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.
Goal of the class: learning about important figures and periods of French history
Warm-up: in pairs or groups of 3 they start discussing the following questions related to French history and historical figures
Est-ce que vous aimez l’histoire?
Quelle est la période de l’histoire de votre pays, et/ou d’un autre pays, que vous préférez?
Si vous pouviez remonter le temps, dans quelle période de l’histoire iriez-vous et pourquoi?
Y a-t-il un/des personnage-s historique-s que vous admirez?
Connaissez-vous les noms de personnages historiques connus dans l’histoire de France?
Y a-t-il une période de l’histoire de France que vous connaissez mieux que d’autres?
Activity 1: Les personnages clés de l’histoire de France
The main activity was a game I created for the students to learn about important figures of French history. I created 4 groups of students who had to work together and match different pictures/paintings of popular French historical figures with their main role in French history, their profession/main activity (what they are basically well-known for) and the century they lived in. (Associez les images des figures historiques françaises à leur nom, le siècle dans lequel ils ont existé et leur rôle/activité principale pour laquelle ils sont célèbres)
Activity 2: l’histoire coloniale de la France
This second activity was designed to conclude the class talking about a significant aspect/part of French history that is colonialism. I started by giving the students information and dates related to French colonies, etc. Then students watched the first 10 minutes of a documentary in French showing archive videos and images on this period of French history.
les Colonies Françaises:
La France des colonies (1830-1939): « À partir de 1830, la France se lance à la conquête du monde et au début du siècle suivant (20eme siècle) elle contrôle 1/10ème de la surface de la terre. Son empire, le deuxième après celui de la Grande-Bretagne, comprend le Moyen-Congo, la Côte d’Ivoire, le Dahomey, la Haute-Volta, le Soudan français, la Centrafrique, la Guinée, le Niger, le Tchad, la Mauritanie, Madagascar, l’Indochine, le Maghreb et des terres en Océanie” – (Source: caminteresse.fr)
Ressources : Powerpoint, Youtube, a game that I created (matching photos of great figures from French history with their role in history/profession/main activity, and the century they lived in)
Reflection: This class was extremely interesting both for me and the students. It was challenging to match all the pictures/figures with who they were and when they existed, but it was fun, interactive, and instructive. This class opened further discussion on French history, history in general, and colonialism
Credit to: INES FISTER, DE F17 INT German Parliament – Bundestag (I modified her class for online. Had the group research be homework so we had more time to discuss current politics and added some explainity videos.)
Day and Date: 11/10/2020
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: German government and current politics
Goal of the class: Discuss current politics and trends in Germany
How did you structure the class?
A) Warm-Up: How do you feel right now that the US election is over? Did you celebrate?
B) Discussion: Did you know yesterday was the first anniversary of the fall of the Wall in Berlin? How much do you know about that? Fill in knowledge gaps, if needed with a short video: https://www.youtube.com/watch?v=XxWn75LSO48
C) Homework Recap: Students present their research about a German political party each. Then talk about 6 major parties in Germany and where they are on the spectrum. Look at how large each party is in the Parliament. Discuss some topics the parties have discussed recently or topics the students are especially interested in.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)Prop: Share Screen function in Zoom, Chat, Youtube, Google Sheets, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
I modified the previous lesson plan to having the students each present a party that was prepared as homework, because they seemed to be interested in the current policies and we had more time to talk about that this way. But the research could also be done during the class. I assigned each a party, so we didn’t hear about the same party several times.
How could this class be improved/ modified?
I would leave as is. I asked the students which direction they wanted to go deeper in and they wanted to know more about parliament elections. They were very interested and engaged this way.
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.
Language and Level (intermediate or advanced class): Intermediate & Advanced
Class theme/topics discussed: St. Martin’s Day
Goal of the class: Learn about German culture and master casual conversation
How did you structure the class?
A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?
Watch short cartoon about St. Martin:
B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.
Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).
C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)Props: Share Screen function in Zoom, Chat, Youtube, Spotify, Course Website as a resource for homework and reference.
I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).
What worked well in this class? What did not work?
The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.
How could this class be improved/ modified?
I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.
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.
Language and Level (intermediate or advanced class): Intermediate/Advanced
Class theme/topics discussed: Oktoberfest
Goal of the class: Know how to order foods and drinks & how to give compliments/small talk
How did you structure the class?
A) Warm-Up: Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)
*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)
Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)
B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.
How could this class be improved/ modified?
Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.
We read the highlights of the famous Ann Arbor Speech – and I read from the full text on http://fit4brain.com/408 Discuss. What’s your favorite piece of advice? What is the most relevant today? How can we tell this was meant for American students?
Review different ways of saying you are sorry across formal and informal registers
Structure of the class (unless you attach your lesson plan below):
Activity 1 Video – President’s Yeltsin Resignation/New Year 1999 address – 15 minutes
https://www.youtube.com/watch?v=yvSpiFvPUP4 We watch all 11 minutes of Boris Yeltsin’s famous “I’m leaving” address on New Year’s Eve 1999 where he resigns, asks the Russian people for forgiveness, asserts the “bright future” agenda and appoint a successor, Vladimir Putin, who is part of new “energetic, smart generation”. We discuss Yelstin’s ways of asking forgiveness
I show a small article on the screen – why do politicians apologize so rarely? http://www.aif.ru/dontknows/1221832 And then we discuss what American politicians sometimes apologize for (Handout 1, adapted from here http://tv503.com/?p=9995). Each student gets one politician, they read out their “story” and I write expressions of apology/sorry on the board.
Activity 3 – How could you! – HANDOUT 2 – 15 min
Each gets one “mistake” and they say it to their neighbor – how could you not visit Grandma at the hospital? And the neighbor has to apologize.
Activity 4 – Open house – 15 min
We discuss ideas for the Oldenborg Open house and look at funny word play sentences (HANDOUT 3)
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
What worked well in this class? What did not work?
This class went very well! I am glad we did some hardcore political analysis watching Yeltsin’s speech, which is incidentally also very easy to understand. Watching it 15 years later is quite extraordinary, and it explains so much of what’s going on in Russian politics right now. In other activities we progressively lightened it up. Again, there was a great balance of listening (video in Activity 1), speaking (all the discussions), and reading (Activity 2).
How could this class be improved/ modified?
Please attach your lesson plan and handouts for this class below – if you used any.
Language and Level (intermediate or advanced class): Chinese Intermediate 011
Class theme/topics discussed: Mid-autumn Day (Moon Festival)
Goal of the class:
Get the students to know an important traditional festival in China—Moon Festival;
Enhance the students’ interest in Chinese culture.
How did you structure the class?
Introduce the topic—history, customs, and stories (15 mins);
Show some moon pictures taken in different parts of China to celebrate Moon Festival;
Tell the students how to celebrate this festival in China via some videos:
http://www.56.com/u71/v_NzU4MTQxNzI.html
Get the students to have a group discussion about how people celebrate family reunion in their home countries, and invite them to have a taste of Chinese moon cakes.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Videos, pictures, powerpoint, handout for new words about the theme
What worked well in this class? What did not work?
Introduction to this festival and group discussion worked very well, because they are quite interested in Chinese culture and celebration of this festival. They really appreciated eating moon cakes.
How could this class be improved/ modified?
No. Everything was fine and they had great fun.
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.
-I shared my power point describing history of Kimono and we watched a youtube video of Kimono store owner’s speech about the history and decline of Kimono atched a youtube video of popularity of Kimono in America
(2nd activity Discussion)
-Discussed about beauty as well as issues of Kimono
(3rd activity Making project)
-Using my project outline, students worked in pairs to planed their projects to help restore Kimono tradition
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
TV, youtube , PowerPoint
What worked well in this class? What did not work?
They enjoyed working on their project and they learned a lot about how they can restore Kimono culture working in groups.
How could this class be improved/ modified?
I had difficulty working with the PowerPoint so if I practice it can go more smoothly next tim
Please attach your lesson plan and handouts for this class below – if you used any.
Class theme/topics discussed:
Chinese history and ancient costume
Goal of the class:
Learn how to memorize Chinese major dynasty and understand Chinese ancient history.
Structure of the class (unless you attach your lesson plan below):
1) PPT introduction:
Show major dynasty to students and make it as a competition to memorize it.
Show a song to help students memorize these dynasties.
Distribute handout for new words and play taboo games
Show historical maps about different dynasties in China.
Show ancient costumes to students and let them discuss which one is your favorite.
2) Make a poster about Chinese ancient dynasties
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
PPT
What worked well in this class? What did not work?
By doing a poster, students learnt a lot. I put the poster in my lounge to decorate my lounge. It was really great!
How could this class be improved/ modified?
Should make sure everyone has equal chance to talk in class. Some student did not want to speak.
Please attach your lesson plan and handouts for this class below – if you used any.
None
Class theme/topics discussed: Immigration, part II
Goal of the class: Discuss current issues on immigration, the idea of culture
Structure of the class (unless you attach your lesson plan below):
– We started off by watching a short video on new immigration into Germany due to the European crisis. Students were asked to summarize the video, identify the previously mentioned problems and advantages of living in Germany. http://www.youtube.com/watch?v=M0pdauy7jGo
– Summarize and recapitulate the episode of “Türkisch für Anfänger” for the students who had not been to class the week before
– Citizenship test: I wanted to do the German citizenship test with my class. First, I divided the class into 3 groups and asked them to discuss what they thought would be important enough to be part of a test as such.
– When we collected the ideas, a discussion started about culture and nationhood which went very deep and made almost everyone contribute significantly. I decided to leave the test for next class and let them go on.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
TV screen, computer
What worked well in this class? What did not work?
One of the best classes so far. The discussion that students spontaneously started was a highlight of this semester.
Goal of the class:
To practice students’ speaking skill;
To know what is happening around us.
Structure of the class (unless you attach your lesson plan below):
1 pair-work: If there is no television, what will our world look like?
If cloning is legal, what will happen?
If people can live for 150 years, what will our world be?
If everybody studies on line, what will happen?
2 Videos about future world
3 Introduction to today’s topic: Kindle ads; handout with new vocabulary and questions
4 What is your opinion?
What technology, media or props did you use? ( satellite tv, internet resources, playmobiles, etc.)
Website:
Handout
What worked well in this class? What did not work?
The students love the topic. They learnt some new words during the class and also expressed their opinion with others.
How could this class be improved/ modified?
None
Please attach your lesson plan and handouts for this class below – if you used any.
你是否支持同性婚姻合法化?
支持 support 反对 against
合法 legal 非法 illegal
同性婚姻 Same-sex marriage 法案 bill
出柜 out of closet 同性恋 Homosexual
同志 comrade, guy 拉拉 lesbian
伴侣 partner 性伴侣 sexual partner
安全套 condom 性病 sexual disease
Language and Section: German Advanced Conversation
Date: 01-31-2013
Class theme/topics discussed:
– Introductory small talk
– 80th anniversary of the NS take over
Goal of the class:
– Knowledge about the National Socialist Terror Regime
– discussing
Structure of the class:
– We watched the news and particularly a video in which the take over of Hitler’s national socialists was explained and commemorated as the end of the first German democracy
– Students were asked to describe what they had seen and to reproduce in their own words what the holocaust survivor in the video said
– The teacher asked several question, some provocative
– A discussion started about guilt, collective failure, uniqueness of the dictatorship, and the general dangers to a democracy.
– We ended with another video which explained the strengths of the second German democracy
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Tv, internet
What worked well in this class? What did not work?
I ran out of time due to the lively discussion which emerged. I let it go though because it produced 30 minutes during which I did not say a word. All students were involved. Guilt, responsibility, knowing and not knowing, injustice, and democratic weaknesses seem to interest a lot of students.
How could this class be improved/ modified?
I did not expect the class to become so great. I would therefore not modify anything.
Goal of the class: Learning about different popular Carnival songs and dances for the songs
Structure of the class (unless you attach your lesson plan below):
1) Text about the origins of Carnival
2) Group work: 3 groups, each group has to pick one of the following songs:
– Cowboy und Indianer
– Du hast mich 1000x belogen
– Das rote Pferd
The groups then have to find out what the song is about and what dance comes with it (→ internet, youtube) and then tell the class about their song and teach their dance to everyone.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Internet, several Laptops, TV
What worked well in this class? What did not work?
Worked well, I think students had fun learning the different dances and teaching them to each other
How could this class be improved/ modified?
Modification: Other songs, for example summer songs, that comne with a dance
Please attach your lesson plan and handouts for this class below – if you used any.
Goal of the class: presenting a city to the class (this could be different classes, for example hometowns, cities in Germany, favorite holiday place etc.)
Structure of the class (unless you attach your lesson plan below):
Everyone presented their hometown/cities they have been to in Germany to the class, using the Internet to illustrate everything with pictures.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
TV, Internet, Laptop
What worked well in this class? What did not work?
Worked very well. Students were very interested in where their classmates have been or where they are from.
How could this class be improved/ modified?
This lesson plan could work for different topics about cities as explained above.
Please attach your lesson plan and handouts for this class below – if you used any.
Section: Intermediate Conversation Date: April 28, 2011
Class theme/topics discussed:
The German National Anthem.
How did you pick this theme or topic?
I just thought that it was an interesting topic
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked my students to find out about the history of the German anthem online and gave them questions to that.
How did students react?
They found it interesting
Did they engage with each other and you?
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PCs + internet
Would you recommend this activity for a future class?
Yes
Section: Advanced Conversation Date: April 19th, 2011
Class theme/topics discussed:
The German Democratic Republic
How did you pick this theme or topic?
It’s interesting, because it’s history that’s not too long ago.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I had two groups, one had questions about the beginning, the other about the end of the GDR. They had to get the information from the internet and had to prepare to talk about their questions in the next class.
How did students react?
They found it very interesting and enjoyed it.
Did they engage with each other and you?
Yes, setting them up in pairs was helpful to create communication.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Questions about he GDR
Would you recommend this activity for a future class?
Definitively
Would you recommend this activity for a future class? Why or why not?
Yes, I would.
Advanced Conversation
Lesson 16
October 26, 2010
1. News of the day.
2. Visit to the Special Collections to see Soviet posters from late 1970s. On the way to the library – brief intro to this genre of visual art, functions, major artists, etc.
3. Discussion: functions of soviet posters. Ways to classify.
Class theme/topics discussed:
Song: Philosoffen Band: Wise Guys
How did you pick this theme or topic?
Students said that they wanted to learn something about philosophy and this is a very funny song about famous philosophers
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Watching the video, discussing the vocabulary
How did students react?
Asking questions about words
Did they engage with each other and you?
Yes
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Tv, laptop…using youtube
Please attach a copy.
Would you recommend this activity for a future class?
Yes, if the class is interested in philosophy
Why or why not?
Students liked the music, they can watch other videos of the band if they want
Class theme/topics discussed: Holidays.
The upcoming holidays – 23 февраля и 8 марта
How did you pick this theme or topic? It’s up-to-date.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, student’s presentation.
How did students react?
The reading-retelling task was challenging, but the student did well on it.
Did they engage with each other and you?
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Would you recommend this activity for a future class?
Yes.
Why or why not?
It’s a culture-related topic, and students get to practice new vocabulary.
Intermediate Russian
Lesson 11
February 23, 2010
1. News: 5 min.
2. Vocabulary exercises – handout from ГОЛОСА:
– p. 303-305 (reading, learning the names of the holidays, discussing traditions related to these holidays, ex. 1, 2, p. 305 – discussion)
– p. 320-321 (reading, practicing proposing toasts)
3. Reading / Retelling:
(preparing to read) – What do you know about 23 февраля and 8 марта in Russia?
Reading on your own and then retelling the texts about these Russian holidays. (different students get different texts and then share info with each other)
See handout Lesson 11_Feb 23_Holidays.
4. Discussion:
Would you like to have these holidays in your country?
What new holiday would you introduce in the U.S.? What would be the traditional way to celebrate it?
Section: Advanced Conversation Date: January 28, 2010
Class theme/topics discussed: Famous and popular Germans
How did you pick this theme or topic? I thought it would be nice, if my students knew famous German people and what they did to become so famous.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.) First of all, I asked the students to write down all (famous) Germans on the White Board that they knew. They made quite a long list, which was very impressive. Then, I asked them to say a few words about these people and about their lives – as far as they knew. Afterwards, we played a memory game. I had prepared cards with famous and popular German people – half of the cards had their names on them, the other half showed their faces. I asked my students to name these people (some of them they had already written on the White Board before) and match the pictures with the names, just to get to know who these people were. Then, my students played memory.
Afterwards we played “Wer bin ich?” about German people, which is a question-and-answer game. The students prepared little post-it notes with a name of a famous German person and gave it to one of the other students, who then stuck the note on his forehead. Then, the students were to ask questions in order to guess what name was on their post-it i.e. which famous German person they represented.
How did students react? My students were very motivated and eager to participate. They had fun listing all the German people they knew (a lot of soccer players for example). They also loved the memory game and wanted to play a 2nd time.
Did they engage with each other and you? Yes, they were very talkative and they seemed to have a lot of fun.
What materials or media did you use? (articles, satellite tv, digital projector, etc.) Memory game
Post-it notes
Would you recommend this activity for a future class? Why or why not? Yes, definitely. The students seemed to have enjoyed this lesson and they were talking a lot.
Section: Advanced Conversation Date: 1. Dezember 2009
Class theme/topics discussed: Famous and popular Germans
How did you pick this theme or topic? I thought it would be nice, if my students knew famous German people and what they did to become so famous.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.) First of all, I asked the students to write down all (famous) Germans on the White Board that they knew. They made quite a long list, which was very impressive. Then, I asked them to say a few words about these people and about their lives. Afterwards, we played a memory game. I had prepared cards with famous and popular German people – half of the cards had their names on them, the other half showed their faces. I asked my students to name these people (some of them they had already written on the White Board before) and match the pictures with the names, just to get to know who these people were. Then, my two students played memory. Afterwards we played “Wer bin ich?” about German people, which is a question-and-answer game.
How did students react? My students were very motivated, because they already knew quite a lot about this topic. They were eager to share their knowledge.
Did they engage with each other and you? Yes, they were very talkative and they seemed to have a lot of fun.
What materials or media did you use? (articles, satellite tv, digital projector, etc.) Memory game
Would you recommend this activity for a future class? Why or why not? Yes, definitely. The students seemed to have enjoyed this lesson and they were talking a lot.
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