Category: Music (Page 4 of 4)

About instruments, singers, songs,

ES F09 INT/ADV Reggaeton

October 6, 2009 / Juanpe

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/06/2009

Class theme/topics discussed:
Reggaeton

How did you pick this theme or topic?
To close up the general topic “Music” I decided to introduce some debate with a controversial issue such as Reggaeton.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave them an article about reggaeton and discussed whether reggaeton tended to be violent, and the image of women. Then we watched some videos of reggaeton singers and continued the discussion. Finally they had to fill in the gaps in a reggaeton song.

How did students react?
They liked the class and found it interesting. They also liked the music and thought it was funny sometimes.

Did they engage with each other and you?
They did, and talked a lot about whether it was positive or negative.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
An article and videos from Youtube.

Please attach a copy.
See next page.

Would you recommend this activity for a future class?
Yes.

Why or why not?
They liked the topic and could defend one side or the other (pro or against reggaeton).

Peleas, ron y gatos voladores
Los altercados se suceden en la zona de ocio nocturno de Famadas tras el asesinato de un hombre – L’Hospitalet estudia instalar cámaras de vigilancia
Barcelona – 02/03/2009
Una mirada retorcida y un cuerpo agitado por el alcohol pueden hacer que salte la chispa. Por cualquier motivo, dos adolescentes, uno dominicano y el otro ecuatoriano, se han picado (atacar con una navaja o cuchillo) en un vagón del metro. Acompañados por un grupo de chicos y chicas, llegan al polígono de Famadas -la zona de ocio nocturno entre L’Hospitalet y Cornellà- a medianoche. Por su aspecto, parecen menores de edad. Pero una pregunta lanzada al aire (“¿por qué no demuestras lo que eres?”) se interpreta como una amenaza a la propia hombría: empieza la pelea. Llueven los puñetazos y vuelan las patadas. Las novias incitan a sus muchachos a intervenir y el cuerpo a cuerpo está a punto de cambiar en pelea colectiva.
La bronca (pelea), abortada a tiempo, es la primera de la noche, pero no será la última. Se trata, en todo caso, del mismo lugar donde, hace una semana, un boliviano de 53 años fue asesinado durante una pelea, ésta sí, masiva. El hombre recibió diversas puñaladas y fue golpeado en la cabeza con una botella de vodka. Los autores del crimen, miembros de una misma familia, ya han sido detenidos.
Pese a que incidentes de esa magnitud no son habituales, los altercados son el pan nuestro de cada viernes y sábado (el pan nuestro de cada día = muy frecuentes). Hace unas semanas, un joven fue herido en las nalgas y las piernas. La policía sospecha de un grupo de dominicanos que frecuenta la zona. Para protegerse ante la ley, las bandas suelen dejar que los menores de edad carguen en sus amplios bolsillos con las armas blancas (navajas y cuchillos). Fingen, además, supuestos conflictos con otros jóvenes (el clásico “me has mirado mal”) para robar.
La afluencia de jóvenes es masiva: unos 2.000 visitan cada noche esta zona de ocio situada en un oscuro polígono industrial. Hay unos cuantos bares musicales y tres discotecas, pero sólo dos ambientes: uno, dedicado al público autóctono; el otro, centrado en la clientela latina. Si no fuera porque tienen que transitar las mismas calles, estos dos colectivos no se intercambiarían ni una mirada.
Un joven de L’ Hospitalet está tomando una copa en un bar situado junto a una de las dos discotecas latinas de Famadas. Él piensa ir con sus amigos a Malalts de Festa, una macrosala donde pinchan música comercial y pachanguera. Los porteros vigilan la fila con cara de pocos amigos, pero no llegan al extremo de sus colegas de las discos donde imperan la bachata, la salsa y el reggaeton: allí se cachea minuciosamente a todo el que entra. Nadie protesta por ese trato. Y muchos no pasan de la puerta. Como un joven que presume ante sus amigos de los efectos de cierta droga que él consume: gracias a ella, cuenta, ve “gatos voladores” y puede anticipar la presencia de los Mossos, que, casualmente, realizan un control de seguridad a escasos metros.
Entre las cinco y las seis de la mañana, la fiesta toca a su fin y Famadas parece una zona en cuarentena.
© EDICIONES EL PAÍS S.L. – Miguel Yuste 40 – 28037 Madrid [España] – Tel. 91 337 8200

ATREVETE-TE-TE – CALLE 13
Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

Cambia esa cara de _________
Esa cara de intelectual, de __________________
Que te voy a inyectar con la bacteria
Pa’ que des vuelta como machina de feria
Señorita ______________, ya sé que tienes
El área abdominal que va a ____________
Como fiesta patronal, que va a ____________
Como palestino…
Yo sé que a ti te gusta el pop-rock latino
Pero es que el _____________ se te mete por los intestinos
Por debajo de la _________ como un submarino
Y te saca lo de indio taino
Ya tu sabes, en tapa-rabo, mama
En el nombre de Agüeybana
No hay mas na’, para na’ que yo te vo’a __________
Yo se que yo también quiero consumir de tu ___________
Y tú viniste amazónica como ___________
Tú viniste a matarla como “________ _______”
Tú viniste a beber __________ de barril
Tú sabes que tú conmigo tienes refill

Atrévete, te, te, te
Salte del _________, te
Escápate, quítate el esmalte
Deja de __________ que nadie va a _______________
Levántate, ponte hyper
Préndete, sácale chispas al estárter
Préndete en fuego como un ___________
Sacúdete el sudor como si fueras un _________
Que tu eres _____________, “Street Fighter”

Hello, deja el show
Súbete la _________-_________
Hasta la espalda
Súbetela, deja el show, más alta
Que ahora vamo’a bailar por to’a la jarda
Mira, nena, ¿quieres un sipi?
No importa si eres _________ o eres ___________
Si eres de Bayamón o de Guaynabo City
Conmigo no te pongas picky
Esto es hasta abajo, cogele el tricky
Esto es fácil, estoy es un mamey
¿Que importa si te gusta _________ ______?
¿Que importa si te gusta ____________?
Esto es directo, sin parar, one-way
Yo te lo juro de que por ______
Aquí to’a las boricuas saben _____________
Ellas cocinan con salsa de tomate
Mojan el arroz con un poco de _____________
Pa’ cosechar nalgas de 14 quilates

CN F09 INT/ADV 7 Zhongguohua song

October 6, 2009 / Xiaoying

Class theme/topics discussed:

S.H.E. 中国话 song teaching2

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts
General discussion
Keep on practice the song. To have some fun in Chinese learning.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
pictures
satellite

Please attach a copy.

Would you recommend this activity for a future class?
Yes.

Students enjoy the song and have fun in singing. However, the song is a little bit difficult for them. It would be better to find a slower song with accompaniment.

FR F09 INT/ADV – song “Plaire” about getting slimmer for someone else

October 1, 2009 / Sandie

Song about wanting to get slim for one’s boyfriend – fill in the blanks

How did you pick this theme or topic?

After having talked about food for several lessons, and before the beginning of the project I thought it would be good to stay “in” the topic but from a different perspective. I chose to use a song that Clem had already used in the past so that we could talk more about eating disorders next lesson. The song was good because it used idioms that students did not know, and they were thus able to improve their vocabulary. I used the same song with the intermediate and advanced classes but I left more blanks in the lyrics for the advanced level. The written words were not hard to understand and the singer was singing slowly so I thought it was really appropriate for intermediate students. And indeed, they got almost all the missing words.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handout
General discussion

How did students react?

They reacted very well, they were interested in the song and the lyrics. They had fun watching the video too, because it is really funny. They had to fill in the blanks at first, and then we saw the video so they could not rely on the images to understand the song but had to really practice their comprehension skills. They were also interested in the idiomatic expressions. I had planned on spending more time on the video but they asked a lot of questions about expressions, tried to guess, etc… and we listened to the song several times so the activity actually took the whole hour.

Did they engage with each other and you?

They mainly engaged with me because there was no pair or group work today. I called on them to read sentences with the missing words aloud. And the rest of the discussion was based on their own participation, but since they were 6, it was easy for them to speak and they all had several chances to do so.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts
youtube song and video on the tv screen

Please attach a copy.
Below is the lesson plan

Would you recommend this activity for a future class?
Yes. I think music always works.

10/01

1. Warm-up

2. Song: Plaire

– They listen to it for the first time, without the handout.
→ Then, discussion to see what they understood, if they could pick up some words, the general ideas, who is singing…

– I give them the sheet with the lyrics and blanks

– They listen to the song again
→ need to fill in the blanks
– They can listen to it a third time if they feel like it
→ fill in the remaining blanks
– correction

→ we listen to each paragraph and then see what they could understand or couldn’t
→ explanation of the idiomatic expressions and words they don’t understand

3. Vidéo
http://www.youtube.com/watch?v=4_KR6mjXbr8

– Discussion about the video

ES F09 INT/ADV Spanish Music

September 22, 2009 / Juanpe

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/22/2009

Class theme/topics discussed:
Introduction to Spanish music.

How did you pick this theme or topic?
Continuing with Spanish and Latin-American culture, I decided to start a project with them related to music.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Since it was an introductory class, I decided to show some music, starting with Spanish speaking singers, then collaborations, after that some Spanish singers that also sing in Spanish, some weird things (One semester of Spanish, Spanish love song) and finally American singers that sing in Spanish, which is what they were going to do.

How did students react?
They liked the music thing but they didn’t know many of the singers. They weren’t really willing to work, not to mention sing a song.

Did they engage with each other and you?
They talked but I had to address them many times. In the end, they really liked the idea of translating the song.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Mac and youtube videos.

Please attach a copy.
—

Would you recommend this activity for a future class?
Yes, maybe better for advanced, or it depends on the group.

Why or why not?
They enjoyed the music. The only problem was that they didn’t speak that much, maybe it would be advisable to create an activity in which they can have some discussion.

7th Class INT

DE F09 ADV Project2

September 17, 2009 / Julia

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 17. September 2009

Class theme/topics discussed: Working on our class project

How did you pick this theme or topic? –

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
In this lesson we worked on the translation of the song the students had picked the lesson before: ‘Sweet Dreams’ by the Eurythmics. I had prepared copies of the English version and we read that version one more time. Then I asked the students to start translating it into German. I told them not to translate word-by-word but rather with regards to content. I offered them to ask me any vocabulary questions they might have. So occasionally, the students would ask me about certain words or to the paraphrase certain vocabulary. At the end of the lesson the students had translated the whole song into German and typed their final version on my computer, so that I could print out a copy for everyone (note: since I only helped the students with vocabulary questions, the German version of ‘Sweet Dreams’ – which they called ‘Süße Träume’ – is entirely the product of the students).

How did students react?
The students liked working on their German version of ‘Sweet Dreams’. They had fun translating and changing the song into the German.

Did they engage with each other and you?
Yes, they did, they talked a lot and asked a lot of questions about German vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
My laptop
Copy of ‘Sweet Dreams’
Copy of ‘Süße Träume’ (written by the students)

Would you recommend this activity for a future class? Why or why not?

Sweet Dreams

Süße Träume

DE F09 ADV Project

September 15, 2009 / Julia

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 15. September 2009

Class theme/topics discussed: Talking about our class project

How did you pick this theme or topic? I thought it might be good to start working on the project early in the semester, since the following weeks and months will probably be quite busy (off-cultural activity in October, Special Dinner in November, exams in December).

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
In the beginning of the lesson I told the students that I would like to use this lesson to talk about our class project. I asked them if they preferred to do the project earlier in the semester or later and they both agreed to start early. Thus, I asked them what they would be interested in. We did some kind of brainstorming and I told them a little bit about possible projects that we might do. In the end, the students agreed on making a music video in German. We then browsed the internet and looked for songs that might be interesting and suitable to translate into German. After choosing a few, we looked at the respective videos to see if they might be suitable to re-enact. Finally, the students decided to chose ‘Sweet Dreams’ by the Eurythmics. We agreed to actually start working on the project the following lesson.

How did students react?
The students were interested in the class project and seemed excited about their choice of making a music video.

Did they engage with each other and you?
Yes, they did. They shared their ideas and had lively discussions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
My laptop

Would you recommend this activity for a future class? Why or why not?
Yes. I think it is good to start planning early in the semester, so that you have enough time to work on the project and can plan your other lessons accordingly.

ES F09 ADV Intro

September 3, 2009 / Juanpe

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/03/2009

Class theme/topics discussed:
Introductions and music.

How did you pick this theme or topic?
Even though this was the second lesson, the best thing was to start with a game about them so that they would feel more comfortable to talk to each other. I wasn’t sure how it was going to work, so I decided to pick something for the second part of the activity that the surely would like. In this case a video of Shakira.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made a little introduction and presented the game we were going to play.
Game: They needed to stand up and look among their partners and me for somebody who had done some of the things listed in the grid. They needed to ask questions and be able to answer them as well.
After that, we decided to play a video of Shakira (las de la intuicion) and fill the blanks.

How did students react?
They really liked both games. They were really happy not being just sit and everybody loved asking questions to the other. They also liked the video (the audio-visual material helps a lot) and were really into the game.

Did they engage with each other and you?
In the end, everybody knew everybody’s name and they wanted to hear Shakira’s song over again because they liked it and to make sure they had fill in the blanks ok.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Yes.

Please attach a copy.
See next page.

Would you recommend this activity for a future class?
Yes, definitively.

Why or why not?
It was a very funny game that they liked. They also learnt each other names and they wanted more videos, maybe next time with a boy for the girls. (They love Spanish and Latin-american music, so they were glad of having it as part of a “subject”).

2nd Class ADV
2nd Class Act
2nd Class IB

FR F09 ADV – Music and song “Cendrillon” (Telephone)

September 3, 2009 / Sandie

Music :
– general discussion about music
– “Fill the blanks”
– Imagine the video of the song

How did you pick this theme or topic?

I think music is a fun way of tackling a foreign language because it is something universal, so even if they had never heard of the song, chances were that they liked music and thus found this class interesting. Music is also a nice way of learning about a country’s culture. And since I wasn’t really sure about their level, I chose a rather easy song to test it.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

General discussion
Group discussions (in groups of 3)
Handouts – lyrics of the song with blanks to be filled by the students

How did students react?

Really well, they all talked to each other for 10 minutes about music, French songs, etc…
As for the song, nobody knew it. They understood most of the lyrics, though.
And they had good ideas about what kind of video they would have made to go with the song.

Did they engage with each other and you?

Yes. All of them talked to each other and then tried to guess the lyrics, and suggested a possible video.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Computer (youtube), handout

Below are the lyrics of the song, and the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think they liked it and they were all able to participate in the discussion.

09/03 Advanced

1) warm up : 5-10mn
– qu’avez-vous fait depuis mardi ? etc…

2) Introduction of the topic:
– Do you know French music?
– French singers, bands?
→ they had to ask each other 4 questions about their favorite bands, singers, songs, etc…

3) Introduction of the song and the band
– Téléphone bio

4) Song without the lyrics and without the video:

– I give them the lyrics with the blanks, they read it and ask for what they don’t understand.
– Song again, they have to fill in the blanks
– Correction and explanation (expressions)

questions to ask:
– Qu’est-ce qui est arrivé à Cendrillon ?
– Pourquoi ?
– Que se passe-t-il à la fin de la chanson ?

5) Try to imagine how you would create the video for this song

–> Discussion in groups and then comparison with each other’s ideas

RU F09 ADV Radio

December 4, 2008 / Anastasia

Class theme/topics discussed:
Russian radio

How did you pick this theme or topic?
From last year’s materials
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout, dialogues, group discussion

How did students react?
They were very excited and willing to talk a lot.
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handout, TV, computer, Internet
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
This was by far the most popular topic of the entire semester.

Lesson plan 26

Warm-up (10 min):
• Вы слушаете радио? Какая ваша любимая станция?
• В какое время вам нравится слушать радио?
• Что вы думаете о рекламе на радио?
Practice (15 min): Listen to the following songs and discuss them according to the scheme:
http://www.rusradio.ru/air/grammofon/#
1. Жанр
2. О чем эта песня (главная тема)
3. Почему эта песня популярна? (Кто слушает ее, на ваш взгляд)
4. Она вам понравилась или нет и почему?
1. Т9 – «Ода нашей любви»
2. Трофимов, Сергей – «Не покидай меня»
3. A’Studio/Отпетые мошенники – «Сердцем к Сердцу»
4. Челси – «Лети»
Review (15 min): Listen to a song and fill in the blanks (Elvira didn’t leave this handout. I guess any song could work… – Anastasia.)

RU F08 ADV Mood. + A Song by Bigudi and E. Grishkovets

November 11, 2008 / Anastasia

Class theme/topics discussed:
Good /Bad Mood;

How did you pick this theme or topic?
Students expressed their interest in the topic

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
PDF Presentation, video screening, listening comprehension exercise, group discussion

How did students react?
They reacted very well
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV, Internet
Please attach a copy.
See PDF presentation « Mood » (maybe Elvira uploaded it to Sakai?? I didn’t find it- Anastasia S.)

Would you recommend this activity for a future class?
yes
Why or why not?
The topic is very interesting and relevant

“Настроение улучшилось-2”.
музыка: Макс Сергеев и “Бигуди”
текст: Евгений Гришковец
http://ru.youtube.com/watch?v=eQO9w6qGA-w
Бывает, попадёт вожжа под хвост, с самого утра, и настроение ………………., и ты под это дело возьмешь и поссоришься со своим лучшим другом, самым лучшим. И думаешь: «Ну, ё-моё, ну хватит уже с ним ………………, двадцать лет продружили, и хватит! Ну нечего уже… Ничего он не понимает. Хватит, достаточно!». Но весь вечер ходишь сам не свой, думаешь о нём, ………………..сам на себя, и где-то в полпервого ночи подходишь к телефону. И тут же звонок! Поднимаешь трубку – а это он, и говорит: «Слушай, …………………, чего-то как-то мы погорячились, по-моему, да?» А ты говоришь: «Ой, старина, да, чё-то действительно… да, перегнули палку. Ну, давай, счастливо, завтра встретимся и всё обсудим… ага, пока». Кладёшь трубку, а настроение ………………….
Или наступает долгожданная весна, и ты достаёшь из шкафа свой любимый пиджак, который не надевал с осени. Надеваешь его и …………………- что-то шелестит в кармане. Достаёшь, а это сто рублей. Чепуха, ерунда, эта бумажка лежала там с осени, а настроение на весь день улучшилось.
Или случилось несчастье – сосед по дому купил старенькую подержанную машину, и она каждую ночь орёт сигнализацией, мигает фарами, каждую ночь! И ты целый месяц не спишь, худеешь, …………………., болеешь, и вдруг – целая ночь в тишине, и следующая ночь – тишина, и целая неделя, и ты встречаешь во дворе соседа и спрашиваешь: «Слушай, что-то давно не слышно было твоей машины?». А он говорит: «Да подонки, сволочи, угнали мою машину!». А ты говоришь: «Да ты что?! Ой-ой-ой!», а настроение в этот момент улучшилось.
Или мчишься по трассе, разгоняя машину как можно быстрее, ты мчишься, и вдруг кто-то мигнул тебе фарами дальнего света, мол, впереди менты. Ты показал открытую ладонь – знак благодарности, сбавляешь скорость, едешь с корректной скоростью и …………………………видишь – менты, да ещё с радаром. Проезжаешь мимо них тихо-онечко так и даже заглядываешь им в глаза с улыбочкой. Едешь дальше, опять разгоняешься и всех предупреждаешь дальним светом, и все показывают тебе открытую ладонь, и настроение улучшается!
Или весенним днем идешь по улице в своём любимом пиджаке и видишь красивую ………….., которая идет по другой стороне улицы, смотришь на неё – и вдруг она посмотрела на тебя, дольше, чем одну секунду. Посмотрела… больше вы никогда не увидитесь, ни-ког-да не встретитесь больше, но настроение улучшилось.
Или зашел я в магазин, в спортивный магазин и купил себе …………….., ну, просто кроссовки, что тут такого, ерунда. Но вдруг подумал: «Ой, а ведь мне, чтобы иметь новые кроссовки, не нужно заканчивать четверть на «отлично», иметь прекрасное поведение и быть послушным мальчиком. Мне не нужно. Я ……………………человек, я сам могу купить себе кроссовки. И не только кроссовки. Я взрослый. У меня есть моя жизнь, у меня есть друзья, работа, разные дела, разные интересные планы… целая жизнь! Я взрослый человек». Я подумал так – и настроение мое улучшилось.
Или как-то ехал я ни весёлый, ни грустный, ехал, как обычно, по городу, ехал …………….. И вдруг останавливает меня милиционер, а я думаю: «Ну сейчас-то за что? Я же знаю, что я ехал нормально! Сволочи, подонки, окончательно уже распоясались!». Но привычным движением вкладываю деньги в документы, протягиваю их милиционеру, а он говорит: «Вы знаете, там впереди дорогу перекрыли, Вы поверните здесь. Сейчас поверните, Вам так будет удобнее». Я говорю: «Ой, спасибо большое, спасибо! Хорошего Вам дня и вообще ……….! Большое спасибо», и еду дальше. И мне так стыдно за то, что я плохо подумал про человека, но я еду, мне стыдно, а настроение-то моё улучшилось. Вот мне …………….., а настроение улучшилось! Настроение улучшилось.
Оно улучшается иногда вот так, раз – непонятно почему. А оно – опа – и улучшилось. Настроение.

FR S08 INT – Games and stereotypes

September 4, 2008 / Sandie

Game with numbers
Stereotypes.

How did you pick this theme or topic?

Stereotypes always work well, and they’re a good start.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Game: I give a number (eg: 3) then we start counting from 1, going round the students. BUT, when a student has to say a number that either contains a 3 or that is a multiple of 3, he MUSTN’T say the number. Instead, he has to say “hop” and we keep going. If he says the number, he’s out.
Then I showed a video “ foux du fafa” that is a parody of the French. Then I asked the students to list what the stereotypes were.
Then in groups I asked them to come up with a list of stereotypes that American peole have in mind when they think about France, and to draw a picture illustrating the list.
Finally we listened to a song by Lynda Lemay “ Les maudits francais” I gave them the lyrics right away because the song is a little hard, and we discuss some expression that she uses in it.
How did students react?
They found the game a little hard, but did a good job.
They loved the video “foux du fafa” but then we did not have a lot of ideas about stereotypes.
The final song was a little hard for them but they did recognize some elements that we had talked about previously.

Did they engage with each other and you?
Yes they tried.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet, pencils, you tube, handouts with lyrics

Please attach a copy.

Linda Lemay – Les maudits Français

Would you recommend this activity for a future class?
Yes,

Why or why not?
Because it’s a good activity to have the students relax. They can say anything they want

RU S08 INT A Song “У природы нет плохой погоды”

April 8, 2008 / Anastasia

Topics discussed: Russian literature: poetry and prose

Warm-up (10 min):
Listen to the song and fill in the blanks
Free discussion

У природы нет плохой погоды (“There is no bad weather in the nature”)

Песня из к/ф “Служебный роман”
Автор текста: Рязанов Э.
Композитор: Петров А.

У ______ нет плохой погоды
Каждая погода благодать* – grace
______ ли _______- любое время года
Надо благодарно* _______________ – thankfully

Отзвуки* душевной* непогоды – echo; emotional
В сердце одиночества* печать* – loneliness; stamp
И бессонниц* горестные* всходы* – insomnia; sad; coming-up
Надо благодарно ________________

Надо благодарно ____________

Смерть* желаний*, __________ и невзгоды – death; wishes
С каждым днем все непосильней* кладь* – beyond one’s strength; load
Что тебе назначено ¬___________
Надо благодарно _____________.

Смену* лет, закаты и восходы – change
И любви ___________ благодать
Как и дату своего ухода* – leaving
Надо благодарно ______________

Надо благодарно _______________

У _________нет плохой погоды
Ход* времен нельзя остановить* – order; to stop
Осень ________ как и осень _______
Надо не скорбя* благословить* – without grieving; to bless

Надо не скорбя благословить
Надо не скорбя благословить

Vocabulary Revision (20 min):

With the partner, take turns describing the meaning of the folowing words:

• Библиотека
• стихотворение
• пародия
• домашнее задание
• писатель
• музей
• интернет
• лекция

Game “Once upon a time…” (20 min):
(Oral Conversation Practice)

FR F07 INT – Games (music, proverbs, language)

December 6, 2007 / Sandie

Team games about music, proverbs and language.

How did you pick this theme or topic?
I have never talked about proverbs. I wanted the students to discover more music, and the last game was to have them make full sentences, and IMAGINE things.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Team game (only 4 students were there)
1) I gave them a sheet with 2 columns, with the beginning and the ends of the proverbs. They have to match them
2) I played 30 sec of songs and they had to guess the year when it was released.
3) 2 people per group. Each had to tell one story. ! was true, 1 was a lie, the other team had to guess which one was a lie.

How did students react?
Pretty good, for the music and they really did a good job for that one. I was surprised that they did not know any proverb in French. Even the most famous.

Did they engage with each other and you?
Yes, they tried to get the dates right (years), they asked questions about the songs themselves, tried to understand the meaning of all the proverbs…

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet , computer with windows media.

Please attach a copy.

Would you recommend this activity for a future class.
Yes, I would do the same exercises, but maybe in a different order.

FR F07 INT – song “Deux Pieds”

September 6, 2007 / Sandie

Chanson de Thomas Fersen « Deux Pieds » :
_« Fill the blanks »
_“Imagine the video.
_“Give advice to the character.”

How did you pick this theme or topic?

I love listening to music and usually, so do the students. It’s a good way to discover French culture (even if this song is old), and it’s a very good exercise to listen to the language.
You can also create follow up activities to have the students be active, and speak.
I chose a slow song in order to “test” the oral comprehension of the students.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
General discussion
Group discussion.

How did students react?
They found the song a little hard to understand because of the use of idiomatic expressions, and the fact that the singers skipped some sound ( usual way to speak)
They really liked the song though, and they had fun trying to imagine how the video would be.
Did they engage with each other and you?

Yes. All of them tried to guess, both the lyrics, and how the video would be.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Computer (youtube), handout

Please attach a copy.
Below are the lyrics of the song, and the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, because they liked it, it’s a good exercise of which you can modify the difficulty level according to the song.

1) warm up : 5-10mn. « quoi de neuf… ? »
2) Introduction of the topic: « Do you know some French singers? Groups?…)
3) Introduction of the song and the singer.
4) Song without the text and without the video
5) I give them the lyrics with the blank, they read it and ask for what they don’t understand.
6) Song again, they have to fill the blanks
7) Correction and explanation. (expressions)
8) Try to imagine how you would create the video for this song
9) Discussion and then comparison with the video
10) Everyday life: The character doesn’t do anything right. Give him advice ( work on expression to give advice and orders “ il faut que”, imperative mode…
11) Picture of the singer

Category: Music (Page 4 of 4)

ES F09 INT/ADV Reggaeton

CN F09 INT/ADV 7 Zhongguohua song

FR F09 INT/ADV – song “Plaire” about getting slimmer for someone else

ES F09 INT/ADV Spanish Music

DE F09 ADV Project2

DE F09 ADV Project

ES F09 ADV Intro

FR F09 ADV – Music and song “Cendrillon” (Telephone)

RU F09 ADV Radio

RU F08 ADV Mood. + A Song by Bigudi and E. Grishkovets

FR S08 INT – Games and stereotypes

RU S08 INT A Song “У природы нет плохой погоды”

FR F07 INT – Games (music, proverbs, language)

FR F07 INT – song “Deux Pieds”

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