an archive of lesson plans

Tag: Songs (Page 3 of 3)

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

RU F09 INT System of Education in Russia

Class theme/topics discussed:

System of education in Russia

How did you pick this theme or topic?
Students were interested in the topic – they included it in their lists of desired topics for the semester.

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

How did students react?
Participated actively.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PowerPoint presentation (projected on the TV screen)
Pictures of children of different age (printed)

Please attach a copy.
FULL LESSON PLAN WITH ALL ACTIVITIES AND EXERCISES – Education in Russia – Exercises
POWERPOINT – Education in Russia
PICTURES – pics for 10 Sept class

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

Why or why not?
PowerPoint presentation provides students with visual hints to speak about education in Russia. – they can rely on the slides while they speak.

RU F09 INT September the 1st in Russia

Class theme/topics discussed:

– September, 1 in Russia + comparison to the US

How did you pick this theme or topic?

Students were interested in education in Russia, plus the topic was relevant for the beginning of the semester.

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

Handouts with exercises, texts, and questions
Watching a video- http://www.1tv.ru/news/social/150890
Listening to a song- http://www.youtube.com/watch?v=kt0EyZcPjtg&feature=PlayList&p=0DAFBC3221E2EFDA

How did students react?
They liked both the video and the song.

Did they engage with each other and you?
Yes.

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

Please attach a copy.- FULL LESON PLAN AND A HANDOUT IS IN THE ATTACHMENT: 1 September in Russia

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

Why or why not?
It introduces to the students one of the Russian special events through various activities – reading, grammar exercises, listening and watching a real newsvideo on one of the Russian major channels

ES F09 ADV Intro

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/03/2009

Class theme/topics discussed:
Introductions and music.

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

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

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

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

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

Please attach a copy.
See next page.

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

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

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

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

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

FR S08 INT – Games and stereotypes

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

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

Team games about music, proverbs and language.

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

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

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

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

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

Please attach a copy.

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

FR F07 INT – song “Deux Pieds”

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

How did you pick this theme or topic?

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

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

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

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

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

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

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

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

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