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By Jonathan M. Leal and Francis Mathieu
French 111, Chapter 5, Vis-à-Vis
The main purposes of this unit plans are to enable students to describe their family and their house; to share this information with others; to be able to discuss events in the simple future; to learn about Senegal and a few facts about the African population; to become aware of a social feature in France.
Content
I. Vocabulary
a. All members of the family
b. Rooms in a typical house
c. Useful conversational phrases
d. Useful time expressions
e. Idiomatic expressions related to verb "faire"
f. Important verbs of one type
II. Grammar
a. Possessive adjectives
b. Present tense of verb "aller"
c. Present tense of verb "faire"
d. Present tense of verbs ending in -re
III. Culture
a. Léopold Sédar Senghor (his life
and characteristics)
b. The country of Senegal
c. Dominant behavior of couples in France.
d. Youth of the African population
Learning outcomes
Students will be able to:
Listening:
a. Identify family members from conversation
b. Show mastery of rooms in a house
c. Identify forms of aller in conversation
d. Recognize the irregular forms of "faire" in conversation with other students and teacher
e. Spot idiomatic expressions featuring verb "faire" in context
f. Identify the present tense of -re verbs they know.
g. Try to figure out the missing information from the recorded dialogues
h. Understand as much as they can of what is going on in the video
Methods: Authentic taped segments, videotape, teacher input, student interaction (interviewing
each other and other group activities).
Speaking:
a. Describe their families using vocab and possessive
adjectives
b. Describe their homes
c. Ask other classmates about their homes and families
d. Describe their weekend plans using the futur proche
e. Interview a partner about what he/she likes or dislikes doing
f. Find out about a few classmates' basic and daily activities (involving the use of expressions with "faire").
g. Elaborate complete sentences featuring -re verbs
Methods: Interviews in pairs, group surveys, oral class response or individual response
to the teacher, games.
Reading:
a. Identify the main ideas and respond to basic
questions in the various reading passages preceding grammar and vocab instruction
b. Identify the main ideas from the Correspondance cultural readings
c. Attempt to spot the grammar points introduced in the dialogues preceding grammar explanation
Methods: Readings in text.
Writing:
a. Write a description of their homes
b. Write a description of their families
c. Write their weekend (or evening) plans using the futur proche
d. Write a summary of learned cultural information from the Correspondance section
e. Write down one's partner's answers in the context of an interview
f. Write a composition on a given subject (that has been previously introduced in class)
g. Write down a short text that the teacher dictate
Methods: Writing summaries, writing descriptions.
Teaching
strategies
and activities
a. Introduce my own family tree and ask students relationship questions. Incorporate possessive adjectives into the process
b. Have students do an information-gathering activity with the house vocab. Require students to talk in small groups to complete missing information on their sheets
c. Students ask questions to each other in groups of 3 or 4 to find out who is doing what at home (ménage, vaisselle, courses...)
II. Grammar
a. Inductive presentation of possessive adjectives - present information in a conversational style with vocab, then highlight information briefly before requiring students to work with the material
b. After teaching the "aller" verb, have students conduct a survey of fellow students to recycle past vocab and current grammar lesson.
c. Students do match exercise in pairs and carry on asking their partner what he/she is going to do this weekend, using "faire" and its expressions and recycling futur proche
d. Focus on the forms of -re verbs, doing book exercises in pairs to reinforce the material