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Unit
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Theme: School - school subjects, times of the day, numbers, days of the week, and telling time. Structures: how to agree/disagree, how to use "si" vs. "oui", verb avoir Culture: School Schedules (American/French), 24 hour system Objectives for the Unit: students will be able to:
Title : Mise en Train and School Subject Vocabulary Goals : Using previous knowledge and cognates, students will read, and be able to understand the conversation that includes some vocabulary words and grammatical structures that they are not familiar with; Students will be introduced to school subject vocabulary Title : School Subject Vocabulary and BAC (Note Culturelle) Goals : Students will practice and begin to retain and recognize school subject vocabulary Title : Comment dit-on ? (Agreeing/Disagreeing) page 47 Goals : Students will practice their vocabulary and learn how to agree and disagree with someone’s opinion and learn how to distinguish between the learned expressions. Title : QUIZ; Avoir and Comment dit-on ? (Asking and Giving Information) Goals: Students will learn to conjugate and use the verb avoir and to ask and to give information Title : Days of the Week, Numbers 21-59 Goals : Students will be introduced to the days of the week and numbers 21-59 Title : Quiz on Avoir, Parts of the Day, and Asking and Giving Information; Reviewing Numbers 21-59 and Days of the Week; Introducing Time. Goals : students will practice numbers and days and will be introduced to telling time. Title : Review Time; Quiz on Days of the week and Numbers, Emploi du temps Activity Goals : students will demonstrate how well they know the days or the week and numbers, and they will be able to talk about their school schedule, and ask about a classmate’s school schedule Title : Quiz on Telling Time and Review For Exam Goals : students will demonstrate their knowledge on expressions for telling and using time in French; and review for the chapter exam. Title : Short Review, and Unit Exam Goals : Students will complete the Unit Exam Objectives : students will be able to demonstrate their ability to: A) agree/disagree with statements/questions B) appropriately use “si” and “oui” C) tell time in French D) explain cultural differences between French and American schools/schedules E) answer questions about a journal entry about school F) write about their school schedule and classes
Lesson 1 Title : Mise en Train and School Subject Vocabulary Prerequisite Skills: the verb “aimer”, the idea of “cognates” Goals : Using previous knowledge and cognates, students will read and be able to understand the conversation that includes some vocabulary words and grammatical structures that they are not familiar with Objectives: Students will be able to: a) understand what is happening in the conversation (exercise 1, 2, 5) b) Learn expressions through the use of the conversation (exercise 3, 4) Materials: Textbook Allez Viens, page 46, page 47 To be prepared before class: copies of the attached practice sheet. Time: 45 minutes
Review: 1 minute “Aimer” Introduction: 2 minutes Ask students what “cognates” are – and see if they can understand some of the new words in the conversation relying on cognates Presentation: 5 minutes (Standard 1.2) Students will listen to the conversation on the CD Allez Viens Ask students what they think is happening in the conversation…ask if they can understand a few of the expressions. Students will listen to the conversation on the CD a second time. Activity (Partners) – 10-15 minutes Students will verify answers 1-5 of Activity 1, and complete Activities 2-6 on page 46. Review – 5-10 minutes Go over answers to Activities 1-6 as a class – ask students how they arrived at their answers, and particularly focus on the new expressions they will be learning in this chapter. Introduction: page 47 – New Vocabulary – 10 minutes Presentation: go over pronunciation and meaning of vocabulary on page 47. Any additional time in class: Students should begin working on the practice sheet. Homework: Students will complete practice sheet – writing each vocabulary word 3 times in French, and the English translation once.
Title : Class Vocabulary and BAC (Note Culturelle) Prerequisite Skills: students should be beginning to recognize the class vocabulary Goals : Students will practice and begin to retain and recognize class vocabulary Objectives: Students will be able to: a) Translate at least half of the class vocabulary on the practice sheet without books, notes, etc. b) Show an understanding of the BAC by writing classes they like and determining which BAC they would take if they were a student in France Materials: Textbook Allez Viens, page 47, 49 and worksheet To be prepared ahead of time: copies of attached worksheet Time: 40 minutes
Review: 5-10 minutes Go over vocabulary and pronunciation, page 47. Practice: 3-5 minutes Students will fold their practice sheet and then identify the English word for each of the French vocabulary words. Goal: at least half correctly translated. Presentation: 5 minutes (4.2, 5.1, 5.2, 1.2, 2.1) Page 49 – read about the BAC – using the internet, show students www.bacfrancais.com and explain what students are responsible for knowing for the test – how is this different from the US? Practice: 15-20 minutes Students will complete worksheet which focuses on the vocabulary and the BAC. Additional Time: Additional Practice – in partners – students will describe what someone likes to do/what they are interested in – their partner will guess which class this person likes best. (similar to Part I of the worksheet) (1.1, 1.2) OR If 5-10 minutes remain: Put the following on the chalk board: Trouvez quelqu’un qui : (1.1, 1.2, 1.3, 5.1, 5.2) Aime le français. Aime les sciences : Aime la danse : Aime l’informatique : Aime la musique : Students will write these 5 clauses on a scrap piece of paper. Students must ask appropriate questions in French to other students of the class to find students who like the above classes. Only one student can be used per class. If a student finds someone who likes one of the above classes, that student will sign their name by that class on the list. First student to get 5 signatures gets a prize J Homework: Review Vocabulary – make sure English translations done in class today are done correctly and completed.
Lesson 3 Title : Comment dit-on ? (Agreeing/Disagreeing) page 47 Prerequisite Skills : school subject vocabulary, j’aime, je n’aime pas Goals : Students will practice their vocabulary and learn how to agree and disagree with someone’s opinion and learn how to distinguish between the learned expressions. Objectives: Students will be able to: a) write correctly at least half of the French words for the Practice sheet b) write out at least one of the dialogues done for each of the class activities to show they can choose an appropriate way to show: 1. Disagreement from someone’s comment 2. Agreement from someone’s comment 3. How to answer a question expressing an opinion Materials: Textbook, Allez Viens Time: 40 minutes
Collect worksheets from Lesson 2 Review: 5 minutes Practice Sheet: Students will write the French word for the English they have written yesterday on the back of the sheet. Students will check their work. Goal: at least half correctly. Introduction of comment dit-on, agreeing/disagreeing, page 50. (Standards 1.1, 1.2, 4.1) Agreement: 5 minutes Ask students why they would use the following expressions (what needs to be said/asked before you could say this?) “Yes, very much” - to answer question Do you like___? --- write on board, “oui beaucoup” “Me too” – to respond to a comment ie. I like _____ ---- write on board “moi aussi” “Me neither” - to respond to a comment ie. I don’t like ___ --- write on board “moi non plus” Activity For class together – how could we agree to the following statements/questions: 1. J’aime l’espagnol. (moi aussi) 2. Je n’aime pas les sciences naturelles. (moi non plus) 3. Tu aimes le français ? (oui, beaucoup) Disagreement : 5 minutes Ask students why the would use the following expressions (what needs to be said/asked before you could say this?) “I don’t” - to answer question Do you like ___ --- write on board “moi, non” “No, not too much” - to answer question Do you like ___ --- write on board “non, pas trop” “(Well, I do) – to comment on statement I don’t like ___ -- write on board “Moi si” “Not me” – to comment on statement I like ___ --- write on board “pas moi” Activity For class together – how could we disagree to the following statements/questions: 1. J’aime l’espagnol. (moi, non…pas moi) 2. Je n’aime pas les sciences naturelles. (moi, si) 3. Tu aimes le français ? (non, pas trop) 4. J’aime beaucoup l’histoire. (moi, non…pas moi) Review – 1 minute Write Chart on board/use overhead – add « example of statement/question)
For each of the following activites – students write down at least one of the exchanges (to be handed in at the end of class) Activity – 5 minutes Tell your partner one class you do like at school. Partner will respond using one of the expressions from the chart to agree or disagree. (call on 2-3 students to present one of their dialogues) Ie. J’aime l’histoire. Moi aussi. Moi, non. Activity – 5 minutes Tell your partner one class you don’t like at school. Partner will respond using one of the expressions from the chart to agree or disagree. (call on 2-3 students to present one of their dialogues) Ie. Je n’aime pas l’histoire. Moi, non plus. Moi, si. Activity – 5 minutes Ask a partner if he/she likes a certain class at school. Partner will respond using one of the expressions from the chart, then you will comment with agreement/disagreement. (call on 2-3 students to present one of their dialogues) Ie. Tu aimes l’histoire? Oui beaucoup. Non, pas trop Pas moi/moi aussi Moi, si/moi non plus. Collect papers. Review – with additional time Students work with a partner, to quiz each other on the vocabulary words. -OR- These activities can be used from Lesson 2 if they were not used then: Additional Practice – (Standards 1.1, 1.2) in partners – students will describe what someone likes to do/what they are interested in – their partner will guess which class this person likes best. (similar to Part I of the worksheet) OR If 5-10 minutes remain: (Standards 1.1, 1.2, 1.3, 5.1, 5.2) Put the following on the chalk board: Trouvez quelqu’un qui : Aime le français. Aime les sciences : Aime la danse : Aime l’informatique : Aime la musique : Students will write these 5 clauses on a scrap piece of paper. Students must ask appropriate questions in French to other students of the class to find students who like the above classes. Only one student can be used per class. If a student finds someone who likes one of the above classes, that student will sign their name by that class on the list. First student to get 5 signatures gets a prize J Homework : A. Use the pictures from Activity 9, page 18 of the textbook to determine what these people like. Il/Elle aime _____ And express your opinion – agree/disagree. Ie. Michel aime le français. --- Moi aussi/Moi non, pas moi. B. Then write 5 questions to ask someone if they like their classes (use vocabulary from page 47) Ie. Tu aimes l’histoire? C. Study vocabulary – quiz on the Vocabulary from page 47 will be for Lesson 4.
Lesson 4 Title : QUIZ, Avoir and Comment dit-on ? (Asking and Giving Information) Prerequisite Skills: School subject vocabulary, knowing how to agree/disagree Goals: Students will learn to conjugate and use the verb avoir and to ask and to give information Objectives: Students will be able to: a) correctly answer the questions given using avoir and the class vocabulary b) obtain information from their classmates using the vocabulary from comment dit-on Materials: Textbook Allez Viens To be prepared in advance: copies of practice worksheet Time: 40-50 minutes. Collect Homework and Pass back corrected homework from Lesson #2. Review: QUIZ - 20-25 minutes (Standard 1.2) 20 words have been selected from the vocabulary on page 47. I will say each word in French (2x), students will write them down in French. Then after all 20 words have been said, students will have time to write the English for each word, and answer the questions to be put on the board. (worth 40 points – 1 point for correct French word (spelled correctly with accents), 1 point for correct English word) Part I: 1. La géométrie 2. La danse 3. L’allemand 4. La géographie 5. L’informatique 6. La chimie 7. L’élève 8. L’Éducation Physique et Sportive 9. Le cours 10. Les sciences naturelles 11. L’algèbre 12. Le latin 13. Les arts plastiques 14. Le professeur 15. L’espagnol 16. La physique 17. Le cours de développement personnel et social 18. Les devoirs 19. L’histoire 20. La biologie Part II: Students will write a answer/response to the following: (worth 10 points – 2 points per question – student needs to answer appropriately with spelling and grammar correct for full credit) 1. Tu aimes la physique? 2. Je n’aime pas l’histoire. 3. Tu aimes la chorale ? 4. J’aime les travaux pratiques de chimie. 5. Je n’aime pas l’algèbre. Present : The verb AVOIR - 2 minutes J’ai Tu as Il/Elle a Nous avons Vous avez Ils/Elles ont Present : comment dit-on (giving and asking for information) page 57 + vocabulaire: 2 minutes Tu as quel cours aujourd’hui? Tu as quoi l’après-midi ? Vous avez___ le matin J’ai demain Maintenant Worksheet – 10 minutes (remainder of class time) Part I and Part II to be completed in class Part I – Standards 1.2, 4.1 Part II – Standards 1.1, 1.2, 4.1 Part II – Standards 1.2, 1.3 Part IV – Standards 1.3 Homework: A. Remainder of the worksheet is to be completed. B. Review Comment dit-on expressions and avoir.
Lesson 5 Title : Days of the Week, Numbers 21-59 Prerequisite skills: Times of the Day, Numbers 0-20 Goals : Students will be introduced to the days of the week and numbers 21-59 Objectives : Students will be able to: a) understand and analyze the example of a French student’s schedule b) create their own schedule using vocabulary from the chapter Materials : Textbook, Allez, viens To be prepared in advance: copies of worksheets (Emploi du temps) Time: 40 minutes
Review: 10 minutes Students will fold their paper and write the English for the vocabulary/expressions from the practice sheet – goal = at least half right. Go over as class. Then students will fold their papers again and write the French for the English term. Go over as class – goal = at least half right. Then collect papers to correct worksheet. Present: 5 minutes Days of the Week: practice pronunciation eliminate one at a time.. Lundi Mardi Mercredi Jeudi Vendredi Samedi Dimanche Practice: ask questions using the schedule shown on page 52 – with class. (10 minutes) (1.2, 2.1, 2.2, 4.1, 4.2)
3. Elle a quoi le lundi matin ? Discuss school schedules in France. Focus on number 6 of Activity 16: Can you list two differences between Stéphanie’s schedule and yours? Present: Numbers 21-59 (10 minutes) Overhead: use transparency A) Review numbers 1-9 B) add 20, 30, 40, 50 before the numbers 1-9, so students see formation 21 vingt et un 20 = vingt 22 vingt-deux 30 = trente 23 vingt-trois 31 = trente et un 34 trente-quatre 40 = quarante 35 trente-cinq 41 = quarante et un 46 quarante-six 50 = cinquante 47 quarante-sept 51 = cinquante et un 58 cinquante-huit 59 cinquante-neuf Practice : as a class – 5 minutes (Standards 1.1, 1.2, 1.3) Comment dit on : 3 en français ? 3 trois 30 en français ? 30 trente 33 en français? 33 trente-trois
7 en français ? 7 sept 40 en français ? 40 quarante 47 en français? 47 quarente-sept
1 en français ? 1 un 50 en français ? 50 cinquante 51 en français? 51 cinquante et un (ET is only for « et un ») With additional time and Homework: Students will create their Emploi du Temps, (1.3, 2.1, 2.2, 4.1, 5.1, 5.2) Practice sheet, which is to be completed for homework. Study Days of the Week and Numbers 21-59. Quiz on Parts of the day, avoir and comment dit-on (giving and asking for information) Next class.
Lesson 6 Title : Quiz on Avoir, Parts of the Day, and Asking and Giving Information; Reviewing Numbers 21-59 and Days of the Week; Introducing Time. Prerequisite Skills: numbers 1-59, days of the week, and school subject vocabulary Goals : students will practice numbers and days and will be introduced to telling time. Objectives : students will be able to: A) idenitify 10 numbers B) identifiy the days of the week C) understand the 24 hour system D) tell what class someone has, at what time, and on what day Materials : textbook Allez Viens To be prepared ahead of time: copies of vocab practice sheet Time: 45-50 minutes
Mini Quiz: (10 -15 minutes) Avoir and Parts of the Day, Asking and Giving Information. A. Write the conjugations for the present tense of “avoir” (12 points – one point for subject, one point for correct form) B. Translate the following: (8 points - 2 points per question) 1. aujourd’hui 2. demain 3. maintenant 4. l’apres-midi C. Translate the following : (10 points – 2 points per question) 1. What classes do you have tomorrow ? 2. What classes do you have in the morning? 3. What classes do you (plural) have in the afternoon? 4. I have French class right now. 5. She has History today.
Collect practice sheet from last class.
Review : 10 minutes numbers 21-59 A) Students will hear numbers in French – write the # 1. 21 2. 25 3. 33 4. 36 5. 42 6. 47 7. 57 8. 58 9. 34 10. 29 Go over as class – ask students how many they got right.
Days of the Week B) – Students will hear days of the week in French - write the English. 1. lundi 2. vendredi 3. jeudi 4. dimanche 5. mercredi 6. mardi 7. samedi Go over as class – ask students how many the got right. Collect papers.
Quickly Review numbers 1-24
Introduce: Comment Dit-On…L’heure (10 minutes) Expressions for time : have students help to form examples. Quelle heure est-il? -- What time is it? n Quelle heure est-il? (kel air ay teal)
n Il est une heure. (Il ay “u”-nuh air)
n Il est ___ heures. (Il ay ___ air)
Il est ____ (s) -- It is ____ o’clock -- Il est une heure…Il est deux heureS. À quelle heure -- at what time…. ? – Tu as les maths à quelle heure ? A ____ heure(s) -- at ___ o’clock. – J’ai maths à neuf heures. More expressions for time: À midi – at noon À minuit – at midnight Et demie – half past. --- ie. Il est deux heures et demie. (2 :30) Et quart – quarter past – ie. Il est deux heures et quart. (2 :15) Moins le quart – quarter to – ie. Il est deux heures moins le quart. (1 :45) To have a more specific time – simply add the number after the hour : Ie. To say 7:38 – Il est sept heures trente-huit. As a class – comment dit-on…
Note Culturelle (5 minutes) Look on page 52 – what do you notice about the times on Stephanie’s schedule ? (they are with the 24 hour system and also notice how time is written) Explain the 24 hour system to the class – page 54. Examples – how could we say “6:00 pm” using this system? “10:00 pm” using this system? Activity (10 minutes) Students will complete Activity 21 on page 55. Modification – students will add a day of the week to the activity and will do the activity with a partner. Student A: Elle a _____ à quelle heure le ____ ? Student B : Le _____, elle a _____ à ____ heure(s). Ask for volunteers to present the dialogue for #1-5. With additional time/For Homework: Make sure your emploi du temps is finished. Activity 23, page 55: write out times! Complete practice sheet for how to tell time. Quiz on numbers and days of the week next class.
Lesson 7 Title : Review Time; Quiz on Days of the week and Numbers, Emploi du temps Activity Prerequisite Skills: numbers 1-59, days of the week, time, and school subject vocabulary Goals : students will demonstrate how well they know the days or the week and numbers, and they will be able to talk about their school schedule, and ask about a classmate’s school schedule Objectives : students will be able to: A) translate expressions on time with at least 50% accuracy B) demonstrate how well they have learned the days of the week and numbers C) obtain information about a classmates schedule D) give details about their school schedule Materials : textbook Allez Viens To be prepared ahead of time: copies of attached worksheet Time: 50 minutes
Review: A) 10 minutes Students fold their papers in half and translate expressions (time), go over as class – goal – at least half right. Then fold the paper again – translate back to other language – go over as class – goal = at least half right. Collect Activity 23 and practice sheet (time). Return practice sheet from last class (days of the week/numbers). B) 5 minutes Review time with the students – ask them about the formation, review the expressions, ask students from the class to tell you when they have certain classes – be sure to include days of the week as a review. Quiz: 10 minutes A) Days of the Week: write the French for the following days of the week: (7 points - 1 point each) 1. Tuesday 2. Friday 3. Saturday 4. Monday 5. Wednesday 6. Sunday 7. Thursday B) Numbers 21-59: (10 points – 1 point each) 1. I will say a number in French, write the number on your paper: 1. 29 2. 33 3. 39 4. 44 5. 49 6. 52 7. 58 8. 5 9. 21 10. 47 2. I will write 5 numbers on the board, how do you write out the following numbers in French? (10 points – 2 points each) 1. 27 2. 38 3. 41 4. 49 5. 56
Collect quizzes. Activity: 20-25 minutes Partner Activity - Emploi du temps Interview a partner about their emploi du temps and complete the worksheet with their answers. Remember to change the question and use TU and the correct verb form to ask your partner the questions. Collect Activity Paper With additional time/For Homework: Study expressions for telling time – quiz next class Study for Test – Complete Review Sheet
Lesson 8 Title : Quiz on Telling Time, and Review For Exam Prerequisite Skills: school subjects, how to agree/disagree, si, avoir, how to talk about classes, times of the day, numbers 1-59, days of the week, telling time, vocabulary Goals : students will demonstrate their knowledge on expressions for telling and using time in French, and review for the chapter exam. Objectives : students will be able to: A) Demonstrate how well they have learned the expressions for telling time B) Formulate and Write the answers to questions based on French TV guides C) Ask questions they may have regarding material from this chapter D) Review for the chapter exam. Materials : textbook Allez Viens To be prepared ahead of time: overhead of French TV schedules – attached, overhead of the Quiz Or change extra credit questions to correspond with a recent TV schedule which can be found at: http://guidetv.france2.fr/accueil.jspx Time: 50 minutes
Quiz : Telling Time (15 minutes) Extra credit – overhead from French TV schedule – (6 points – 2 points per question) Write Questions on board while students are working on the quiz: 1. A quelle heure peut-on regarder Ça Se Discute mercredi ? 2. Quel jour peut-on regarder Boulevard du Palais ? A quelle heure ? 3. Quel jour, et à quelle heure, peut-on regarder New York 911 ? http://guidetv.france2.fr/accueil.jspx Students will switch papers with a partner – go over quiz answers together with the class, students will correct each other’s papers. – 10 minutes Collect quizzes Exam Review : 20 minutes+ go over review sheet – focusing on the areas which they had the most difficulties Collect papers With additional time/homework: Ask students other questions in regards to the French TV guide. And Give students time to study in groups. Homework: Study for Exam
Lesson 9: Title : Short Review, and then Unit Exam Prerequisite Skills: school subjects, how to agree/disagree, si, avoir, how to talk about classes, times of the day, numbers 1-59, days of the week, telling time Goals : Students will complete the Unit Exam Objectives : students will be able to demonstrate their ability to: A) agree/disagree with statements/questions B) appropriately use “si” and “oui” C) tell time in French D) explain cultural differences between French and American schools/schedules E) answer questions about a journal entry about school F) write about their school schedule and classes Materials : textbook Allez Viens To be prepared ahead of time: copies of exam, attached. Time: 50 minutes Review : A few minutes for last-minute questions…or to explain a concept (if there were visible patterns that students had difficulty with a certain section from the Review Sheet) Exam: Unit Exam With Additional Time: Begin introducing vocabulary from the next chapter.
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