Main Lesson Plan - Pimsleur Approach
Transcription
Main Lesson Plan - Pimsleur Approach
Describe & Compare Lesson Plan Main Lesson Plan Purpose and requisites: The lesson is aimed at intermediate-level students. They should already be able to simply describe people physically (hair, clothes, height, etc.) and also have some basic vocabulary for character traits. They also should know how to compare terms with at least moins que / plus que. The lesson will introduce new description-related vocabulary for character traits and new ways of expressing comparison and impressions about people. Lesson objectives: • Communication: Describe someone, express moderation or emphasize impressions • Grammar focus: Comparison, negative form, quantity adverbs • Vocabulary: Physical description - adjectives (review), character traits (new) • Culture: The French language frequently uses the negative form in everyday language instead of saying things directly, especially when it comes to expressing an opinion about someone. This lesson also introduces many idiomatic expressions, excluding slang, and proverbs Learning outcome(s): By the end of this lesson students will: • have gained rich vocabulary and linguistic tools to better describe someone’s character. • be able to describe someone accurately and master nuances to remain polite while doing so. • be able to compare people’s characters, qualities, andflaws. • be able to describe and compare people using idiomatic expressions, used in everyday French. • have improved on the negative form. • have learned phrases and proverbs. • be able to express intense impressions, overreact, andemphasizepeople’squalitiesandflaws. Material: • magazines with pictures of celebrities • text (included in the lesson) • optional: video documentary (biography or portrait) Visit www.PimsleurApproach.com for more free French language learning resources Describe & Compare Lesson Plan Main Lesson Plan Bridge-in: Guidelines and tips : 1- Confidence: Teacher will let students show what they are capable of by having them describe male and female celebrities (preferably French) in photos. 1- Guidelines for students: Simply describe this person as best as you can. If you know who he/she is, you can introduce him/her to other students. If you don’t, you may end your description by suggesting a possible job from how he/she looks (singer, actor, politician). Each pair or small group of students should work on one celebrity. They do not have to know who the celebrity is. 2- Correction triggers new vocabulary: Based on students’ work (which usually is focused on clothes and hairstyle at lower intermediate level), teacher provides new vocabulary both physical and character traits related. List of words should include the following terms : élégant, glamour, classe, distingué, stylé, séduisant, souriant, sympathique, tendance, mystérieux, superbe, mignon, charmant, agréable, and sociable. Students need a framework for their work; indicate how many sentences they should write at minimum. 2- Always provide the feminine form if applicable. Each new adjective is listed on the side of the white board. To introduce new words, the teacher must have a reasonable amount of different images to use, to make obvious comparisons instead of using English. Examples: she is stylish, she is not etc. Provide the rest of the vocabulary if the correction did not allow introducing all of the listed words. If time allows, introduce more vocabulary. Make sure students learn: intelligent/bête, agréable/ désagréable, heureux/malheureux, and prétentieux/modeste. List of expressions should include: avoir l’air (+ adjective) and avoir tendance à (+être, but explain that it could also be used with other verbs. Insist that it is a habit; do not explain that the adjective tendance is in fact a neologism and primarily a noun, but explain that it has a different meaning in the phrase avoir tendance à.), and quelqu’un de (show that even if the subject is feminine, the adjective after this phrase is always masculine. The same rule applies to avoir l’air but everyday language uses the feminine form as well.) 3- Negative form and comparison: The text will show students how to use the new vocabulary and how to use it in the negative form. The text uses some of the new words and some negative sentences, as well as comparison expressions, proverbs, adverbs for nuances, and phrases toemphasizequalitiesandflaws. Tasks consist of classifying bolded expressions whether they describe the person positively or negatively. Have students use a star rating to decide whether the expressions are strongly emphasizing (***), moderate (**), or simply negative/quite neutral (*). 3- Teacher can read the text so students recognize the new words and write them down each time they do. Then distribute the text so each student can read a part of it aloud. Allow sufficient time for questions, before starting the classification, in case there are unfamiliar vocabulary words. Proverbs should be explained before the task starts. Visit www.PimsleurApproach.com for more free French language learning resources Describe & Compare Lesson Plan Main Lesson Plan Text: Classez les mots et les expressions en caractères gras en deux parties : impression positive et impression négative. Notez ensuite les expressions des deux listes avec des étoiles : trois étoiles pour les expressions fortes, deux étoiles pour les expressions modérées, une étoile pour les expressions neutres. Thomas n’est pas vraiment élégant mais lorsqu’il doit sortir, il a toujours l’air distingué. Marie, elle, fait très attention à sa tenue et ce, en toutes circonstances, pour la vie quotidienne et pour le travail, comme pour les sorties du soir ou du week-end. Thomas a pour habitude de dire qu’elle est plutôt glamour, ce qui énerve un peu Marie. Thomas n’est pas quelqu’un de prétentieux mais il a tendance à être désagréable avec les personnes qu’il ne connaît pas. C’est de la timidité parce que Thomas pense qu’il n’est pas franchement séduisant et il a souvent peur de déplaire. Pourtant, les femmes, en général, trouvent que Thomas est vraiment charmant. Un peu plus stylée mais surtout bien plus souriante que Thomas, Marie a l’air de quelqu’un d’assez sympathique. Généralement, on trouve que Thomas est un peu trop mystérieux, franchement pas sociable et que Marie est beaucoup plus intelligente. Cela dit, ils sont tous les deux tout à fait sympathiques une fois qu’on les connaît mieux. Le plus gros défaut de Thomas, c’est qu’il est têtu comme une mule. Quant à Marie, elle est bavarde comme une pie. La timidité, elle ne connaît pas! Pretest: To be able to use the vocabulary and create their own expressions from the ones they haveclassified,studentsmustworkonquiz 1. Review or introduce: • plus que • moins que • plus/moins • aussi que / pas aussi ... que and more if possible : • autant que • comme • tout autant que Teach could check to see if the students know the irregular forms: • bon / meilleur que • mauvais / pire que Answers Positive a toujours l’air distingué ** plutôt glamour ** vraiment charmant *** un peu plus stylée ** bien plus souriante que *** a l’air de quelqu’un d’assez sympathique ** beaucoup plus intelligente *** tout à fait sympathiques ** Negative pas vraiment élégant ** n’est pas quelqu’un de prétentieux * a tendance à être désagréable ** pas franchement séduisant ** un peu trop mystérieux ** franchement pas sociable *** Describe & Compare Lesson Plan Answer Key - French Quiz #1 3- Read the text and answer the true or false questions below: Thomas n’est pas vraiment élégant mais lorsqu’il doit sortir, il a toujours l’air distingué. Marie, elle, fait très attention à sa tenue et ce, en toutes circonstances, pour la vie quotidienne et pour le travail, comme pour les sorties du soir ou du weekend. Thomas a pour habitude de dire qu’elle est plutôt glamour, ce qui énerve un peu Marie. Thomas n’est pas quelqu’un de prétentieux mais il a tendance à être désagréable avec les personnes qu’il ne connaît pas. C’est de la timidité parce que Thomas pense qu’il n’est pas franchement séduisant et il a souvent peur de déplaire. Pourtant, les femmes, en général, trouvent que Thomas est vraiment charmant. Un peu plus stylée mais surtout bien plus souriante que Thomas, Marie a l’air de quelqu’un d’assez sympathique. Généralement, on trouve que Thomas est un peu trop mystérieux, franchement pas sociable et que Marie est beaucoup plus intelligente. Cela dit, ils sont tous les deux tout à fait sympathiques une fois qu’on les connaît mieux. Le plus gros défaut de Thomas, c’est qu’il est têtu comme une mule. Quant à Marie, elle est bavarde comme une pie. La timidité, elle ne connaît pas! 1. Marie est généralement plus classe que Thomas. True 2. Thomas est charmant mais il est trop timide. True 3. Thomas a l’air bien moins sympathique Visit www.PimsleurApproach.com for more free French language learning resources que Marie. False 4. Thomas ne plaît pas aux femmes. False 5. Les gens disent que Marie n’est pas aussi intelligente que Thomas. False 6. Marie aime la mode. True 7. Si on est ami avec le couple, Marie est vraiment plus sympathique que Thomas. False Describe & Compare Lesson Plan Main Lesson Plan Games and role play: Games to use character traits and physical description 1. Game 1 is called qui suis-je: A student picks a celebrity and other students have to find out who he/she is by asking questions. Students must only answer yes or no. Teacher should indicate a maximum number of questions allowed and count them. 2. Game 2 is called l’enquête: A student asks questionstootherstofindoutwhoisthecriminal. Answers must only be yes or no. The detective student must leave the classroom so other students can choose who the criminal is. Only the criminal student is allowed to not tell the truth. Role play to use character traits Have pairs of students prepare a short role play by choosing one of the following situations : • A teenager wants to go out with girlfriend/ boyfriend but parents won’t allow: The teenager has to convince his/her parents that the girlfriend/boyfriend is a good person with many positive qualities. • A couple has met new friends, who are also a couple, but they don’t quite agree on their new friends: The man (or woman) is friendly and seems to have many qualities, whereas the woman (or man) is not that friendly. Closure: Homework should include worksheets (and possibly quiz 2). Teacher also could ask students to write short texts describing their favorite persons in the world. Assessment: 1. Free-text writing is a good way of checking how students can use what they have learned in this lesson. A video can also be used, but it has to be a portrait/biography of someone of interest, artist, politician, historical character etc. preferably controversial but not too much. With a video, a debate is the best way to work on the assessment. 2. Exercise 1 on quiz 2 may be used to assess comparison skills, but could it also be the opportunity to organize a small debate or used instead of the video. 3. Correcting the worksheet is also a good assessment. Copyright © 2000-2012 Internet Order, LLC. All rights reserved. “Stroll” and “Internet Order” are trademarks of Internet Order, LLC. Internet Order, LLC sells Pimsleur® products but is not an affiliate of Simon & Schuster, Inc. (the publisher of Pimsleur® products) or of Beverly Pimsleur (the owner of the Pimsleur® trademark, which is licensed exclusively to Simon&Schuster).AnyuseofthePimsleur®nameorassociatedmarksissolelytoidentify the products sold by Internet Order, LLC. Internet Order, LLC is solely responsible for the contents of this document. Visit www.PimsleurApproach.com for more free French language learning resources