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Tag: Tongue-Twister

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

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

RU F10 ADV Print Press vs Online Press

Class theme/topics discussed:
Print publications vs E-publications

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, debate, listening practice

How did students react?
The listening part seemed to be not very challenging for them;
The topic itself is a successful communicative idea – students willingly expressed their opinions.
Did they engage with each other and you?
Yes.

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

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is an efficient combination of listening, reading, and conversational practice.

Advanced Russian
Lesson 13
October 12 , 2010

1. Warm-up: News of the day

2. Listening Practice:

(for the vocabulary list, exercises, and transcript see materials listed on the website)

– read and discuss new words;
– listen to the recording;
– do the exercises
– answer the questions:

Что американцы предпочитают читать онлайн – книги, газеты или и то, и другое?
Сколько в среднем люди готовы платить за доступ к Интернет-изданию?
Откуда эта информация?

3. Reading and Discussion:
Students read the text along with the recording and the translate if needed.

Discussion:

Что предпочитате вы – бумажные или электронные издания? Почему?
Как вы узнаете новости?
Считаете ли вы, что информация должна быть максимально доступной? То есть – должен ли быть доступ к онлайн публикациям дешевым или даже бесплатным? Аргументируйте.

4. Скороговорка: Любопытной Варваре нос на базаре оторвали.
(+ expression of the day: совать нос не в свои дела/ в чужие дела)

FR F10 INT – game “jeu de l’oie”

Board game “jeu de l’oie”

How did you pick this theme or topic?

I found this board game on the internet and I just thought that it would be a nice way for them to talk about themselves while playing and getting to know each other – also, they were only 5, so not too many, not too few.

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

Board game that I printed out

How did students react?
They reacted well, I think they liked talking about themselves and getting to know each other through a funny way.

Did they engage with each other and you?
They engaged with me and the others when replying to the questions asked by the board game and also when replying to questions asked by other class mates who wanted to know more about what they were discussing.

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

Board game (printed out)

Please attach a copy.

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

Why or why not?

Students like to play and do fun stuff – we didn’t even go till half the board game!

09/09 Intermediate

1. Expression – 5 min
2. Tongue twister – 5 min

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

3. Jeu – 40 min
Jeu de l’oie

JP F10 ADV Tongue twister, Games

Class theme/topics discussed:
– Japanese traditional Tongue Twister (Uirouri, Jugemu)
– “Who am I?” game
Procedure:
1) Write some person/animal/job on the post-it.
2) Pass it around and put it on forehead.
3) Ask something to guess “who am I?” with yes-no question.
– Yamanote line game
Procedure:
1) Decide the topic (Our themes were “Japanese foods” and “country”)
2) Answer related words about the topic while clapping to beat. Don’t say same
words again.

How did you pick this theme or topic?
A student asked me to do games or something fun more in the class. So I did a lot of games. And I thought students should remember much more vocabulary.
These games are really good to remember or learn vocabulary.

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

As for Jugemu, I gave handouts to students.

How did students react?
It was difficult for them to understand the meaning of old language twister.
They really enjoyed games. Both games help students to enhance their vocabulary.

Did they engage with each other and you?

Yes, they tried to use many Japanese words through games.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes, but I recommend just two games.

Why or why not?

As for traditional tongue twister, it is a little bit difficult for students to practice and understand the meaning. The games help students to get to know each other and enhance their vocabulary.

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

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.

RU F10 INT Invitations/ Suggestions

Class theme/topics discussed:
Tongue-twister
Invitations/ suggestions

How did you pick this theme or topic?
As a follow-up class with advanced exercises on the topic Everyday routine/ schedules.

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

How did students react?
They were asking additional questions concerning the meaning of some words and their usage, and they participated actively in class.
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? Why or why not?
Yes, I would. It combines a vocabulary learning exercise with conversation practice, thus enabling students to learn the language actively instead of reproducing what they already know.

Intermediate Conversation
Lesson 3
September 7, 2010

1. News of the day.

2. Tongue-twister:
On the board – the word СКОРОГОВОРКА. Ask students to guess the meanng of the word; then – analyze the structure of the word (two roots). Brainstorming for the words with the same roots (in two columns under the roots: words like скорость, скорый – скорый поезд – скорая помощь and говорить/ разговор/ разговаривать/ говорун и т.п.)
Tongue-twister on the board (maybe there is a volunteer to write it down on the board by ear): Невелик бицепс у эксгибициониста. (discuss the meaning)
Practice the tongue-twister.

3. Word of the day: ФЛЕШКА (students get a handout, see file Lesson 3_Sept 7_Word of the day – ФЛЕШКА).
Lesson 3_Sept 7_ Word of the day – Флешка

4. Suggestions/ Invitations:

Students get a handout Lesson 3_Sept 7_Suggestions/ Invitations. We read dialogues 3, 4, 5 and discuss necessary phrases and word usage.
Then they practice making plans in pairs according to the examples given in the previous exercise.

Lesson 3_Sept 7_Suggestions Invitations-1
Lesson 3_Sept 7_Suggestions Invitations-2

ES F09 INT Pronunciation

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 12/03/2009

Class theme/topics discussed:
Pronunciation

How did you pick this theme or topic?
Pronunciation is a very important aspect of the Spanish language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a tongue twister and then moved on to listening different sounds and repeating them. After that we looked into whole sentences and talked about linking words.

How did students react?
They liked knowing all the different accents and different pronunciation tips.

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

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

Please attach a copy.

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

Why or why not?
They liked it a lot and gave them the opportunity to practice their pronunciation.

26th Class INT

RU F09 INT Personality. Dating (cont’d)

Class theme/topics discussed:

Listening Practice. Personality

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

How did students react?
They enjoyed the videos, and were eager to discuss them.
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.
Oct 27_Verbs of Motion
Oct 27_Dating Videos
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.

Занятие 16

1. Tongue-twister: Мама мыла Милу мылом. Мила мыло не любила.

2. Online exercise on the verbs of motion: http://russianmentor.net/Ru_xx/verbs%20of%20motion/1c.html

3. Dating Videos in Russian: Watching and filling in the blanks (see file Oct 27_Dating Videos).

http://www.youtube.com/watch?v=lnzqZ9TPROE&feature=PlayList&p=C434BEB267FB0063

http://www.youtube.com/watch?v=WGeAXhOaTg0&feature=PlayList&p=C434BEB267FB0063

4. Discussing personalities of the women in the videos: personal qualities, lifestyle, etc.

RU F09 INT Talking about People’s Personalities

Class theme/topics discussed:
Personality – talking about people’s characters

How did you pick this theme or topic?
As a logical continuation of the topic Physical Appearance.

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

How did students react?
They liked the tongue-twister, and we discussed the tongue-twisters they already know.
Vocabulary exercises seemed to be not very exciting, but useful, and students then practiced the new lexis doing activity #5.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with the vocabulary exercises and a short text.
Please attach a copy.
Oct 8__1, 3
Would you recommend this activity for a future class?
Yes.
Why or why not?
Describing personality is a basic topic that provides students with necessary vocabulary for everyday communication.

Занятие 12. Характер

1. Tongue-twister: Цыган на цыпочках стоит и «цыц» цыпленку говорит.

2. Warm-up activity: match the adjectives with their antonyms. Form the antonyms adding НЕ. Translate into English.

For the handout, see the attachment.

3. Puzzles. Handout #2. From: Ольга Штельтер. В этой маленькой корзинке… С. 9, 10.

4. Cultural Readings. Handout #3. (For the handout, see the attachment.)
В чем разница русского слова интеллигентный и английского intelligent?

Интеллигентный человек

Трудно сказать точно, что значит слово «интеллигентный», но русские хорошо это понимают и часто судят так о людях: интеллигентный и неинтеллигентный. Интеллигентный значит образованный, воспитанный, культурный, то есть человек, который умеет себя вести, хорошо и грамотно говорит, честный, приятный… Русские могут посмотреть на человека и сразу сказать, интеллигентный он или нет. Откуда они знают? Если вы еще не поняли, спросите своих русских знакомых. В одном вы можете быть уверены: интеллигентный не переводится как «intelligent».

5. Make separate lists of qualities that you consider important a) to be a good partner in love relations; b) to be an excellent student; c) to be a good child. Why are these features important?

DE F09 ADV Games

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 6. Oktober 2009

Class theme/topics discussed: Sprachspiele

How did you pick this theme or topic?
We wanted to keep working on our project, but since I had been sick and the FLRC was booked this week, we decided to spend one week playing different word and language games.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
At first, I asked my students what kind of German games they knew. Then I told them about different language games and exercises and asked them which ones they would like to play. We agreed on “Stadt, Land, Fluss”, “Kofferpacken” and learning some “Zungenbrecher”. So we played “Stadt, Land, Fluss” for the most part of the lesson, spent about 10 minutes on the second game and then for the last 5 minutes we learned some funny tongue-twisters.

How did students react?
The students were very excited about the games. We had a lot of fun playing the different games and learning German tongue-twisters.

Did they engage with each other and you?
Yes, they did. They were talking very much and they asked a lot of questions about vocabulary.

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

Would you recommend this activity for a future class? Why or why not?
Yes, it was a nice break from the other lessons. The students enjoyed playing games and were quite competitive.

 

FR S09 INT/ADV – Comics and tongue-twisters

Hard tongue twisters.
Strip cartoons

How did you pick this theme or topic?

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I had a documents with tongue twisters and I had them read them. They did a good job. They had a lot of questions
I asked them if they knew French “BD” They did not. I showed them pictures of Asterix, Les Schtroumpfs, Titeuf…
Then I gave them a page of a BD and they had to imagine the dialogues. It was funny. They tried to adapt to the language and the style.

How did students react?
We had fun with both activities

Did they engage with each other and you?

yes

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

Please attach a copy.

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

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