Advanced Conversation
Class – Lesson Summary week 5 – Tuesday Class
Language Resident Name: Eloise
Raoul
Day and Date: 04/11/2019
Language and Level (intermediate
or advanced class): Advanced
Class theme/topics discussed: Art
– Painting – Depiction
Goal of the
class: To review vocabulary and culture related to art + daily life
How did you
structure the class?
1) 5 minutes
:
I ask them to discuss 3 questions related to art to
their partners in class by groups of two then we discuss.
2) 15
minutes: Making Art Memes:
This activity is inspired by the Facebook site :
Classical Art memes. I ask them by groups of 3 or 4 to create art memes with
French paintings.
4) 40 minutes : Painting activity
This is the main activity : a painting competition : by
groups of two they have to reproduce a famous French painting in only 20
minutes. One of the students has the painting in his hands and he has to
describe the painting to his partner (he, himself cannot see the painting) the
reproduction of the painting his only done through the listening and the skills
of the person describing.
What technology,
media or props did you use? (internet resources, playmobiles, handouts,
etc.)
-Prints of French paintings
-Painting
-Brushes
-Hard paper
-Water
What worked well in this class?
What did not work?
-The
fact that it includes painting is very fun for the students. They really focus
since they have a real aim at the end : they have to be the closest the
original French painting
Language and Level: Spanish Conversation Intermediate
Class theme/topics discussed:
Selling things
Goal of the class:
To come up with an innovative product and sell it
How did you structure the class?
Ice breaker: Students are asked to talk with a classmate about their weekends. Then, they share their anecdotes with the rest of the class.
Activity 1: Individually, students are given a random object (a ruler, dvd case, pokemon cards) and are asked to come up with an innovative idea about said object. They sell this object creating their own campaigns to the rest of the class. The rest of the class prepare questions that the pair has to answer.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
Students were really creative and enthusiastic with the activity. They worked individually as we only have six students in class. Even though they had a lower level than the advanced class, they came up with great ideas and with very good grammar and vocabulary.
How could this class be improved/ modified?
The class worked out excellent. This works pretty well in an advanced class too. If the class was bigger, it would be better to make students to work in pairs so they can talk with someone while coming up with their idea.
Advanced Conversation Class – Lesson Summary
week 4 – Thursday Class
Language Resident Name: Eloise
Raoul
Day and Date: 04/05/2019
Language and Level (intermediate
or advanced class): Advanced
Class theme/topics discussed: The
future
Goal of the
class: To review the future tense
How did you
structure the class?
1) 5 minutes:
Warm Up & questions
– I ask
to each of them how is their week going, I introduce the topic: the future.
2) 15
minutes: Video – Norman – The 30 years crisis
-I introduce Norman – I ask them questions to make
sure they understood the video.
3) 30
minutes: The tarot card activity
-Played by groups of two, one plays the psychic,
the other plays the customer. They have fake tarot cards that I printed. We do
a quick reminder about the future tense before the activity. The main goal of
the activity is for them to have fun while reviewing the future tense. Each
person have to tell their partners’s future and then they switch.
4) 10
minutes : “Horoscope Activity” reality vs horoscope
-They tell me which sign they are and I give them
their horoscope of the week. They have to discuss with a partner in the class
if they think it is possible that the things in their horoscope happen or not.
Then we discuss all together.
What technology,
media or props did you use? (internet resources, playmobiles, handouts,
etc.)
-Powerpoint presentation with pictures
-Fake Tarot card
-Horoscope copies
What worked well in this class? What did not work
They love using materials like cards, it is a fun activity that works well.
Language and Level: Spanish Conversation Intermediate
Class theme/topics discussed:
Improvisation
Connecting random topics
Goal of the class:
To improvise conversation based on random topics
How did you structure the class?
Activity 1: In pairs, students come in front of the class. They have to choose two random topics from two pits on the table: one of them very simple (e.g.: “cheese”, “chocolate” or “pets”) and the other one complex (e.g.: “The Cold War” or “Plato’s Allegory of the Cave”). They have to start a conversation with the first topic and find a way to get to the other topic without forcing it.
Activity 2: Following the same idea as before, students are assigned a different topic each. One of them starts talking about their topic. Then, when the time is right, someone else takes over the conversation with their topic and so on until everyone gets to speak.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
The class worked out quite well. Students had fun and were very creative on coming up with ways to connect the topics.
Class is divided in three groups, one consisting of two persons (the jury) and two big groups of four persons each. One topic is given, and both groups are playing against each other, whether it is for the statement or against it. Students present their arguments in 5 minutes and then the jury decides. Another statement is given to the students, this time a little more serious. Statements go from “Birkenstocks and socks are a good look” to more serious ones.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
The Activity worked out very well. Students were eager to debate even about “dumb” topics. It also gave an opportunity to discuss serious issues within American society. The format was really appreciated by students too.
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?
Play song, let them practice
listening, write the lyrics they hear and fill it in the blanks in pinyin or
Chinese characters.
Help students correct mistakes, tell them the
meaning of the new vocabulary.
Teach them to sing the song. And put culture inputs
such as how to pronounce 的 and 了 in a song.
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.
Language and Level (intermediate
or advanced class):
German, Intermediate
Class theme/topics discussed:
Introduction, get to know each other
Goal of the class:
Get to know each other, set the goals for the semester, create a good atmosphere among the students
How did you structure the class?
Activity 1 (5 min): Mini
presentation about the class and myself. I told the students that this was
going to be “their” class as they would choose the topics we would discuss in
the class (see activity 5).
Activity 2 (15 min): Ice-breaker.
I handed four pieces of paper to each student and told them to write their
name, hometown, major/minor and one hobby on every piece. Then I collected the
pieces and mixed them. Afterwards, I handed them out again and told them to
take a guess to whom it belongs. Therefore, the students were walking around
the classroom and interviewing each other. When they found the person to whom
the piece of paper belonged to, they gave it back to them. Finally, each
student introduced himself to the class.
Activity 3 (10 min): Another
ice-breaker. We played “bingo”. In this game, the students would have a work
sheet with different boxes. In those, they would find an attribute, like “has a
tattoo”. The students then had to go around the classroom and find a person
that fits this criterium and fill in the box with the name of the person.
Activity 4 (10 min): Another
ice-breaker. The students would get together in pairs of two. One of them would
be the interviewer and the other one the interviewee. The interviewer would
have 5 minutes and, in this time, try to get to know the other person as well
as possible. The person would be able to ask any kind of question. The
interviewer would write everything down. After 5 minutes they would change
roles. After 5 minutes, everyone would present their results to the big group.
Activity 5 (5 min): We
brainstormed the goals for the semester and also the topics the students want
to discuss in class. We agreed that I would create a semester plan (with the
topics) for the next time which we would discuss then.
Activity 6 (10 min): I handed out the conversation agreements. I made sure that the agreement made sense to everyone. Additionally, I added what I expected from the conversation class (rules, set of behavior, etc.). In the end, everyone signed the agreement. You can do this in English if the proficiency is not that good to do it in German.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Whiteboard and marker
Paper
Attendance sheets
Class agreements
Pens
Powerpoint presentation
What worked well in this class?
What did not work?
The students were pretty proficient in German so we were able to talk
more than the tasks I requested. I felt that we created a good atmosphere for
the first class and that the students were genuinely interested. Also, I felt
that the students were highly motivated and genuinely wanted to participate in
the class.
How could this class be
improved/ modified?
I would keep it as it is.
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.
Class theme/topics discussed: Latin American history, Latin American music
Goal of the class:
To promote talking through small talk
To get to know about Latin-America through music
How did you structure the class?
Ice Breaker: In pairs, students talk about the question “With what historical figure would you have dinner with?”, so they can practice conversation. We follow up by sharing their answers and working on questions regarding vocabulary or grammar. This is to activate their Spanish conversation abilities before moving forward.
Activity 1: We listen to the song “Latinoamérica” by Puerto Rican duo Calle 13. Students pay attention to the lyrics and topics in the song. Students get the lyrics with highlited topics.
Activity 2: In pairs, students are assigned one theme tackled in the song Latinoamérica alongside a set of questions related to the topic. They are related to the life, history and culture of the subcontinent. They are asked to research on the topic and present it to the rest of the class. (Refer to the appendix to see the topics).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
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.
How could this class be improved/ modified?
The class worked well. Maybe it is important to consider two classes to work on this instead of one.
Class
theme/topics discussed: Greetings and
congratulations
Goal of the
class: Teach the grammar and the vocabulary for
making greetings and writing wishes in Russian
How did you
structure the class?
1. Greetings, general questions, announcements. – 5
min
2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min
3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min
4. Writing cards. – 30 min
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
handouts with card templates and examples
What worked well in this class? What did not work?
Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.
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.
Language and Level (intermediate or advanced class):
Chinese, Advanced
Class theme/topics discussed:
Debate
Competition (Life issues)
Goal of the class:
To practice
their oral Chinese skills.
How did you structure the class?
There are two questions 1) For the growth of children, the family or the community impact more? 2) University education should be guided by the market (market-oriented) or should not be guide market?
Students work in two groups. each group has four students. Each team has their first debater and second debater. Follow the rule you told to your students.
What technology, media or props did you use? (Internet, resources, playmobiles, handouts, etc.)
PowerPoint, useful Chinese website:
PowerPoint
What worked well in this class? What did not work?
This class is
very challenging for the students, but they really enjoyed the class, practiced
their spoken and explanatory abilities. Learned
new words. 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.
Language and Level (intermediate
or advanced class):
German, Advanced
Class theme/topics discussed:
Professions
Goal of the class:
Get to know the professions in German, be able to describe them, get to
know the salaries in Germany
How did you structure the class?
Activity 1 (15 min): Story
cubes. The students had to roll dices with pictures of little figures on them.
They had to invent stories with the dices that showed up. Also, they had to add
a profession (of a possible protagonist) to the story they were making up.
Activity 2 (5 min): Most
professions in one minute. In one minute
and in pairs, the students had to think of as many professions they could think
of. The winning pair would get a small treat. Then we would talk about the
vocabulary they gathered.
Activity 3 (20 min): Guess
my profession. Every student would get a work sheet. In pairs, they would try
to guess the partner’s profession by asking questions provided on the work
sheet and adding additional questions.
Activity 4 (20 min): Create a new business. The students were asked to imagine being in the position of creating a company. In pairs of two, they should create their own company and present it to the group at the end. They had to think of the location, the service they provided, the price and what made them the most successful company. At the end, they presented their product. Also, everyone voted for the best product. Again, the winner received a brownie.
Activity 5 (additional): If you have time left, you can make some kind of a “quiz”. You ask the students which professions are the best paid/ worst paid in Germany. They have to make a ranking. Then you can show the ranking to them (in the presentation). After that, you can have a discussion if this is fair/just (if the students are into it).
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Whiteboard, pen
Powerpoint presentation (see attached)
What worked well in this class?
What did not work?
The students really liked the class! I think every activity went well.
How could this class be
improved/ modified?
It was a good class. I would keep it as it is.
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 and Level (intermediate
or advanced class):
Spanish advanced
Class theme/topics discussed: Fear
Goal of the class: Learn
vocabulary about fear and express emotions
How did you structure the class?
Activity 1 (10’): Students
get asked about Fear and the things that they feel fear about.
Activity 2(15’): Game of
Fear. Students get different situations and they react and show what they feel
about them. Instructions in Spanish below.
Activity 3 (10’): Students
listen to the audio of a scary movie video. They only hear it and have to
hypothesize about it.
Activity 4 (5’): Students
see the video, comment upon it and confirm their hypothesis.
Activity 5 (20’): Students
get some slips of paper with different situations of risk. They are asked to
say how they would react to those situations. After that, in groups of 3. They
have to choose one of their situations and propose an alternative ending to it.
What technology, media or props
did you use? (Internet resources, playmobiles, handouts, etc.)
I needed to print out many tags for the fear game. 5 for each student.
I also printed out a A3 paper of the fear scale
Slips of paper with the different fear situations to make hypothesizes
What worked well in this class?
What did not work?
The game of the fear was fun. It was not as exciting as I thought it
would be but they did learn the structures that I had as part of my objectives
so I am satisfied. I will choose other items to talk about fear next time to
make it more appealing.
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.
Spanish Instruction
of the fear game
Instrucciones del juego del miedo
1) Imprima la
primera página, el medidor de presión, en formato A3 y las páginas 2 a 4 en
formato A4. En la página 4, hay un conjunto de 5 tarjetas diferentes para
expresar sus temores, imprimirlas y recortarlas para que cada alumno tenga un
lote personal de 5 tarjetas diferentes (en una página, ya hay 3 muchas cartas).
Luego recorte los papeles pequeños en las páginas 2 y 3 que representan las
“cosas que tememos”.
2) Coloque el
trouilómetro en el centro de la mesa. Da un juego de 5 tarjetas para expresar
los temores de cada estudiante. Luego, coloque los papeles pequeños en las
páginas 2 y 3 (las cosas que tememos) en una pila, boca abajo al lado del
medidor de presión.
3) Elija un
alumno que comienza el juego. Él devuelve un pequeño papel “cosas que
tememos”. Su objetivo es adivinar la respuesta más probable que harán
otros alumnos a la pregunta “¿Cuánto le teme a eso?”
4) Para esto,
cada uno de los demás alumnos elige en secreto una carta de su mano que
determina su nivel de miedo en este tema. Luego lo coloca boca abajo en el
centro de la mesa.
5) Cuando cada
alumno haya jugado una carta, mezcle y tome en su mano el paquete así formado.
Luego pídale al alumno que sacó el papel que lo coloque en el esfigmomanómetro,
bajo la respuesta que parezca más probable en el grupo. Pídale que justifique
su elección (por ejemplo: “Creo que la respuesta más probable para
el” calentamiento global “es” un poco asustada “porque la
gente se preocupa un poco por este problema, pero no le preocupa sus vidas
inmediatas, por lo que son un poco indiferentes y por eso tienen un poco de
miedo de eso)
6) Luego revele
las tarjetas elegidas por los otros estudiantes. Si la respuesta que ha elegido
es la más común entre las respuestas de otros alumnos, gana un punto. En caso
de igualdad entre 2 respuestas, dale el punto de todos modos.
Los otros
estudiantes pueden, si lo desean, dar su punto de vista sobre las respuestas
propuestas. Déjalos debatir juntos si surge la necesidad.
7) Luego, el
alumno de la izquierda toma el mismo proceso: devuelve un pequeño papel, no
vota, pero trata de adivinar la respuesta más probable, etc.
Cuando cada
alumno haya desempeñado el papel principal tantas veces, finalice el juego y
cuente los puntos. Dé simbólicamente la victoria a quien tenga más puntos y
quien haya mostrado más empatía.
Esta es una manera elegante de hablar sobre nuestros miedos sin expresarlos directamente en público, evitando así la incomodidad que este tipo de tema puede generar en el aula.
Class
theme/topics discussed: Pronunciation workshop
Goal of the
class: Master pronunciation of Russian sounds, use
proper pronunciation on various situations
How did you
structure the class?
1. Greetings, announcements, general questions. – 5
min.
2. Pronunciation practice. LR goes over the hardest words to pronounce in Russian, explains the hacks on how to nail the pronunciation. Students share the words that are the hardest for the to say. – 20 min
3. Liguria: Students are given the parts of the
hardest Russian tong twister. They read them our loud. then watch a video of a
Russian person doing the same reading, and read their parts again. (handout 1) – 10 min
4. Using good pronunciation in everyday life. Students are given different situations where good pronunciation is crucial. (handout 2) Their task is to write short passages in Russian and then read them out loud for the class. The classmates comment on pronunciation and give each other suggestions on how to improve it. – 25 min
What
technology, media or props did you use? (internet resources,
playmobiles, handouts, etc.)
https://www.youtube.com/watch?v=ChX8wqSRcM8 (video
with tongue twister)
handouts
What worked well in this class? What did not work?
It is not the most communicative class, but it was definitely worth it. I recommend to do it in the beginning of the semester for several reasons: a) it is not too intimidating for the students who just took the class and are not confident with their language skills; b) there are many fun activities you can add to it; c) you can personalize it for the students and ask them what were their struggles when they started learning the language. Overall, I think it was one of the most successful classes for me because it was different, it was entertaining, and it had good results.
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.
Language and Level (intermediate
or advanced class): INTERMEDIATE
Class theme/topics discussed:
Sports
Goal of the class: To revise
and review vocabulary and cultural aspects about sports
How did you structure the class?
Warm-up: Students get some
questions about the Superbowl
Activity 1: Students play a memory game to learn new vocabulary about
Sports
Activiy 2: Students sport ID
Activity 3: Students comment on their classmates sport tastes based on
their Sport ID
Activity 4: Students get different cards with a different sport. They
get prompts to learn how to talk about sports and how to describe them. The
rest of the people have to guess which sport they are talking about.
Activity 5: Question formation game
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Slips of paper with different athletes
Powerpoint presentation
What worked well in this class? What
did not work?
It worked very well, the students in this class are very into sports so
it worked great
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.
Persona 1
Persona 2
¿Cuál es el último
evento deportivo que has visto?
El último evento
deportivo que ha visto es…
Su parte favorita fue…
¿Por qué crees que la
Superbowl es tan importante en este país?
En su opinión, la
Sperbowl representa…
El/Ella opina que…
¿Qué sabes del Halftime
Show?
¿Cuál ha sido tu
favorito?
Su favorito fue…
Su favorito fue…
¿Por qué es el himno
americano tan importante en los deportes?
El/ella piensa que es
importante porque…
En su opinión…
Persona 1
Persona 2
¿Cuál es el último
evento deportivo que has visto?
¿Qué es lo que más te
gustó?
El último evento
deportivo que ha visto es…
Lo que más le gustó
fue…
Su parte favorita fue…
¿Por qué crees que la
Superbowl es tan importante en este país?
En su opinión, la Superbowl
representa…
El/Ella opina que…
¿Qué sabes del Halftime
Show?
¿Cuál ha sido tu
favorito?
Su favorito fue…
Su favorito fue…
¿Por qué es el himno
americano tan importante en los deportes?
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.)
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.
Intermediate Conversation Class Lesson Summary week 2
Language
Resident Name: Eloise Raoul
Day and
Date: 01/31/2019
Language and
Level (intermediate or advanced class): Intermediate
Class
theme/topics discussed: Introduction to French cinema Part II: Series
Goal of the
class: To help students be familiar with the vocabulary of the cinema in
France and the culture related to it.
How did you
structure the class?
1) 10
minutes – warm up – By groups of two they answer questions about French tv
shows. (see ppt.)
2) 20 minutes
– The creation of their own tv show. With the help of documents giving them
assigned themes and genres they have to create by groups of 3 or 4 their own
plot and tv show.
3) 15
minutes – presentations: They present to the whole group what is their TV
show about. They can vote for their favorite one and explain why.
4) 15
minutes – We review genres of TV shows.Then by small groups they have to match the TV show pictures with its
synopsis as fast as they can. To finish we discuss French tv shows, the ones
they like, the ones they would like to watch etc.
What technology,
media or props did you use? (internet resources, playmobiles, handouts,
etc.)
-Powerpoint presentation with pictures
-Paper they have to fill to create their tv show
-Paper with the tv shows pictures
-Paper with the different synopsis
What worked well in this class?
What did not work?
-They really enjoyed the “Create your own tv show” activity.
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.
Language and Level (intermediate
or advanced class):
German, Advanced
Class theme/topics discussed:
Tim Bendzko
Goal of the class:
Talk about social phenomena and German society using the example of Tim
Bendzko and one of his songs, practice discussion skills
How did you structure the class?
Activity 1 (15 min): Partner
interviews. In pairs, the students will talk about their music preferences. The
questions on the screen will prompt thoughts and discussion between them.
Activity 2 (10 min): In the
group, we would brainstorm everything they would associate with Germany. I
would write that down on a big paper.
Activity 3 (10 min): Discussing pictures. In pairs again, they would receive a picture. They would talk about the picture and say what/if they associated something with Germany. Now having talked about the bright sides of German society, I would also ask them what kind of problems they could imagine. Pictures in presentation.
Activity 4 (10 min): I would show them a video of a guy “escaping” from Germany and living on an island. We would have a discussion on that why he might do that and what the students think about that. Link in presentation.
Activity 5 (10 min): After watching the muted video, the students would share their thoughts in the group. We would also watch the music video with audio, aided by lyrics. Discussion after that. Link in presentation.
Activity 6 (10 min): Wrap up and final thoughts. Also critique on the music video by a comedian. If there is still a lot of time left, you can ask the students if they see any similarities to the US. Or also show them another video of Tim Bendzko “Nur noch kurz die Welt retten”. Link in presentation.
