Language Residents

an archive of lesson plans

Tag: Songs (page 2 of 3)

FR S11 INT – Spring Break + song “Plaire” about eating disorders

Spring Break + song “Plaire”

How did you pick this theme or topic?

After talking about food, I wanted to make them think about the idea of getting slim for someone else and to have them practice their comprehension skills.

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

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
Handouts

Please attach a copy.

Would you recommend this activity for a future class?
yes

Intermediate 3/21

1. Warm-up : Spring Break – 10 min
⇒ 5 min to talk about what they did for Spring break
⇒ 5 min to share with everyone

2. Song – 20 min
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 with 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
– correction

3. Vidéo – in pairs – 20 min

– They have to imagine a video clip – 10 min
– They tell the class – 5 min
– We watch the real video

4. Discussion générale – 10 min

– troubles alimentaires

→ quels troubles alimentaires connaissent-ils ?
→ comment se manifestent-ils ?
→ pourquoi certaines personnes ont-elles des troubles alimentaires ?
→ connaissent-ils quelqu’un qui a eu des troubles alimentaires ?
→ qu’en pensent-ils ?

⇒ est-ce courant de vouloir maigrir pour plaire ?
⇒ pourquoi ?
⇒ qui est à l’origine de cette obsession de la minceur ?
⇒ quelles personnes célèbres sont vraiment maigres ?

DE S11 ADV Song

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: Mar 3rd 2011

Class theme/topics discussed:
Class project + Viva Colonia

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
My students finished writing their scripts. We also practiced the song Viva Colonia for the upcoming German Karnevals party.

Viva Colonia

FR S11 ADV – asking questions + song M.Pokora

asking questions
Song

How did you pick this theme or topic?

I wanted to do something fun with them, and 20 questions is a game that allowed them all to speak and learn some new vocab and defend their opinions (why yes and not probably? Etc…).
Also, I wanted them to know which song had won the NRJ Music awards 2011 and get to know a little more what was on French radio stations now.

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

Group work
Handout with lyrics

How did students react?

Very well. They asked for another round after the first game. And then, they were very interested in the video for the song.

Did they engage with each other and you?

Yes, a lot!

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

Game 20 questions on the internet
Youtube video clip of the song

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

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

Advanced 2/10

1. Game = 20 questions
⇒ Each has to read a question and everyone has to reply

2. Song – M. Pokora
Juste une photo de toi
lyrics
• 1 ecoute, discussion + fill in the blanks
• 2e ecoute, fill in the blanks
• correction

• Discussion
→ what do you think of this song
→ do you know M. Pokora? NRJ Music Awards 2011
→ what’s you favorite style of music?

RU F10 INT A Song – Viktor Tsoi “Kogda tvoya devushka bol’na”

Class theme/topics discussed:
Listening Practice: a song by Viktor Tsoi
Evaluation

How did you pick this theme or topic? Students were interested in Russian popular songs.

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

How did students react? They enjoyed the class.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, youtube.com
Please attach a copy. Lyrics for the song with blanks.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is an efficient listening exercise, and it provides a springboard for the discussion.

Intermediate Russian Conversation
Lesson 27
December 2, 2010

Listening Class

1. Students listen to a song without a handout with the lyrics.
We discuss what they understood: what is the song about?..

2. Students get a handout with the lyrics, where they have to fill in the blanks.
If needed, they listen to a song twice.

3. Reading and translating the lyrics. Checking the blanks.

4. Discussing the singer/song: did they like the song? Why/ why not? Do they know anything about this singer? What Russian music do they know?..

ES F10 INT/ADV Pronunciation

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/21/2010

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is really important, and students needed to improve theirs.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a few tongue-twisters to move on to some websites where you can learn how to pronounce the “r” and other difficult sounds. Finally we practiced the linking between the words with a song.

How did students react?
They liked the song and the tongue twisters and they thanked me for the links.

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

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

Please attach a copy.

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

Why or why not?
They learned a lot and improved their pronunciation.

Pronunciacion
Tabla de sonidos
Sin miedo a nada
Ni una sola palabra

ES F10 INT/ADV Song+Past simple

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/05/2010

Class theme/topics discussed:
Past (Singing)

How did you pick this theme or topic?
Many of my students have problems using the past and differentiating it from the other forms of the past, so we decided to do a class to work on the past and I found the perfect song for it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We talked about stories in the past as an ice-breaker and then moved on to the song.

How did students react?
They liked the song very much and learned the irregular forms of the past. They worked very well in pairs.

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

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

Please attach a copy.

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

Why or why not?
They learned a lot.

Int15-Ya No sé qué hacer conmigo Letra
Int15-Ya no sé qué hacer conmigo

RU F10 ADV Shanson

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)

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”

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”

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?

JP F10 INT/ADV Tongue twister, weekends, children’s song

Class theme/topics discussed:
-Practicing Japanese tongue twister (watch the video and practice it)
-Taking about “How was your weekend?”
(Pairwork→explaining partner’s weekends)
-Singing a song (For Intermediate students): Shiawasenara te wo tatakou (If you are happy and you know it.)
-Discussion about cell phone (After reading the English articles)

How did you pick this theme or topic?
Last week, I thought I should pick up topic of the daily life because students had limited vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Showing You Tube
-Power Point
-handout
-articles about Japanese cell phone

How did students react?
They seemed to enjoy talking themselves in Japanese. Some students prepared what they speak in advance. Some students loved singing a song.

Did they engage with each other and you?
Since pair work went well, all students tried to use Japanese.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-You Tube
-Power Point
-Articles about Japanese cell phone

Please attach a copy.
Please also check the “Power Point” and “Web Resources” on Sakai.
    
Would you recommend this activity for a future class?
Yes, today’s activity was well organized.

Why or why not?
Students seemed to enjoy more than last class. Now, I found what I should pick up the topic in the Intermediate class. I’ll focus on the daily life topic for a while.
As for Advanced students, I should have brought Japanese articles instead of English articles because they really wanted to read Japanese.

DE F10 ADV Philosophy

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 09-02-10

Class theme/topics discussed:
Song: Philosoffen Band: Wise Guys

How did you pick this theme or topic?
Students said that they wanted to learn something about philosophy and this is a very funny song about famous philosophers

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

How did students react?
Asking questions about words

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Tv, laptop…using youtube

Please attach a copy.

Would you recommend this activity for a future class?
Yes, if the class is interested in philosophy

Why or why not?
Students liked the music, they can watch other videos of the band if they want

JP S10 INT/ADV Calligraphy

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”)

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

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 – song and vocabulary review

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)

FR S10 ADV – Music, song “Lady Melody”

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”

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

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

DE F09 ADV Music

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 19. November 2009

Class theme/topics discussed: Music in Germany

How did you pick this theme or topic? The students had told me earlier that they were interested in German music and bands, so I thought it might be interesting to talk about this topic with them.

 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I asked the students about their music taste and if they did some sort of music themselves. Then I asked them about their knowledge of German bands, songs, and music in general and their opinion on it. Afterwards, I put 10 flashcards on the table which had pictures of 10 different German singers / bands from the 80s until 2009 on them (Herbert Groenemeyer, Marius Mueller-Westernhagen, Die Toten Hosen, die Aerzte, Xavier Naidoo, Tokio Hotel, Culcha Candela, Sportfreunde Stiller). Next to that I put 10 flashcards with the respective names, 10 cards with song titles and 10 cards with dates on them. I told my students that they were supposed to match each singer / band with their name, their most famous song and the year of that song. To help them do this, I showed them all the songs on youtube. Although this was quite challenging, the students got most of it right. Afterwards I had them glue everything on a large poster and name it “Musik in Deutschland”. As a last activity, I asked my students to write a short German poem / song using the song titles we had listened to before.

How did students react?
The students were very interested and seemed to have fun. They wrote down some of the singers they liked, because they said they wanted to listen to them at home.

Did they engage with each other and you?
Yes, they talked a lot. Especially when they working together on matching all the songs, dates, names with the respective singers or bands.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards of bands / singers, names, song titles, dates
Computer + youtube videos
Large blank poster

Would you recommend this activity for a future class? Why or why not?
Yes, I would use this activity again. The students seemed to like it and they had fun working on it. I might change the number of bands / singers though.. maybe to the 5 or 6 most popular ones.

 

 

 

 

 

 

FR F09 INT/ADV – song “Le tourbillon”

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.

ES F09 INT/ADV Reggaeton

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

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”

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”

CN F09 INT/ADV 7 Zhongguohua song

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

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

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

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