Unité 1 - PlanbookConnect

Transcription

f3-bscm-U1P1&2 pp3 4/18/03 5:44 PM Page 9
Nom
Date
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Partie 1
Unité 1. Au jour le jour
PARTIE 1
Block Scheduling Copymasters
Project 1 Vedettes francophones
Working with a partner write a magazine profile of
a current, if possible Francophone, celebrity. First,
browse popular magazines to decide whom you will
feature and for pictures to use in your article. After
you collect this material, write a description of the
star’s appearance and personality. Don’t forget to
come up with a magazine-style layout and title. Once
your article is complete, share it with the class.
Materials: a poster board, colored pens, scissors,
glue or tape, magazine articles on celebrities
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Preparation:
• Identify the star you will profile for this project,
browsing the Internet or magazines for inspiration
and pictures. Download or cut out the pictures.
• Make a list of vocabulary you will use in your
description of the celebrity and look up the words
of which you are not sure.
• Dividing the work, write a few short paragraphs describing the celebrity in terms of
appearance, personality, and even lifestyle. Make sure you use as much recently learned
and reviewed vocabulary and grammar as possible.
• Edit each other’s work and finalize your text together.
• Lay out your article on a poster board, deciding where to put the title, photos, photo
captions, and text.
• Finalize your layout and attach materials to the poster board.
• Present your profile to the class and display your poster in the classroom.
Pacing suggestion: after completion of Unité 1, Partie 1, Langue et communication A
Discovering French, Nouveau! Rouge
Unité 1
Classe
Unité 1, Partie 1
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Partie 1
Nom
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Work with a partner. Describing someone’s look
requires careful observation of that person’s
appearance. Imagine that you have been hired by
a French magazine to prepare a short
comparative article on le look for a particular
segment of the population in the United States
and France. Whom and what look will you
select? An X-Games inspired athletic look? A
Britney Spears-inspired teenage look? The outfits
of musicians like Avril Lavigne or Pink? The
fashion of Friends? Browse the Internet or
magazines to help you define the look favored
by a given group of people in the United States
and try to find their counterpart in France.
Prepare a magazine article for display on a
poster board.
Materials: a poster board, colored pens,
scissors, glue or tape, magazines, access to a
bilingual dictionary
Preparation:
• Choose a segment of the population whose
look you want to define.
• Download or cut out pictures that exemplify
your chosen look.
• Using these illustrations, start annotating the
particularities of this look. Look up any words you do not know.
• Dividing the work, write several short paragraphs on what constitutes le look for this
segment of the population or group of people.
• Edit each other’s work and finalize your text together.
• Lay out your text and pictures on the poster board, deciding where to put the title, photos,
photo captions, and text.
• Finalize your layout and attach materials to the poster board.
• Present your look to the class and display your poster in the classroom. With the work of
the class, you should be able to identify several versions of le look.
Pacing suggestion: after completion of Unité 1, Partie 1, Entre nous
10
Unité 1, Partie 1
Unité 1
Project 2 Quel est leur look?
Nom
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R O U G E
Learning Scenarios
La photo secrète
À la gare
Work in pairs. Imagine that a friend or
relative is arriving at the train station later
today and that you cannot be there to meet
him or her. Ask your partner to meet your
friend at the station and provide a detailed
description of your friend to help your
partner identify him or her. You might
actually be describing someone in the class.
If so, have your partner identify that person
when you are finished with your description.
Scénario 1
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
3.2 Acquiring Information
4.1 Language Comparisons
5.2 Lifelong Learning
Scénario 2
Targeted Standards
3.2 Acquiring Information
4.1 Language Comparisons
5.2 Lifelong Learning
Unité 1, Partie 1
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Work in pairs. Bring in a picture of a person
and write down a description of it while
keeping the picture hidden. Use the kind of
description you would give if you were
looking for someone, for example. Read
your paragraph to your partner without
showing the picture itself. Based on your
description, your partner will draw the
person on the photograph. At the end, show
your partner the picture then switch roles.
Ask questions, as necessary, for clarification
or for more information.
Scénario 2
Partie 1
Scénario 1
Unité 1
Classe
Classe
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Unité 1
Scénario 3
Sondage: La toilette
Work in pairs. Reflect on the personal care
vocabulary listed in Le français pratique
2. What differences, if any, do you notice
between your own language or culture and
the French language or culture? Prepare a
list of five questions about personal habits
and survey others in the class. Ex. Est-ce
que tu utilises un gant de toilette? Keep
a count of your survey, draw a conclusion,
and prepare your results on a pie chart.
Present your results to the class.
Scénario 4
Les vêtements
Work with a partner and discuss the clothing
that you wear on a regular basis as well as
the clothes you wear on special occasions.
Do the items you wear constitute un look?
Are brand names important to you or your
friends? What brands are popular in your
age group and which do you tend to buy?
How do you select what you will wear on
any given day? Do you think French teens
have similar concerns and tastes? Take
notes as you discuss and present your
thoughts to the class.
Scénario 3
Targeted Standards
1.3 Presentational Communication
2.2 Products of Culture
4.2 Cultural Comparisons
Scénario 4
Targeted Standards
1.3 Presentational Communication
2.1 Practices of Culture
2.2 Products of Culture
4.2 Cultural Comparisons
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Unité 1, Partie 1
Partie 1
Nom
Nom
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R O U G E
Change-of-Pace Activities
Aide-mémoire
A player starts the game by asking the card turner, Je voudrais voir le numéro . . . The
card turner turns the card. Then the player asks for another card to be turned. If the cards
correspond to each other, the team earns a point and those cards are removed from the
board. Then it’s the other team’s turn. Play continues until all cards have been turned. The
team with the most points wins.
Activité 2
Tante Alice et Oncle Maurice
Work in pairs. Someone will go and pick up your Tante Alice and Oncle Maurice at the
train station for you. On a piece of paper, write a detailed description of the couple and on a
separate piece of paper, draw a picture of the couple. Turn in both pages to the teacher, who
will randomly number all the descriptions before hanging them on the wall.
The teacher will then hang up the pictures on another wall. First, read the descriptions then,
look at the illustrations and see if you can make a match. Vote by writing the number of a
description on what you think is the corresponding illustration.
Activité 3
Pioche!
Work in groups of three or four. On index cards, write the names of the articles de toilette
listed in Le français pratique 2 (pp. 42–43). On separate cards, draw these objects. Shuffle
and deal five cards to each player. Place the remainder of the cards in a pile in front of you.
You are now ready to play Pioche! After all the players have laid down the matching pairs in
their hands, the starting player will ask his/her left-hand neighbor for a card in order to match
another pair. Ex. Antoine, est-ce que tu as un rasoir? If he has the card, he must
relinquish it; if not, he says: Pioche! and the player draws from the pile. Continue until all the
cards are paired off. The player with the most pairs wins.
Activité 4
Qu’est-ce qui manque?
Work in groups of three or four. On index cards, write the names of the articles de toilette
listed in Le français pratique 2 (pp. 42-43). On separate cards, draw these objects.
Alternatively, use the drawings only. Put all the cards face up on the table. Choose a leader.
The leader will slowly count to five. While the leader counts, the other students will close
their eyes (no peeking!). While eyes are closed, the leader will remove a card and shift around
the other cards on the table. On the count of five, the players will open their eyes and the
leader will ask: Qu’est-ce qui manque? The first player to discover which card in missing
will win and become the leader.
Unité 1, Partie 1
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Form two teams and designate a scorekeeper and a card turner. The class will need ten blank
index cards. By cutting the cards in half, create a set of twenty cards and give ten to each
team. Each team will write the names of five articles de toilette on index cards and the five
corresponding verbs on the remaining index cards. Gather and number all the cards from 1 to
20 on the flip side, and pin them up in numerical order.
Partie 1
Activité 1
Unité 1
Classe
Partie 1
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Classe
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R O U G E
Work in groups of two or three. The teacher will give you a set of slips of paper that will serve
as dominoes. Distribute the dominoes three each among members of the group and put the
rest in a pile. The first player will lay down one domino, earn a point, and take another
domino from the pile. The next player must lay a domino that fits against the domino on the
board, on either side. If so, s/he wins a point and takes another domino. If not, s/he loses the
turn and gains no points. Continue until all the dominoes are played and there is a highscoring winner.
et puis on met de
l’après-rasage.
Marcel se rase
avec un rasoir
électrique.
Eva utilise un
dentifrice
mentholé
pour se brosser les
dents.
Antoine se lave
la figure
avec un gant de
toilette.
Julianne utilise
un séchoir
pour se sécher les
cheveux.
On se lave les
cheveux
avec du
shampooing.
Marc emploie une
serviette
pour se sécher
après le bain.
On se coupe les
ongles
avec des
ciseaux.
Julien utilise une
brosse à dents
électrique
pour se brosser les
dents.
Nathalie se met du
rouge à lèvres
quand elle se
maquille.
On se sèche les
mains
avec une
serviette.
Pascale utilise du
rimmel
pour se maquiller les
yeux.
On se
regarde
dans une
glace.
On se brosse les
cheveux avec
une brosse à
cheveux.
On utilise
un rasoir
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Unité 1, Partie 1
Unité 1
Activité 5 Dominos
Nom
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R O U G E
Activité 6
Bouche-trou
Partie 1
Working in pairs, complete the following sentences.
NIMAPOSOGH
SIESUE
TANG
ADREONDOT
CHOUDE
MELLIQUA
GENPIE
RESOCHI
1. Henriette achète du __ __ __ __ __ __ __ __ __ __ pour se laver les cheveux.
2. Jean-Luc n’a pas de brosse, alors il se __ __ __ __ __ __ .
3. Après le match de basket, Marc va prendre une __ __ __ __ __ __.
4. Julianna s’__ __ __ __ __ __ les mains avec une serviette.
5. Francine se regarde dans un __ __ __ __ __ __ qu’elle tient dans la main.
6. Yvette se lave la figure, elle utilise un __ __ __ __ .
7. Pour se brosser les dents, Danielle se sert d’un __ __ __ __ __ __ __ __ __ __.
8. Après le bain, Hughes se met du __ __ __ __ __ __ __ __ __.
9. Christine vient de se laver les cheveux, maintenant elle a besoin d’un __ __ __ __ __ __ __.
10. Colette met du fard et du rimmel. Elle se __ __ __ __ __ __ __ __.
Unité 1, Partie 1
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RORIMI
IDENTIFERC
Unité 1
Classe
Partie 1
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R O U G E
Catégories
Work in groups of three. Take the vocabulary from Le français pratique: La toilette et les
soins personnels and categorize the words into as many groups as possible. Each category
must have at least two entries in order to qualify as a category. For example, using the words
shampooing, se laver, and cheveux, you can create the category Se laver les cheveux.
Each team has fifteen minutes to create as many categories as it can and to enter as many
words as possible in each category. When time is up, the team who has the highest word and
category count wins.
Unité 1
Activité 7
16
Unité 1, Partie 1

Unité 1 - PlanbookConnect

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