Students can use the Accusative Case to explain feelings (I hear, I see, I touch)
Students can describe different landscapes
Students can talk about natural disasters in Russia
Students can list lessons of nature
How did you structure the class?
Warm-up. Fill the form (10 mins) This assignment should be done outside. Students are given a form with a chart: I see, I hear, I feel, I touch. They have to write a list of things in the correct case.
2.Activity 1. Your Perfect Landscape (10 min) I show the students three typical landscapes in Russian and ask them to choose a landscape in which they would like to live. They should describe the reasons for their choice.
3.Activity 2. The most beautiful place in Russia (10 min) I ask students to choose the most beautiful natural place in Russia and present it to the whole class, showing it on a map and describing why they chose it.
4.Activity 3. Nanna Heitman As Frozen Land Burns (10 min) I show the students Nanna Heitman’s photo project about fires in Siberia and ask them to describe the photos. What do you see? Where do you think this is? How are people dealing with it? Then, I provide students with the background of the problem and ask additional questions. Why do forest fires start? Are there forest fires in your area? What are the negative consequences of fires?
5.Activity 4: Монеточка — гори гори гори
6. Wrap-up. Lessons from Nature (10 min) Think about the five lessons nature teaches us. What can we learn from nature? For example: Nature knows what is good for her
What worked well in this class? What did not work?
The class went well. Several of my students are very interested in nature, so it was especially helpful for them to learn new words related to nature and issues. The activity with the form helps a lot to practice the accusative case and also sets the students up for work because of the change of scenery.
How could this class be improved/ modified?
I recommend doing this class outside if possible. Then hands-on activities can be added.
Class theme/topics discussed: Let’s go to Japanese hospital
Goal of the class: increase vocabulary on medical field, learn the difference of medical / insurance system in Japan and US
How did you structure the class?
7th April 2023
16:15
Intro of Japanese pops: Haru yo koi by Yumi Matsutouya
松任谷由実 春よ来い
16:25
Reviewing the name of body parts (Detailed ver)
Reviewing vocabulary for symptoms, diseases, etc.
16:40
Activity 2
Talk with nurse in Japanese (skit, role play)
Create your own situation (i.g. Having stomachache, flu, etc)
Learning Japanese onomatopoeia in medical field to describe your symptoms properly
Switching the role as Patient and Nurses
Changing partners
17:15 End
What technology, media or props did you use?
Handout
What worked well in this class? What did not work?
The medical terms and body parts, it was great opportunity for heritage speakers too since there are several registers to say each part. (Children, Casual, formal, medical term) Students loved / hated about the onomatopoeia used in medical field.
Handouts below:
<<<< I will put the pic of the body parts which I hand draw.>>>>
Objective: By the end of the lesson, students will be able to identify and describe the main characteristics of the different political systems in French-speaking countries and their main differences.
Materials:
– PowerPoint presentation on political systems in French-speaking countries
– Handouts with vocabulary related to politics and government
– Audio recordings with native speakers discussing political systems in different countries
– Internet access for research
Warm-up activity:
Begin the class by asking students to brainstorm words related to politics and government in French. Write their responses on the board and review the vocabulary as a class. Then, divide the students into pairs or small groups of 3 and give them a list of French-speaking countries. Have them research the type of government each country has and write a brief description.
Activity 1:
Present a PowerPoint on the different political systems in French-speaking countries. Include examples of countries that use each system and the main characteristics of each system. After the presentation, divide the class into small groups of 2 or 3 and assign each group a different political system. Have each group research a French-speaking country that uses their assigned political system and prepare a short presentation describing the system and how it functions in that country.
Activity 2:
Play audio recordings of native speakers discussing political systems in different countries. Have students listen and take notes on the characteristics of each system. Then, ask them to work in pairs to compare and contrast the different systems and discuss which one they believe is the most effective.
To extend the lesson, you could ask students to research current political events in a French-speaking country and write a news report discussing how the political system is affecting the situation. You could also ask them to research political parties in a French-speaking country and create a presentation discussing their platforms and how they relate to the political system in that country.
This lesson can take between one to two hours depending on the activities you choose to do. It is better to take more time doing each activity and thus to dedicate 2 classes to this lesson
Objective: By the end of the lesson, students will be able to describe different French museums and their collections while learning French vocabulary related to art.
Materials:
– Computers or tablets with internet access
– Pen and paper
Warm-up
– The teacher introduces the topic of the lesson by showing pictures of famous French artworks or landmarks such as the Mona Lisa, the Eiffel Tower, or the Palace of Versailles. The teacher asks the students if they recognize any of them and what they know about them.
Presentation / activity 1:
– introduce various French museums such as the Louvre, the Musée d’Orsay, the Centre Pompidou, and the Musée Picasso, and explains their collections and history. Show pictures of the museums and explain where they are located in France.
– introduce vocabulary related to art such as peinture (painting), sculpture (sculpture), exposition (exhibition), artiste (artist), and œuvre d’art (artwork), etc.
Activity 2:
– divide the class into pairs or small groups of 3 and assign each group a French virtual museum to explore. The museums can be found on websites such as Google Arts & Culture or the museums’ official websites.
– provide a worksheet with questions for the students to answer while exploring the museum. The questions should include specific artworks or collections to look for and descriptions to write.
– encourage the students to use the vocabulary they learnt in class to describe the artworks and to write short paragraphs in French.
Wrap-up
– ask each group to present their findings and to show pictures of the artworks they have explored.
– lead a discussion on the different museums and their collections, and ask students to share their favorite artwork or museum.
– review the vocabulary and encourage the students to continue practicing by exploring more French museums or by watching French documentaries or films about art.
Objective: To introduce French online influencers and improve French language skills through watching their videos and engaging in related activities.
Level: Intermediate and advanced
Materials:
– Access to the Internet and YouTube
– Activity sheets
Introduction:
1. Introduction of the concept of French online influencers, what they are, who some of the most popular ones are, and what they typically do (vlogs, gaming, comedy, etc.)
2. Present the influencers that will be focused on in this lesson: Squeezie, Mcfly et Carlito, and Le rire jaune, and make a brief overview of their content and why they are popular in France.
3. Ask students if they have heard of any of these influencers before, and if so, what they know about them. Encourage a discussion to get students engaged.
Activity 1: Watch a video by Squeezie
1. Have students watch a video by Squeezie on YouTube, such as his “Je teste des objets insolites” series or QUI EST L’IMPOSTEUR ? (ft Eric & Ramzy) https://www.youtube.com/watch?v=J1Z1A46FknM .
2. While watching, have students take notes on any new vocabulary words or phrases they hear.
3. After watching, have students share some of the new words and phrases they learned. Create a vocabulary list on the board or in a shared Google doc online. What did they like/dislike about the videos?
Activity 2: Complete a listening comprehension activity with Mcfly et Carlito
1. Have students watch a video by Mcfly et Carlito, such as their CONCOURS D’ANECDOTES vs LE PRÉSIDENT DE LA RÉPUBLIQUE video ( this one is very long but you can show them just a part of it https://www.youtube.com/watch?v=neqCdyadqFA&t=156s ).
2. After watching, provide students with a worksheet with questions related to the video
3. Have students work in pairs or small groups to discuss their answers and ensure they understood the video/what was shown.
Optional activity if there is time left, or can be done in the next class:
Activity 3: Create a sketch inspired by Le rire jaune
1. Introduce students to Le rire jaune, a famous French YouTuber who creates comic videos.
2. Have students watch a few of his videos and identify common themes or elements (e.g. humor, sarcasm, pop culture references).
3. Divide students into small groups and have them create a short sketch inspired by Le rire jaune. Encourage them to incorporate some of the elements they identified in his sketches.
4. Have groups perform their sketches for the class, allowing time for feedback and discussion.
Conclusion:
1. Review the new vocabulary words and phrases learned throughout the lesson.
2. Ask students to reflect on what they enjoyed about learning French through online influencers. Did they find it engaging? Did they feel like they learnt anything new?
3. Encourage students to continue watching videos by these youtubers and other French influencers as a way to continue improving their language skills outside of class.
Class theme/topics discussed:Introduction – Body Parts
Goal of the class:
Students can name the parts of the body using Russian correctly.
Students can show the parts of the body
Students can pronounce the parts of the body in Russian aloud and confidently.
Students can identify the written form of body parts correctly
How did you structure the class?
Warm-up. New Vocabulary (10 mins) I show students pictures of body parts and ask if they can name them. If not, we pronounce the words together. After I show some pictures, I show a body part on myself and ask: Are these eyes or a nose? Then, I just ask what it is or show me (the eyes).
Activity 1. Link the cards. (10 min) Work in small groups. I prepared two groups of cards in front of the class: pictures of body parts and names of body parts. I form two groups and ask the students to connect the body parts to their picture. You can add an element of competition: who is the fastest.
Activity 2. Describe a picture (10 min) Students already know colors and some adjectives. I show the students pictures and ask them to describe what they see. What color are her eyes? What kind of head does he have? Etc. This way students learn new words and find them in the picture.
Activity 3. I’m in pain (15 min) I introduce students to new phrases: у меня болит/болят И я болею/ты болеешь, and explain the difference between them because in English it’s just I am/ You are sick. Stand in a circle. I prepare the body part cards and hand them out to the students. Then I say a phrase, for example, I have a headache. Students must show a picture of their head, etc.
Wrap-up. Pantomime(10 min) Each student shows a very dramatic skit with what hurts. I ask the question: What hurts? ЧТО У ВАС БОЛИТ? ЧТО У НЕЁ/НЕГО БОЛИТ. The students answer: У НЕЁ/НЕГО БОЛИТ…
What worked well in this class? What did not work?
The class was fantastic. The students actively participated in all the activities. The class is structured in such a way that the students are constantly moving and can’t get bored, their attention is constantly on the teacher. The only difficulty is that there is a lot of activities in this class. So you have to keep a close eye on the time if you want to perform all the activities.
How could this class be improved/ modified?
I might change one assignment to a song that mentions body parts.
Goal of the class: The students learn vocabulary related to sports and Spanish athletes
Class structure:
Warm-up:
What sports do you like to practice?
Have you ever played basketball? How was it?
What is your favorite sport to watch on TV? Why?
Activity 1: Vocabulary check
In pairs they have to decide how to say these words in Spanish:
-soccer
-basketball
-tennis
-swimming
-cycling
-track and field
-skiing
-snowboarding
-surfing
-boxing
Activity 2: In pairs/as a group
-Do you know any famous Spanish athlete?
-What sport do they practice?
-What was the biggest prize they have won?
Activity 3:
What of these athletes do you don’t know? Find information about them and share it with the rest of the class.
-Rafael Nadal
-Pau Gasol
-Andrés Iniesta
-Mireia Belmonte
-Alberto Contador
Activity 4:
-Do you like to watch the Olympic Games?
-What Olympic sport is your favorite?
-What is the country with more Olympic Medals?
Backup:
Have you ever been to a live sport event?
How was the experience? What do you remember about that day?
Resources used:
Powerpoint, google
What worked well? What did not work?
This class worked pretty well, they shared they experiences with each other. The only problem for me was that I was expecting 4 students and only 2 arrived, so it was not as dynamic as I expected.
get to know the German political parties and their programs. form your own opinion about important issues in a country. what is important for me or for society.
Warm Up
Where is which city in Germany? the students had to take a quiz on different cities on the Germany map positions.
Activity 1
I showed the students the colors of the six major parties. What do you associate with which color? What do colors stand for? What do they stand for in a political sense?
Activity 2
Input about the programs of the German parties from My Side. Results of the last elections were shown. – Which points are of great importance to you? – If I were head of a party, what things would you focus on? – What colors and what name would your party wear?
Activity 3
Voting at 16? sensible or not? Discuss advantages and disadvantages
What worked well in this class? What did not work (and how could it be improved)?
The lesson was very well received by the students and was also requested as a proposal in the first lesson. the two participants were able to represent their opinions very well and participated very strongly. The students were also very interested in the input about the German electoral and party system.
Criteria that speak for and against a uni. What is important for me. How do I know which university suits me?
Warm Up
state land river game
Activity 1
If you could choose any university, which one would you attend? Top 3 What would you study? / Would you change something?
Activity 2
What characterizes your university? What do you find good? Imagine you are the head of your university. What would you change?
Activity 3
I told the students about the best German universities. Where they are located geographically and what sets them apart. We also talked about factors that make universities popular and important. But also, which cities they would fit into if they wanted to study in Germany in the future. By means of a quiz. Create a ranking with the most important things for you that a university should have. Ranking 1-10 (1= very important, 10= not so important)Do you already have an idea what you want to do after graduation?Abroad, travel, master, work…. Do you have a dream job?Why? What fascinates you about it?
What worked well in this class? What did not work (and how could it be improved)?
The students have requested this topic and have shown great interest in talking about it. So little had to come from my side, because the motivation in this hour was very high. It was interesting to see which factors are important for the students at a university. I would change very little here. Time was a bit short at the end and we did not get through all the questions, as some questions were discussed for longer. You could shorten the hour depending on the class size.
The students absolutely loved the class and they spent the rest of the semester talking about this couple. They asked so many questions that the class went super fast.
Goal of the class: The students learn the basic vocabulary to survive in a Spanish-speaking country in case they get sick and have to go to the doctor.
Class structure:
Warm-up: Brainstorm: parts of the body and diseases
The students have 3 minutes to brainstorm about this topic.
Activity 1: Useful vocabulary
Hola, quiero pedir hora para una cita.
Doler: me duele el estómago/me duelen las rodillas
Estar: estar resfriado/a, mareado/a, enfermo/a, herido/a
Tener: tener fiebre, covid, tos.
Dermatólogo, oculista, cardiólogo
Tarjeta sanitaria, radiografía, ecografía, análisis de sangre, análisis de orina, una receta, una receta, farmacia, pastillas, jarabe, la crema
Ir en ayunas, la baja/el alta
Una operación de corazón/apendicitis
Activity 2: Situation
Juan tiene dolores abdominales desde hace unos días y tiene que ir al médico de cabecera para la revisión. Naima, su cuidadora, pide una cita y lo acompaña a la consulta.
The students have to come up with a theatrical situation with the following characters: Juan, Naima, the doctor.
The students show their theatrical piece to the rest of the students and, after that, I show the students one video with the actual situation and they ask question related to vocabulary.
Resources used:
What worked well? What did not work well?
This class went very well. The students had a lot of questions, so three activities were enough. They were very interested when I explained them cultural things as the ”tarjeta sanitaria europea” concept.
Goal of the Class: Students discuss on stereotypes they have on French people; they also learn about the various stereotypes existing in different regions of France and also different kind of expressions used in daily speech and referring to these stereotypes. Students practice their listening and speaking skills by watching videos in French on the topic, and then discuss about it both in groups and then with the whole class
Warm-up : 10/15 minutes
Intermediate and advanced : Par groupes trouvez 5 clichés que vous avez sur les Français (in groups find 5 clichés/stereotypes that you have about French people). I gave students 10 minutes to talk about it in groups and then I asked each group to share what discussed. Then I showed them a picture of different typical stereotypes existing about French people around the world with vocabulary included and further explanation of them if needed.
Input:
As a transition towards the first activity, I gave them three commonly used expressions in French that are related to stereotypical traits generally assigned to French people: Grande gueule (talk too much, is too direct), dragueur (flirty), nul en langues (bad at languages)
Advanced: for advanced I added more specific cultural input on various stereotypes depending on the regions in France:
En France, selon les régions il y a aussi des clichés différents: Par exemple, on dit qu’en Bretagne il pleut tout le temps, à Paris les gens sont hautains et arrogants (haughty and snobbish), en Alsace ils mangent que de la choucroute (plat traditionnel avec du chou), la Normandie est principalement peuplée de vaches.
Ce ne sont que des stéréotypes et donc pas totalement vrai! par exemple, en Bretagne il ne pleut pas tout le temps (mais souvent) et beaucoup de Parisiens sont très gentils (pas tous)
Activity 1: In groups still I then asked them to discuss the following questions revolving around stereotypes on Americans:
Quels sont d’après vous les stéréotypes que les personnes étrangères ont sur les Américains ? (What do you think are the stereotypes that foreign people have about Americans?)
Est-ce qu’il y a des stéréotypes spécifiques pour chaque états des Etats Unis? Donnez des exemples (Are there specific stereotypes for each state in the United States? Give examples)
Est-ce que vous connaissez des clichés sur d’autres pays Européens comme l’Italie, l’Angleterre, l’Espagne, etc.? (Do you know any clichés about other European countries like Italy, England, Spain, etc.?)
After they discussed for about 10-13 minutes, we exchange as a class and then I gave them some stereotypes we have in France about Americans:
Les Américains mangent mal et il y a des fast foods partout
Les Américains sont très patriotes
Il y a plus d’armes (guns) que d’Américains
Les Américains n’ont pas d’assurance santé
Les gobelets rouges (red cups) dans les fêtes étudiantes
Les ‘Hugs’ pour dire Bonjour
Activity 2: this second activity is centered on a video I showed them. One is on how Europeans living in France and speaking French fluently view French people, and the other one is similar but is an interview of non-European people living in France.
Intermediate:
En regardant la vidéo, notez les mots que vous ne connaissez pas sur une feuille de papier ou votre téléphone portable (While watching the video, write down the words you don’t know on a piece of paper or your cell phone)
Les Français vus par des Européens (how Europeans see French people) :
Quels sont les clichés/stéréotypes mentionnés dans la vidéo? (What clichés/stereotypes are mentioned in the video?)
Then I showed them some slides I created with photos on new vocabulary mentioned in the video, here is an example:
Advanced:
Quels sont les clichés que certaines personnes hors d’Europes ont sur les français?
Quelles sont les habitudes / les comportements typiquement français ?
Last activity : Les gestes et expressions typiquement francais – French also speak using gestures. This video is very funny and explains some of these common gestures used in the common speech in France:
1- j’ai les chocotes/ça fait peur/c’est flippant/j’ai peur
2- I’m drunk
3- j’en ai par-dessus la tête/j’en ai marre
4- ça m’énerve!
5- et toc! / dans ta face
6- les doigts dans le nez (it was easy)
laquelle intégreriez-vous dans votre vie de tous les jours ? (Which one-s would you incorporate in your everyday life?)
Est-ce que vous utilisez des gestes quand vous parlez? (do you use gestures when you speak?
Feedback/end of the class: give one or two words that you learnt today, how many times do you think people do ‘la bise’ in France to introduce themselves?
Reflection: This class went so well both in the advanced and intermediate classes. The students were participating a lot and we ended up having very interesting points and elements of discussions raised all throughout the class. These classes definitely showed that conversation classes are much more than just practicing the target language, they can also be an opportunity to learn and enlarge point of views, knowledge on various topics/issues, etc. This class led to deep and meaningful exchanges as a whole class.
Warm-up. I hang a picture of a person on the board, then I ask students to write the body parts they know. All together they come to the board and brainstorm the vocabulary.
Activity 1. Word Pairs I print out words on pieces of paper (long, short, light, dark, curly, straight, etc.) and pictures. Students find pairs in pairs, so the pictures are paired with the words.
Activity 2. Vocab Presentation Show pictures of celebrities and ask what kind of hair they have – short or long, curly or straight, etc. Then make it harder and ask students to describe the celebrity’s picture on their own.
4. Activity 3. Connect the description with a picture.
5. Activity 4. Roll a face 3 teams. One person draws on the board. Team members roll dice to each category: face, nose, etc. and describe it to the artist. F.e. short curly hair. At the end, students have a face and must describe it. Then they exchange pictures with each other and guess what the elements are.
What worked well in this class? What did not work?
The students knew many words related to appearance and body parts. It was more difficult for them to work with description words such as long/short hair, curly/straight hair. However, I tested their knowledge after a couple of days, and they did well. They found the last task a little difficult because they could not find the vocabulary to describe certain elements in the pictures. I encouraged them to use gestures.
How could this class be improved/ modified?
I would change the last assignment a bit, so that it would be easier for the students to describe the pictures using vocabulary they know. Despite that, the lesson went well.
Learn vocabulary about diseases, health concerns, and treatment
Get acquainted with Russian medication and traditional medicine
Describe symptoms in Russian
How did you structure the class?
Warm up (10 min): Discussion 1) How often do you get sick? 2) Do you prefer to take medicine or wait for symptoms to go away? 3) Do you believe in traditional medicine? What methods do you know? 4) Do you know how to provide first aid?
I ask students to discuss those questions in pairs.
2. Activity 1. Vocabulary (10 min) I show students pictures of people having common symptoms and ask them to try naming what they see. It helps me to learn how much they know. I also provide them with the printed handout with vocabulary, so they can use it for future activities.
3. Activity 2. What kind of medication is appropriate? (10 min) I show my students pictures of people with different symptoms and popular medication that you can find in a pharmacy. They have to describe a picture using vocabulary from the past activity and find the most appropriate medicine reading its package.
4. Activity 3. Situation: Your friend is sick (10 mins). We look at the pictures of people being sick. Students have to “go to a pharmacy” and describe a pharmacist their friend’s symptoms. A pharmacist has to recommend a customer medicine from the past activity that they think suits their need the best.
5. Activity 4: Traditional Medicine (7 min) I show my students pictures of common traditional ways to treat some symptoms. Then, I ask for students’ opinion on what the purpose of the products they see is.
6. Activity 5: Help them with traditional medicine (10 min) I show students situations of people being hurt or having symptoms. What kinds of Russian traditional medicine they would use?
What worked well in this class? What did not work?
Students loved the topic. We had many real-life situations and role plays that students seemed to enjoy. I believe that gradual development of vocabulary and descriptions work well in the class. The only thing is we did not have enough time to finish all the activities that I have prepared.
How could this class be improved/ modified?
I would dedicate two classes to this topic. There are more activities that could be added, and it would not be as rushed.
Language and Level (intermediate or advanced class):Intermediate
Class theme/topics discussed:Self-introduction
Goal of the class:
1.Let the students and I get to know each other
2.Set the goals for the semester
3.Create a good atmosphere among the students
How did you structure the class?
Warm-up
Greetings and some chitchats with students;
2. Mini presentation about myself (7 min):
开学第一天，今天你做了多少次自我介绍呢？How many self-introductions have you done during the first day of class?
About me:
① Basics ② Some fun fact about me ③ My summer vacation in Britain
Activities
1.Ice-breaker (13 min)
1) Brainstorm different aspects about themselves, i.e. hometown, major/minor and hobbies etc.
2) Draw a picture briefly about yourself & introduce yourself to your partner.
My demo:
Group work: Listen & Draw (25 min)
Think about your summer break: Where did you go? What did you do? Etc.
Tell them to your partner;
Your partner draws them down on the worksheet;
Introduce your partner & his/her summer break to the whole class.
Regulations & Conversation Class Agreement (8 min)
Conversation Class requirements & regulations;
Sign Conversation Class Agreement.
A survey (7 min)
Write down your expectations and goals for this semester: what would you like to gain from the class? What topic are you interest in?
1)Brief introduction of the class and my requirements (and why) about the lesson(Daily proformance & LT requirements); (3 min) I used some English here in this section.
2)Agreement form signing and returning. (3 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
Class Agreements
Attendance sheets
Handouts
What worked well in this class? What did not work?
Everything went as planned and turned out to be really well. I had 7 students in this group, with 2 repeating students and 5 new students whom I’ve already met in last year’s language tables. We got acquainted very fast, and I had a really good feeling about this class. The vibe was great! 3 students actually had a very good level of mandarin. We had a conversation them after class, but they told me 1) they are friends and really want to take the class together; 2) they are seniors and their time schedule won’t allow them to take ADV class on Tuesday and Thursday. During the class they did show patience and helped the other students quite a lot, especially in group work since I assigned them in pairs with real INT level students together, I think let them study should be OK. One thing that I could do better is time arrangement. 2 students didn’t finish the survey so I let them hand the survey to me next class.
How could this class be improved/ modified?
Shorten the Group work: Listen & Draw part a bit and give students a bit more time on the survey, or tell them it’s ok to answer in English for this time since it’s a lot harder to answer everything in Chinese.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
learning new vocabulary on sustainability, ecology, urban spaces. Discussing current issues regarding the building of the citites of the future
use of the future and conditional tenses in French
Warm-up:
Quelle est ta ville préférée, pourquoi?
À quoi ressemblerait pour toi la ville du futur idéale?
En quoi les villes du futur seront-elles différentes de celles d’aujourd’hui ?
Si vous étiez maire d’une ville (city mayor), quels changements apporteriez-vous à votre ville pour qu’elle soit une vrai ville du futur ?
Quelle ville choisirais-tu comme capitale du monde et pourquoi ?
Activity 1 : À quoi ressemblera la ville du futur ?
Selon la vidéo, quel est le pourcentage de personnes qui vivront dans les villes en 2050? (According to the video, what is the percentage of people who will live in cities in 2050?)
Quelles actions les villes d’aujourd’hui doivent prendre pour devenir des « villes vertes »? (What are the actions modern cities need to take to become “green cities”?)
Vocabulary input following the videos on words/expressions used in it:
Pionnier – pioneering
Climat – climate
Vivre en symbiose avec la nature – live in symbioses with nature/the environment
Consommation – consumption
Urbanisation croissante – growing urbanisation
Recycler – to recycle / recyclage (nom) – recycling
Cultiver – to grow (food, etc)
Citoyens – citizens
Protéger/respecter l’environnement – protect/respect the environment
Energie renouvelable – renewable energy/power
Activity 2: Construisez la ville de demain (imagine/create the city of tomorrow)
Quels sont pour vous les critères de la ville idéale du future? (listez les au tableau/sur un feuille de papier ou votre ordinateur/telephone)
1) Imaginez que vous êtes des architectes célèbres. Vous devez réaliser un croquis et une brochure descriptive d’une ville du futur. Votre objectif est d’attirer des investisseurs pour pouvoir construire cette ville, quels seront les critères important pour rendre votre projet unique et pionnier? (nouvelles technologies? Respect de l’environnement/écologique?, etc). Soyez créatifs!
2) Présentez votre projet devant toute la classe (present your project to the class)
Know stereotypes and describe them with adjectives. Form opinions about them and be able to explain them
Warm Up
City land river game
Activity 1
Video about German stereotypes with subtitles. The text of the video was printed, and the most important adjectives underlined. Input on the descriptive features – adjectives of the video. I – You – We (Think – Pair – Share) What can you see on the picture? Describe what the picture has to do with Germany?
Activity 2
What is your experience with stereotypes? What do you think about them? True often/ True sometimes/ Not true at all?
Activity 3
What stereotypes are there about the 5Cs 😀 Which ones about other countries?Do you know any stereotypes from TV? NerdsCheerleaders egos?Athletes? What are these stereotypes like? Find adjectives to describe these stereotypes Think of a stereotype Act out the stereotype
What worked well in this class? What did not work (and how could it be improved)?
The topic of stereotypes was very well received by the class. Since many students in this class come from different countries, it was very interesting conversations about possible stereotypes. The warmup game also went very well, in which the students had to find a city, a land, a river, a food and a brand for a certain letter. Stereotypes is an interesting topic for multicultural classes.
Language and Level (intermediate or advanced class):Intermediate
Class theme/topics discussed:Speed Dating
Goal of the class:
dating/relationships/vocabularies to describe a person and have a date in the target language.
How did you structure the class?
Warm-up
Take attendance and greet the students (5 min)
What adjectives do you use to describe a person? Write them on whiteboard. (10 min)
Activities
Activity 1: Are these green or red flags? (15 min)
The following sentences will be presented on screen and students need to judge whether they are red flags or not and tell the class why.
他/她不喜欢高中音乐剧。
他/她不把你的感受当回事，说你是疯子。
两个人有一样的目标和生活方式。
他/她批评自己的前任（ex）。
他/她偷看你的手机。
他/她的爸爸妈妈拥有一家公司。
他/她对自己的家人不好。
他/她的所作所为（what they do & what they say）和他/她说的一致。
他/她认为你的工作并不重要。
他/她不知道Canada在哪里。
他/她很真诚，并且你们彼此（each other）信任（trust）。
他/她尊重你的个人空间。
你听他/她的，但她/他不听你的。
他/她已婚（married）。
他/她非常非常有钱。
Activity 2: Create your Hinge Homepage. (10 min)
Activity 3: Speed date. (20 min)
Draw lots: 1 red flag & 1 green flag.
Requirement: act as if you have the personalities during the speed date.
5’ each round (2’30’’ ask; 2’30 answer). 7 students+ me 4 rounds in total.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
The class went really well & students were really passionate about the topic. We had so much fun during this session and I could feel everyone enjoyed the class. We were running out of time a bit at the end since students were really into their characters, but we managed to finish the class at 17:20.
How could this class be improved/ modified?
A bit shorter on creating Hinge profile.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
This class was done online and could also be done in person.
Warm –up (10 minutes) –group discussion = (main zoom chat : send the link of the Google Doc with vocabulary on the routine as well as the following questions students have to discuss in breakout rooms)
•Quel est selon-vous le WE idéal? Qu’est-ce que vous aimez faire en général le WE? – What do you think is the ideal WE? What do you usually like to do on weekends?
Activity 1: Video ‘French people describe their WE’ (20 minutes –8 minutes for the video, 10 minutes for the group discussion) https://www.youtube.com/watch?v=unmu4yKfBg0
• Instructions: jot down what you understand from the video –écrivez sur une feuille de papier / sur votre ordinateur -ce que vous comprenez dans cette vidéo: Quelles sont les activités que les personnes interviewées aiment faire le week –end ? – What are some activities that the persons interviewed like doing on Weekends? Qu’est-ce qu’ils aiment faire avec leurs amis ? – What do they like doing with their friends?
Then we discuss it as a class and the students share what they understood and think about it –10 to 15 minutes –
Vocabulary input: What do these words mean? (Habituellement, Je bosse, aller en boîte, le confinement, se balader, faire un tour à…, profiter, la province); If there is some time left I propose a game they would play in Breakout rooms– ‘Qui est-ce?’ OR ‘Tu préfères’:
Tu préfères…Voyagez dans le monde entier sans pouvoir revenir à ton pays d’origine ou jamais sortir de ton pays ? Arriver toujours 1 heure avant à tes rendez-vous ou toujours arriver 1 heure en retard ? Passer toute ta vie à manger de la junkfood ou ne plus jamais manger tes plats préférés ? Vivre dans la maison de tes rêves dans un quartier chaud ou vivre dans une maison moche dans le quartier de tes rêves ? Être pauvre aux côtés de l’amour de votre vie ou être multimillionnaire sans jamais connaître l’amour ?
Resources:Vocabulary sheet (google doc provided)with expressions and words to be able to talk about one’s routine, Zoom Screenshare, Youtube, Powerpoint
Class theme/topics discussed: Konjunktiv & Kunstfreiheit (Teil 1) [Zoom-class]
Goal of the class: Learn about “Konjunktiv II” (When and how to use it) Discuss “Kunstfreiheit” (artistic freedom) Put pictures in relation to “Kunstfreiheit” and discuss their historical context Compare artistic freedom in Germany and the US Discuss the content of a music video based on isolated pictures
How did you structure the class?
4.15 – 4.20: Welcome (Welcoming students to class, talking about how they feel and getting all the technology starting)
4.20 – 4.33: “Was würdest du machen, wenn…” (Practicing the Konjunktiv II with the “würde”-form, e.g. “What you would do if you were to win a million dollars?” “I would buy an island if…”. Students join breakout rooms and ask each other one of the two questions in groups of 2-3 people. Three rounds with 2 questions each + always different groups)
4.33 – 4.37: Review Konjunktiv II (short review of when to use and how to use the Konjunktiv II with its two forms. One of them the “würde”-Form, which we practiced in the task before)
4.37 – 4.45: “Kunstfreiheit” + pictures (The term “Kunstfreiheit“ (artistic freedom) is introduced and students are then asked to look at 4 pictures, describe them, tell the group what is depicted in the pictures (and the context) and then put that in relation to “Kunstfreiheit”. If the students do not know about some of the pictures, the teacher can help them and explain their context. After that we take a quick look at how artistic freedom is embedded in the basic law for Germany)
4.45 – 4.55: “Kunstfreiheit” experiences (students join breakout rooms first, and then come back to share with the group. They are asked to share their experiences with artistic freedom. Either because something that they themselves were involved, or something they have heard of and that has a relation to artistic freedom
4.55 – 5.00: “Danger Dan” impression (“Danger Dan” is the name of the musician we are going to hear a song from. The students are asked to share their impressions when hearing the name)
5.00 – 5.05: Pictures from the song (students see 4 pictures from the music video to the song “Das ist alles von der Kunstfreiheit gedeckt”. They are rather provocative and can be interpreted in different ways and the students are supposed to share their impressions of those pictures, and also what they think the video could be about and what it is supposed to express. Students discuss that in breakout rooms)
5.05 – 5.10: Watch music video
5.10 – 5.15: Music video impressions (students share their impressions from the music video and compare it with what they had shared before, when they just saw 4 isolated pictures from the music video)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Power Point Presentation Zoom (+ Breakout rooms) Pictures & videos (see Power Point Presentation)
What worked well in this class? What did not work (and how could it be improved)?
The introduction worked really well because the students seemed to be really engaged with the questions, as they had a lot of fun thinking about those scenarios and “what they could do, if…”. Also, it was a really good introduction and transition to explaining the Konjunktiv II, which is used a lot by Danger Dan in his song and therefore offers a great grammatical foundation for working with the song later on.
When we looked at the pictures, the students were able to identify most of them and put them in connection to artistic freedom. I chose the pictures because two of them are important pieces in the history of Germany, the Charlie Hebdo-picture is important in the context of contemporary European affairs, and the last one was a fun, little story that is connected to artistic freedom. We took a look at the basic law, and the exchange of their “Kunstfreiheit” experiences was really interesting. Same can be said for talking about the name “Danger Dan” and the pictures from the music video. Finally, we watched the music video and the students shared their impressions. Generally, it was a good mix of learning about current affairs in Germany, pop-culture and Konjunktiv II on the one hand, and sharing their impressions, thoughts and experiences on the other hand.
Class theme/topics discussed: Konjunktiv & Kunstfreiheit (Teil 2) [Zoom-class]
Goal of the class: Analyze the lyrics of a song (describe in own words/research context/interpret what artist wants to express) Compare different parts of a song with each other Discuss differences and possible interpretations Discuss whether the song “Das ist alles von der Kunstfreiheit gedeckt“ is an example for Kunstfreiheit or Beleidigung (insult) Discuss whether Böhmermanns „Schmähgedicht“ is an example for Kunstfreiheit or Beleidigung
How did you structure the class?
4.15 – 4.23: Recap (Recap last class and thereby make a transition to this class’ topic)
4.23 – 4.35: Group work (students have to get together in 3 groups and analyze the lyrics of one verse based on 3 questions that ask them to describe the lyrics in their own words, research the context of the song and interpret what the artist wants to say and how he writes his song in order to achieve that message. Each group meets in one breakout room, while they have access to the questions and a vocabulary list on our GoogleDoc)
4.35 – 4.55: Presentation group work (Each group presents their findings according to the 3 questions that were given to them – there is a particular emphasis on finding the Konjunktiv-forms, as they are an important instrument for Danger Dan in his song and also connect to the last class and the grammatical topic)
4.55 – 5.00: Bridge (We look at the bridge of the song and try to analyze in which ways it is different from the rest of the song and why that is the case)
5.00 – 5.07: Positionsline + discussion (students have to locate themselves along a position line ranging from Kunstfreiheit to Beleidigung. Based on that they have to discuss their own position)
5.07 – 5.13: Böhmermann-Affäre introduction + video (Most students probably see the song as an obvious example for Kunstfreiheit, thus I present them a case that could be more critical to evaluate. The so-called “Böhmermann-Affäre” is introduced in a few minutes, and then we watch the video of it)
5.13 – 5.20: Positionsline + discussion (students are again asked to locate themselves along the same position line and then discuss what led them to their judgements)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Power Point Presentation Google Doc (Questions + vocabulary list) Zoom (+ Breakout rooms & annotate functions) Pictures & videos (see Power Point Presentation) (Jan Boehmermann Erdogan poem) https://vimeo.com/163537121
What worked well in this class? What did not work (and how could it be improved)?
This class worked really well! It was a good conclusion to this 2-class-topic, which connected a song as a cultural element, with an important contemporary topic and a grammatical input. The class had different elements (discussions, group work, interpretations, media consumption etc.), a coherent structure and a few take-home messages.
The addition of a vocabulary list to the group work was very important and ensured efficiency, which allowed for a greater focus on the presentations and the discussions later. In those discussions, the students were really engaged and seemed interested in both the topic as well as the others’ opinions. The position line worked really well and also as I expected (everybody saying it is Kunstfreiheit), which allowed me to introduce the “Böhmermann-Affäre” as a less clear-cut example for that topic. It is worth mentioning that the class ended about 5 minutes later – which is acceptable considering the complexity of the topic and the importance of the last discussion.
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