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RU S14 ADV Proust Questionnaire

Conversation Class

Lesson Summary

Language and Section: Russian Advanced 13

Date: October, 8 and 10, 2013

Class theme/topics discussed:

Proust Questionnaire – Traits of character/qualities

Goal of the class:

Talk about traits of character/qualities, listening comprehension (normal speed spontaneous speech)

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

PART 1 (60 minutes)

Activity 1 – Warm-up

First glance at the lyrics of “Vasya”, a song by  Bravo, a 80’s-90’s Russian disco/rock’n’roll band – some words are missing (see handout 1) – 3 minutes

Video 1 – music video of “Vasya”, live from 1991 http://www.youtube.com/watch?v=HKl7xDirIIg

Fill in on the first listen, check together, discuss etymology of words, watch again – 7 minutes

Activity 2 – Marcel Proust’s Questionnaire – 30 questions divided into 3 parts (number of students). Each student reads their question to make sure everyone understands it – 15 minutes. Make sure we understand the vocabulary.

Video 2 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with director and tv personality Aleksandr Gordon, starts at 46:03 http://www.youtube.com/watch?v=uhXPdJZK8Uk  – 7 minutes

Video 3 – “Pozner” – Russian tv-show by Vladimir Pozner. Questionnaire part of the interview with magazine editor Aliona Doletskaya , starts at 45:32

http://www.youtube.com/watch?v=kUq75oxt7TU – 7 minutes

Ask your partners a few of «your» questions, discuss – 20 minutes

PART 2 – SHORT (30 minutes)

Activity 1 – vocab revision – take one sentence from HANDOUT 3 (all adapted from handout 2) and describe a situation/evaluative scenario which ends with this sentence, 9 sentences – 25 minutes

Activity 2 – discuss conversation class projects – 5 minutes

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

 Video, Internet, text

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

I thought the class went very well.

Vasya is a fun song and relatively easy to understand for this level, serves as a nice warm-up for any class, regardless of the topic. With it, we also establish continuity for this class as well as for an advanced Russian/Post-soviet culture class all the 3 students are taking (they will be covering different subcultures, including stilyagi)

The Proust Questionnaire integrates well thematically with the topics we have covered so far: learning types (visual, aural, kinesthetic), personal preferences in life and work as well as recycles an important task type – personality test questions.

Going through the questions in activity worked well: 1) listening comprehension (each students has 10 out of 30 questions); 2) structural transformations/synonymy (some of the Proust questions are phrased slightly differently by Vladimir Pozner). Also, students are generally interested in learning about themselves and each other, and in this group they are very comfortable discussing these matters, the group dynamics are very good and is only strengthened by the use of such exercises.

Watching interviews with very interesting Russians – journalists, writers, politicians etc. seemed to be appreciated by the students as very good exposure to the culture.

Describing an evaluative scenario which leads up to a sentence containing vocabulary to be revised is very effective (Handout 3), and I will definitely use it more. It creates a “context” and thus 1) really checks whether the students understand the word well, and 2) helps them remember new vocab better, because their situations are personalized even if they are completely imaginary.

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

 

Handout 1

Группа «Браво» – «Вася»

Когда 
_____ ______  огнем витрины

На старых улицах Mocквы

Не трудно встретить этого мужчину

Небесной 
_____ ______ _____

На нем всегда _____  ______   отличный

Оттенка _____  ______ с 
_____ ______ _____

И побродить по улицам столичным

_____  ______ _____  ______   _____

Спросите у любого на Тверском бульваре,

Кто лучше всех танцует __________ и ­_____  ______ _____,

Кто лучше всех _____  ______ _____  Пресли на _____  ______ _____

-
На это каждый ответит, каждый ответит:

– Конечно, Вася, Вася, Вася,

Ну, _____  ______ _____ _____  ______?

Вася, Вася, Вася – стиляга из Москвы.

Пойдите в ­_____  ______  “С­­­­­­овременник”,

На _____  ______ _____ в Дом  _____  ______

В таких местах всегда вы, _____  ______ _____,

Встретите ­его

­_____  ______ _____  ______ “Спартак”-“Динамо”

И переполнен _____  ______ _____

А это ­кто сидит с _____  ______ _____ _____  ______ –

Ну, конечно, он.

 

Handout 2

Опросник Марселя Пруста Часть 1

1. Что такое, по-вашему, крайне бедственное положение?

2. Главная черта Вашего характера?

 

3. Качества, которые Вы особенно цените в мужчинах?

4. Качества, которые Вы особенно цените в женщинах?

5. Что Вы больше всего цените в друзьях?

6. Ваш главный недостаток?

7. Ваше любимое занятие?

8. Что для Вас наивысшее счастье?

9. Что было бы для Вас самым большим несчастьем?

10. В какой стране Вы хотели бы жить?

Опросник Марселя Пруста Часть 2

11. Ваш любимый цвет?

12. Цветок, который Вы любите?

13. Ваша любимая птица?

14. Ваши любимые писатели?

15. Ваши любимые поэты?

16. Любимый литературный герой?

17. Любимые литературные героини?

18. Любимые композиторы?

19. Любимые художники?

20. Любимые имена?

Опросник Марселя Пруста Часть 3

21. Что Вы больше всего ненавидите?

22. Исторические персонажи, вызывающие у Вас презрение?

23. Военное событие, достойное, по-вашему, наибольшего восхищения?

24. Реформа, которую вы оцениваете особенно высоко?

25. Способность (дар), которой вам хотелось бы обладать?

26. Как вы хотели бы умереть?

27. Состояние духа в настоящий момент?

28. Проступки, вызывающие у вас наибольшее снисхождение?

29. С кем из ныне живущих людей Вы хотели бы встретиться?

30. Ваш девиз?

Handout 3

Я испытываю к этому человеку глубокое презрение.

Я по-настоящему ей восхищаюсь.

В общем, он очень нетерпеливый.

Одним словом, у него много необычных способностей.

Доверчивость – одна из ее главных черт.

Одним словом, наша организация находится в бедственном положении.

В общем, его девиз – «Один раз живем!»

Поэтому теперь она сидит дома и погружается в уныние.

Но это все не так важно, больше всего, конечно, я ценю в нем его доброту и честность.

 

 

DE F13 ADV German Federal Elections & Politics

Advanced German Conversation

Date: 09/10/2013

Class theme/topics discussed: politics in Germany

Goal of the class: learn about political parties, colors, governmental system, etc.

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

–   Students were shown the “colors” of the four major political parties

–  They were asked about what associations they had with the color and what it could stand for.

–  Class was divided into 4 groups: each group got a color

–  Task: what political agenda do you associate with the color, how would you call your party, what would your ideology be like?

– Students presented their parties to the class

– “solution”: I informed students about the parties and where their party program coincided with the actual one.

Final activity: We watched the campaign TV commercials of the parties

– Students were asked about the mood, the way they were made, and the message they conveyed. Which one is most appealing to you and why

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

White board, TV screen, computer

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

Students seem to be quite happy about the topic politics so the class went pretty well.

How could this class be improved/ modified?

—-

DE F13 ADV German commercials

Advanced German Conversation

Date: 09/26/2013

Class theme/topics discussed: German commercials

Goal of the class:  watch commercials and understand what is being said, analysis of pictures and scenes

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

–  Activity 1: we watched several commercials from Germany. Students were supposed to find out what is being said, how it is said, and what means are used to convey the message

–  We concentrated also a lot on stereotypes, gender roles, equality, and ethnic diversity.

–  Students were encouraged to give their own opinion.

–  Activity 2: Students were divided into 3 groups and each group got a piece of paper with a number on it

– Each number corresponded to an item (vacuum cleaner, hair drier, beer)

– Students were supposed to make a commercial on the items.

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

TV screen, internet, items

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

A perfect class!

How could this class be improved/ modified?

—-

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

DE F12 ADV Elections, Comparison of Political Systems

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-08-2012

Class theme/topics discussed:
– Elections in America and in Germany

Goal of the class:
– Discussion of the results of the recent presidential elections
– Understanding of the working of German democracy
– Familiarization with difficult vocabulary in politics
– Comparison of two systems of electing a parliament

Structure of the class:
– students talked casually about the outcome of the elections
– we reviewed the system of American presidential elections
– we watched a video on a German news channel and evaluated if the explanation was good and could be followed
– I distributed a list of words concerning politics, parliamentary business, etc.
– We went through all the vocabulary
– We watched a video which explains the system of German federal elections
– We watched another easier video provided by the German Federal Agency for Civic Education, explaining the same thing again
– We discussed the system: is it complicated, is it easy, is it just?
– What are the advantages, what’s a possible disadvantage?
– Students asked for more explanation
– We talked about earlier outcomes of German elections
– How is the chancellor elected?
– I explained the existing parties to students

What technology, media or props did you use?
TV screen, laptop, German public TV media offer, video, white board

What worked well in this class? What did not work?
Students were VERY interested, asked LOTS of questions, told me to actually keep on doing such topics. I feared it would be too much centered on me but it was a successful conversation class.

How could this class be improved/ modified?
Very time-consuming, in “weaker” classes there might not be as much talk. Risky but interesting.

08-11-2012, Alles Wahlen, Vokabular

08-11-2012, Politik-Vokabular

FR F12 ADV: Back to the future (and to the past)

Conversation Class
Lesson Summary

Language and Section: French Advanced

Date: 11.8.12

Class theme/topics discussed: Back to the future (and to the past)

Goal of the class: Make the students talk using past, conditional and future tenses + supposition

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

WARM-UP (5 minutes)
We quickly reviewed the vocabulary the students learned the class before about elections and discussed the results of American Presidential Elections.

ACTIVITY 1 (15 minutes) – BACK TO THE FUTURE
Students worked in pairs. They were given a list of some items (see handout below) and they had to choose 3 of them that they would take for they trip in 2112. They also had to add 3 extra items that they think necessary.
Then they presented their list of 6 items to the class and the other students had to guess how they would imagine life in 100 years.

ACTIVITY 2 (10 minutes) – BACK TO THE PAST
Students worked in different pairs. They had to make a list of three items they would give to a person of 1812 to improve his everyday life.

ACTIVITY 3 (10 minutes) – BACK TO THE PAST 2
Then they worked alone and they went in 1950 and gave a message to the people in order to change History.

ACTIVITY 4 (15 minutes) – IPHONE 105
Students work in different pairs and had to imagine and to advertise the iPhone 105.

FUNNY VIDEO (5 minutes)
We watched and commented a funny French video about Apple products (Norman fait des videos).

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

Whiteboard, computer + TV Screen

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

They were really talkative and creative.

Warm-up: I had to be careful because on one hand most of the students really supported Obama and really wanted to talk about that but one the other hand I was afraid that one student voted for Romney and felt really uncomfortable. So I quickly ended the conversation.

Activity 2: this activity worked great but some students assume that the people they would help would have electricity and some other worked on finding a way to give them electricity, which was not really the goal of the activity.

How could this class be improved/ modified?

Concerning the second activity, I should have made the rules clearer and tell either that we assume that the people that they would help would have electricity either that they have to chose items that do not imply electricity.

*** HANDOUT – LIST OF ITEMS FOR ACTIVITY 1

Choose among this list three items that you are going to bring in 2112:

A camera
A car
Cash
Warm clothes
A laptop
A passport Food
A cell phone
Aspirin
A sleeping bag
Water
A credit card

Then add three items that are not in the list but that seem necessary to you:


RU S12 ADV Home

Language and Section: Russian – PO Russ 13.1

Date: 26 January 2012

Class theme/topics discussed: Home Sweet Home

Goal of the class:

To practice speaking skills; to exchange opinions on the topic; to learn new vocabulary connected with Russian homes

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

1) Discussion: i) where does your family live? ii) where do you live here? iii) where do you like it better and why? iv) how do you choose your dorm and roommate here?
2) Where did you live in Russia? What is your impression? What home customs were unusual for you? What did you like better/worse then here? What do you think about “pod’ezd” (entrance)? Was it scary in your house?
3) Have you ever been in “kommunalnaya kvartira” (shared apartment)? What do you know about it?
4) Watching a video about a bathroom in “kommunalnaya kvartira” (see an attachment). Answering questions (Кто такой Ян и что с ним случилось? Почему в ванной окно? Что случилось со старой ванной? Когда мылись ванной? Почему мылись в тазах? Что делал квартирный пьяница? Кого еще приводили жильцы? Как определялась очередь в ванную? Что происходило с горячей водой? Где она нагревалась? Если человек долго мылся, что делали другие жильцы?)
5) Learning new specific Russian words re home (see an attachment)
6) Follow-up: next time students should tell everybody about the house of their dreams.

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

Laptop ; TV set

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

Students seemed to really like this class and were very excited to talk about their homes in college and back at home. They also were very enthusiastic about an idea of a house of their dreams.

How could this class be improved/ modified?

This class took almost two classes in my class with three students. If you want to squeeze it to one class, it’s probably worth to eliminate cultural part a little bit, because it seems that students liked discussing questions more than a video (though they still liked it because it’s quite shocking).

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

FR S12 INT Food

Lesson Summary

Language and Section: French 11 SP 12

Date: 02/14/12

Class theme/topics discussed: French food habits in France and in the United States
Goal of the class: Make the students learn and exchange about the different food habits in France and in the United States.

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

-Warm up activity with the previous vocabulary (10 minutes)
-Open conversation about the different food habits in France and in the United states(20 minutes)
-Comment on a campaign made by the INPES (French Institute for Health) in 2008 (10 minutes)

-Working in pairs, the students had to talk about the cultural differences they noticed between eating in France and in the States (30 minutes)

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

-Paper Sheets to write down the vocabulary for warm up activities for next class
-TV and computer for the video.

What worked well in this class? What did not work?
-The students were excited about the topic and had a lot to say about they’re food habits (What they are cooking, what they like to eat, why they are vegetarian…)

How could this class be improved/ modified?
-In the intermediate class a few people went to France, I had to talk more than I should.

FR S12 INT Institutions

Conversation Class
Lesson Summary

Language and Section: French 13/ SP 12

Date: 03/29/12

Class theme/topics discussed: Political institutions.

Goal of the class: give the students and Idea of the French political institutions and the main political parties.

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

-Review of the vocabulary of animals (10 minutes)

-Conversation and explanations regarding the French political institutions compared to the united states (35 minutes)

-Screening of two videos regarding French politics from news website and the Zapping+questions(15 minutes)

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

-Whiteboard, tv screen and computer

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

-The students had the choice between this class or planning a trip to France. The intermediate class choose to talk about politics.

How could this class be improved/ modified?

-I should re-print the handouts from the French embassy I used during the first semester.

RU F11 ADV Crime

Language and Section:  Russian – PO Russ 13.1

Date: 8 September 2011

Class theme/topics discussed: Crime 

Goal of the class: to learn vocabulary connected with crime; to practice listening skills 

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

Lesson Plan attached

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

Internet resources (video), laptop, TV set

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

Everything worked quite well. However, though the video is perfect for weather + crime vocabulary (the previous lesson was about weather so with this video students repeat previous vocabulary and learn new), it was a bit too difficult even for advanced students. 

How could this class be improved/ modified?

Probably cut some parts of the video and make shorter the video and the list of vocabulary (from 6 min to 3 or so). In this case, it won’t be so tiresome for students to listen to it.

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

ES F11 INT/ADV: Religion

Language and Section:  SPA 13.2

 Date:  12/1/2011

 Class theme/topics discussed: Religion

 Goal of the class: To talk about religion in general and about new, growing religions in Uruguay.

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

–        I introduced language and concepts related to the two fastest growing religions in Uruguay (Umbanda and Pare de Sufrir); both has spiritist elements and began their rise during the economic crisis of 2002. Terms used:

– Pai/Mai

– Orisha

– “Trabajo”

 

– Pastor

– “Dios vivo”

– Espíritu maligno

 

–        We watched a short video on Pare de Sufrir on youtube; it features a “Pastor” trying to perform an exorcism via the TV.

–        We talked about religion in America and Uruguay

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

TV, laptop, whiteboard. Video used: http://www.youtube.com/watch?v=e6UlOZ5HVq0

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

 The topic was very, very motivating for the students. We talked a lot about religion and they were very interested in its social and political role. They linked the new information with different religious movements in America. Everyone participated a lot. WARNING: since this is a very sensitive topic, I waited until very late in the semester, when I knew my students enough to feel comfortable approaching it.

 

How could this class be improved/ modified?

 I should have saved two classes for this, as I did it right before the end of the semester and could not follow up on it.

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

FR S11 INT – French accents

French accents

How did you pick this theme or topic?

French and francophone accents are interesting as it is part of French culture and it may be useful for them to be able to recognize and understand them.

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

General discussion

How did students react?

They reacted very well. They were interested

Did they engage with each other and you?

Yes , they asked me questions

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

Youtube videos

Please attach a copy.
Lesson plam: accents

Would you recommend this activity for a future class?
Yes

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 – bullfighting and course camarguaise

Corrida and Course Camarguaise

How did you pick this theme or topic?

I realized they didn’t know what a corrida was, and even though I hate the concept, I think that it’s an important part of culture in the South of France, as well as Course Camarguaise which I actually enjoy.

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

Videos
Song with blanks
General 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.)

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

– Raseteur/course camarguaise vs corrida
⇒ Video de corrida on youtube

⇒ Francis cabrel’s song with lyrics
La Corrida
music video

⇒ Video de course camarguaise
course camarguaise

⇒ Funny video
Remi Gaillard

DE S11 INT Song

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: Apr 5th 2011

Class theme/topics discussed:
German Song “Berlin City Girl” by Culcha Candela

How did you pick this theme or topic?
Culcha Candela is a very popular Band in Germany right now. Also this song talks about different cities in Germany and uses a lot of youth language.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Listings to the song, and filling in words in spaces I blanked out before,
Talking about where the different cities are in Germany
Talking about youth language, idioms and vocabulary in the song

How did students react?
Liked it.

Did they engage with each other and you?
Yes.

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

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

Why or why not?
Students are interested in German music.

Lueckentext Culcha

RU S11 INT Colloquialisms

Class theme/topics discussed:
Listening Practice (Video)

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, handouts, general discussion.

How did students react?
They generally enjoy videos 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 screen, handouts.

Please attach a copy.
Lesson 21_April 5_Video Spisok
Lesson 21_April 5_Video Vocab Follow-up

Would you recommend this activity for a future class?
Yes.
Why or why not?
It exposes students to informal language and pronunciation and brings in an entertaining component to class.

Intermediate Russian
Lesson 21
April 5, 2011

1. Warm-up: question on the board –

Кем бы вы были и что бы вы делали, если бы не были студентом?

If 4+ students in class, make them discuss in pairs and then report on their partner’s answer to the group. If less than 4, each just shares their opinion.

2. Show video: эпизод «Список» из сериала «Даешь молодежь» http://www.youtube.com/watch?v=bwIQuU_qEGQ&feature=channel
– introduce the video, tell about this TV-show (format, characters, target audience, etc.)
– students watch the video without scripts first;
3. Questions:
1) расскажите о персонажах. Кто они? Какие они? Чем занимаются?
2) Что происходит в видео?

4. Handout with the text:Lesson 21_April 5_Video Spisok
– work with vocabulary: read, give examples, translate…
– students take turns reading the transcript of the video, translating if needed.

5. Show video again, students have the text now. Ask them to follow.
6. Follow-up exercise: handout Lesson 21_April 5_Video Vocab Follow-up – translation.

FR S11 INT – famous people

Famous French people

How did you pick this theme or topic?

Oftentimes students don’t know much about who’s famous in France so I thought it would be good for them to learn a little about it.

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

Handout
General discussion

How did students react?

Well, they were really interested, we only did the first activity.

Did they engage with each other and you?

yes

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

Handouts
Youtube

Please attach a copy.

Would you recommend this activity for a future class?
Yes

Famous people in France

1) Warm-up

– On the board, we list all the famous people they know (sorting them out as sportifs, acteurs, chanteurs, politiques, divers

2) 1st activity

– pairs
SP11 LP Interm 16 famous people
• Distribution of a sheet with a list of biographical facts on famous French people
• We all read
• Explanation of certain words
• They need to find the answer

3) 2nd activity

– I show some videos of famous people
– They need to find who they are

– Edith Piaf
– Gérard Depardieu
– Brigitte Bardot
– Louis de Funès
– Charles Aznavour
– Johnny Hallyday
– Serge Gainsbourg
– Georges Brassens
– Francis Cabrel
etc…

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 ?

RU S11 INT/ADV February 23 in Russia

Class theme/topics discussed:
February 23 in Russia

How did you pick this theme or topic? Relevant to the day; students learn about another Russian holiday and traditions associated with it.

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

How did students react?
They enjoyed the class, the topic, and the video.
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 12_February 24_23 февраля ТВ анонс – текст
Lesson 12_February 24_23 февраля ТВ анонс

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

Why or why not?
Fun activities that introduce students to the Russian cultural traditions.

Advanced Russian
Lesson 12
February 24, 2011

1. News of the day.
February, 23d is a special day in Russia. What is it? (Какой праздник отмечают в России 23 февраля?) Write the official name of the holiday on the board. Ask them what it means. If they don’t know, introduce the words “Защитник/ защищать/ защита”, “Отечество”.
Give a short commentary on the history of the holiday – от большевиков до наших дней.
Ask students’ opinion on the idea of having a holiday like this.

2. On the board – a Russian saying (I introduced it by saying that February 23d is considered a very masculine holiday, so the saying we are about to discuss is also very «masculine» ☺ )
Баба с возу – кобыле легче.

Students are asked to translate it using a dictionary and try to guess the meaning.

3. Reading/ preparing to watch a video:
Introduce the video, say that it is a real анонс, but inform them that it is a joke – so that no one gets offended. It may be a good example of how political correctness functions in Russia.

(Handout Lesson 12_February 24_23 февраля ТВ анонс – текст)

Students read the text out loud, one by one, and translate it. We discuss the vocabulary, I point out the words that they need to memorize:

Определенно = точно
Изобрести / изобретение / изобретатель
Украшения
Гордиться (+ творит. падеж)
Глубоко в душе, в глубине души (+ comment on the English equivalent – as a rule, where English idiomatic expressions have the word HEART, in Russian it is ДУША, soul)
Какая разница – comment on two possible meanings depending on the intonation: 1) It doesn’t matter! / Forget it! / What’s the difference?.. 2) What a difference!
Особенный день
Канал
Передача

4. Watching the video Lesson 12_February 24_23 февраля ТВ анонс

RU S11 INT Advertising. Filming a Commercial

Class theme/topics discussed:
Advertising/ Commercials – continued

How did you pick this theme or topic?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Filming the video

How did students react? fun fun fun 🙂
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
camera, props
Please attach a copy.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

JP S11 INT/ADV Cultural Difference

Class theme/topics discussed:

Cultural differences 2:
-Talk about last week’s meeting with Japanese exchange students. Students describe their feeling at least 5 sentences.
-Watch a special TV program for the movie of “My Daring Is Foreigner”
-Question and answer about the TV program.

How did you pick this theme or topic?
(For advanced students) I wanted to do a kind of rapping up activities about meeting with native Japanese speaker. Since I expected they felt a lot of cultural differences, I was wondering how they noticed them and what the differences were.

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

How did students react?
Students really love to talk their experience and cultural differences. They were surprised that their Japanese were much better than Japanese student’s English.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
TV, Downloaded video from youtube

Please attach a copy.
N/A

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

Why or why not?
I think today’s class was a coherent lesson. Students could express their feeling based on their experience, which many students really want to improve. Also, talking about cultural difference would be good and helpful to understand Japanese culture.

RU S11 INT Advertising. Commercials

Class theme/topics discussed:
Advertising/ Commercials

How did you pick this theme or topic?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Videos, handouts, general discussion, students’ presentation.

How did students react?
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Please attach a copy.
Lesson 5_Feb 1_Video1 Questions
Lesson 5_Feb 1_Commercial #1
Lesson 5_Feb 1_Commercial #2
Lesson 5_Feb 1_Video2 Transcript

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages spontaneous speech in the target language.

Intermediate Russian
Lesson 5
February 1, 2011

1. On the board: РЕКЛАМА

2. News of the day

3. Brainstorming:

Что важно для хорошей рекламы?
Introduce words: изюминка / слоган/ логотип

4. Video #1: Lesson 5_Feb 1_Commercial #1

Questions (give out a handout Lesson 5_Feb 1_Video1 Questions + write down some hints on the board):

– Какой продукт рекламируют (реклама чего)?
– Какой слоган используют в этом ролике?
– В чем изюминка/ фишка этой рекламы?
– Персонажи рекламы? (сотрудники банка и клиенты/ посетители)
– Каких посетителей нам показывают?
– На ваш взгляд, это удачная реклама?

5. Video #2: Lesson 5_Feb 1_Commercial #2

a) first showing – NO SOUND
Questions: что рекламируют? какой слоган? что происходит?

Students create a script/ text for this commercial, if possible, read it out along with the video;

b) second showing – WITH THE SOUND

Students retell what they just heard. If needed, play the video again, pausing after each line and making them repeat after the video.

c) third showing – W/ SOUND and W/ TRANSCRIPT (handout Lesson 5_Feb 1_Video2 Transcript)

6. Script: (if time!)

Students create a script for a commercial. If they want to, we film it in our next class session.

RU F10 INT Making Requests

Class theme/topics discussed:
Requests

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, listening practice

How did students react?
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. Lesson 25_Nov 23_Requests_Students

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

Intermediate Russian
Lesson 25
November 23, 2010

ПРОСЬБЫ, ПРОСЬБЫ, ПРОСЬБЫ

1. Warm-up:
Как бы вы пригласили кого-то в кино? (How would you invite someone to go to the movies with you? What would you say in your language? What would you say in Russian?)

2. Pre-listening: exercises 1, 2 from the handout
3. Vocabulary:

Как вы понимаете выражения «сказать как отрезать» и «понимать с полуслова»?

4. Watching the video “Муж”:
1) First showing: Посмотрите рекламный ролик и ответьте на вопросы:

Кто персонажи ролика? Кем они являются друг другу?
– Что мужчина заявляет о себе?
– Что они, скорее всего, сделают в результате?

http://rutube.ru/tracks/351052.html?v=ec49772fce98ad51577e72cd3c24b36d

2) Second showing:Посмотрите рекламу второй раз и продолжите фразу женщины, которая начинается со слов “А не стоит ли…”.

3) Practice: (handout, exercise 3) Используя модель просьбы из рекламы, сделайте следующее:

попросите друга поехать с Вами в Нью-Йорк
– попросите соседа по комнате поучиться с Вами вместе сегодня вечером
– предложите посмотреть российскую комедию
– предложите кому-нибудь сходить в гости к Джону.

5. Watching the video «Тренер»
1) First showing: questions
Во что играют эти люди? (вид спорта)
– Что спортсмены думают о своем тренере? Как они его описывают?

2) Second showing: complete the line
Продолжите фразу тренера, которая начинается словами «Ну чё, …».
Тренер вежливый или грубый? Почему он обращается к спортсменам именно так? Как бы вы перевели эту фразу на английский?

3) Practice: (handout, exercise 4) Используя модель просьбы из рекламы в следующих ситуациях:

– Вы хотите, чтобы друзья пошли с вами на концерт в пятницу;
– вы предлагаете друзьям поучиться вместе в кафе сегодня вечером;
– вы хотите, чтобы ваш брат поехал в Калифорнию не в июле, а в июне.

RU F10 ADV Football Hooliganism in Russia

Class theme/topics discussed:
Football Hooligans in Russia

How did you pick this theme or topic?
It’s part of contemporary Russian culture.

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

How did students react?
Understanding the video was difficult for them, but it was still interesting.
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, Internet.
Please attach a copy.
Lesson 23_Nov 18_Questions

Would you recommend this activity for a future class?
Yes.
Why or why not?
It introduces students to contemporary political/ cultural issues in Russia.

Advanced Russian
Lesson 23
November 18, 2010

1. News of the day.

2. Reading the handout – discussing the questions and vocabulary (see attached file).

3. Watching the video –
http://www.youtube.com/watch?v=E8_-9YjfKF0

4. Answering the questions, discussing the video, expressing personal opinion.

RU F10 INT Malysh i Karlson – Cartoon

Class theme/topics discussed:
Watching a cartoon: Малыш и Карлсон – часть 1

How did you pick this theme or topic?
n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Video, general discussion.

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, video.
Please attach a copy.
Lesson 24_Nov 28_Junior and Karlsson Questions

Would you recommend this activity for a future class?
Yes.
Why or why not?
This cartoon is part of cultural background that almost every Russian person has, so it is important to introduce the students to it.

Intermediate Russian
Lesson 24
November 18, 2010

1. Warm-up: News of the day

2. Introduce the cartoon: who? When? Where? Etc.

3. Watching the cartoon

4. Questions:

Персонажи мультфильма: кто они? Какие они?
– Что происходит в этой серии?
– Общее впечатление.

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