an archive of lesson plans

Tag: movie

F20 Online: Movies

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Movies

How did you structure the class?

Activity 1 – Talking about a specific movie (that you’ve asked your students to watch for the class)

  • While watching a movie, students should write down (in a shared Google Document) 10 words/phrases that they did not know, and that they want to use. Students should also write down an English translation for these words.
  • Each student needs to give 3 words that come to their mind when they think about the movie
  • They then need to explain their choices
  • Give 4 reasons to go and see the movie+ 1 reason not to (or the contrary).
  • Discussion about the themes used in the movie.

Activity 2 – General discussion about movies

  • What’s your favorite movie of all time?
  • What movie could you watch 50 times?
  • What’s the worst movie you’ve ever seen?
  • What’s a movie you like even if everyone else hates it/you hate even if everyone else loves it?
  • If you could be the villain in any movie, who would you be and why?
  • If someone was to make a movie about your life, what would you like to see in it? What genre would it be? Name 3 things you’d like to be included in it?

Activity 3 – Getting to know French movies

  • Brainstorm about movie genres and characteristics
  • Show students trailers/posters of movies and ask them to guess with what synopsis and/or genre they match. Either create a poll, put students in breakout rooms or create a kahoot.
  • In pairs, the students are given the poster of a French movie and have to determine the genre and imagine the scenario of the movie. 
  • They then present the movie to the rest of the class: they first describe the poster, then  explain what they think the movie is going to be about.

Activity 4 – Jury at an Award

  • Variant #1: Students have to choose: meilleur film, meilleur acteur, meilleure actrice, meilleure musique de film, meilleurs decors, meilleurs costumes, meilleurs effets visuels/speciaux and to justify their decisions.
  • Variant #2 (cf Blanca): Students become part of the jury of the awards. After seeing part of the trailers of those films, they have to vote for the best film, best music and best animation (sharing their personal preferences and professional aspects that they can notice). 
  • Variant #3: Students watch a series of short films/animations that an LR chose for the class. All short films can be about one theme, or completely random. After watching them, students work in pairs and decide, which are their top 3 (they should come up with arguments). Then students present their choice to the class and try to prove that their top 3 was the best choice. 

Activity 5 – Creating your own movie

  • In pairs, students have to come up with a plot for a new movie. They are asked to choose random numbers that correspond to specific constraints they will have to put in their movies (genre/objects etc). They have to write on a shared google docs where they can find guidelines.
  • Potential variant (cf Blanca): Students become directors and potential leading actors and actresses. That is, each “director” interviews different potential actors in order to hire the most suitable one for a specific genre that will be randomly assigned. The directors will make questions that are important for them in order to hire an actor suitable for that film genre and the actors invent a personality that would be suitable for that genre as well. Once the interactions finish, the directors share the names of the hired actors and actresses and see if the assigned genres matched or not. 

Activity 6 – Turning it French

In pairs, ask students to choose a famous movie and imagine a French version/parody of it. When and where would it take place? Who would be the characters? Would the story change? Share a common google doc to allow them to write their thoughts and see how the others are going + give them guidelines (original movie/French version columns for instance)

Activity 7 [It was a great class about stereotypes!]

  1. Students should finish two sentences:

He was a true Russian/French/X, but he never…

She was a true Russian/French/X, but she never…

This frame helps to understand what stereotypes students have about ‘true Russians/Xs’, men and women (e.g., He was a true Russian, but he never drank vodka -> “drinking vodka” is an attribute of a stereotypical Russian person.

2. All the results from the previous activity should be written on a whiteboard. Then we talk about why and from where the students have such images of Russians/France/X.

3. In groups of 3-4, students should come up with their own movie script (maybe in a specific genre). The movie should be Hollywood-like and about a (stereo)typical Russian/X person as a protagonist. The teams should come up with an idea, a movie title, and a plot summary. If there is time, students should also draw a poster with all the information about the team and present it on a ‘festival’ to their colleagues.     

4. Conclusion and a follow-up discussion.

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

Zoom, Youtube

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

How could this class be improved/ modified?

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

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

YOUTUBE, HANDOUTS

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

RU S17 ADV Working with video fragments

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Tuesday, 04/04/2017

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

Class theme/topics discussed: working with video fragments 

Goal of the class: practice listening and speaking skills

How did you structure the class?

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

– Who are the main characters?

– Describe the main character.

– What is happening in the video?

– What do you think will happen next?

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

Internet, TV

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

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

How could this class be improved/ modified?

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

 

 

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