Lesson Plans to accompany Allez, viens 1 C H A P I T R E
4 Première étape (pp. 100–103)
Class time: 45 minutes
Sports et passe-temps
First Day
Objectives
Students will learn to tell how much they like or
dislike certain activities.
Motivate
As students enter the room, on the board will
be a transparency picturing various sports and activities. The instructions
will be: “In your journal, write an entry of at least 2 sentences telling
2 things you like to do after school and 2 things you don’t like to do.”
(5 HW points)
After students have had a few moments to write
their entry and get settled, ask students what activities they participate
both in and out of school, and which ones they really enjoy or dislike.
Ask them if their friends like the same activities.
Teach
1.
Presentation:
Vocabulaire, p. 100. Again, using the transparencies,
cover the activities and mime them one at a time. After miming each one,
say the French equivalent and repeat it as you uncover that expression.
2.
Vocabulaire: Hand out vocab list and have students categorize the activities
by season with a partner on the reverse side. (Students receive 5 HW/Part
points by showing the categorized list to the teacher BEFORE moving on
to Listening Activity)
Activité
6 Ecoute! p. 100 Listen to this conversation between Philippe and Pascal.
List at least two activities Pascal likes and two he doesn’t like.
PHILIPPE Eh, salut, Pascal! Tu vas en vacances à la montagne!
Quelle chance! Tu vas faire des photos?
PASCAL
Des photos?Non, je ne fais jamais de photos.
PHILIPPE
Tu vas faire du ski?
PASCAL
Non, pas moi. Je n’aime pas le ski.
PHILIPPE
Qu ’est-ce que tu aimes faire, alors?
PASCAL
Mais des tas de choses. J’aime faire de la natation. Et puis, le champion
du patin à glace, c’est moi. J’adore ça. J’aime aussi beaucoup
faire de la vidéo. A la rentrée, on va regarder une vidéo
formidable de mes vacances.
3. Play the audio recording for Activity 6, p. 100 (Audio CD 4), and
check for comprehension by having students list on their whiteboards at
least 2 activities Pascal likes and 2 he doesn’t like. ( 1 HW/Part point
for each correctly spelled item; max 5 points)
4.
Have students complete Activities 1 and 2, Grammar and Vocabulary Workbook,
p. 25. Allow about 5-8 minutes for students to complete, circulating as
they write. While they are writing, have a transparency of the activities
and ask for volunteers to fill in their answers. Then, when everyone has
completed the exercise, put the transparency up and have the volunteers
read the answers they have written. (1 HW/Part point for each correct answer,
extra points for volunteers: max 10 points)
5.
Presentation: Grammaire, p. 101, faire de & jouer
à .Read grammar explanation with students and then have class
orally complete Activity 7, p. 101, together.
6.
Homewor
k:
Assign activities 3 and 4 from Grammar and Vocabulary Workbook, p. 26.(18
HW points) Also, for extra homework points, students may create an online
flashcard presentation of the vocabulary—1 homework point for every 5 vocab
words (maximum 5 points). These flashcards may be created in PowerPoint
or similar or at a site like
www.quia.com
and emailed to the teacher. (These presentations are a piece that carries
throughout the year, and each thematic topic has a flashcard presentation
available to students via links on the class WebPage.)
Close
Game:
Jeter et Attraper. First, have
students look back at their vocabulary list, noticing which activities
use faire and which ones use jouer and
explain to you why. Then, have them put away books and papers. Call out
an activity (ski) and toss a ball to a student, who catches it and
calls out the full expression (faire du ski)
For an extra challenge or to motivate students who
are hesitant to participate, students who drop the ball should be given
2 activities. This is also a good opportunity to call out other activities
not included on the list (use cognates!) to see if students can guess which
verb to use.
Sports et passe-temps Second Day
Objectives
Students will learn to tell how much they like or dislike certain activities.
Motivate
As students enter the room, on the board will
be the transparency from the previous day picturing various sports and
activities. The instructions will be: “In your journal, write an entry
describing what the people in the transparency like to do. Use at least
2 expressions with the verb faire and two with jouer.” (5
HW points)
(While students are writing, circulate and look
at previous night’s homework, recording points earned)
After students have had a few moments to write
their entry and get settled, begin by asking if there were problems on
the homework. Answer any questions. Then, ask students if they always answer
questions in complete sentences. Have them suggest short answers they might
give in English if someone asked whether they liked or disliked something.
Then, ask them to open their texts to page 102 and compare their short
answers to those in the box titled
“Comment dit-on?”.
Teach
1.
Presentation: Comment dit-on, p. 102. Have several volunteers
ask you if you like different activities from their vocabulary. As you
answer, use the various expressions from the vocabulary box, delivering
each with exaggerated expressions and gestures to get the point across.
Then, tell them how much you like other activities and ask them to indicate
what they understood by using a thumbs-up, comme-ci, comme ça
or thumbs down gesture.
2.
Play the audio recording for Activity 9, p. 102, and check for comprehension
by having students use their whiteboards to list the sports or games each
speaker likes or dislikes. Students should list at least 4 different activities
that they hear.(up to 5 HW/Part points)
9
Ecoute!p.102
On a school trip to Québec, you listen to your classmate talk
to a Canadian student. Write down at least one sport or game each
speaker likes and one each speaker dislikes.
— Tu aimes faire du sport??
—Le
sport, j ’adore ça, surtout le roller en ligne et le hockey. Par
contre, je n ’aime pas beaucoup le volley. Et toi, tu aimes faire du sport?
—Le
volley, pas du tout. Le roller en ligne, pas tellement. Je n’aime pas les
sports d ’équipe. J ’aime bien faire du ski, et je fais du jogging
tous les matins à sept heures.
3.
Have students work in pairs to prepare the dialogue described in Activity
10, p. 102. This is a speaking activity not a written one! As students
are doing dialogues, circulate and help with pronunciation and intonation.
Groups that offer to present the dialogue to the class may earn extra oral
participation points:up to 5 points.
4.
Presentation: Write the sentence “You like to go bike riding” on the board.
Ask students to turn it into a question in as many different ways as they
can. Next, have them read Grammaire, p. 103 (using est-ce
que for Question Formation) Write a few (3-4) statements on the board
and have all students use est-ce que to turn them into
questions in their notes. Then, have pairs of students ask and answer the
questions.
5.
Survey: Have students list their 5 favorite activities and their 5 least
favorite activities on a piece of paper. Next, ask them to conduct a survey
of the class to find out how many people like & dislike the 10 activities
they have listed, and how much using the new adverbs learned this lesson.
(10 HW Points for survey) Once students have completed the survey, using
Excel, they will input the data and create a chart or graph illustrating
the results of the survey. Have students open the file labeled “polls”
from the class website for step-by-step guidance through the process. (10
HW points for excel)
6.
Homework
Assign activities 5 and 6 from Grammar and Vocabulary Workbook, p.
27. (16 HW points) Also, study for quiz 4.1
Close
Have students give all appropriate answers to a series
of questions and statements such as “Tu aimes le sport?” “Moi, j’aime le
volley” “Je n’aime pas le ski” “Tu aimes faire les devoirs?” (Students
should be able to distinguish between questions and statements and give
appropriate responses)
Sports et passe-temps Third Day
Objectives
Students will learn about famous people, historical events, and places
in Quebec. Students will listen as Emilie introduces herself, her friends,
and Quebec City.
Motivate
Ask students what they would include in a videotape
to a French pen pal. Would they show their city? Their friends? What they
like to do?
Teach
1. Presentation:
Nouvelles de Québec
Read the letter from Emilie to her American pen pal Leticia. Ask students
simple comprehension questions, having write Vrai or Faux on their whiteboards
and “flashing” the answer. If students have problems with the comprehension,
have them read the letter from p. 96 of their text, discussing any difficulties
they have with vocabulary.
2.
Show
Nouvelles de Québec Video, having students check
off activities that they hear mentioned. Follow up the video with some
simple comprehension questions.
3.
Review the different activities not mentioned in the video and have students
explain how to use faire, jouer, and est-ce que. Allow a few minutes for
students to review individually and pass out their QUIZ.
Close
As students complete quiz, hand out research assignment
for the following day. At the end of class, tell students that they will
be using the Internet to research sports and pastimes popular with teens
in France and Canada. Ask them what sports they think will be popular and
have them give as many activities in French as they can. For homework,
they should make a list of French terms they want to use for their search.
Sports et passe-temps Fourth Day
Objectives
-
Students will use the Internet to research sports and pastimes popular
with teens in France and Canada
Students
will make comparisons of activities offered at Maisons des jeunes in France,
Canada, and recreation centers in their communities.
Students
will learn about some of the world-renowned sporting events which take
place each year in France and Canada, such as
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The Jeux de la Francophonie
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The Tour de France
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Paris-Dakar Rally
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24 Heures du Mans
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French Open / Roland Garros
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Le Grand Prix de Monaco
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Class should be conducted in the computer lab and
all students should work individually.
See WebQuest
for this assignment
to
comparisons of activities offered at Maisons des Jeunes in France, Canada,
and recreation centers in your communities.
To
learn about some of the world-renowned sporting events which take place
each year in France and Canada
Once you have logged in and called up this document
in Word, you should save it as “Webquest_Sports” in your directory. You
will need to email this document to me when you have completed it.