an archive of lesson plans

Tag: Storytelling (Page 2 of 3)

RU F12 INT White lies; students & cheating

Language and Section: Russian Intermediate

 Date:  09/13/12

 Class theme/topics discussed: White lie; Students and cheating

 Goal of the class:

–        to practice description, argumentation and presentation

–        to compare Russian, American and Italian contexts regarding the topic

 Structure of the class:

–        Asking students how they understand an expression “white lies”; introducing vocabulary of the topic

–        Group work (each team get a sheet of paper with white lies; they should rate how bad is each situation coming to a common conclusion)

–        Discussing the results with the whole class, talking about controversial opinions and cultural differences

–        Students giving examples of their white lies and most common white lies of the nation they represent; most common white lies in Russia

–        Talking about students and cheating (Students had to guess what was a little paper with formulas, it was shpargalka – cribs. They discussed where one could hide it. Then we talked about how students cheat in Russia, the USA and Italy. Students told about their experience with cheating)

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

–        A sample of cribs

–        Handouts with white lies situations

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

The students really enjoyed the topic. They were willing to speak and stand for their opinion. In general, they were negative about cheating but they also told that sometimes white lies are necessary. So everything worked well.

 How could this class be improved/ modified?

If the teacher had time, it would be nice to show funny videos about white lies or students and cheating.

 

FR F12 INT Guess my life

Conversation Class
Lesson Summary

Language and Section: French Intermediate

Date: 9.25.12

Class theme/topics discussed: Guess my life

Goal of the class: Make students work on suppositions and support creativity

Structure of the class (unless you attach your lesson plan below):

Activity 1: each student told us 3 things about himself, two were right and one was wrong. The others had to guess which one was a lie.

Activity 2: We watched and discussed a short funny video about lying (Norman fait des vidéos)

Activity 3: Students worked in groups of 3. I gave them 3 pictures of my friends in France. They had to guess/imagine their lives (name, age, nationality, education, work, hobbies, others). Then they present the ‘lives’ to the class. In the end, I told them the real lives of my friends.

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

Whiteboard, Computer/ TV screen, Pictures

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

The activities worked very well. In the first one, students said crazy things about themselves. In the third one, they made jokes while trying to guess lives.

Students laughed with the video but I wish I could have videos with subtitles, in order them to get all of the jokes (I checked and I cannot find them)

How could this class be improved/ modified?

I should have plugged my computer on the screen before the class because at first it did not work and we lost a couple of minutes because of this.

Please attach your lesson plan and handouts for this class below – if you used any.

Guess My Life

CN S11 INT Short video self-design

Class theme/topics discussed:

Short video self-design and making

How did you pick this theme or topic?
Students need to work together to build a 5 minutes video clip to cover all the topics they’ve learned for this semester and to make it into a cohesive story/scenario.

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

How did students react?
good

Did they engage with each other and you?

yes

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

flip cameras
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

It’s a good wrap-up for what students have learned for this semester and they need to discuss all the details in Chinese. So it’s also a close-to-reality Chinese speaking environment during the project making.

RU S11 INT/ADV Telling Anecdotes

Class theme/topics discussed:
Conversation practice – telling anecdotes.

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, presentation, general discussion.

How did students react?
Students LOVE this activity.
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.

Please attach a copy.
Vocab Follow-up Presentation: PowerPoint – Lesson 26_Phraseology Follow-Up (OR use an alternative PDF if the PP doesn’t work/ format got messed up – Lesson 26_Phraseology Follow-Up (alternative))
Anecdotes to retell: Lesson 26_April 21_FML Anecdotes
Anecdotes Presentation: PowerPoint – Lesson 26_April 21_FML Stories Presentation OR use an alternative PDF if the PP doesn’t work/ format got messed up —Lesson 26_April 21_FML Stories Presentation (alternative)

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages spontaneous monologues in the target language + introduces students to colloquial language.

Intermediate Russian
Lesson 26
April 21, 2011

1. Warm-up: discussion –

Над чем нельзя смеяться, но люди все равно это делают?

+ Follow-up on previous class material: presentation (1st slide – question, 2d slide – answer).

2. Retelling anecdotes –
Cut the handout Lesson 26_FML anecdotes in strips, students take turns drawing one and retelling anecdotes on them to the group. Before that they write on the board words that they are going to use/ consider important.

Before the activity, suggest various ways to say FML in Russian –
From more acceptable ones to ones that are closer to the English original.
Also, ask the student if they know the FML website. If yes, ask to tell the rest about it. If no, tell them what it is.

3. Presentation:
Slides #1 / #3 – students describe the picture, suggest what story is behind it;
Next slide – #2 / #4 – read the actual story in English, retell in Russian.

4. Making up own anecdotes: tell about smth annoying/ embarrassing/ misfortunate that happened to you or your friends (doesn’t have to be true!).

FR S11 INT/ADV – Registers #2

Different registers of language #2

How did you pick this theme or topic?

I wanted to keep working on this since there’s a lot of activities possible

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

Handouts
Group work

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.)

Handouts
Youtube videos

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

Would you recommend this activity for a future class?
Yes, it was very productive

Intermediate 4/14/11

1. Show Aristochats (extracts on daily motion)
→ which register is used by which character?

2. Dialogue – 20 min
→ creating a dialogue using the different registers and words seen in the previous class

3. Luchini – 15 min
→ give them the fable, talk about Jean de la Fontaine, moral… do they know him? Other fables?
Le Corbeau et le Renard
→ Read together the French version
→ show the verlan version that French actor Luchini recited on tv

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 ?

ES S11 INT/ADV Cadavre Exquis

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 02/24/2011

Class theme/topics discussed:
Cadavre exquis

How did you pick this theme or topic?
They like creative writing and this was a fun activity.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I just explained them how it works and gave each of them a piece of paper to start a story, about a paragraph, that the next ones will have to continue writing.

How did students react?
They liked it a lot! They thought it was fun.

Did they engage with each other and you?
Yes, they engaged pretty well with each other.

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

Please attach a copy.

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

Why or why not?
It was a nice class and the stories that came out were fun!

FR S11 INT/ADV – Fmylife

“Vie de merde”

How did you pick this theme or topic?

The website is known throughout the world (Fmylife.com) but was originally from France. It’s always funny to tell real or made up embarrassing stories.

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

Work in pairs
General discussion

How did students react?

Well. I think they liked the idea. They were creative, but still not THAT talkative.

Did they engage with each other and you?

Yes.

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

Slips of papers

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

Would you recommend this activity for a future class?
Yes

Intermediate 2/3

Vie de merde

1. they draw one slip of paper and have to translate it. I help them with vocab but they have to use words that they know – 10

SP11 LP Interm 6 vdm

2. in pairs
→ they have to create 2 vdm stories, either real or made up
→ then write them on the board
→ then the others have to guess which is true or wrong
→ winning team gets a candy

Project

⇒ they think about what they would like to do as a project

RU S11 INT Phraseology to describe people

Class theme/topics discussed:
Phraseology to describe people

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, general discussion.

How did students react?
They were surprised by some of the idioms that we discussed, which helped them memorize the new expressions.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 4_January 27_Phraseology
Lesson 4_January 27_Stories

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces the students to the basic idiomatic expressions.

Intermediate Russian
Lesson 4
January 27, 2011

1. News.

2. Warm-up: retelling anecdotes from the Internet — Lesson 4_January 27_Stories

3. Vocabulary Practice: Phraseology — Lesson 4_January 27_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning they imply.
– Then they look at the explanations on top of the page and match them with the pictures.

Discussion: are there any similar English expressions?

FR S11 ADV – commercials

Commercials

How did you pick this theme or topic?

Commercials can be fun and get the students interested I think. Also, it’s a big part of culture since we see them every day in magazines, on tv, etc…

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

General discussion
Work in pairs

How did students react?

They reacted well. They had a lot of ideas about commercials they liked, and they even showed me some on youtube, then we talked about them, etc… I didn’t have time to do the last activity I had planned.

Did they engage with each other and you?

Yes, some were very talkative and participated actively in the conversation, some others were less talkative but still interested.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Videos 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! It worked well.

1/25 Advanced

1) warm up : weekend – 5 mn

2) tongue twister – 5 min

⇒ le chasseur fait sécher les chaussettes de l’archiduchesse sur une souche sèche

3) Commercials on youtube

• Questions – 10 min

What is the purpose of a commercial? Where do we find them? Do you like them? Why? Can they be shocking? Examples? What make a commercial successful? Superbowl?

• Commercials on youtube – 10 min

• Orangina debbouze
• Renault lapins cretins
• Spontex
• Évian
• Iphone

⇒ what’s going on? Purpose? Why this setting/characters…? Comical, philosophical, etc…? Does it work?

4) Creation of a commercial

– They are 2 or 3 and have to choose an object or clothe or whatever they want and create some kind of advertisement for it – 20 min
– They have to present it to the class
– They discuss which one is the most successful

FR S11 INT – commercials

Commercials

How did you pick this theme or topic?

Commercials can be fun and get the students interested I think. Also, it’s a big part of culture since we see them every day in magazines, on tv, etc…

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

General discussion
Work in pairs

How did students react?

They reacted ok. It wasn’t very successful because they didn’t have any ideas of commercials they liked or anything so I felt that I talked much more than they did.

Did they engage with each other and you?

Sort of. They had to talk to each other at some point, so they did, but apart from that, they were not very talkative.

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

Please attach a copy.
SP11 LP Interm 3 at

Would you recommend this activity for a future class?
Yes but I would change things to force them to talk more.

JP F10 INT Improvisational Speech

Class theme/topics discussed:
Improvisational (Extemporal) Speech (Topic: About the Fall Break)
-make a question and put it in the box.
-decide a speech order.
-Speaker draws a topic from the box
-Speaker thinks what he/she wants to say quickly (1-3min) and talks in front of audience
-Question and answer session

How did you pick this theme or topic?
I want students to share their experience during the fall break. Through extemporal speech, I thought students were able to improve their Japanese ability.

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

How did students react?
They seem to enjoy this activity.

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

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

Please attach a copy.
N/A

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

Why or why not
This activity generate that all students have a chance to talk a lot through speech and question and answer session.

RU F10 INT Phraseology to Describe People. Telling Anecdotes

Class theme/topics discussed:
Phraseology to describe people

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, general discussion.

How did students react?
They were surprised to see the anecdotes ☺
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts
Please attach a copy. – see below

Would you recommend this activity for a future class?
Yes.
Why or why not?
Introduces students to more advanced vocabulary.

Intermediate Russian
Lesson 16
October 21, 2010

1. News.

2. Warm-up: retelling anecdotes from the Internet Lesson 16_Oct 21_Stories

3. Vocabulary Practice: Phraseology:
Lesson 16_Oct 21_Phraseology

– students first look only at the pictures and try to guess in which context these expressions are used and what meaning thy imply.
– Then they look at the explanations on top of the page and match them with the pictures.

4. Discussion: are there any similar English expressions?

ES F10 INT Ser/Estar

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/28/2010

Class theme/topics discussed:
Stories + Ser-Estar

How did you pick this theme or topic?
They struggle a lot with Ser-Estar so I thought it would be a good idea to have a class on the differences between these two verbs and also the different meanings.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We brainstormed the differences between the verbs and then we played the ppt. After that they had to create a story using as many ser-estar verb forms as possible.

How did students react?
They are not very eager to learn grammar, but they appreciated being reminded of the differences and having some more practice. In the end the stories were fun!

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

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

Please attach a copy.

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

Why or why not?
They learned a lot.

Int9-Ser vs. Estar

ES F10 ADV Ley de Murphy

Conversation Class
Lesson Plan

Section: SPAN 013
Date: September 25, 2010

Class theme/topics discussed:
MURPHY’S LAW. ARE YOU PESSIMISTIC?

How did you pick this theme or topic?
Murphy’s law is funny and talks about simple bad things that have ever happen to everyone. It is good to tell your personal point of view about events, life… and to tell personal stories

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave students different flashcards of Murphy’s laws and they had to say if they agreed with his perspective of things or not and to tell a personal story related to the law they picked up

How did students react?
They liked the game and the topic. Most of them could explain the quotations well and most of them told personal anecdotes.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flashcards with different Murphy’s laws

Please attach a copy.

Would you recommend this activity for a future class?
Yes. Students had fun and they talked a lot

Murphy

ES F10 INT Noises

Conversation Class
Lesson Plan

Section: SPAN 011
Date: September 18 2010

Class theme/topics discussed:
NOISES AND PLACES

How did you pick this theme or topic?
It is good to use accurate adjectives, to guess information and to tell stories

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I showed a powerpoint presentation with different scenaries, some of them noisy, others really peaceful… Students had to say what they would hear there, how would they feel, if they would like to be in that place… That gives them the opportunity to talk about very different topics like discos, parks, mountains, streets…Finally they had to relate every picture with personal anecdote.

How did students react?
They liked it and they participated a lot

Did they engage with each other and you?
Yes. They wanted to tell their personal experiences and that gave place to informal and fun conversations.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A PowerPoint presentation with different unrelated images of peaceful or noisy places

Please attach a copy.

Would you recommend this activity for a future class? Why or why not?
Yes. It worked very well

Ruidos

RU F10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From last semester’s materials – it was a successful class.

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

How did students react?
They participated 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.)
Handouts with exercises, TV, Internet.
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 5
September 14, 2010

1. Exercise to revise the cases (10 min.)
Lesson 5_Sept 14_Exercise

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей (положительных\ отрицательных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

ES F10 INT/ADV Story from a song

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/02/2010

Class theme/topics discussed:
Creating a story

How did you pick this theme or topic?
They like music a lot, so I thought of creating a story from a song.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I played a music video without sound and they needed time to create a story in groups. Then, each group would read their stories and finally we would listen to the music video with the lyrics.

How did students react?
They liked it and created nice stories. They liked listen to a different type of music.

Did they engage with each other and you?
They engaged with each other very good.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes, they liked it.

Why or why not?
It’s a nice way of starting the semester.

Adv2-Marc Anthony Tragedia

RU F10 ADV Narration-Focused Board Game

Class theme/topics discussed:
Narration-focused board game.

How did you pick this theme or topic?
There are three new students in class, so there should be an activity to facilitate the process of getting to know each other.

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

How did students react?
It was an efficient and fun activity; students talked a lot.

Did they engage with each other and you?
Yes.

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

Please attach a copy. Lesson 2_Sept 2_Board Game
IGRA vopros-otvet

Would you recommend this activity for a future class? Why or why not?
Yes, I would. Students as a rule enjoy games, and this one, encouraging free monologues on given topics, provides efficient practice.

Advanced Conversation
Lesson 2
September 2, 2010

1. News of the day.

2. Question-answer game:
There are two sets of paper stripes, a blue one with questions and a pink one with answers. One student chooses the student to reply and they simultaneously draw papers from two sets. Then they read out loud the question and the answer. If needed, translate.
The fun part is that the q-s and answers often doesn’t match – but they are designed to create funny combinations.

3. Board game
Play as a regular board game – throw a dice, move the figure on the board, answer the corresponding question.

JP S10 INT/ADV Who is telling the truth?

Class theme/topics discussed:
うそみたいな本当の話(Group Work)
Evaluation for Conversation Class ( I finished 15 mins earlier than usual to fill out the evaluations)

How did you pick this theme or topic?
うそみたいな本当の話-We did similar things before early in this semester. This time, I divided into 2 groups, and they have to tell their unreliable stories to peer in their group. Then, students need to pick up one person who was going to tell the truth. The rest of others needed to tell a lie. After that students had to tell their stories to other group(they were audience in this time) Another team have to guess who was telling the truth.

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

How did students react?
They looked tired, but they reacted very well. Some students were out of focus today…

Did they engage with each other and you?
I think so.

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

Would you recommend this activity for a future class?
YES

Why or why not?
This time, they looked so tired to take a class. ( I think it was because of final exams or writing paper…) But, they engaged with each other, and they asked me a lot of questions.

JP S10 INT/ADV Fuck My Life

Class theme/topics discussed:
Fuck My Life

How did you pick this theme or topic?
Anastasia gave me this idea for advanced class. She told me FML was so much fun to discuss.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1) Asked students meaning of “Fuck My Life” in Japanese
2) I gave them the translation for it. 『死ぬかと思った』
3) Let students explain the meaning of “I agree, your life sucks” “you totally deserved it”
4) Students picked up a slight of paper
5) Students need to summarize the sentence what they said on it.
6) We discussed why you agreed or not.

How did students react?
They enjoyed doing FML and they discussed a lot the topics which they chose. Actually, I really enjoyed doing FML!

Did they engage with each other and you?
Yes, they engaged very well. We laughed a lot with the topics that we shered.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『Fuck My Life』 http://www.fmylife.com/tops/flop

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

Why or why not?

Everybody already knew this website! Once I said the word “Fuck My Life”, they started laughing at what I said in English. They tried to translate to English to Japanese, and also their own summaries and translations for “fuck my life” story were very hilarious. We laughed a lot and discuss a lot about the topics. It was good excises to explain the material and discuss our opinion. Time flew very fast today! Also, that was good vocabs and phrase lesson!

FR S10 INT – fairy tales

Project – fairy tales

How did you pick this theme or topic?

I wanted them to know more about the vocabulary related to fairy tales so that they could understand Cendrillon more easily.

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

Handouts
Discussion

How did students react?

They reacted well and had a lot to remember because they didn’t know any vocabulary.

Did they engage with each other and you?

Yes

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

White board
Sheets of paper

Please attach a copy.

Here is the plan I had with me

Would you recommend this activity for a future class?

Yes but maybe use it in a different way since this was designed for the project.

Intermediate 3/23

1. Fairy Tales
→ they have to guess from what fairy tale the sentences comes from

• La fillette a bu la potion et est devenu très petite.
• La jeune fille s’est piqué le doigt et s’est endormie pour toujours.
• La jeune fille est tombée amoureuse de la Bete et a brisé le sortilège.

→ they have to create 3 sentences thanks to the vocabulary sheet and make us guess from what fairy tale it comes from

2. Fables de la Fontaine
→ they have to read the fables aloud
→ they say what they understand
→ we see together the words they don’t understand
→ then we read the English version
→ we discuss the meaning

DE S10 ADV Creative Writing

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 9, 2010

 

Class theme/topics discussed: Creative story telling

How did you pick this theme or topic? The students had really enjoyed the previous lesson and working creatively, so I thought of another exercise, where they had to use their imagination a lot and create something new.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To get my students’ imagination going, I played a game first. I put a sheet of paper on the table which showed a little guy, we called him Manni. I asked the students to describe Manni, think about what he might like to in his free time, what he likes to eat, where he works, etc. The students were supposed to work together while describing him: Each student was only supposed to say one word, and then the next student would continue the sentence and so on.
Then, I gave each student an ABC-list, which they were supposed to fill with German words starting with letters A-Z. After that, the students were supposed to share their words and write a story or dialogue, using as many words out of their lists as possible. Then, they presented their product.
Finally, we played a well-known game to end the lesson: 20 questions. Every student (one after another) was supposed to think of a German word and the other two were supposed to ask questions to guess the word.

How did students react?
The students love Manni! They had fun doing teamwork in order to describe him. They also liked to write their own story and present it.

Did they engage with each other and you?
Yes, they talked a lot. They seemed to have a lot of fun too.

 

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Sheet of paper with ‘Manni’ picture
ABC list

 

Would you recommend this activity for a future class? Why or why not?
Yes, I would. The first exercise could also be used at the end of lessons, if you need to fill a couple of minutes, because you can end this game whenever you want, there is no certain time range required.

Manni

RU S10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From the previous LR’s materials.

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

How did students react?
They participated 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.)
Handouts with exercises, TV, Internet.
Please attach a copy.
Lesson 2_Jan 21_Exercise

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 2
January 21, 2010

1. Exercise (see file Lesson 2_Jan 21_Exercise) to revise the cases (10 min.)

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей. (Позитивных/негативных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

DE F09 ADV News

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 17. November 2009

Class theme/topics discussed: News in Germany

How did you pick this theme or topic? In the week before I had noticed that my students did not seem to know too much about what was going on in Germany a few years ago and even today. So I thought it might be interesting to talk about recent things that happened in Germany and how they are portrayed in the news.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
To start off, we played the game 2 truths and a lie. Then we talked about how easy it is to tell a lie and how people believe it. I asked my students if they thought that media can be like that too, i.e. that news shows or newspapers sometimes told lies or changed stories to a certain extent. We then talked about things that recently happened in Germany and how they were portrayed in the news, I showed my students a few articles from the Bild Zeitung for that purpose. Then, I asked my students to design their own front page of the Bild Zeitung. They were supposed to write 3 true stories on something they thought was interesting and 1 lie about something they made up. The students typed their stories into the computer and we printed their ‘own newspaper’.

How did students react?
The students enjoyed the game at the beginning of the lesson and they enjoyed working on their own newspaper. They did not seem very interested in the articles I had brought.

Did they engage with each other and you?
Yes, the students talked a lot and raised some interesting questions. They were also very creative.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Articles from the Bild Zeitung
Blank draft of the Bild Zeitung in word file
Computer

Would you recommend this activity for a future class? Why or why not?
Yes, the students had fun and they were very talkative. I would try to find different kinds of articles though.. maybe some that are more interesting to young students.

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