Unité 7 Leçon 22

Classe
Date
B L E U
LEÇON 22
Vive le week-end!
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Projet 1
Unité 7
Leçon 22
Nom
Un week-end typique
Work individually or with a partner. Design a poster in which you show your typical weekend
activities. You should include what you do in the morning, during the day, and later in the
evening. Pictures from magazines and newspapers will help you to depict your leisure
activities. You may also use photographs from home. You can explain to the class what you
already do and what you plan to do. You may also include some weekday activities on your
poster if space allows.
Materials: a poster board, colored pens, scissors, glue or tape, newspapers and magazines
Copyright © McDougal Littell. All rights reserved.
Preparation:
• Make a list of what you want to include in your poster.
• Design a preliminary layout of the poster. How will it be organized? For example, you can
organize information chronologically throughout the day, or you may want to present it
grouped in categories: activities at home, with friends, indoors, outdoors etc. Be creative in
your choice of format.
• Use newspapers or magazines to search for illustrations of the activities. You may also
draw them yourself.
• Bring in personal photographs if they fit your poster’s theme.
• Write short captions for the illustrations and a summary of your life as depicted on the
poster, in French.
• Have your partner edit your work.
• Create a title for your poster. (Ex. Un week-end typique, Ma vie, La vie de tous les
jours.)
• Organize your information and layout your brochure.
• Attach your text and pictures to the brochure.
• Present your poster to the class.
• Display the poster in the classroom.
Pacing suggestion: after completion of Leçon 22, Section B
p. 169
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Unité 7, Leçon 22
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Unité 7
Leçon 22
Nom
Classe
Date
B L E U
Trois époques, trois perspectives
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Projet 2
How many times have you heard your parents or grandparents say, “When I was a child . . .”
Working individually or with a partner, you will have the opportunity to compare simple
aspects of your life to your parents’ or grandparents’ and, eventually, to your children’s. On a
three-part poster, compare similar topics across several generations, using the passé
composé, présent, and near future.
Materials: a poster board, colored pens, scissors, glue or tape, magazines, access to a
bilingual dictionary, the library, and/or the Internet
• Select ten topics that you would like to cover in your presentation. Among the topics you
might select are: daily life, school, transportation and technology, goods and products,
science and medicine, government, housework and house life, food preparation and
service, styles of clothing, music styles, the arts, etc.
• Find pictures to illustrate your presentation.
• Discuss your selected topics with others and at home, and discover what the past was like
in the areas you chose to focus on. Then, predict what the future will be like in those areas.
• In a bilingual dictionary look up the terms you will need for your composition.
• Write three sentences for each topic.
• One using the passé composé.
• One using the présent.
• One using aller + l’infinitif.
• Have your partner edit your work and check your usage of verb tenses.
• Divide your poster into three columns and label them appropriately in French (Ex. Le
passé, Le présent, Le futur).
• Write your sentences on the poster going across, one sentence under each column.
• Layout and attach your illustrations on the poster.
• Present your poster to the class.
• Display the poster in the classroom or elsewhere in the school.
p. 170
Pacing suggestion: after completion of Leçon 22, Section D
Unité 7, Leçon 22
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Copyright © McDougal Littell. All rights reserved.
Preparation:
Classe
Date
B L E U
Unité 7
Leçon 22
Nom
Learning Scenarios
Working in groups of three, talk about what
you did over the weekend. Each of you was
extremely busy and you explain what
obligations you completed before you went
out to do your own activities. Ask each other
questions about who, where, when, and why.
Present your conversation to the class.
Scénario 2
Mon voyage à Paris
Work with a partner, imagine that s/he has
just returned from a trip to Paris and you
want to know all about the adventure. Ask
your partner questions in the passé
composé about what s/he did and the places
s/he visited.
Block Scheduling Copymasters
Scénario 1 Ce que nous avons fait
le week-end dernier
Scénario 1
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
3.2 Acquiring Information
Copyright © McDougal Littell. All rights reserved.
5.1 School and Community
Scénario 2
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
2.1 Practices of Culture
4.2 Cultural Comparisons
5.2 Lifelong Learning
p. 171
Discovering French, Nouveau! Bleu
Unité 7, Leçon 22
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Block Scheduling Copymasters
Unité 7
Leçon 22
Nom
Classe
Date
B L E U
Scénario 3
week-end
Sondage: Activités du
Work with a partner. Get a topic from your
teacher and survey the class about what
they did during the weekend. Collect your
results and display them in a pie chart. Then
explain your findings to the class.
regarder la télé
louer un film
réparer le vélo
jouer au foot
faire un pique-nique
laver la voiture
assister à un
concert
jogging
faire la
cuisine
acheter des
vêtements
aider les
parents
ranger la
chambre
match de sport
voir un film
voyager
écouter des
CD
travailler
dépenser beaucoup
d’argent
téléphoner
à un copain
Scénario 4
Le week-end dernier
Work with a partner and create a
conversation about last weekend in which
you may have done something exciting but
may also have done nothing in particular,
instead staying at home, completing
homework and chores, and perhaps renting a
film. Share your conversation with the class.
faire des achats
faire les devoirs
rencontrer les
copains
assister à un
faire le
danser
nager
organiser
une boum
manger trop
nettoyer la
cuisine
Scénario 3
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
5.2 Lifelong Learning
Scénario 4
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
2.1 Practices of Culture
5.2 Lifelong Learning
p. 172
Unité 7, Leçon 22
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Copyright © McDougal Littell. All rights reserved.
3.2 Acquiring Information
Classe
Date
B L E U
Unité 7
Leçon 22
Nom
Change-of-Pace Activities
Mots-croisés: Le passé composé
1
2
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Activité 1
3
4
5
6
7
8
9
10
11
12
ACROSS
DOWN
Copyright © McDougal Littell. All rights reserved.
1. Vous
(ranger) votre chambre?
4. Maman
(inviter) tous mes copains.
5. Papa
d’argent.
(dépenser) beaucoup
(porter) une robe noire.
7. Ils
(visiter) la tour Eiffel.
9. Nous
(étudier) la leçon.
3. Tous mes copains
boum.
4. Laure
6. Tu
8. Paul
2. J’
(écouter) un nouveau CD.
(acheter) les billets.
11. Mes copains
soirée.
(organiser) une
(gagner) le match.
5. Est-ce que tu
restaurant?
8. Vous
9. J’
(dîner) dans ce
(trouver) votre cahier.
(voyager) en Chine.
10. Mes amis
12. J’
(danser) à la
(téléphoner) à la banque.
(assister) au match.
p. 173
12. Nous
(louer) une maison au bord
de la mer.
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Unité 7, Leçon 22
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Unité 7
Leçon 22
Nom
Classe
Date
B L E U
Block Scheduling Copymasters
Activité 2
Une bande dessinée: Le week-end dernier
In pairs, create a comic strip that depicts what you and your partner did last weekend. For
example, you might have acheté un pull, préparé le dîner, or écouté un nouveau CD. Be
creative and make the strip at least five frames long. Once you have finished creating your
comic strip, brainstorm a name for your comic strip. Display your work on a bulletin board
with the rest of the class.
Activité 3
Une aventure
Work in groups of three. Create a mini–adventure sequence of three events, each introduced
by one of the first three adverbs listed in the chart. Write your adventure on an index card.
Pass your card to another student who will add the fourth logical event and pass the card to
another student who will add the concluding event. When all the cards are written, read them
aloud, and pick the best adventure.
1
2
3
4
5
d’abord
après
ensuite
enfin
finalement
Activité 4
Je fais des excuses
Work in groups of three or four. Make up a list of eight possible excuses (Ex. J’ai rencontré
des amis.) Write each on an index card. Pass your cards to another team. The other team will
create a scenario that would elicit that excuse and write down the scenario in the form of a
question on the card. (Ex. Pourquoi est-ce que tu n’es pas en classe?) When finished,
read some of the situations and excuses aloud.
Qu’est-ce qui manque?
Form two teams and designate a card shuffler. You will need 20 index cards. Write on the
cards new expressions you have learned in the passé composé. (Ex. Nous avons loué un
film.) The card shuffler will gather and shuffle the cards and place them face up on a table in
the front of the room. A player from Team A comes up to the table and examines all twenty
cards. Then the player turns his/her back to the table while the card shuffler removes two
cards from the table. When the player turns around, s/he must guess which cards are missing.
If the guess is correct, s/he earns a point for the team. If the guess is incorrect, the card
shuffler replaces the cards and Team B has a turn. Play continues until every student has had
a turn. The team with the most points wins.
p. 174
Unité 7, Leçon 22
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Activité 5
Classe
Date
B L E U
Activité 6
Stop!
Vrai ou faux?
Copyright © McDougal Littell. All rights reserved.
Divide the class into two teams and designate two team captains. Each student writes on an
index card a statement about him/herself: a current activity, a past activity, or a description.
The statement can be true or false but it should involve something that classmates would not
know about. The team captains collect the cards. Taking turns, the captain reads a card about
one student to the other team. The other team has twenty seconds to decide if that statement
is vrai or faux. If the guess is correct, they earn a point. Then the other team captain reads a
card. The game continues until all cards have been read. The team with the most points wins.
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Form two teams. Determine a word category for the game: school subjects, sports, family
members. A player from each team goes to the board. The player is responsible for writing a
word or phrase related to the determined category. As soon as the player writes one word or
phrase, the next person from the team comes to the board and adds another word or phrase
in that category. The player to fill in the sixth word or phrase must shout Stop! If all of the
words are correct, the team wins. However, the player must not forget to shout Stop! If the
player forgets, and the other team notices and calls the player on it, no team wins. The game
starts over with a new category.
Activité 7
Unité 7
Leçon 22
Nom
p. 175
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Unité 7, Leçon 22
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