L'Auberge Espagnole Part 2

We started this session with a Flipquiz and/or corrections from last week's role-play. We then watched another two scenes from the film using this worksheet. 
William's ideas about the Spanish and the Germans will lead in to some work on stereotypes within the Spaces and Exchanges theme. 

PESTLE Analysis

Today, we went talked about how to use a PESTLE analysis to analyse a company's macro environment. We used this article and a worksheet to understand each of the factors (political, economic, social, technological, environmental, legal) and applied them to Harley Davidson, the company whose micro environment we had studied the previous week.

Questions for DNL students

I've made a list of questions for DNL students about their school trips which could be useful for practising the baccalauréat oral exam for this subject.

Music for Classroom Games

I'm planning to use the word game 'Countdown' in class at some point, so I wanted the authentic music to go with it, which was easy enough to find on YouTube. I've also discovered a random letter generator thanks to tekhnologic's excellent blog. While I was searching for other countdown/game show music, I came across all different kinds of videos that could be used in class, including some nice TV show theme quizzes. I've compiled it all into this playlist which you might find useful. Enjoy.

Questions for a Scottish person: survey and presentation

Both groups made a questionnaire using Google forms which I sent out to friends and family to be filled out. Each team had to find questions related to the theme they had done brainstorming on in the previous class (see Scotland week 45 materials). They had to think of 5 questions and choose the two best ones for the survey. They were encouraged to use open rather than closed questions.

Group A's survey
Group B's survey

 The students were given the following task for the next 2 sessions, which involved creating a Powerpoint presentation about their survey results.

L'Auberge Espagnole Part One

First, the students had to make the connection between the following pictures and if possible explain the film briefly to the others if they'd already seen it.

Created with Padlet

Then we watched the following scene from the film and the students answered comprehension questions about it using this worksheet.

Finally, the students did a flat-hunting role play in groups of 4. One was a French person looking for a flatshare in the UK/USA. The others were 3 flatmates of different nationalities looking for new flatmate. They had to ask each other questions about the flat and the potential flatmate to see if the new person would be a good 'fit' for their apartment. Here are the instructions to show the students.

A video with useful links for DNL teachers

I've just had a quick look at the video below which gives some links to websites with useful content for CLIL ( Content and Language Integrated Learning) classes i.e 'DNL'. Maybe you could make use of some of the links?

Micro Environment

The students read this text quickly and had to find subheadings for the different paragraphs labelled 1-6 to revise the micro environmental factors affecting a business. The original text can be found here. Afterwards, for a business of their choice (preferably one they had already talked about or seen in class), they had to identify and explain the different micro environment factors affecting it. They then gave a quick presentation to the other students about their company and its competitors, suppliers, customers, employees, media, and shareholders.

Coca Cola Christmas Adverts

In the second last session before Christmas, we spent about half an hour watching and discussing the Coca Cola Christmas adverts. The students really enjoyed working on these ads. We talked about the different elements of the adverts: the music, what we see, the Christmassy elements. We also compared the "classic" advert to the new ones.

Original Coca Cola Christmas Advert 

Christmas 2010 and 2015 versions

Motivation Pyramid Discussion

The students had to read this text and put the subheadings in the right place. The original blog post can be found here. In the following session, the students did a pyramid discussion activity. First, they had to classify the factors from most to least motivating according to their opinion. Afterwards, they worked in pairs/small groups to agree on the most/least motivating factors for the group. We then discussed this as a whole class and compared the choices of the different groups.

One Stop English Numbers Review

 We used this lesson plan in November with the STMG group to practise numbers in between doing mock baccalauréat orals. I also did this quick quiz with them to revise saying the year:

• What year was I born?
• Which year did Christopher Columbus discover America? 
• Which year did the financial crisis start? 
• Which year did France win the World Cup? 
• Which year was the French revolution? 
• Which year did man go to the moon?

What are my New Year's Resolutions?

This was a short, 10-minute or so activity, that I used to finish off my class about the New Year. The students had to guess my resolutions from the pictures and make sentences using the language in the box. If time, they then made a short list of their own resolutions for 2016.

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Questions to ask after the Christmas and New Year holidays

You could use this list of questions as a basis for a discussion with a group during the first week of term. Click here for the link to the Google Doc. 

Christmas Adverts

The lesson plan for the John Lewis advert is available here

Created with Padlet

Dae ye ken Scots?

I did this class just before the holidays with the STMG groups, using a copy of Asterix in Scots dialect.

Created with Padlet

Speaking: Inventions | Onestopenglish

This is a lesson plan that I used with the STMG group. Speaking: Inventions | Onestopenglish

New Year in Scotland and in France

New Year in Scotland Quiz

Quiz created by leopold.cara with GoConqr