Language Residents

an archive of lesson plans

Category: French (Page 3 of 11)

French Conversation class

FR F17 Cinema

December 8, 2017 /

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

December 8, 2017 /

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

FR F17 INT Numbers

December 8, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, November 9

Language and Level (intermediate or advanced class): INT

Class theme/topics discussed: Numbers

Goal of the class: Be more comfortable with numbers and their use in different situations in everyday life.

How did you structure the class?

  1. Warm-up: People have to count until 100, one by one. If a number has “6” in it (6, 16, 26, etc.), they have to say “Schtroumpf” instead.
  2. Bingo game with numbers using the blank table below. We will work on listening (I will dictate some numbers) and pronunciation, especially focusing on difficult numbers.
  3. Reading the hour: by pairs, students are given a schedule with the hours for a movie, but some hours are left blank. So they have to ask each other questions to find the missing hours and then have to choose which movie they want to watch.
  4. “Calcul Mental”: we can review the vocabulary of math’s symbols (+,-, /, x, =) and have a game with calculus and numbers.
  5. Role-play: by pair, there will be salesman and a student willing to do shopping at the grocery store. They will ask for price, and we will be focusing on the pronunciation of numbers as well as the daily expressions we use at the grocery store (“et avec ceci ?” “ce sera tout ?”). If we are not an even number, I will use the website https://www.monoprix.fr/courses-en-ligne to work with the student left alone.

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

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

Reviewing the numbers and how to read the clock was more than necessary. I cannot say that we “fixed” everything but at least, both the group of students and I are aware that we should focus on this aspect. There were a wide range of activity so it kept the students focused and interested.

How could this class be improved/ modified?

Do not hesitate to ask the students to lead a little bit the activities by telling them to give a problem during the “calculus”, to give the numbers for the Bingo game and also to call them. Before each activity, do a review if necessary (it was necessary in my case!).

 

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

FR F17 INT Art & Storytelling

December 8, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 14

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

Class theme/topics discussed: Art (Journées du Patrimoine 2017) //class at the FLRC

Goal of the class: Learn about art in France (Journées du patrimoine 2017) and create their own story using works of art from French museums (PowerPoint Karaoke) 

How did you structure the class?

  1. Warm-up: We play a game called “Memory” (students have to match two identical images together). I think it could help build the vocabulary about art.
  2. Pairwork: Using the RMN website, the students have to create a powerpoint telling a story. The topic will be free because they’re intermediate and the exercise might be already a little difficult for them. I will focus on how they interact with each other.
  3. Powerpoint Karaoke: Once they’re done, they will have to give their powerpoint presentation to another group who will have to improvise and invent a story depending on what they see. Then, the initial group who created the Powerpoint will tell us the “real story” behind what they created. We might not have time to do both parts.

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

Réunion des Musées Nationaux :

http://www.photo.rmn.fr/C.aspx?VP3=SearchResult&ALID=2CO5S9IZDCBN

A memory game (handout)

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

The memory was a good activity, but not so much a warm-up (we spent almost 25 minutes on it). The exercise was interesting because they really had to remember the words itself (and not only the image) to match the pairs. We didn’t have time to make the third activity but it’s okay: the second activity worked really fine and the participation was balanced between each member of each group. I’m planning on having a second class on this topic to do the third activity.

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.

2017-09-14 INT Art

 

FR S17 ADV French Slangs

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date : Monday, May 1                          

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: French Slangs

Goal of the class:

Discover about French interjections, slangs and cursed words. 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 short excerpt from Matrix and students have to recognize the French cursed words. We will brainstorm on French cursed words: Oh la vache, Zut, Flûte, Putain, Merde, Bordel, Dégage!, Sacrebleu, Bon sang, etc.
  2. How to sound more French? Use of interjections like Bref/Euh/Bah/Donc/Beurk/Miam/Pfff/Ohlala/Pitié/Chut/Tiens/Oups : I asked the students to draw one of the word and either to give an example with the word or to explain a situation in which we could use this word.
  3. The students are given handouts (see below) and have to match the slang with their academic translation.
  4. With all the vocabulary they’ve learnt, by pair, they have to invent dialogs using the more vocabulary they can. The other students who listen have to count the slangs.

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

https://www.youtube.com/watch?v=IaU3bE7M2UA

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

I made four groups of two students: two groups worked on the first list and two groups on the second list. Then I asked to one student in each group to pair with another student who worked with a list they didn’t work on: consequently, everybody had the chance to work on both list and to exchange their opinion! They had a lot of fun, it worked great because some students studied abroad and were very curious about some expressions they’ve heard! It was more dynamic for everyone…

How could this class be improved/ modified?

Be prepared to give clues to the students, explain the “verlan”, and some concepts (like how “abusé” is not used in its literal sense for example) that can be evident for a native-speaker but are not for foreigners, etc. This class is challenging for the instructor!

 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.

2017-05-01 ADV.2 Slangs (handouts)

FR S17 ADV Le Conseil Municipal (The City Council)

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, February 1

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: “Le conseil municipal” in France (city council)

Goal of the class: The class is about debate and how students take decisions and try to convince the others. Inspired by this website: https://leszexpertsfle.com/ressources-fle/parler-de-la-ville-organiser-un-conseil-municipal-auteur-invite/

How did you structure the class?

  1. Warm-up: I show a drawing from a video (stop at 3’02”) about how the budget of a “commune” works and the students what are the different functions of the “mairie”. Then I show the video entirely to verify their suppositions. http://www.dailymotion.com/video/x18k83n_dessine-moi-l-eco-l-elaboration-du-budget-des-communes_news
  2. Role-play: a city has different projects but a limited budget and the students are given positions about the projects (pros and cons). We review each project and they have to defend their opinions and convince the others whether one project should be led or not, according to their position. In the end, we make a vote to choose which projects are going to be led by the city.

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

https://leszexpertsfle.com/wp-content/uploads/2016/03/voter-le-budget-dune-commune.pdf

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

The video is a good warmup and very easy to understand. I let one minute to each student to defend their point of view. The activity is useful to hear each student and give them very precise feedback, but we shouldn’t do it too often because they can’t interact with each other. This class depends on the students: some of them will love this activity while the others will dislike it.

How could this class be improved/ modified? 

Review each project and give only one minute (with a chronometer) to each student to talk. This will be more dynamic and this adds a bit of challenge.

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

 

FR S17 ADV French Cinema

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, January 25

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: French cinema

Goal of the class: Use of description and creation of stories. Learn about French cinema.

How did you structure the class?

  1. Warm-up: inspired by this class: https://languageresidents.pomona.edu/2014/sp14-fr-adv-cinema-cannes-festival-2-classes/ I show a powerpoint with images from famous French movies and the students have to guess the title (the titles will be given on a handout). We will focus on the description, to try to recollect the memories from the previous class.
  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” without the sound. Students have to invent the dialog.

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

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

The class went great! The warm-up wasn’t very relevant though. The activity with The Artist was a good way to make them talk and use the description.

The short film was fine for the students because the actresses speak very slowly and repeat a lot what’s happening in the movie. The students didn’t have any difficulties to understand and found creative ideas to imagine the dialogues. They loved the ending of the movie!

How could this class be improved/ modified?

Instead of the warm-up I’ve done, maybe a little Time’s Up with movie titles could work better! It would help the students start to think about how to describe movies, which would be more useful for the rest of 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

 

FR S17 INT Le Revenu Universel

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 20

 Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Topics in French politics

Goal of the class: Since the French presidential elections are this weekend, we will discuss some topics related to the French politics like the universal income or the legalization of the cannabis.

How did you structure the class?

  1. Warm-up: “What is the “Revenu universel”? If you don’t know, can you guess what it could be?”
  2. We watch a video about the universal income and we review the vocabulary as well as some concepts like the SMIC (minimum salary) or RMI (income for unemployed people).
  3. I put sentences on the table (see below) and one student has to pick one and say whether she agrees with or not with this sentence. She also has to justify her point of view. Then, she picks another student to react to what she has just said.
  4. We watch another video about the legalization of the cannabis. We discuss the difference between the United States and France regarding this topic and whether we should legalize it or not in France.

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

http://www.lemonde.fr/sante/article/2017/04/04/cannabis-un-debat-de-campagne-inedit_5105363_1651302.html

http://www.dailymotion.com/video/x3zme9z_dessine-moi-l-eco-le-revenu-universel_school

Sebastian Marx: https://www.youtube.com/watch?v=-q6pCGK3tsI

Topics for the third activity: https://docs.google.com/viewerng/viewer?url=https://leszexpertsfle.com/wp-content/uploads/2017/01/parler-du-revenu-universel.pdf&hl=fr 

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

This class was a bit harder for some students since the proficiency level is very heterogeneous, however the topic interested everyone. The debate with the universal income was more interesting since they didn’t share the same opinion. The last video was a bit lighter and easier (because it had also French subtitles) so I think it was a good idea to show it to wrap-up with a simpler debate. 

How could this class be improved/ modified?

This class should be done at the end of the semester with an intermediate level class because it is denser: we should make sure the students are comfortable enough to express more thoughtful opinions. 

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

 

FR S17 INT Art

May 5, 2017 /

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 13

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Art

Goal of the class: Work on description and argumentation using painting.

How did you structure the class?

  1. Warm-up: “Who is who” game with Keith Haring’s pictures: https://drive.google.com/file/d/0B1-NjIMadEKFYUZxbWJyQXRaVUU/view First, all questions are possible, secondly, the students cannot name colors, and finally, they can only use position of the body. We will work on the vocabulary of the colors and of the body parts and positions.
  2. Description & role-play: each student picks a painting she likes and has to explain it to the other students what it means (1 min). Then each student has to ask a question.
  3. Argumentation & role-play: the student who picked a painting plays the painter and the other students now play the role of art critics (I assigned them to like or dislike the work of art) and each one has to ask a question to the artist who answer.

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

Google Images to find the pictures and show them on the screen.

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

I gave them some works of French art for the third activity, the students loved it because they were able to discover French art as well as practice… The role-play activities worked great, all the students were very involved in the roles they had to play.

How could this class be improved/ modified?

Do not hesitate to use original piece of art like Anthropometrie by Yves Klein, or Fountain by Marcel Duchamp. The students are very curious about contemporary art and they usually have a lot to say about it!

 I also did this class with my advanced students and it worked great too!

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

 

FR F16 ADV PLUS Politics of education in France

December 9, 2016 /

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet 

Day and Date: Monday, November 14                               

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

Class theme/topics discussed: Start of the college year in France 

Goal of the class:

Discuss about French political questions about education.

How did you structure the class?

  1. Warm-up: What do you remember from your first day of class in France?
  2. We read an article from the Le Monde (French newspaper): I will focus on pronunciation. We review the vocabulary.
  3. We have a debate about the questions raised by the text: How would you feel if you wanted to apply to a formation and that you could only be chosen by having your name drawing out? Positive and negative consequences.

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

An article from Le Monde (see below)

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

The debate worked great and the students were willing to share their experience in a French college. The discussion was very spontaneous.

How could this class be improved/ modified?

I’m not sure it will work with big groups (we were only four).

 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.

Article Le Monde

 

FR F16 ADV French Super Heroes

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet 

Day and Date: Thursday, November 17                                                        

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Super Heroes

Goal of the class:

Invent stories with a super hero, review vocabulary about cinema.

How did you structure the class?

  1. Warm-up: I ask them what they think when they hear the word “superhero” and then, “French superhero”. I will show pictures of French superheroes such as Super Dupont and Fantomette.
  2. Write a script: they have to choose a scene that is typical of a superhero movie and write it in a piece of paper. Compared to the French11 class, I asked my students to give their script to the other group, to make it more difficult.
  3. Filming & editing the movies.
  4. We watch the movies and compare the versions

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

Two video cameras (two groups)

I-movie for the editing.

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

It’s fun to be out of the classroom, but the class was very fast-paced. Even if it’s doable in one hour, two hours would be better and would generate less stress for both the instructors and the students. Overall, the students have good ideas and are really into the activities.

How could this class be improved/ modified?

Bring accessories to the students so they can think and imagine more creative scenes. My students actually had the same superhero (same powers) and almost the same story: the activity could be more guided to avoid this (with more instructions, or restrictions).

 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 F16 ADV Living on Mars

December 9, 2016 /

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet

Day and Date: Tuesday, November 15.                                

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Mars 

Goal of the class:

Using the projects about living on Mars to make the students work on argumentation.

How did you structure the class?

  1. Warm-up: If you have a free ticket to travel, where would you go ?
  2. Video about Life on Mars: questions for the listening comprehension (Why do we want to live on Mars and not the other planet of the solar system? What are the two solutions to make life on Mars possible?)
  3. Role-Play: two friends in a café are talking. One wants to apply for Mars One project, the other try to prevent him/her to do so.
  4. Pair work: Mars One can send people on Mars, but there are too many of them. So, each students pick a job in the list and each group have to make an argumentative speech about how useful their skills can be for Mars One project. The other students can ask questions. At the end, we make a vote to eliminate the group which didn’t manage to convince the others.

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

https://www.youtube.com/watch?v=jLEcXEM9_e0

A list of jobs (see below)

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

The last activity was a bit similar to what we previously did (last week), but it works especially fine with this class! Overall, the class worked well. I choose a video with slower-pace speaking (because the students asked me so), but it was still a bit difficult for them. I think it’s because they lack some basic vocabulary.

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.

jobs-for-mars-one

FR F16 INT Geography

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Tuesday, November 15                                        

Language and Level (intermediate or advanced class): Intermediate 

Class theme/topics discussed: Geography

Goal of the class:

Learn about French geography and be able to use description related to geography.

How did you structure the class?

  1. Warm-up : students draw a piece of paper with a question and have to answer it.
  2. Questions with a map of France / pair-work: students answer with the help of a map with drawings.
  3. Now that they know the map, we play a game with two groups: each group chooses one student who has one minute to make the other students guess a word related to the map. The words are written on pieces of paper they have to draw. The group which wins is the one who guess the biggest number of words. N.B. : we will review some vocabulary beforehand to help the students (in the center, on the right/left, under, above, etc.).
  4. We play Geoguessr (suggestion of a student).

 

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

The first questionnaire is inspired by this website : http://www.hueber.de/media/36/fr17-regions.pdf The map is good, but the answers are not correct so I had to modify them a little bit.

Link for the fourth activity : https://www.geoguessr.com/world/play

A map of France (see below)

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

The class went well, even if it was a bit messy: students were too enthusiastic, and sometimes it was hard for me to try to make them not speak at the same time. But we had a lot of fun, and the students asked a lot of questions about French regions and cities. 

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.

handout-for-geography-class

 

FR F16 INT TV Reality Show

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, November 10                             

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: TV reality show: Students are candidates for a TV reality show in a desert island but they have to pass three tests. Each test allows students to earn points like a little contest.

Goal of the class:

Work on expression and strategic use of the target language: how to make yourself clear in the target language even if you are not fluent? Reviewing of general vocabulary, directions (left, right, straight, stop, turn, etc.) and work on argumentation.

How did you structure the class?

  1. First “test” with two groups and a little taboo game.
  2. Second “test” with pair work: one student is blind while the other has to guide him/her to find an object in the classroom.
  3. Third “test” with pair work: each student pick a job in the list and each group have to make an argumentative speech about how useful their skills can be to live in a desert island. The other students can ask questions. At the end, we make a vote to eliminate the group which didn’t manage to convince the others
  4. Vocabulary “tennis” to decide between the winners (if there is more than one). The topic would be related to the content of the class (objects to bring with you in a desert island for example).

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

A scarf, a taboo game (with chosen topics to make it easier for an intermediate class), various objects (I used the fruits and vegetables of the LRO), a list of jobs (see below), ballot papers

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

This worked very well and everyone was having fun. The second activity was the most entertaining. They have learnt some vocabulary (the fruit and vegetables we we’re hiding) without noticing it.

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.

jobs

 

FR F16 ADV PLUS French idioms and proverbs

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Wednesday, November 2                          

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

Class theme/topics discussed: French idiomatic expressions and proverbs 

Goal of the class:

Learn some new idiomatic expressions and proverbs we use in everyday life in France. 

How did you structure the class?

  1. Warm-up: I ask the students to tell me about idiomatic expressions they know in French, and to translate some English idiomatic expressions into French.
  2. We watch a video: students have to catch up the idiomatic expressions. We review the vocabulary and then the meaning of these expressions.
  3. I give a handout as a summary of a video: students have to match the idiomatic expression with the meaning.
  4. If we have time, I give them some proverbs cut into two pieces and they have to match the beginning of a sentence with the right ending and then, explain the proverbs.

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

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

a handout with idiomatic expressions

Proverbs (beginning and ending)

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

I was surprised they didn’t know many idiomatic expressions so the brainstorming at the beginning was a little useless. However the other activities were more interesting for them because they learn new vocabulary and expressions.

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.

idioms-proverbs 


 

FR F16 ADV PLUS French literature

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Monday, September 21, 2016

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

Class theme/topics discussed: French literature / Amin Maalouf, French and Libanese author from the Académie française. Inspired by this class: https://leszexpertsfle.com/ressources-fle/fle-immigration-migration-identite-amin-maalouf/

Goal of the class: Learn vocabulary we use in formal speech, discover French literature about politic issues (orientalism).

How did you structure the class?

  1. Warm-up : Students wrote French famous books titles in pieces of paper and students have to draw a paper and make the other guess what title it is.
  2. A handout with extracts of the book: we discuss each extract and try to find what today issues they refer to. Each student has to read an extract, we review the vocabulary and then we work together on the extract (“do you agree” “why or why not?”). This is the second part of the previous class.
  3. Crosswords to learn new vocabulary (with words from the book extracts).

 

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

Two handouts with book extracts and crosswords. Handouts available here: https://leszexpertsfle.com/ressources-fle/fle-immigration-migration-identite-amin-maalouf/

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

The class worked very well. Students speak a lot so we didn’t have the time to make the crossword activity. Nevertheless, I think this activity was less important…

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 F16 INT Ghost stories

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Tuesday, September 6, 2016 

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Stories about ghosts and mystery 

Goal of the class:

Invent stories (organize sentences into a logical story), memorization of simple sentences and of a story, work on some vocabulary, work on how to ask questions.

How did you structure the class?

  1. Warm-up: we play “two truths, one lie”
  2. “téléphone arabe” (“Broken Telephone”?) : I say a word to a student (related to mystery or ghost stories) and the student has to tell the student next by him another word (but which belongs to the same lexical field), and so on. The last student has to say his word out loud. We work on the listening comprehension.
  3. Ghost story : I tell them the beginning of a mystery story then, the student next to me has to continue the story, etc.
  4. Alibi game : you can find the rules here http://eslgames.com/alibi/ 

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

Only pieces of draft paper to write the alibis and the warm-up

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

My students are very talkative and I was surprised they played every games with much enthusiasm. The Ghost story worked very well because they allowed themselves to take the time to answer and we had a lot of fun. The alibi game worked well too: at the end, students tried “trickier” questions to to trap the students who had to answer the questions.

How could this class be improved/ modified?

Maybe the “two truths, one lie” was too much, and we should have taken more time in the Broken telephone activity which was more challenging for the students.

 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.

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