Objective: By the end of the lesson, students will be able to identify and describe the main characteristics of the different political systems in French-speaking countries and their main differences.
– PowerPoint presentation on political systems in French-speaking countries
– Handouts with vocabulary related to politics and government
– Audio recordings with native speakers discussing political systems in different countries
– Internet access for research
Begin the class by asking students to brainstorm words related to politics and government in French. Write their responses on the board and review the vocabulary as a class. Then, divide the students into pairs or small groups of 3 and give them a list of French-speaking countries. Have them research the type of government each country has and write a brief description.
Present a PowerPoint on the different political systems in French-speaking countries. Include examples of countries that use each system and the main characteristics of each system. After the presentation, divide the class into small groups of 2 or 3 and assign each group a different political system. Have each group research a French-speaking country that uses their assigned political system and prepare a short presentation describing the system and how it functions in that country.
Play audio recordings of native speakers discussing political systems in different countries. Have students listen and take notes on the characteristics of each system. Then, ask them to work in pairs to compare and contrast the different systems and discuss which one they believe is the most effective.
To extend the lesson, you could ask students to research current political events in a French-speaking country and write a news report discussing how the political system is affecting the situation. You could also ask them to research political parties in a French-speaking country and create a presentation discussing their platforms and how they relate to the political system in that country.
Class theme/topics discussed: NEWS: TRUTH AND FAKES
Goal of the class:
Students will identify for themselves news media where they can read the news
Students can distinguish truth from untruth in Russian
Students can lie in Russian
How did you structure the class?
Warm-up. Good News (10 mins) Share the good news; what positive and interesting things happened to you in the past week?
Activity 1. Discussion about news (10 min) Students discuss the following questions in pairs: Where do you read/watch the news? What was the last shocking news item you read? How do you recognize fakes? Is it difficult?
Activity 2. What words are associated with the newspaper? (5 min) I write the word newspaper on the board and ask students to write all the words they associate with it.
Activity 3. Objects create news (15 min) Create a news story with the items from the picture. In pairs, choose three items from the picture and create a news story.
5. Activity 4: Fake News In pairs, students choose one news story that is real and make up a fake one from it. They can use their phones to do this. They then tell both news stories to the class, and they have to decide which one is true and which one is fake.
6. Wrap-up. Do you agree or disagree (10 min) Read these statements. Decide whether you agree or disagree with them. Think about the reasons for your answers. – Now that we have the Internet, print newspapers are no longer necessary. – News reports are always biased.
What worked well in this class? What did not work?
I really enjoyed this class. The students are very interested in the topic of news in Russia. They talked a lot during the discussion. The picture activity, where they had to choose several subjects, was very interesting. The students were very creative. Also the last activity worked well. Students were able to practice their presentation and lying skills.
How could this class be improved/ modified?
I wouldn’t change anything. In my opinion, the class went very smooth, even though I was a little nervous to talk about news sources.
students should be able to conduct parts of an interview in German. Prepare for possible questions and answer them correctly. Know the procedure of a job interview in Germany.
have you ever had a job interview? How did you prepare? How did it go?
We watched a video of a job interview and then discussed and wrote down the typical mistakes. After that we watched the following video, in which the mistakes were pointed out. We compared them with ours and discussed them.
We discussed the 4 stages of a job interview: Greeting Main part Questions Goodbye I gave the students questions for each category, to which they had to come up with individual answers and then present these answers to each other.
conduct an interview Role play 2 persons play the interviewer – 1 person the applicantPick a job offer and try to conduct a job interview I brought the students 4 job ads with which they were to conduct a real job interview. After every Job interview, we gave each other feedback
What worked well in this class? What did not work (and how could it be improved)?
I would actually change very little about this class, as it worked out very well and the subject was also considered very important by the students. The only thing that could be done is to adapt the job ads to the students in order to make the interview more accessible and easier.