28

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

Class theme/topics discussed: Cinema

Goal of the class: Using description, storytelling with movie material. Learn about French cinema.

How did you structure the class?

  1. Warm-up/pairwork: students are given movie posters and have to imagine the story behind it.
  2. Pair work with two scenes from the movie The Artist: one student cannot see the screen so the other has to describe what he sees. In the end, the students who couldn’t see have to explain what they understood.
  3. Pair work: We watch a short film called “Petit Coeur” that I stop in the middle. Students have to invent the dialog between the two main characters (pairwork).
  4. Movie VS Life: students have to recreate a scene using the same model as the video.

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

Scenes from the Artist :

  1. https://www.youtube.com/watch?v=TZVGKOhDun8
  2. https://www.youtube.com/watch?v=TQ9n4GtgHCs

Petit Cœur : http://www.dailymotion.com/video/x11hv1h_petit-coeur-laureat-du-concours-jeunesse-en-seine_creation?start=1

Movie VS Life : https://www.youtube.com/watch?v=yN38y5MILbs

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

This class was very dynamic: I had only four students but they were all very invested and we could work with different pairs. One student told me at the end that he thought that this class was very fun.

How could this class be improved/ modified?

 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.


 

FR F17 ADV Subjunctive

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 21

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Conjugation

Goal of the class: Review of the subjunctive,  argumentation on different topics

How did you structure the class?

  1. Warm-up: We watch a video and we stop it at 4’55’’ and work on the subjunctive. Students have the beginning of some sentences and have to imagine what the father says to his son and what the son says to his father. We will also review the video and imagine what could be the end.
  2. How do you use the subjunctive (review of the conjugation): l’envie, le souhait, le désir, l’émotion, l’obligation, le doute ou l’incertitude.
  3. Board game with the subjunctive and debate cards (see below)
  4. Subjunctive game: The students worked in the administration council of a company and they need to review every employee to improve their efficiency or fire them. They will have to give opinion using the subjunctive (they’ll have a handout with beginning of sentences that require the use of it).

 

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

Alike (video) : https://www.youtube.com/watch?v=kQjtK32mGJQ  with a handout (see pdf)

A board game for the subjunctive and debate cards.

A list of topics to draw for the role-play game.

(see .pdf  and .docx attached !)

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

We didn’t have to go through the conjugation because the students were already familiar enough with it. We were able to focus more on argumentation and there’s a good dynamic in this group because they can talk for a long time with common topic such as “pizza or hamburger”.

How could this class be improved/ modified?

I stopped the board game before the end so the students could do the last activity. Even if it can be frustrating to stop in the middle, I think it made the class more dynamic and diverse.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that). 

2017-09-21 ADV Subjunctive

2017-09-21 ADV Subjunctive 1

2017-09-21 ADV Subjunctive 2

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