Language Residents

an archive of lesson plans

Category: Movies (Page 2 of 3)

About cinema, actors, movies festival

JA S17 INT “Valentine Day around the World & White Day in Japan”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 13, 2017

Language and Level (intermediate or advanced class): Intermediate Japanese

 Class theme/topics discussed: Valentine Day around the World & White Day in Japan

 Goal of the class:

The students will be able to get to know the Valentine day and compare it with the ones of other countries.

 

How did you structure the class?

Activity 1 (2 min): Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min): Warm-up

I casually ask the students about their weekend and lead discussion by asking the questions to the students since we had beautiful sunny skies during the weekend.

Activity 3 (20 min): Introduction of Valentine Day

I simply ask the students about the Valentine day upcoming this week and announce the today’s topic. I also ask them about general information of it with the perspectives of both America and China and write them down on the whiteboard. Then, I ask them about their memory of that day and share them in the class. After that, I lead the discussion by giving them the equal chances where they are able to express their ideas in the class. Then, I talk about the recent trend of Japanese one by introducing the types of chocolate that one gives it to the other with some illustration on the whiteboard.

Activity 4 (30 min) Watching a Japanese Warmhearted Story

I briefly introduce the story in the class and give them some questions which the students need to pay attention to while watching it. Then, we watch the whole story together in the class. After that, we review about the summary of that story together in the class by asking them questions and getting the answers in the class. https://www.dailymotion.com/video/x3r7izr

 

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

Powerpoint

 

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

The class was successful in general. Today’s topic did help a lot the class be more productive and interactive. Basically, I was able to lead the class as planned, conducting each activity in an appropriate order. The story that we have watched in the class today was also relevant to their level of Japanese, so it seems to me that they understood the story very well. However, I found some parts needed to be revised.

 

How could this class be improved/ modified?

The PowerPoint I used today was simple, so I can put more photos in the slides, which makes it creative.  By doing so, it would be also a good help for their understanding when they get lost during the class. Before watching the short story in the class, I need to give the students basic background of the story such as main character, key points, and new vocabulary, which would motivate the students to watch it with those views. Also, I need to clarify well about the activity after watching it.

JA S17 ADV “Disney & Japanese Film”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Thursday, February 9, 2017

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

Class theme/topics discussed: Disney & Japanese Film

Goal of the class:

The students will be able to describe a story of film.  

 

How did you structure the class?

Activity 1 (5 min) Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (15 min) Warm-up

I casually ask them about the movie they have watched recently. I make pairs in the class and they talk about it with their partner sharing it each other. I ask them about their favorite movie and to introduce it in the rest of the class. Also, I introduce about my movie and explain the story of it. After that, students introduce the story of film in the class and others guess which movie it is.

Activity 3 (30 min) Let’s describe a movie

I will demonstrate the activity in front of the class. I pick up a card on the table which has an image of Disney film on it. Then I introduce about the story of that movie to the students without saying the title of movie, names of characters, and they guess it by writing down the name on the paper given. Then, we talk about some techniques when explaining about the story to the others. Also, we review the points and rules for the activity together in the class, and students try to present their film in the class.

 Activity 4 (10 min) Let’s become a director

I make pairs in the class and they are given a poster of Japanese film. Students guess the story with their partner and make a short story on another paper. After that, each group shows the poster in the class and introduces the story that they have created in the class. We also watch the trailers of those films together and think of the story again in the class if possible.

 

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

Powerpoint

 

What worked well in this class? What did not work?
The class was good in general. But the tasks I gave the students today seemed to be not challenging for them but too easy, because all the students knew the Disney film more than I did. So I tried to make differences and to let them practice in more relevant way, but it wasn’t going well as I expected. However, I have some solutions against that issue right now, so I would like to try the activity in that way next time, giving them a task to make a whole story in the class.

 

How could this class be improved/ modified?

I think I can divide a story of film for the number of students in the class and give each student a task to make a short story about that situation by referring to the photo given. Then the students prepare for their own part on their own and in the end we can combine them together by having them introduce their part one by one in front of the class. By doing so, the students are given a certain task and work hard on their own. Also, I can let them play in the class in target language, which sounds interesting, too.

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

 

RU S17 ADV Working with video fragments

May 5, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 04/04/2017

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: working with video fragments 

Goal of the class: practice listening and speaking skills

How did you structure the class?

  1. Warm up. General questions on how their day went.
  2. Watch a video: http://fizruk.tnt-online.ru/s01e01 and answer the questions:

– Who are the main characters?

– Describe the main character.

– What is happening in the video?

– What do you think will happen next?

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

Internet, TV

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

The class went well, we discussed the show and why it was difficult to watch 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.

 

 

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.

CN F16 ADV Time Traveling

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name:

Ting Cao

Day and Date:

09/06/2016

Language and Level (intermediate or advanced class):

Chinese, Advanced  

Class theme/topics discussed:

Time Travel 

Goal of the class:

By the end of this class, students will be able to talk about where they want to go and what they want to do, if they have a power to time travel.   

How did you structure the class?

  1. Group discussion: Discuss the following questions in groups:

              Is there any thing that you really regret?

              If you could go back to the time before the thing happened, would you change it?

              If you could travel to the future, what would you do?

      2. Time travel movies and TV drama

           a. Ask students to introduce some American movies and dramas about time travel.

          b. Introduce some Chinese movies and dramas to students, and watch some clips.

      3. Discussion: If you got a chance to time travel, where and when would you go?                                                               

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

PowerPoint, and Chinese TV drama: https://www.youtube.com/watch?v=CyMCqHlR99o

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

Class worked very well. Students were interested in this topic, and had so much fun with imagining about having the super power.

How could this class be improved/ modified?

No

 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.

RU F16 ADV Soviet Cartoons

December 9, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 10/04/2016

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Soviet cartoons

Goal of the class: to get acquainted with Russian cartoons. Discuss pros and cons of living in a village

How did you structure the class?

  1. Warm up. The game “On the spot”. Students should invent funny answers as quick as possible.

10 minutes.

  1. Watch a cartoon: https://www.youtube.com/watch?v=6aamATyJa48

Discuss pros and cons of living in a village.

30 minutes

  1. Wrap up. Test “What city you should live in?” http://www.adme.ru/svoboda-puteshestviya/test-v-kakom-gorode-vam-stoit-zhit-1102960/

Discussing the results of the test.

15 minutes

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

Internet, laptop

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

The class went vey well. All the students were engaging in all activities. I love how debates are going in this class!

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.

Activity 1. Questions:

  1. Чем вас легко разозлить?
  2. Где кончается горизонт?
  3. Что вы носите дома?
  4. Как съесть целого слона?
  5. Что вы любите делать в дождливую погоду?
  6. Кто в доме хозяин?
  7. Откуда в сыре дырочки?
  8. Какая ваша первая ассоциация на красный цвет?
  9. Без чего вы не можете жить?
  10. Какая фамилия была у вашей матери до замужества?
  11. Как легче всего заснуть?
  12. Почему трава зеленая?
  13. Что вы делаете, когда вам грустно?
  14. О чем мечтают зомби?
  15. Что делает вас счастливым?
  16. Сколько звезд на небе?
  17. Что можно увидеть с закрытыми глазами?
  18. Чего от вас никто не ожидал?
  19. Где взять денег?
  20. Что вы едите на завтрак?

 

 

ES F16 ADV About Democracy

December 9, 2016 /

Language Resident Name: Joaquin Garcia

 

Day and Date: 11/15/2016

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Democracy

 

Goal of the class: To learn vocabulary about politics, to learn about the Spanish political system

 

How did you structure the class?

 

Activity 1: We watch a video about the meaning of democracy. I stop the video step by step making sure everyone follows and we make comments. Open discussion at the end.

 

https://www.youtube.com/watch?v=k8vVEbCquMw

 

Activity 2: Open conversation about politics in both countries: USA (General elections, Trump, Sanders, Clinton) and Spain (new government, Podemos, independency movements)

 

 

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

 

youtube.

 

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

 

They really liked the video and the discussion. My class was very into politics so it was very easy to moderate the conversation.

 

How could this class be improved/ modified?

 I think that the success of this class depends on the students. It is better if you know in advance that students like open conversations.

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.

RU SP16 INT Russian Cartoons

May 6, 2016 /

Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 02/17/2016

Language and Level (intermediate or advanced class): Russian, Intermediate

Class theme/topics discussed: Russian cartoons

Goal of the class: to demonstrate to the students such an important component of Russian culture as Russian cartoons; to practice speaking and listening skills

How did you structure the class?
1. Warm up.
Every student has a picture. The task is to find a student who has a similar (pair) picture by asking questions but not naming the object on the picture. When they think they found their pairing picture they explain to the class why the think they pair and show their pictures to the class simultaneously to find out whether they were right or not.
15 minutes
2. Watch a cartoon “Bremenskie muzikanty” https://www.youtube.com/watch?v=3-HBgvJL5rI
Answer the questions:
Who is there in the cartoon?
Where the musicians are going? What are they doing in the castle? What is happening next?
30 minutes
3. Fill in the missing words from the song.
10 minutes

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

What worked well in this class? What did not work?
The lesson went well. It was a bit difficult to discuss the cartoon because students were too relaxed and didn’t want to engage into the conversation.

How could this class be improved/ modified?
CC RUS11 Summary 8
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 activity 1
Handout for activity 3

DE 13 FS15 Adv. Soul Kitchen

December 11, 2015 /

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

 

Day and Date: Thursday, 1 October 2015

 

 

Language and Level (intermediate or advanced class): German advanced

 

 

Class theme/topics discussed: Movie “Soul Kitchen”

 

 

 

Goal of the class: To practice fluency and listening comprehension

 

 

 

How did you structure the class?

 

  1. Activity: I showed them the first 6 minutes of the movie “Soul Kitchen” without sound. The students exchanged seats: one facing the screen and describing, one turning backwards to the screen and listening to the other student. Every minute they exchanged seats. (10 min)
  2. I watched the first 6 minutes again without sound, this time both students could see the screen. After that, I asked them to tell me what characters they remembered from the scenes and how they might be related. (10 min)
  3. We watched the 6 minutes again with sound and they had a bingo chart with words from the scenes. They should listen for these words and try to find a row of four words. We watched part of the scenes twice because they had to listen again before they recognized enough words. (15 min)
  4. We analyzed a scene of 2 minutes (both sound and pictures) and I stopped the scene repeatedly, asking the students to explain what had been said/ seen. We watched the scene 3 times. (15 min)
  5. We talked about the class project again and found a better topic, deciding on a cook book. We plan to go through the cook books in German lounge together next week.

 

 

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

 

Movie from Youtube (“Soul Kitchen”, Fatih Akin, Adam Bousdoukos, 2009). Handout with bingo grit.

 

Link to movie:

Movie Soul Kitchen

 

 

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

 

The describing part (Activity 1) was really fun and they enjoyed it. They had to talk fast and think less about vocabulary. It would have been useful to have a script for the movie since it was hard to understand the dialogues for them. However, the most important part was not understanding the content, but producing and recognizing speech.

 

 

How could this class be improved/ modified?

 

Skip the second showing of the first 6 minutes without sound; it took too much time. Have a dialogue from the movie printed out and let students act it out themselves. Then watch the scene.

 

 

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.

Lesson Plan Soul Kitchen

Handout Soul Kitchen

RU F15 ADV Everyday Life

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 12/03/2015
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Everyday life
Goal of the class: spontaneous speech practice

How did you structure the class?
1. Warm up. Dice talk.
Students throw dice. The number on it corresponds to the number of the topics on the list below:
1. What is your biggest dream?
2. How do you make friends with people?
3. Tell about the book you’ve recently read.
4. What would you like to change in the world?
5. What would you do if you won 1 billion $?
6. What places would you like to visit?
7. Would you change anything in your life if you could?
8. What is your most pleasant memory?
9. What is your favorite holiday? Why?
10. What bothers you most of all in present moment?
10 minutes
2. Guess what the movie is about
a) http://www.kinopoisk.ru/film/839253/
Listen to the trailer (no video). Try to find out what the movie is going to be about. Develop the story. Watch the trailer again with the video this time. Does it correspond to the story you’ve invented?
b) http://www.kinopoisk.ru/film/840258/
Watch the trailer without sound this time. Try to guess what the movie is about. Watch the video for the second time with the sound.
20 minutes
3. Look at the pictures of my friends and try to guess what their life looks like.
20 minutes.

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

What worked well in this class? What did not work?
The warm up activity worked great (thanks to the previous Japanese LR for the idea with the dice!). I chose questions that can be developed into serious and long conversations so the students were able to talk a lot but not endlessly. It’s a great exercise for spontaneous speech in a target language (if questions are adequate). As to the other tasks, they were not so exciting for the students though one of them now wants to watch one of the Russian movies that I showed a trailer of. In general the class went well.

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.

Questions for the 1st task:
1. Расскажи о своей самой заветной мечте.
2. Как ты заводишь друзей?
3. Расскажи о книге, которую ты недавно прочел.
4. Что ты хотел бы изменить в мире?
5. Что ты бы сделал, если бы выиграл 1 миллион долларов?
6. Какие места ты бы хотел посетить?
7. Изменил бы ты что-либо в своей жизни, если бы мог?
8. Расскажи о своем самом приятном воспоминании.
9. Какой твой любимый праздник? Почему?
10. Что тебя беспокоит больше всего в данный момент?

CN F15 INT/ADV Chinese TV series

December 11, 2015 /

Language Resident Name:

Ting Cao

Day and Date:

10/05/2015, 10/06/2015

Language and Level (intermediate or advanced class):

Chinese, Intermediate&Advanced

Class theme/topics discussed:

Chinese TV series

Goal of the class:

By the end of this class, students will be able to:

  1. describe the scene in TV series;
  2. make a story and some dialogs according to the scene from the TV series.

How did you structure the class?

  1. Students work in pairs. The teacher plays the TV series without sound. In each group, only one student can watch it, so they need to describe the scene to their partners at the same time. Every minutes students change their position so that everyone has a chance to describe.
  2. Students’ feedback: After showing the series, ask students some questions, like “How many roles are there”, “What’s the relationship between them”.
  3. Show the series without sound again, and let students make a story and some dialogs for it. Students show their stories in pairs.
  4. Show the series with sound and explain the new words in the video.
  5. Discuss about the project.

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

Show the first seven minutes of this video on class:

Video for intermediate class: https://www.youtube.com/watch?v=7ZxCKADsHWA

Video for advanced class : http://v.youku.com/v_show/id_XOTUwMDk4NjIw.html?from=y1.6-97.3.1.9f94b860cc6411e49e2a

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

Class went very well, students are active to make stories and dialogs with imagination.

How could this class be improved/ modified?

No.

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

RU F15 INT Russian Cartoons

December 11, 2015 /

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Wednesday, 10/07/2015

Language and Level (intermediate or advanced class): Russian, Intermediate

Class theme/topics discussed: Russian cartoons

Goal of the class:

How did you structure the class?
1. Warm-up. Remember and find the names of 12 months in the chart. Handout 1
5 minutes

2. What is your favourite cartoon? Do you like Russian cartoons?
Watch the Russian cartoon about Winni the Pooh

10 minutes
Try to recreate the story (one student says one sentence repeating the sentences of the previous students – snowball).
25 minutes

3. Which song from the cartoon did you like best?
Handout 2
Try to sing it (at least to read it a bit faster)
10 minutes

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

What worked well in this class? What did not work?
The warm up went good. The students remember the material we studied before. The cartoon was a success. The game after the cartoon went well too. Students were very attentive and they spoke well. I still have a couple of students who are not interested in the Russian language, they don’t pay much attention to the tasks during the class and I’m still trying to figure out how to involve them into the conversation with the other students.

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 1. Найди названия 12 месяцев

с а в г у с т и б о
ы п ы м а р т ю н к
п р р ы ю ц о н ш т
с е н т я б р ь г я
ц л м б н щ ы р н б
р ь а у в р и о о р
ы ф й в а ы ю о я ь
й ф е в р а л ь б д
р й н у ь н ь р р д
д е к а б р ь н ь ю

Handout 2

ПЕСЕНКИ ВИННИ-ПУХА (из мультфильма «Винни-Пух»)
слова Б.Заходера

Если я чешу в затылке –
Не беда!
В голове моей опилки,
Да-да-да.
Но хотя там и опилки,
Но Шумелки и Вопилки
(А также Кричалки,
Пыхтелки и даже
Сопелки и так далее)
Сочиняю я неплохо
И-ног-да!
Хорошо живет на свете
Винни-Пух!
Оттого поет он эти
Песни
Вслух!
И неважно, чем он занят,
Если он худеть не станет,
А ведь он худеть не станет,
(Если, конечно,
Вовремя подкрепится…).
Да!

_______________________
Мишка очень любит мёд!
Почему? Кто поймёт?
В самом деле, почему
Мёд так нравится ему?
Если б мишки были пчёлами,
То они бы нипочём
Никогда и не подумали
Так высóко строить дом;
И тогда (конечно, если бы
Пчёлы – это были мишки!)
Нам бы, мишкам, было незачем
Лазить на такие вышки!

_______________________
Я Тучка, Тучка, Тучка,
А вовсе не медведь.
Ах, как приятно Тучке
Пó небу лететь!

Ах, в синем-синем небе
Порядок и уют –
Поэтому все Тучки
Так весело поют!

FR F15 Les Shadoks

December 11, 2015 /

Language Resident Name: Julien Moniz

 

Day and Date : 11/12

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

Class theme/topics discussed: “Les Shadoks”

Goal of the class: Work on oral comprehension and the absurd in a foreign language

How did you structure the class?

I made the students listen twice to the soundtrack of a video which tells a story. They were supposed to understand as much as they could before I even showed them the video part. Ten they could see it and they were subsequently asked to fill out missing verbs in the past tense in a text. Ten we watched a few more episodes of the cartoon and I asked them comprehension questions.

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

Youtube for the cartoons

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

The reception was mixed, both because the language was a little difficult for them to understand and the humor as well. It is an old French TV show which is famous for its absurd humor. But once we reviewed the vocabulary and once everything was understood, the students really liked 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.

Lesson Summary FR11 #21

FR S15 INT Movies vs Life

May 8, 2015 /

Language Resident Name:
Clémence LEFEVRES

Day and Date:
Tuesday, April 28th

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

Class theme/topics discussed:
Movies vs Life

Goal of the class:
To learn about movies currently in the theaters in France
To create stories

How did you structure the class?
1. Warm-up: how was your weekend? Coming CA
2. Posters
I make groups of 2 or 3. I give them a poster of a movie currently screened in France. They have to describe it to their classmates and imagine the movie behind this poster
Then, we watch the actual trailer: what do they understand? Is it close to what they imagined? Which version do they prefer?
3. Movies vs life
I show them the video from Suricate – Golden Moustache called “Movies vs life”. In small groups, they have to imagine their own and present them in front of the class.
Then, we watch the “Movies vs Life 2”

How did it work?
Students always LOVE creating stories and acting. Those exercises gave them enough freedom to be creative. Especially the “movies vs life”, they had a lot of ideas.

DE F14 ADV Movies

December 12, 2014 /

Language Resident Name: Mirja Schoderer

 Day and Date: Tuesday, 09/30/2014

 Language and Level (intermediate or advanced class): German advanced

 Class theme/topics discussed: Movies

 Goal of the class: Analyze short scenes of a movie, develop ideas about the content of the movie, come up with a voice over to one scene

 How did you structure the class?

Announcements, talk about Midterms

Activity One: Watch a short scene of a movie without the sound. One of the students had his back to the screen, the other had to describe what was happening. Every 30 seconds, they switched

 Activity Two: We watched the whole sequence together, still without sound. What do you think is happening? What could the movie be about? What sort of movie is it (judging by the colours, gestures, …)

 Activity Three: Based on the hypotheses you just formed, what could the characters be saying? Do a voice over of one of the short scenes we just saw

 Activity Four: Watch the scenes with sound. What’s really happening? What could have happened before? What after?

 Activity Five: Watch the trailer to the movie to see how close we came to its actual content

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

Video, whiteboard

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

 Doing the voice over was a lot of fun, even though one of my students had already seen the film. Unfortunately, the class was not all that creative and needed a lot of guidance to come up with different scenarios of what could have happened or was going to happen

 How could this class be improved/ modified?

I feel like the activities would have worked a lot better in a bigger group (I only had two people)

 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.

ES S14 INT- Film discussion

May 9, 2014 /

Lesson Summary

Language and Section: Spanish Conversation Class 11.1- Intermediate

Date:  05/01/2014

Class theme/topics discussed: Film discussion

Goal of the class: To discuss and analyze 2 short films

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

Head-ups: Upcoming cultural activities/events

Activity: Film discussion

I hand out different questions dealing with the theme, the characters, and the messages of the short film to each student. Students work in pairs. Each pair reflect on a questions dealing whit the plot, theme, message, technique, and so on. Students need to reflect on the questions and discuss about them after watching watching the short film.

We watch one film at a time and then discuss about it following the order of the questions.  We follow the same procedure for the second short film.

1st Short film: The Smoke Seller (El vendedor de humo): http://vimeo.com/42329392

2nd Short film: Pipas: http://vimeo.com/68729699

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

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

Students liked the short films and surprisingly went very far in the discussion. They found support the words written on the board. In the end they wanted me to play Pipas one more time.

How could this class be improved/ modified?

I think the level of the short films is very appropriate for intermediate students, since the first one has no dialogues and the second has subtitles. These questions might be very useful for any type of film or literary discussion.

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

 

 

Analisis de un corto

Nombre del corto _____________________

  1. ¿Como se titula el corto? ¿Cuál es la relevancia del título dentro del contexto del corto? ¿Por qué? Da ejemplos

 

  1. ¿Cuáles son los personajes? ¿Cómo son?
  2. ¿Cuál es el tema principal y el mensaje principal? ¿Por qué? Da ejemplos

 

  1. ¿Cuales son algunos de los discursos que se presentan en este corto?

 

 

  1. ¿Cuál es la visión del mundo de este corto? ¿Por que?

 

 

  1. ¿Cuáles son algunos de los métodos o técnicas que se utilizan en este corto? ¿Tú crees que apoyan el tema o el mensaje principal? ¿Por qué?

 

 

  1. Habla del espacio y el tiempo, ¿por qué son relevantes? Da ejemplos

 

 

FR S14 ADV Cinema & Cannes festival (2 classes)

May 9, 2014 /

Language and Section: FR 13

Date: 04/22 & 04/24

Class theme/topics discussed:
Cinema and Cannes Festival

Goal of the class:
Discovering the most viewed French movies in France
Learning the history of the Cannes Festival
Creating stories from movie posters

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

1 Video about Cannes Festival
http://www.flevideo.com/fle_video_quiz_high_intermediate.php?id=4583
In pairs, they have to answer the questions about this video.
Ask them some other questions related to the festival, they have to guess the answers (available on the website + which Disney movie received a Palme d’Or? Dumbo. Which countries received the most Palmes? USA – France – Italy).

2 Top 10 in France
I give them a paper with pictures from the 10 most viewed movies in France. They have to match these pictures with the title and the year, and rank them in the right order.

3 A l’affiche
Groups of 3. I give each group a poster of a movie screening now in France. Then have to imagine the story, write it down and then present it to the other students. In the end, they decide with one should receive the Palme d’Or.

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

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

I did not expect this class to last two days. They loved it. Especially when they had to create skits to present the movies. We watched the actual trailers, and they were really interested in watching them.

Top 15 films français

JP F13 ADV Skit

December 20, 2013 /

Language and Section:

Date:  October 15

Class theme/topics discussed:

Creating and acting out original skit (1) ~ what is going to happen in the next scene? ~

 (We used Japanese drama “Otomen” for this class)

 Goal of the class: 

–       Students will be able to grasp the personality traits of the 3 main characters

–       Students will acquire new vocabulary related to the movie

–       Students will be able to think creatively for their skit

–       Students will be able to act out their skit with confidence

–       Students will realize the importance of using Japanese phrases with emotion

–       Students will be able to cooperate with their team members towards achieving a goal.

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

 (1st activity Introduction)

-Teacher introduced the topic and skit project that the students will act out it in groups.

-Teacher introduced the 3 main characters’ names and made the students watch them carefully during the summary part of the video

(2nd activity Go over the drama)

-Students watched the first part of the video to understand the summary of the drama

-Students described the characteristics of each main character as a class

(3rd activity Discussion and Making own drama)

-Students watched the main part of the video that they will use to lead in to their skit

-Students discussed what happened in the main part of the video

-Students split into 2 groups and assign each member a role

-Students discussed about what is going to happen in the next scene, and then practice acting out their skit

(4th activity Sharing own skit each group made)

 -Each group present their own skit

-Students evaluated each other’s skits

-Students watched the true ending to the video

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

TV, macbook, video,

handouts, doll

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

-Students enjoyed watching the Japanese drama and were able to cooperate with one another when they made their skit. In addition, students were able to act out their skit emotionally with gestures that is, they learned how to speak Japaanese emotionally as well.

How could this class be improved/ modified?

This class went really well!

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

ES S12 INT Cinema

May 4, 2012 /

Language and Section: SPA 11.2

Date: 04/24/2012

Class theme/topics discussed: Cinema vocabulary / Pitching

Goal of the class: To introduce vocabulary related to cinema and to have an interactive activity about it.

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

– I introduced vocabulary about cinema, related to length, format, genre.
– We discussed 3D and Imax formats (this was unplanned, but the students wrere rather vocal about it)
– The students were paired up and they had to come up with a pitch for a movie to present to a studio executive using the vocabulary the had learned

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

– Whiteboard

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

– The class worked very well; both the prepared part and the impromptu discussion on formats were fruitful and very fluid.

How could this class be improved/ modified?

– A follow-up could be planned to introduce vocabulary related to other aspects of film making

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