Language Residents

an archive of lesson plans

Tag: Listening-Comprehension (Page 2 of 3)

JP F10 INT Party

October 5, 2010 /

Class theme/topics discussed:
How to talk in a party (After this class, most students participated in Japanese Tea.)
-Listening a dialogue　(textbook from Japanese Lounge)
-Pair Working

How did you pick this theme or topic?
I wanted students to know how to talk in a party so that students would .

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

How did students react?
-Listening was a little bit difficult for students. But they enjoy making a dialogue.

Did they engage with each other and you?
Yes.

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

Why or why not?
Students need preparation for meeting with Japanese to have a nice time in the party.

RU F10 ADV Shanson

September 21, 2010 /

Class theme/topics discussed:
Русский шансон

How did you pick this theme or topic?
This genre of music is very important in Russian culture, and its association with a specific group of people and experiences gives a broad context for discussions and for exploring this phenomenon.

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

How did students react?
They talked a lot, and discussed their experience in Russia with this type of music.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, map, laptop, TV screen.
Please attach a copy.
Lesson 7_Sept 21_Магадан

Would you recommend this activity for a future class? Why or why not?
Yes, I would.

Advanced Conversation
Lesson 7
September 21, 2010

1. News of the day.

2. Introduction to the topic – word ШАНСОН on the board.

What is it? What do you know about it? Any examples?
Make sure to explain that there’s a stereotypical perception of this type of music as solely “criminal”-style-oriented, but in reality it is an umbrella term for various styles of singing – городской романс, авторская/бардовская песня, «воровская» песня и т.д.
Tell about the origin of the word – it is French.
Tell about the experiences and environment that evoked this genre (or ask the students to guess an talk about it)

3. Pre-listening:
Introduce the song. Ask them about its name – Магадан. What do they know about Magadan? What is it famous for? Etc. Ask to show it on the map.

4. First listening – without the lyrics. What did they understand? What’s the story tht the song tells us?

5. Distribute the lyrics – work with the vocab in the song.
Lesson 7_Sept 21_Магадан

6. Second listening – with the text.

7. Opinions, feedback.
Is the song serious? Is it a tongue-in-cheek song? Etc.

RU F10 INT A Song (Naik Borzov – Loshadka)

September 16, 2010 /

Class theme/topics discussed:
Listening Practice

How did you pick this theme or topic?
Previous semester materials.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Playing the song with the video on the screen, handouts.

How did students react?
They always enjoy songs in class..
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, TV, Internet (Youtube.com).
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is both entertaining and educating, so it provides high motivation and interest in the task.

Intermediate Russian
Lesson 6
September 16, 2010

Найк Борзов. Лошадка

http://www.youtube.com/watch?v=joYlmBJtJIQ

1. I introduce the song saying that this song was released several years ago and that to be allowed to put the song on the radio they had to remove one word from it. We will try to guess what this word is. + explain the slang meaning of the title

2. Students listen to the song without the transcript, then we discuss what they understood, what the possible story is, etc.

3. They get the transcript with the words missing; the song is played twice.
Lesson 6_Sept 16_Лошадка

4. We read out the text in turns and translate it.

5. Students try to guess what word was removed from the song on the radio and why.

6. Students share their impressions on the song.

FR F10 ADV – song “Shy’m”

September 7, 2010 /

song + tongue twister

How did you pick this theme or topic?

Music is always a good topic because students like listening to songs and it’s also a good way for them to practice their listening skills. They also like to know more about the music culture of France, or what is famous at that moment.

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

General tongue twister
Handouts
Work in pairs

How did students react?
They reacted well and liked the tongue twister game. I think they didn’t feel ashamed of making mistakes since tongue twisters are done for this. It’s also a good pronunciation exercise.
As for the song, I think they liked knowing what was on the radio this summer.

Did they engage with each other and you?
They engaged with each other for the part about creating a story about the song.

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

White board
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Why or why not?

Music always works

Advanced 09/07

1. Expression du jour – 5 min
→ slips of paper, someone has to take one and read, one has to write it down, the others have to guess

2. Tongue twister

Je suis ce que je suis et si je suis ce que je suis, qu’est-ce que je suis?

→ everyone stands up and says the sentence one after the other. The one who makes a mistake has to sit down. Then we do it again faster till there’s only one left.

3. Song = 20/30 min
Shy’m
Shy’m (lyrics)
• 1 ecoute, discussion
• 2e ecoute, fill in the blanks
• 3e ecoute, fill in the blanks
• correction
• 4e ecoute + video

• Discussion
→ what do you think of this song
→ do you know Shy’m?
→ what’s you favorite style of music?

4. Creation” of a video in pairs – 20 min

→ work in pairs
→ then make a summary to the class

FR F10 INT – song Carla Bruni “L’amoureuse”

September 7, 2010 /

Song “L’amoureuse” by Carla Bruni + Music

How did you pick this theme or topic?

Music is always a good topic because students like listening to songs and it’s also a good way for them to practice their listening skills. They also like to know more about the music culture of France, or what is famous at that moment.

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

Handouts

How did students react?
They reacted well, I think they liked knowing what was on the radio this summer.

Did they engage with each other and you?
They engaged with me about vocabulary, and with each other when getting to know the new students.

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

White board
Youtube video

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Why or why not?

Music always works

Intermediate 09/07

1. expression du jour

2. song with blanks
L’amoureuse
L’amoureuse (lyrics)

• 1 ecoute, discussion
• 2e ecoute, fill in the blanks
• 3e ecoute, fill in the blanks
• correction
• 4e ecoute + video

• Discussion
→ what do you think of this song
→ do you know Carla Bruni?
→ what’s you favorite style of music?

RU S10 ADV Analyzing a poem by Iosif Brodsky

April 29, 2010 /

yClass theme/topics discussed:
Analyzing a poem by I. Brodskiy

How did you pick this theme or topic?
n/a

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

How did students react?
The task was challenging for them, but it didn’t make the class inefficient.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
– Brodskiy #1 – the text of the poem with blanks Lesson 28_April 29_Brodskiy _1;
– Brodskiy #2 – the full text of the poem with accents, vocabulary footnotes, and questions Lesson 28_April 29_Brodsky _2;
– Brodskiy Teacher’s – more notes about using the material in class + additional questions Lesson 28_April 29_Brodsky TeachersNotes.

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

Why or why not?
It’s a cultural experience;
it requires the use of specific language;
it is a way to teach students to understand not only simple messages, but to analyze deep meanings and metaphors.

Advanced Russian
Lesson 28
April 29, 2010

1. Introduction:
– Слышали ли вы имя Иосифа Бродского? Что вы о нем знаете?
Students tell what they already know, then the teacher introduces some basic facts about the poet.

2. Listening to the recital (в исполнении В. Маслакова, например)
And filling in the blanks in the handout Brodskiy #1.

3. Students get the handout Brodskiy #2 with the full text and correct themselves. They look through the text and new words.

4. Reading loud the poem, paying attention to the new words. Translation into English if needed. + answering “additional questions” from the teacher’s copy (Brodskiy Teacher’s).

5. Answering the questions from the handout. Discussing the impression students have.

JP S10 INT/ADV Calligraphy

April 27, 2010 /

絵描き歌
Calligraphy

How did you pick this theme or topic?
In 絵描き歌 , there are many vocabs and phrase. I sang 絵描き歌 for students. And they have to listen and need to understand what I said. We made sure the phrase, we drew the picture together.
In Calligraphy part, I explained what 永字八法was, how to use the brushes, and how to use papers. 永字八法 is the 8 elements for practicing and writing Calligraphy at the beginning.

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

How did students react?
They enjoyed doing Calligraphy and 絵描き歌. They were surprised when the picture was completed at the end.

Did they engage with each other and you?
Yes, they did!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『絵描き歌』http://www.geocities.jp/ekakisong/
『永字八法』　　http://ja.wikipedia.org/wiki/%E6%B0%B8%E5%AD%97%E5%85%AB%E6%B3%95　

Would you recommend this activity for a future class?
YES!

Why or why not?
Intermediate Students suggested me to have Calligraphy at the lesson. I just decided to do same thing as Intermediate class for today. Advanced students also seemed to have fun doing Calligraphy☺ I was glad that they loved it.

FR S10 INT – conditional and future tenses (song “Mourir demain”)

April 27, 2010 /

Use of the conditional, and futur

How did you pick this theme or topic?

I wanted them to know more about the use of some tenses and structures

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

Grammar explanation
Game
Song

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.)

White board to explain the use of conditional
Handouts for them to keep
Handouts with blanks for the song

Please attach a copy.

Here is the documents I had with me in class

Would you recommend this activity for a future class?

Yes, it worked really well and I think it was useful for them to review some tenses and learn more about grammar structures.

Intermediate 4/27

1. Grammaire 20 min
Conditionnel et futur

2. Portrait Chinois – 10 min

Have them create sentences with the right tenses:

Si j’étais un animal, je serais…

Pays
Couleur
Fleur
Film
Livre
Héros
Planète
Elément

3. Song – 15 min

Mourir demain
lyrics

4. Que feriez-vous si vous deviez mourir demain? – 10 min

⇒ work on the structure “Si + imparfait…conditionnel present.”

FR S10 INT – funny video about Sarkozy and slang

April 20, 2010 /

Funny videos + slang

How did you pick this theme or topic?

After the project, I wanted to do something a little bit more fun for them

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

Handouts
discussion

How did students react?

They reacted well

Did they engage with each other and you?

Yes

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

Youtube videos
Song on youtube

Please attach a copy.

Here is the plan I had with me in class

Would you recommend this activity for a future class?

Yes, it was fun for them to learn some slang and at the same time to learn a bit about French politics

Intermediate 04/20

– ‘casse-toi pauvre con’ video
http://www.youtube.com/watch?v=e779iN7Se7E

– talk about it

– song with blanks
video: http://www.youtube.com/watch?v=-HdcJXQfE4E

FR S10 INT – individual appointments and tv news

March 3, 2010 /

Individual appointments + news on tv

How did you pick this theme or topic?

I had to meet with them individually but since they were just two, I didn’t want to waste the hour so the first student had his meeting for the first 10 minutes, then the other student came and we watched the news on tv5 for 15 minutes and then talked about it for 15 minutes before I had the meeting with the second student.

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

Tv channel on the tv in the lounge
discussion

How did students react?

They reacted well, they seemed happy to have the opportunity to talk to me individually. About the news, I thought it was going to be subtitled but it wasn’t the case, so they actually didn’t understand anything and I had to explain them what it was about.

Did they engage with each other and you?

Yes. They engaged with me about the class, what they liked/didn’t like. About the news, they asked some questions.

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

Satellite tv
White board

Please attach a copy.

Would you recommend this activity for a future class?
Yes, but with news with subtitles so they can summarize in French what they understood!

FR S10 INT – song and vocabulary review

February 25, 2010 /

Song with Passé compose and Imparfait
Vocabulary review

How did you pick this theme or topic?

I wanted them to practice a bit the uses of the past tenses and which one to choose. And they always like songs. Also, since they had asked for it, I wanted them to review some of the vocabulary we had learned in the previous weeks.

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

Song
Handouts
Games on the white board

How did students react?

They reacted rather well. They didn’t know the song (Quelqu’un m’a dit by Carla Bruni), which was surprising since usually almost every student of French knows it. They thought the song was hard to understand, which was also a surprise since Carla Bruni almost speaks rather than sings. But maybe it was more a question of general understanding of the metaphorical verses rather than weak listening/comprehension skills.

Did they engage with each other and you?

Yes. They asked me a lot of questions about the meaning of words, sentences… and they also had to try to guess words I was drawing on the white board.

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

White board
Handouts
Laptop with music

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, but maybe I would try to find another song – less poetic, and more realistic so they don’t get lost in the understanding of the song.

Intermediate 02/25

1. Song – 30 min
⇒ 1st time without the lyrics
⇒ Then 2 times
⇒ Correction
⇒ Create 2 sentences with ‘quelqu’un m’a dit que… + passé composé’ + 2 with imparfait

2. Vocab review – 20 min
→ each student is going to draw cards about food and has to draw it on the board
→ if the word is found, then the one drawing wins one point for each word
→ use the hourglass in taboo

→ LE PENDU game – have to guess the word I am writing on the board (about clothes)

RU S10 ADV Special Dinner Project (Video)

February 16, 2010 /

Class theme/topics discussed:
Project for the Special Dinner

How did you pick this theme or topic?
N/A

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

How did students react?
They enjoyed it.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV-screen, Internet.

Please attach a copy.
Lesson 9_Feb 16_Video

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

Why or why not?
Students as a rule enjoy watching videos and at the same time it is an efficient language practice.

Advanced Russian
Lesson 9
February 16, 2010

1. Watching the video – http://www.youtube.com/watch?v=SZDEbvnTE8E

And filling out the blanks (see handout Lesson 9_Feb 16_Video)

2. Reading out the text + “voicing” the video with the sound muted.

FR S10 INT – Food + Chandeleur

February 4, 2010 /

Food
Present and imperative tenses
Chandeleur

How did you pick this theme or topic?

They had learned vocabulary in the previous lesson, but the topic of food is so vast that there is a lot activities that can be done in order for the students to learn more words and cultural things such as recipes, dishes, etc… It’s also a nice way of making them practice other things such as the use of certain tenses.

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

Fill in the blanks

How did students react?

They reacted well. But they took longer than expected to do it.

Did they engage with each other and you?

Yes. They had to read a text to each other and fill in different blanks, so they had to ask questions about the spelling of words, etc…

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

Video on youtube

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think it was a good exercise for their comprehension and reading skills.

Intermediate 02/04

Warm-up – 10 min
– Quel est ton plat préféré ?
– Pourquoi ?
– Qu’est-ce que tu détestes manger ?
– Quels plats français connais-tu ?
– Quels plats français as-tu déjà goûté ?
– Quels plats français aimerais-tu goûter ?

1 – recette sur youtube

⇒ texte
⇒ Doivent trouver et conjuguer les verbes au présent (vous)
3 écoutes
Correction + explication des termes

La Chandeleur – 20 min
⇒ texte = pas les même trous donc doivent lire les phrases à l’autre
⇒ Général vocabulaire + culture

FR S10 ADV – Music, song “Lady Melody”

January 26, 2010 /

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

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

How did students react?

Really well, they all talked to each other for 10 minutes about music, French songs, etc…
About the song, nobody knew it. They understood most of the lyrics.
And they had very good ideas concerning which kind of video they would have made to fit 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 proposed a possible video.

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, I think they liked it and they were all able to participate in the discussion.

01/26 Advanced

1) warm up : « quoi de neuf… ? »

2) Introduction of the topic:
– Do you know French music?
– French singers, bands?

3) Introduction of the song and the band
– Tom Frager

– Song without the text and without the video
– I give them the lyrics with the blank, they read it and ask for what they don’t understand
– Song again, they have to fill the blanks
– Correction and explanation. (expressions)

4) Try to imagine how you would create the video for this song (in pairs) 10 mn

5) Discussion and then comparison with the video Lady Melody

FR S10 INT – Music and song “Je ne veux pas travailler”

January 26, 2010 /

Music :
– general discussion about music and instruments
– “Fill the blanks”
– Imagine the tv advertisement

How did you pick this theme or topic?

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

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

General discussion
Handouts – lyrics of the song with blanks to be filled by the students

How did students react?

Well, but they didn’t have any vocabulary about the instruments so we couldn’t play the game I ahd planned (making them draw and guess the name of the instrument)
About the song, they didn’t know it. They understood most of the lyrics, though.
They were not creative for the last activity and didn’t have many ideas about the commercial.

Did they engage with each other and you?

So-so. They liked the song I think, but were not creative about the tv ad and didn’t have much to say.

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

Please attach a copy.
see below

Would you recommend this activity for a future class?
Yes, I think they liked it but I think it’s more effective and fun with more advanced and talkative students.

01/26 Intermediate

1) warm up

2) Introduction of the topic:
– Do you know some French singers? Groups?…
– Do you know French music?
– French singers, bands?

– Name for instruments in French?
→ each students comes and draws an instrument on the board
• guitare
• piano
• trompette
• saxophone
• flute
• violon
• batterie
• percussions
• basse
• ….

3) Introduction of the song and the band
– Pink Martini

4) Song without the text and without the video

Je ne veux pas travailler

– I give them the lyrics: Explanation of the words they don’t understand.
– They listen to the song again and have to fill the blanks
– Correction and explanation.
– Try to imagine which kind of tv ad could fit with this music

9) Show the tv ad

Citroën

10) Discuter de la pub

– Qu’est-ce qui se passe ?
– Est-ce que la chanson correspond ?
– etc…

FR F09 INT – Slang and expressions from the south

December 3, 2009 /

Slang
Words and expressions from the South

How did you pick this theme or topic?

I wanted to carry on the topic of slang and to introduce the students to some words and expressions from the south of France.

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

Pair work
Fill in the blanks

How did students react?

They reacted very well, they were interested. First they had to match slang words with their synonyms and to fill in blanks with the right word.
They also had to fill in the blanks of a song with the same words they had just seen.

Did they engage with each other and you?

Yes they engaged with each other when trying to fill in the blanks of the text with slang words.

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

Handouts
Laptop
Youtube

Please attach a copy.

Here is the plan I had with me

Would you recommend this activity for a future class?

Yes definitely

Intermediate 12/3

1. Warm-up 5 min

2. Slang 15 min

– What do they know? 3min
– List of words they need to match 5 min
– Correction – 5 min

3. Words from the South 10 min

– List of words they need to match with the standard meaning – 5 min
– Correction – 5 min

4. Song ‘Tomber La chemise’ de Zebda – 30 min

– 1st time without the lyrics
– 2 times with the lyrics
– Correction, explanation of the words

FR F09 INT/ADV – song “Le tourbillon”

October 22, 2009 /

Song “Le Tourbillon”

How did you pick this theme or topic?

This song was going to be sung by French professors Monique and Virginie for the last performance of the Special Dinner (as a music video), and I thought that having students on stage would be more interactive, so I had them learn the lyrics to be ready to go on stage on Sunday. The song is also famous in France, even though it is very old, it is a classic, so it’s always good to make the students discover classic songs and practice their comprehension skills.

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

Handout with the lyrics – fill in the blanks

How did students react?

They reacted well, they liked the tune and the lyrics were rather easy to catch.

Did they engage with each other and you?

They asked me questions about the vocabulary, the meaning of certain expressions…

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

Youtube video
Handout

Please attach a copy.

Lyrics

Would you recommend this activity for a future class?

Yes, they always like to fill in the blanks and discover songs.

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

October 1, 2009 /

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

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

September 3, 2009 /

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 /

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 /

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 ADV – Presidential election

October 14, 2008 /

Discussion about the debates before the elections.

How did you pick this theme or topic?
Everyone is talking about the elections, the candidates, the debates so I thought that it would be a good idea to compare the two systems.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I asked them questions about the debates in the US, how does it work, where they take place, how many they have…
I showed the French debate before the second round of the presidential elections in 2007 between Sarkozy and Royal. It was an oral comprehension exercise as well as a comparison between the American debates that they had watched.
They showed an excerpt of the French News on France 2 and did a “fill in the blank” exercise with the script I had written down. It gave them the opportunity to see what the French medias was thinking about the election.

How did students react?
They really liked it they all got involved in the discussion.

Did they engage with each other and you?
YES

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

Please attach a copy.

Would you recommend this activity for a future class?
yes

FR S08 INT – skit and text

September 23, 2008 /

End of the skit of last week. “J’aime pas les filles”
“Le croissant du trottoir”

How did you pick this theme or topic?
We needed to follow up on last week’s activity.
“le croissant du trottoir” is a very cute text. It is a good reading exercice, and then they talk about their personal experience.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I asked them about the list of things that the comedian does not like about boys, then I asked them to imagine what she could reproach women for doing.
We checked by watching the video.
Text: I gave them the text, introduced it. ( author, entire book, because this text is one of more than 30) Then they read it and ask for the words they did not know. I asked them a few questions like: what is the tense most used in the text? Why? What is the personal pronoun most used? Why?…
Then I asked them if like the author, they feel the same kind of feelings sometimes, and when.

How did students react?
The skit was fun to watch and talk about but a little hard again.
They liked the text, especially when they could share their personal experience. It was really cute.

Did they engage with each other and you?
Yes

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

FR S08 INT – Games and stereotypes

September 4, 2008 /

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 /

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)

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