

an archive of lesson plans
About instruments, singers, songs,
Language Resident Name: Aleksandra Bystrova
Date: 02/27/2023
Class theme/topics discussed: Nature
Goal of the class:
How did you structure the class?
2.Activity 1. Your Perfect Landscape (10 min)
I show the students three typical landscapes in Russian and ask them to choose a landscape in which they would like to live. They should describe the reasons for their choice.
3.Activity 2. The most beautiful place in Russia (10 min)
I ask students to choose the most beautiful natural place in Russia and present it to the whole class, showing it on a map and describing why they chose it.
4.Activity 3. Nanna Heitman As Frozen Land Burns (10 min)
I show the students Nanna Heitman’s photo project about fires in Siberia and ask them to describe the photos. What do you see? Where do you think this is? How are people dealing with it?
Then, I provide students with the background of the problem and ask additional questions. Why do forest fires start? Are there forest fires in your area? What are the negative consequences of fires?
5.Activity 4: Монеточка — гори гори гори
6. Wrap-up. Lessons from Nature (10 min)
Think about the five lessons nature teaches us. What can we learn from nature? For example: Nature knows what is good for her
What worked well in this class? What did not work?
The class went well. Several of my students are very interested in nature, so it was especially helpful for them to learn new words related to nature and issues. The activity with the form helps a lot to practice the accusative case and also sets the students up for work because of the change of scenery.
How could this class be improved/ modified?
I recommend doing this class outside if possible. Then hands-on activities can be added.
Language resident: Natalia Cano
Class theme/topic discussed:
Goal of the class: The students learn about Bad Bunny, Rosalia and old Reggaeton
Class structure:
Warm up:
Do you know Bad Bunny?
Do you know any of his song?
Activity 1: Bad Bunny and Kendall Jenner go on a date
We watch a little bit of this video:
Even though it is in English, it is important for the activity, since they have to know about Bad Bunny’s English for the activity.
After watching the video, they have to decide in pairs who is going to be Bad Bunny or Kendall Jenner. After that, they have to do a little theatre being these characters.
Activity 2: La noche de anoche
What references do you see in this video? What do you think about it?
Activity 3:
We listen to these three song with the lyrics:
-Titi me preguntó – Bad Bunny
-X si volvemos – Karol G
-Candy – Plan B
What differences do you see between these songs and songs in English
Resources used:
Youtube, Spotify
What worked well? What did not work?
This class was very good, my students were very enthusiastic about the topic. However, a class about reggaeton is always going to have explicit content. So it is important to do a disclaimer at the beginning of the class.
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 1) [Zoom-class]
Goal of the class:
Learn about “Konjunktiv II” (When and how to use it)
Discuss “Kunstfreiheit” (artistic freedom)
Put pictures in relation to “Kunstfreiheit” and discuss their historical context
Compare artistic freedom in Germany and the US
Discuss the content of a music video based on isolated pictures
How did you structure the class?
4.15 – 4.20: Welcome (Welcoming students to class, talking about how they feel and getting all the technology starting)
4.20 – 4.33: “Was würdest du machen, wenn…” (Practicing the Konjunktiv II with the “würde”-form, e.g. “What you would do if you were to win a million dollars?” “I would buy an island if…”. Students join breakout rooms and ask each other one of the two questions in groups of 2-3 people. Three rounds with 2 questions each + always different groups)
4.33 – 4.37: Review Konjunktiv II (short review of when to use and how to use the Konjunktiv II with its two forms. One of them the “würde”-Form, which we practiced in the task before)
4.37 – 4.45: “Kunstfreiheit” + pictures (The term “Kunstfreiheit“ (artistic freedom) is introduced and students are then asked to look at 4 pictures, describe them, tell the group what is depicted in the pictures (and the context) and then put that in relation to “Kunstfreiheit”. If the students do not know about some of the pictures, the teacher can help them and explain their context. After that we take a quick look at how artistic freedom is embedded in the basic law for Germany)
4.45 – 4.55: “Kunstfreiheit” experiences (students join breakout rooms first, and then come back to share with the group. They are asked to share their experiences with artistic freedom. Either because something that they themselves were involved, or something they have heard of and that has a relation to artistic freedom
4.55 – 5.00: “Danger Dan” impression (“Danger Dan” is the name of the musician we are going to hear a song from. The students are asked to share their impressions when hearing the name)
5.00 – 5.05: Pictures from the song (students see 4 pictures from the music video to the song “Das ist alles von der Kunstfreiheit gedeckt”. They are rather provocative and can be interpreted in different ways and the students are supposed to share their impressions of those pictures, and also what they think the video could be about and what it is supposed to express. Students discuss that in breakout rooms)
5.05 – 5.10: Watch music video
5.10 – 5.15: Music video impressions (students share their impressions from the music video and compare it with what they had shared before, when they just saw 4 isolated pictures from the music video)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Power Point Presentation
Zoom (+ Breakout rooms)
Pictures & videos (see Power Point Presentation)
What worked well in this class? What did not work (and how could it be improved)?
The introduction worked really well because the students seemed to be really engaged with the questions, as they had a lot of fun thinking about those scenarios and “what they could do, if…”. Also, it was a really good introduction and transition to explaining the Konjunktiv II, which is used a lot by Danger Dan in his song and therefore offers a great grammatical foundation for working with the song later on.
When we looked at the pictures, the students were able to identify most of them and put them in connection to artistic freedom. I chose the pictures because two of them are important pieces in the history of Germany, the Charlie Hebdo-picture is important in the context of contemporary European affairs, and the last one was a fun, little story that is connected to artistic freedom. We took a look at the basic law, and the exchange of their “Kunstfreiheit” experiences was really interesting. Same can be said for talking about the name “Danger Dan” and the pictures from the music video. Finally, we watched the music video and the students shared their impressions. Generally, it was a good mix of learning about current affairs in Germany, pop-culture and Konjunktiv II on the one hand, and sharing their impressions, thoughts and experiences on the other hand.
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Konjunktiv & Kunstfreiheit (Teil 2) [Zoom-class]
Goal of the class:
Analyze the lyrics of a song (describe in own words/research context/interpret what artist wants to express)
Compare different parts of a song with each other
Discuss differences and possible interpretations
Discuss whether the song “Das ist alles von der Kunstfreiheit gedeckt“ is an example for Kunstfreiheit or Beleidigung (insult)
Discuss whether Böhmermanns „Schmähgedicht“ is an example for Kunstfreiheit or Beleidigung
How did you structure the class?
4.15 – 4.23: Recap (Recap last class and thereby make a transition to this class’ topic)
4.23 – 4.35: Group work (students have to get together in 3 groups and analyze the lyrics of one verse based on 3 questions that ask them to describe the lyrics in their own words, research the context of the song and interpret what the artist wants to say and how he writes his song in order to achieve that message. Each group meets in one breakout room, while they have access to the questions and a vocabulary list on our GoogleDoc)
4.35 – 4.55: Presentation group work (Each group presents their findings according to the 3 questions that were given to them – there is a particular emphasis on finding the Konjunktiv-forms, as they are an important instrument for Danger Dan in his song and also connect to the last class and the grammatical topic)
4.55 – 5.00: Bridge (We look at the bridge of the song and try to analyze in which ways it is different from the rest of the song and why that is the case)
5.00 – 5.07: Positionsline + discussion (students have to locate themselves along a position line ranging from Kunstfreiheit to Beleidigung. Based on that they have to discuss their own position)
5.07 – 5.13: Böhmermann-Affäre introduction + video (Most students probably see the song as an obvious example for Kunstfreiheit, thus I present them a case that could be more critical to evaluate. The so-called “Böhmermann-Affäre” is introduced in a few minutes, and then we watch the video of it)
5.13 – 5.20: Positionsline + discussion (students are again asked to locate themselves along the same position line and then discuss what led them to their judgements)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Power Point Presentation
Google Doc (Questions + vocabulary list)
Zoom (+ Breakout rooms & annotate functions)
Pictures & videos (see Power Point Presentation)
(Jan Boehmermann Erdogan poem) https://vimeo.com/163537121
What worked well in this class? What did not work (and how could it be improved)?
This class worked really well! It was a good conclusion to this 2-class-topic, which connected a song as a cultural element, with an important contemporary topic and a grammatical input. The class had different elements (discussions, group work, interpretations, media consumption etc.), a coherent structure and a few take-home messages.
The addition of a vocabulary list to the group work was very important and ensured efficiency, which allowed for a greater focus on the presentations and the discussions later. In those discussions, the students were really engaged and seemed interested in both the topic as well as the others’ opinions. The position line worked really well and also as I expected (everybody saying it is Kunstfreiheit), which allowed me to introduce the “Böhmermann-Affäre” as a less clear-cut example for that topic. It is worth mentioning that the class ended about 5 minutes later – which is acceptable considering the complexity of the topic and the importance of the last discussion.
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Music
Goal of the class:
Learn about German music from the last ~25 years
Discuss music by elaborating on what you dis/like about it
How did you structure the class?
The class started of with an Introduction, explaining the rules of the game which focuses on German music. It doesn’t necessarily matter how many different artists you take and which one you focus on – I took 8 artists and tried to have a diverse range of artists (from Herbert Grönemeyer to Nena to Helene Fischer to Rammstein [the latter being rather well known in the U.S., though maybe not so much for their criticism, which can be talked about in class]).
The game works somewhat similar to “The Voice” – the students hear an artist for a maximum of 1 minute (they have the chance to raise their arms when they already know what they want to vote – if every student raises their hand, the song will be stopped before the minute is over – which happened when Rammstein was playing for example) and think about whether they like it and want to give it a vote to get to the next round or whether they dislike and want the artist to be “disqualified”. Then, they have 2 minutes to discuss the artist in the group and then vote on whether they want them to be in the next round or not.
In the first round there are 8 artists, in the second round 5, in the third 3 and then you can go for a winner. In my class I had 7 students, and when one artist had 4 upvotes they got into the next round. But that also means that when the students have already voted 5 artists in the next round before having heard the last ones, they won’t get a chance to go in to the next round (vice versa: if the students have already disqualified 3 artists in the first round before having heard the remaining artists then the remaining ones make it to the next round nevertheless the actual vote).
BUT there is one more rule to make it a bit more interesting: every student gets the name of one artist who bribed them. They get one point by having their candidate win “The Voice” (thereby you have students arguing for one artist who most dislike). Also, to give them something to “do” when “their” artist should have been disqualified in the first round – every student also writes down the name of one artist who they don’t want to win. If that candidate doesn’t win, they also get a point.
Rules for 2 students: For 2 students (in my conversation class intermediate) I slightly changed the rules. The students get 8, 7, 6, 5… points for the first round and can give each point-number to any artist. They listen to the song – they discuss it (which is a point where they can deceive or trick the other student, by saying they really like that artist but then giving only little points) and then they give points: for example student A gives 7 points, student B gives 4 points: artist has 11 points and depending on how many points the other artists get will make it to the next round or not. Student A cannot give 7 points to any other artist in this round, student B cannot give 4 points to any artist in this round.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Computer with music + music box
Whiteboard to write down names of songs, voting results and rules
What worked well in this class? What did not work (and how could it be improved)?
Generally, the class worked really well. The students learned about different German singers/bands (which they specifically asked) for and I incorporated that into a game which forced them to discuss and engage with each other, while trying to convince the others from their point of view and being somewhat embedded in the structure of a show that most of them know (“The Voice”).
I did not tell them the names of the singers before they were disqualified to make it more of a challenge for them to decipher which candidate is actually the one that they support (e.g. if their singer-name seems like a female, and there are 3 female singers, they know that one of them has to be their candidate, but they do not really know which one exactly is their candidate) – I’m not sure if this was necessary though and if it might not have been even more engaging when they would know the names right out of the gate.
Other than that I wouldn’t really change anything. The introduction took about 10 minutes, which was fine, because the timing of the rest worked out really well.
Intermediate: The rule change for the intermediate class (with 2 students) worked really well. They were very engaged and tried to deceive each other a lot – which was particularly fun for me, as I always knew why they would say or do something (because I knew who they supported). Great class here as well!
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Rap & Poems
Goal of the class:
Learn about German poems & rap
Create & present your own poems
How did you structure the class?
4.15 – 4.20: Welcome (Welcoming students to class, talking about how they feel)
4.20 – 4.25: Introduction to topic (talk about “Gedichte” and rap to introduce to the topic)
4.25 – 4.35: Rap OR Poem (students receive 8 “texts” of which half are German rap and the other half are German poesy – students have to guess in groups which is which)
4.35 – 4.45: Rap OR Poem – Solution (solution + discussion)
4.45 – 4.50: Elfchen – Group/Modelling (teacher and students create an “Elfchen” together)
4.50 – 5.00: Elfchen + Presentation (students have to create their own “Elfchen” and then present it to the class)
5.00 – 5.10: Create your poem! (students are put in groups and then have to write down 1 topic and 2 words – they then give that topic and the words to the next group. The next group has to write a poem (at least 4 lines) about the topic that the other group gave them and include the two words that the other group gave them)
5.10 – 5.15: Poem – Presentation (Students present their poems)
What worked well in this class? What did not work (and how could it be improved)?
The class worked well. Introduction was interesting for the students, as they were very curious to find out which text is rap and which is poem – the solution of that provided funny moments. The “Elfchen” was a nice way to get them going themselves on the poems, and the writing of a 4-liner, where the other group gave them a topic and words to be included provided creative and very funny poems. Well-rounded class without too much hick-hack.
Language resident: Natalia Cano
Class theme/topic discussed: Music
Goal of the class: The students get to know the music their classmates like and they discover new songs in Spanish. They also (if they didn’t know before) get to know who Rosalia is.
Class structure:
Warm up: Interview your partner
Activity 1:
They students write down in the blackboard some information about the Spanish speaker artists they like.
Activity 2: La voz
First I showed them a video of La voz Spain and then they have to be the new judges. Students are asked to turn around from the projector. I play some songs and they write down their new ‘’playlists’’ on the blackboard.
Activity 3: Rosalia and cultural appropriation
We played the video of Malamente and they identify all the typical Spanish cultural things in the video.
Resources used:
We played a little bit of this video because I wanted them to know who are the coaches in La Voz Spain:
This songs in YouTube:
Rosalia: Malamente
What worked well? What did not work?
I think this class went well. The students enjoyed discovering new songs in Spanish and they also had the opportunity to talk about the kind of music they like and share this information with their classmates. I also think it was a good idea to do this class after the Spanish traditions one, so they already were able to identify the cultural examples in Malamente’s video.
Conversation Class Lesson Summary – INT 2.21
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.02.21
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: 中国流行音乐 Chinese pop songs
Goal of the class:
By the end of this class, students are expected to know more about Chinese pop songs (the history & changes in each era), and be able to talk about which song the like the most and why.
How did you structure the class?
Warm-up:
1)问候学生Greet students
– 今天做了什么?周末有什么计划?等等
Ask questions about their coming weekend.
Presentation:
2)中国流行音乐 Chinese pop songs
PPT is attached in the file.
Activities:
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(22 in total)
Handout
Vocab list
What worked well in this class? What did not work?
Things that worked well:
They love the topic and I could feel that they were very interested in it. Some students had better understanding in music, so they were pretty quick on identifying the changes(Like + Chinese traditional elements or elements from other classical music; politic influences etc.).
As to the singing part, they enjoyed it!
Things that did not work:
Some words are difficult for students to understand, so I spent more time to explain them than I expected. The lyrics for the music presented in the videos were pretty hard as well, so sometimes they had to guess what kind of feelings that the writer intended to show in his/her song.
In addition, a student showed me a video about Reggae music. It took some time so I had to hurry a little bit at the end. There are 2 videos I didn’t have time to show them, but I’ll put the link on Sakai.
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.
Language Resident: Natalia Cano
Class theme/topic discussed: Music and poetry
Goal of the class: The students discuss their opinions and come up with a story in Spanish
Class structure:
Activity 1: Reggaeton or poetry
The students have to decide if these fragments are reggaeton or poetry.
Tú eras tóxica como veneno
Pero me falta el aire desde que no estás
Quizás no me trajeses nada bueno
Pero al menos no nos la pasábamos mal
–
Es un placer conocerte
Quizá tú me traigas pena
Pero no puedo perderte
–
Me gustas cuando callas porque estas como ausente, y me oyes desde lejos, y mi voz no te toca. Parece que los ojos se te hubieran volado y parece que un beso te cerrara la boca.
–
Hoy te odio en el secreto, ante todo lo confieso
Si pudiera te pidiera que devuelvas todos los besos que te di
Las palabra y todo el tiempo que perdí
Me arrepiento una y mil veces de haber confiado en ti
Quisiera que te sientas como yo me siento
Quisiera ser como tú, sin sentimiento
Quisiera sacarte de mi pensamientoQuisiera cambiarle el final al cuento
–
Y que yo me la llevé al río
creyendo que era mozuela,
pero tenía marido.
–
Yo sé que lo nuestro es cosa de ayer
Y me pone contento que te va bien con él
Yo ni te extrañaba ni te quería ver
Pero pusieron la canción que te gustaba ponerY me acordé de ti, cuando me hiciste feliz
–
¡Ay, qué trabajo me cuesta
quererte como te quiero!
Por tu amor me duele el aire,
el corazón
y el sombrero.
–
Ella y yo, dos locos viviendo una aventura
castigada por Dios.
Un laberinto sin salida
donde el miedo se convierte en amor
Activity 2: Now is your turn
In pairs they have to choose two fragments of poetry, or a song and the rest of the class has to guess what they are.
Activity 3: Estopa
I give the students the beginning of a well-known Spanish song:
Era una tarde tonta y caliente
De esas que pega el sol en la frente
Era el verano del noventa y siete
Y yo me moría por verteThe students have to imagine a story with this text as an inspiration, when they finish, I showed them the video and the ‘’storyline’’ of the song.
Resources used:
We used the projector for the poetry/reggaeton fragments.
Video la raja de tu falda: https://www.youtube.com/watch?v=wECwsE4yNSQ
What worked well? What did not work?
I might add a warmup to this class, but I also think that activity 1 worked a little bit as a warmup.
They discussed a lot during the first activity, so I think it was nice. With the second activity one of the pairs decided to put a fragment of Lorca’s poetry. So, we look the poem up and discussed it a little bit too.I really liked activity 3 because the students had great ideas in their stories, and they were quite disappointed by the actual song.
Warm up/ice breaker (15minutes):
Language Resident/Assistant Name: Eva Saunders
Day and Date: 11/12/2020
Language and Level (intermediate or advanced class): Intermediate & Advanced
Class theme/topics discussed: St. Martin’s Day
Goal of the class: Learn about German culture and master casual conversation
How did you structure the class?
A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?
Watch short cartoon about St. Martin:
B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.
Here is an example for an easy lantern: http://www.labbe.de/zzzebra/index.asp?themaid=237&titelid=4116
This one is made poking holes, alternatively you can have the students cut out shapes with small scissors and glue tissue paper behind it.
Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).
C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Props: Share Screen function in Zoom, Chat, Youtube, Spotify, Course Website as a resource for homework and reference.
I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).
What worked well in this class? What did not work?
The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.
How could this class be improved/ modified?
I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.
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.
Virtual Handout in target language: https://courses.pomona.edu/la-german-2020/blog/2020/11/12/13-1-class-23-11-12-2020/ (Password: GERMAN)
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Monday November 9, 2020
Language and Level (intermediate or advanced class):
Intermediate / Advanced
Class theme/topics discussed:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, breakout rooms, youtube videos
What worked well in this class? What did not work?
Advanced:
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.
Videos Shared:
Vocabulary that we learned:
袴:はかま
ばち
伝統的:でんとうてき:traditional
楽器:がっき:musical instrument
稲荷:いなり
畳:たたみ
和室:わしつ
襖:ふすま
和紙:わし
障子:しょうじ
きつね
竹:たけ
竹林:ちくりん
帯:おび
頭巾:ずきん
お経:おきょう
般若心経:はんにゃしんきょう
袈裟:けさ
邪道:じゃどう
Students’ comments on chat for each video
https://youtu.be/KHna8ngTaOg
17:06:41 From Lena She-Her : This lit
17:06:50 From Mason Cai : ^^
17:06:54 From Marina Aina : ^^^
17:07:00 From Ruby Hoffman : ^^
17:07:10 From Ashley Cheng : ^^^^^
17:07:32 From Marina Aina : The mv visuals are so nice too 😮
17:07:48 From Alyssa Zhang : those masks damnnnnn
17:08:06 From Mason Cai : :OOOoOOO:
https://youtu.be/cbObLy5MjWU
17:10:24 From Marina Aina : Ive never felt more untalented in my life LMAO they’re so good 😮
17:10:32 From Kate McHale : this really slaps
17:10:34 From Ashley Cheng : It really do be one of those days
https://youtu.be/nvIGCMhjkvw?t=120
17:12:03 From Kano Cheng : I want to be this man when I grow up
17:12:29 From Ruby Hoffman : yes oh my god
17:12:37 From Marina Aina : i think you can accomplish that dream :,)
17:12:40 From Kate McHale : immaculate vibes
17:12:42 From Ashley Cheng : I wonder if my buddhist grandma would appreciate this
17:13:07 From Alyssa Zhang : i want to know what hes saying
Conversation Class Lesson Summary
Language Resident Name:
Marie Segura
Maria Glukhova
Day and Date:
Week 3-4, Fall 2020
Language and Level (intermediate or advanced class):
All
Class theme/topics discussed:
Music
How did you structure the class?/Ideas:
Activity 1 – Gathering vocabulary
Create a wordcloud for students to quickly brainstorm on music instruments/genres/etc..
Activity 2 – General questions for discussion
Activity 3 – Presenting francophone/X nationality artists
Activity 4 – The Voice
Activity 5 – “Close-listening” [I usually do one class on it (Rus)]
Activity 6 – Making a group Playlist [credits to Katherine Pérez Gutiérrez]
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Zoom, Youtube, Spotify
What worked well in this class? What did not work?
How could this class be improved/ modified?
Language Resident Name: Katherine Pérez Gutiérrez
Class theme/topic discussed: Music taste and music genres
Goal of the class
Class’ structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
Conversation Class Lesson Summary
Language Resident Name:
JING XU
Day and Date:
03/12&13/2019
Language and Level (intermediate or advanced class):
Chinese, intermediate and Advanced
Class theme/topics discussed:
Learn the song <the same song>(tongyishouge)
Goal of the class:
To Practice their oral Chinese skills. Practice Chinese listening skills. Learn about new vocabulary and learn to sing this Chinese song.
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint, useful Chinese website:
PowerPoint, YouTube
What worked well in this class? What did not work?
Students really enjoyed the class, practiced their listening skills. Learned new words and how to sing a Chinese song, everyone was involved and had fun.
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.
《同一首歌》
大地( )( )你心中的( )( )( )( )( ),
( )( )的夢啊,誰( )( )( )( )( )。
( )( )迎來( )( )這歡聚時刻。
每一次( )( )和( )( )都彼此銘刻,
在( )( )燦爛歡樂的日子裡。
( )( )( )( )( )啊,想( )的( )( )。
3. 星光灑滿了所有的( )( ),( )( )走遍了( )( )的( )( )。
同樣的( )( )給了( )( )同樣的( )( ),
同樣的( )( )給了( )( )同一首歌。
4. ( )( )想滲透所有的( )( ),
( )( )把友好的( )( )傳說。
同樣的( )( )給了( )( )同樣的( )( ),
同樣的( )( )給了( )( )同一首歌
To promote talking through small talk
To get to know about Latin-America through music
The class worked out very well. Particularly in advanced, students are really eager to talk to each other, so the first activity worked out quite well. The second activity worked out well too, but this activity requires more than one class.
The class worked well. Maybe it is important to consider two classes to work on this instead of one.
Language Resident Name: Mykyta Tyshchenko
Day and Date: Tuesday, 02.12.2019
Language and Level: Russian, Advanced
Class theme/topics discussed: Music
Goal of the class: Practice listening in Russian, learn about a contemporary Russian artist
How did you structure the class?
1. Greetings, announcements, general questions. – 10 min
3. Interview: Students watch an interview with a popular Russian singer and songwriter Zemfira. They are given a list of questions asked to the performer, the task of the students is to write down what she answers. (handout 1) – 20 min
4. Working with the song title. The students are given a name of a song (it is an abbreviation). Their task is to guess what the abbreviations stands for. The class is divided into groups of two, the students write their theories in the whiteboard. – 15 min
5. Listening activities: Listening and filling in the blanks. After – playing the hangman word game with the words form the lyrics/words about music. (handout 2) – 15 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
handouts, laptop, TV
https://www.youtube.com/watch?v=IRwz9GaEBc4 (interview)
https://www.youtube.com/watch?v=6iGpdkgr57g (video clip)
What worked well in this class? What did not work?
Students definitely struggled with the interview activity but demonstrated good results at the end + it was good to push them out of their comfort zone at last and make them listen to other speaker of Russian language
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.
Вопросы к Земфире.
1. Про жизнь рок-н-рольщика. Как певица характеризует жизнь музыкантов?
2. Какие артисты нравятся Zемфире? Какие категории артистов она называет?
3. Какие отношения (relationship) в её группе? Что она говорит про коллектив?
Handout 2.
Zемфира – П.М.М.Л.
Море обнимет, закопает в пески,
Закинут ____________ лески,
Поймают в сети наши души,
Прости меня, моя ___________.
Поздно. О чем-то думать слишком поздно,
Тебе, я чую, нужен ______________,
Лежим в такой огромной луже,
Прости меня, моя любовь.
Джинсы воды набрали и прилипли,
Мне ______________, мы крепко влипли,
Мне кажется, потухло ______________,
Прости меня, моя любовь.
Тихо. Не слышно ни часов, ни чаек,
Послушно _______________ выключаем,
И ты в песке, как будто в _______________,
Прости меня, моя любовь.
Прости меня, моя любовь
Прости меня, моя любовь
Language Resident Name: Mykyta Tyshchenko
Day and Date: Tuesday, 02.05.2019
Language and Level: Russian, Advanced
Goal of the class: Revise basic music vocabulary; introduce students to popular Russian songs
How did you structure the class?
1. Greetings, announcements, general questions. – 5 min
2. Presentation: LR gives a short presentation on the names of genres in Russian. Students make the list of the genres and each add at least 2 more. – 5 min
3. Interviews: Students interview each other. (handout 1) – 15 min
4. What is this song about? The LR shows the students a music video but turns the sound off. Given the name and the video, students have to discuss and guess what the song will be about. – 10 min
5. Continue working with the song: After the discussion, students are given the lyrics of the song, but all in incorrect order. Their task is to try put the lyrics in correct order. After the students present their sequences, we listen to the song. (handout 2) – 10 min
6. Is that video accurate? Watching the same video, the students have to write lyrics of the song according to what is going on the screen. Students have 10 minutes for writing and then 5 minutes to present. – 15 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
Listening activity turned out to be a lot more fun than I expected. I recommend this class for the beginning of the semester because it is easy vocabulary but still enough speaking.
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.
Словарь:
Альбом –
Живая музыка –
Певец/певица –
Звезда (pl. звёзды) –
Песня –
Исполнитель –
Группа –
Выступление –
Выступать –
Концерт/фестиваль –
Тебе нравится слушать музыку? Какую роль в твоей жизни играет музыка? | ||||
Какие жанры тебе нравятся? Какие не нравятся? | ||||
Ты смотришь музыкальные клипы? Как ты думаешь, музыкальные клипы важны для исполнителей? | ||||
Тебе нравится слушать живую музыку? Ты ходишь на концерты или фестивали? Расскажи. | ||||
Если бы твоя жизнь была фильмом, какая музыка была бы саундтреком? |
Handout 2.
IOWA – Заболела тобой
Лето было пепельно-золотым,
Чувства были сильно помяты.
Нет, не боялась я темноты,
Я была сама виновата…
Что не умела вязать узлы;
В том, что промолчала когда-то.
Только, как лечить эту пустоту?
Знаю, я сама виновата:
Я заболела, я заболела, я
заболела тобой.
Я заболела, я заболела, я заболела тобой.
В моих руках жёлтые
цветы,
Глаза слезятся от ветра.
Мы не заварим чая в ледяной воде –
Мы две стороны одной монеты.
Айсбергом ты на моём
пути.
Остаться, уйти? – Не понятно.
Но как же лечить эту пустоту:
Знаю, я сама виновата…
Я заболела, я заболела, я
заболела тобой.
Я заболела, я заболела, я заболела тобой.
Лето было
пепельно-золотым
И уже катилось к закату.
Отцвели давно наши сады,
Осень во всём виновата
Я не успела, я не успела
понять,
Как заболела тобой
Я не успела, в этом всё дело,
Я заболела тобой…
Я
заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.
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