Introduction To French Unit: Bon Voyage
-1Introduction to French Unit: Bon VoyageIn the Bon Voyage Unit, students will explore travel in France through theuse of authentic French language and culturally appropriate materials. Duringeach lesson, students will work to meet the ACTFL and NYSAFLT standards, whichstate that students will work toward improving communication skills and culturalunderstanding. In this unit specifically, students will use various methods andactivities to meet these standards. Students will be assessed on their ability tocommunicate using vocabulary and phrases from the unit to talk about travel inFrance. They will also be assessed on their overall understanding of culturaldifferences between the United States and France.
.Unit OverviewThe following unit, Bon Voyage, has been developed to engage students inFrench culture and language through the teaching of travel customs in France.Students will compare travel in France to travel in the United States, they willlearn traditional phrases, expressions, and vocabulary words associated withtravel in France, and they will put their knowledge into practice by researchingtravel accommodations in France.The unit begins by asking students to discuss travel habits in the UnitedStates and reflect upon their personal travel experiences. Then, through inputfrom the teacher, students will learn just how common travel is in Franceamongst adolescents. Students will compare travel habits in the United States andin France and where French people like to travel to the most.In the following lesson, the class will focus primarily on unit vocabulary as itrelates to travel in France. The students will review their vocabulary, practiceusing it in sentences, and learn appropriate situations for using the vocabulary. Inthis lesson, students will focus on using vocabulary and knowledge of customs inFrance. They will reflect on their own experiences of going through customs in theUnited States and discuss what customs is. Next, the students will watch a French
.video of customs in France and compare cultural differences between the US andFrance, looking for key words and phrases. Lastly, students will complete anauthentic Canadian customs form that is written in French and uses keyvocabulary terms and phrases.In the third lesson, students will continue to compare cultural differencesbetween the United States and France by looking at specific modes oftransportation used for travel. This lesson asks students which modes oftransportation they use most commonly and which types of transportation aremost common in France. The students will listen to a French Podcast thatdiscusses ordering a train ticket in France and students will follow along with aworksheet. Students will learn authentic French terms and will hear native Frenchspeakers discussing train travel in France.The fourth lesson will take place at the school's library so that students willhave access to computers and the teacher will have access to the SmartBoard. Inthis lesson, students will complete a Web Quest activity and they will exploreFrench websites where they will research plane tickets, train tickets, hotelaccommodations, and leisure activities in France. This activity gives students an
opportunity to be creative in their choice of travel destination and they will beassessed on their individual ability to read and write in French.The last lesson is a short assessment of the students' ability to use keyvocabulary words in sentences. Students must show that they can use vocabularyfrom the unit appropriately and accurately. Then, the students will have theremainder of the class to complete the WebQuest activity.
----------------------------------------- ---------------------------- ------- -------.Essential Questions What are the three key reasons that the French like to travel? How is travel in the United States similar to travel in France? How is travel in France different from travel in the United States? How does one say, "I am traveling to We know that in the French language all nouns are either feminine or(country)," in French?masculine, so what are the different articles for countries? What are some characteristics of travel in France? What are characteristics of French customs? What vocabulary words areassociated with French customs? What are the steps that one must take buy a train ticket in France? What advice could I give to someone traveling to the United States? Which regions of France are appealing to visit? What will you do once youare there? How much does a plane ticket cost to travel from NYC to Paris? How do you order a train ticket online? How much is it? How do you book a hotel in France online?
.Class: French 3Unit 5 Bon Voyage Day 1Teacher: Emily ClarkMarch 1, 2011Content: This unit is culturally-based and therefore requires a variety of activities each day.Thus, I have not followed a traditional format in creating these lesson plans, but I have used acreative combination of Input, Modeling, Guided Practice, and Checking for Understanding.Objectives1. Students will compare travel in the United States to travel in France2. Students will learn vocabulary terms for traveling to France and French-speaking regions3. Students will learn to say, "I am going to travel t o (country)" in French, by using theproper vocabulary and grammar associated with this phrase4. Students will be able to identify specific travel items that are needed to travel to FranceStandard 1: Communication SkillsStudents will be able to use a language other than English for communication.Standard 2: Cultural UnderstandingStudents will develop cross-cultural skills and understandings.Materials Vocabulary list (for homework) Tests and homework from Friday (hand back) Projector for video Computer BooksNotebook/PaperIntroduction/Warm-up1. Begin class with greeting, warm-up, and expression of the daya.Expression of the day: Arc-en-ciel (rainbow)b. Warm-up: Have students recite the pledgec.Announce bulletin board: La Question de Ia Semaine
.d. Announce HW on HW Board: Vocabulary list for Unit 5 (5.1}2. Hand back Unit 4 Test from Friday (oral and written) and give feedback (5.2)a. Overall, grades were very goodb. Speaking portion was excellent- few errors. Errors were common in placement ofpronouns and pronunciationc.Written section- errors occurred in placement and use of pronounsLESSONTeacher (French)- Anticipatory Set1. Introduce Unit 5: "How many of you like totravel?2. Where have you traveled to?3. Do you travel often?4. Do you travel with your parents or yourfriends?InputStudents (French/English)1. I do!2. Florida, New York, Pennsylvania, etc.3. No, not really4. Parents1. In France, it is very common to travel.People travel quite a bit, and students yourage may even travel alone or with theirfriends. It is typically acceptable for youngadolescents to travel; however in the US wedo not usually see young people traveling withtheir friends. Why is that?1. It is expensive to travel; it is unsafe; there is notime; we do not have cars/drivers license2. Also, there are many reasons why theFrench travel, just like there are many reasonswhy Americans like to travel. Please take out aloose leaf sheet of paper and fold it in halflength wise (students write on a sheet ofpaper). On one side write "Aux Etats-Unis andon the othr side write "En France." Let's brainstorm some reasons why we like to travel.Output2. Vacation; freedom; get-away from school;visit friends and family (students write onpaper)II3. Plane, car, train, etc.3. Ok, good. Now, below that, let's writedescriptions of travel in the US.Modeling1. Next, ask students to open their text booksto page 187 (5.3).2. I will read the first blue paragraph alolJd andStudents take notes as they read with a partner
'discuss the importance of travel in France.3. Next, students will read pg. 187-188(5.35.4) with a partner and take notes on eachparagraph, Les Linguistes, Les actifs, and Lesexplorateurs. Tell the students to write theirnotes on the right hand side of the paper tocompare notes with the US.Checking for Understanding1. Once students have completed the listeningactivity, tell them to re-group and get ready togo over the answers as a class.2. Discuss the readings and each paragraph:what does each paragraph mean? What dothe French do when they travel? What aredifferent types of French tourists?Students answer questions and respond toreading questionsINPUT1. Next, ask students to look at page 188 (5.4)Les Destinations. What can they notice aboutthe different countries and the articles in frontof the countries?2. Then, describe that each country ismasculine or feminine and that it is importantfor the students to pay attention to thosearticles.3. (Modeling) Ask students to turn to pages R14-15 (5.5) in their text books to see a map ofthe world. The map is labeled with countries inFrench. Each country has an article. Point outthe articles.4. Review chart on page R-15 (5.5) and usevocabulary to talk about traveling to differentcountries. Je voyage aux Etats-Unis.I Each country is masculine or feminine
.ClosureTell students to continue to review unit vocabulary and to do their vocabulary packet forhomework.Independent PracticeStudents will complete the vocabulary packet.Duration40 minutes
tenne «vacances» estde «Voyage.» Ceux quien France vont se bronzerplages de I'Atlantique etMediterranee ou faire de Iaapied dans les Alpes etMais aujourd'hui,qui vont aI'manger sont deen plus nombreux. Allerun pays oil Ia langue, leset les coutumes sontifferents, , c'est l'aventure!Suivanto leurs objectifs, ondasser ces jeunes voyageursdifferentes categories. Pour ces jeunes voyageurs, vacances est synonyme de voyage !.:Les cclinguistes»Les «sejours linguistiques»representent la majoritedes voyages a 1' etranger.La formule classique consiste a passer deux ou troissemaines dans une familleen Angleterre (1' anglaisetant 0 la langue la plusetudiee dans les lyceesfran ;ais).Aujourd'hui, avec le developpement des transportsaeriens et la diminution du prix des voyages, lesjeunes Fran ;ais vont de plus en plus loin pour perfectionner0 leur anglais. Patrick, par exemple, a passe lemois d' aout dans une famille de Denver. Le haut pointde son voyage a ete la demiere semaine ou la familleest allee faire du rafting dans le Colorado. Charlotte,elle, est allee en Australie dans une famille de ranchers. La, elle a participe atoutes les activites, y comprisla tonte des moutons. 0Les ccactifs»Ce sont ceux qui ont un projet particulier. Certains font un ·«stage» payeou non paye dans une entreprise.Catherine a ainsi passe un mois en0Allemagne amelanger des colorantsdans une compagnie de produits"chirniques. La, elle a appris les dangers de la pollution et les moyenso decontroler celle-ci.Pour d'autres, leur projet a unobjectif humanitaire. Jean-Baptiste, un lyceen de 17 ans,est alle au Senegal avec une bande de copains de son lycee.Il explique: «Notre but0 n'etait pas de faire du tourisme,mais d'accomplir quelque chose d'utile. Nous avons participe a la construction d'un systeme d'irrigation dans unpetit village. Pendant notre sejour, nous avons travaille tresdur, mais aussi nous avons decouvert un mode 0 de vie touta fait 0 different et nous avons fait connaissance de gensabsolument extraordinaires. Pendant ces trois semaines,nous avons appris plus que pendant un an au lycee!»suivant according to etant being diminution decrease perfectionner improve tonte des moutons sheep shearingmelanger des colorants to mix dyes moyens means but objectil mode way tout a fait quiteUnite 5 INFO
Les ccexplorateurs»Ceux-Ut renouvellent la tradition des explorateursd' autrefois. Ils partent a1' aventure, sac au dos, asans but precis pour des destinations mysterieuses.Julien, un etudiant en medecine, a parcouru les hautsplateaux du Perou en bus et en autostop. Marthe etVeronique, deux etudiantes d'une ecole de commerce,ont fait du trekking dans l'Himalaya. Elles sont partiesdu Nepal et sont allees apied par des sentiersa de hautemontagne jusqu' au Tibet.Pendant des semaines, les parents de ces voyageursintrepides n'entendent pas parlera d'eux et s'inquietent. 0 Mais finalement, ilsreviennent, bronzes, heureux et avec plein d' anecdotes sur les dangers qu'ilsont evites 0 et les rencontres qu'ils ont faites pendant leur fabuleux voyage. fran ais0sac au dos with a backpack parcourirplein beaucoup evites avoided* to travel throughUnite 5 INFO Magazinesentiers trailsn'entendent pas parter do not hear s'inquietent worry
E.Les pays1LES CONTINENTS ET LES PAYSDUMONDEL' Amerique du Nordet I' Amerique du Sud1.2.3.4.5.6.7.8.9.le Canadales Etats-Unisle Mexiquele Guatemalale Venezuelale Peroule BresilI'Argentinele ChiliL' Afrique10.11.12.13.14.15.16.le MarocI' AlgerieIa TunisieI'Egyptele SenegalIa Cote d'lvoireIa Republiquedemocratique duCongo17. MadagascarL' .33.34.35.Ia FranceI'Espagnele PortugalI'Angleterrel'lrlandeI'EcosseIa Belgiquele LuxembourgIa Suisseles Pays-BasI' Allemagnel'ltalieIa Grecele DanemarkIa NorvegeIa SuedeIa PologneIa RussieLe Moyen-Orient36. Israel37. le Liban38. I'Arabie SaouditeL' Asie et I'Oceanie39.40.41.42.43.44.45.46.47.Ia Chinele JaponIa Coreele Viet-namle Cambodgel'lndeles PhilippinesI' AustralieIa Nouvelle Zelande
-. ',es articles et les prepositions avec les noms de paysmasculine countrybeginning witha consonantJe visite0Je vaisJ'habite0Je viens00000000plural countryle CanadaIa Francel'lsraelles Etats-Unisau Canadaen Franceen Israelaux Etats-Unisdu Canadade Franced'lsraeldes Etats-Unis00feminine country ormasculine countrybeginning with a vowel--Appendix A
.Je m'appelleC\f:Fr l':ei I3Unite 5 : Bon Voyage !Re-ecrivez /es mots suivants en fran ais et traduisez-les en anglais.Re-write the following words in French and translate them in English.VoyagerFaire un voyageFaire un sejourA l'etranger·- 1 ·-ko.v.t \'·-it C! 'it (1. D' I0 D ::i·ta t1b\j\J0- -----ae o.SLo.Y)r.n. . . . . .u.ru(}. ClliA.f\tr] Un pays1'dw:b h 1 Go. d., .Une piece d'identiteUn passeport Qs: poc Une carte d'identiteldtC\h' mrd - - - - -Un permis de conduiredrivJ r's \,·r.e:r) -----La douaneCJA'hflJ SUne valise:)J l'te &se(L Un sacUn bagagea mainUn sac adosQuelque chose a declarerRien a declarerAcheter un billetReserver une placeConfirmer rna reservationOOM ) u c,. e -- XDQ } o. e. X':)oroe fu, ·oa) D d.e.c1n n. --- f\bfu\/\'1 1DdecJo.x-e--\-1) \oGU l 0. :hOA: f. l(RSCcc\f. CDr\ ' crY\a. ycJ(Y\ l.(14JII""""'rl \ YI
.Annuler rna reservationQD. 0 C \ fa, f 2"5Lr . v.u oJ)!.L,;.uf\ ---- o. ,Louer une voiture C o T(}.Quelle sort de .\l'So. ·cY"\ eUn aller simple(). DC\t \L\1 &\ Un alter et retour QJ""6t , . ou.f\d 1 \ DEn premiere classeEn classe touristeEn section non-fumeurIQuel siegeLe couloirQuelle placeUne carte d'embarquement\N'f\,-cb ,YfO!-fu '·';' l e\.Nh,·cb :;eal\0oo.ed,· aS)Levolflf h DirectdffR .}Une correspondanceJtop-ovifOmoa.b oq l 14h. . tA l'heure{)(\ :h rY)eEn avanceEn retardroriL1lD. tAnnuleCaorel dComplet1WJUne escaleLibreOccupefat: LAJI
'PresenterJb e rDtObtenir *1D 9d-/DbtOJ'QEnregistrer:\J) enee Se presenterjDEmbarquer ft-\fD t { Y \ e J t L - - - - - Jb 'OtoJdAttacher(} to.tcb La ceinture de securiteJPQ. t-'QeJDebarquerc\e \a o ChercherPasser parDecollerAtterrirCom posterMonter dans{D\6bK Jbr:m)QJ\dpss Y2vj1b at-e otf1t 51-tl.mD71D ctt Of)Descendre detD. qLrl f{RateritPrendre*AttendreLe prochain trainLe train suivantLe dernier trainIY\1-S )ft {CA elli \t\)Q 1': fu (\fil jrQ1. , 0.L.d-h{ rt.xt ifa J-:.:. V\-'----ih{ ta .s kaL"""-'--tf\ ,
.Class: French 3Unit 5 Bon Voyage Day 2Teacher: Emily ClarkMarch 2, 2011Content: This unit is culturally-based and therefore requires a variety of activities each day.Thus, I have not followed a traditional format in creating these lesson plans, but I have usedcreative combinations of Input, Modeling, Guided Practice, and Checking for Understanding.Objectives1. Students will compare cultural aspects of travel in the United States those in France2. Students will learn about customs inspections in France and what is expected whentraveling through French customs3. Students will use unit vocabulary to fill out an authentic Canadian customs formStandard 1: Communication SkillsStudents will be able to use a language other than English for communication.Standard 2: Cultural UnderstandingStudents will develop cross-cultural skills and understandings.Materials Vocabulary list (for homework) Projector for videoComputerBooksNotebook/PaperOverheadWarm-UP /lntro1. Begin class with greeting, warm-up, and expression of the daya. Expression of the day: un rouge-gorge (robin)b. Warm-up: Have students recite the alphabetc.Announce bulletin board: La Question de Ia Semained. Announce HW on HW Board: No HW
.2. Check homework- vocabulary list (5.1)a. While checking, ask students questions about which words they were not able tofind. Example, faire un sejour to spend timeb. Have students fill in all blanks on vocab sheet3. Review vocabulary cards with students (5.6}a.I say the French words, they repeat in French and give translation in Englishb. Make sentences/phrases with words. Ex. Faire un sejoura l'etrangereLESSONTeacher (French) Anticipatory Set1. Introduce: "As we discussed yesterday inclass, they are several items that one will needwhen traveling to France. What are some ofthose essential items of identification?"2. Very good. When traveling to France,Americans need a passport for ID andsometimes a visa. European citizens only needa single identity card.Students (French/English)1. A passport, drivers license, plane tickets,etc.Teacher (French) InputStudents (French/English)1. Today, we are going to continue studyingtravel in France, focusing on customs in France.Have any of you traveled to Canada before?Have you gone through customs?1. Yes, I have been through customs!2. What are some things that customs officersask? What type of information do they need toknow?2. Where are you going? What is yourcitizenship? What do you have in your car?3. Why is this information important?3. They are protecting their country and people.4. Yes, they must know your intent for traveland protect the citizens in their country fromharm. So, let's now turn to page 191 (5.7) in ourbooks to try an activity on travel to France.Teacher (French) Modeling1. (Students turn to pg. 191 in books) I readthe directions out loud. I explain the directionsin English. Then, I I" C) d the Dialogue as aStudents (Fench/English)
.customs officer." BonjourMonsieur/Mademoiselle. Avez-vous une pieced'identite . "2. I respond with the correct answer, Yes, Ihave a passport.3. We do the next example together, "Quelspays . ?"4. J'ai visite l'espagne et l'italie .4. Next, the students respond out loud withthe correct response .5. We complete the activity as a class, and Iam able to assist the students as needed.1. Next, I prepare students to see a video fromTV3.fr about Ia douane (customs) in France.http:ljwww.dailymotion.com/video/x5z2qu reportage2-6-les-douanes news1. Students notice that the French givekisses to one another, they check forpassports and boarding tickets, etc.2. They should be looking for several things:greetings, communication/interaction, ID, andbaggage of passengers.Teacher-Checking for Understanding1. During and after the video, I ask importantquestions about what was in the video.2. "What time did the woman arrive to work?What terminal did she work at? What was herjob description? What did she and her partnerdo for work? Why did the man looksuspicious? What did they check?Teacher- Input/ Guided Practice1. Transition into final activity-pass outCanadian customs form and put up overheadfor class to see (5.8)2. Discuss the importance of filling out theform- many students are going to Quebec andmight see this form in the future. What is aI6:30, terminal 6, they checked his passportand luggage, etc.Student- Output1. Students fill out form along with teacherand ask questions as needed.
'customs form? Why do we fill them out?3. Go through each question, line by line withthe class, explaining the cultural significance ofthe question and translating difficult words.ClosureI will ask one student to summarize the lesson. Explain what customs is and what they need tobring with them to France.Independent PracticeBring customs form to next class to finish.Duration40 minutes
Partons en ·voyage · -·--··---.:.Al'agence de voyages-Je voudrais 1 achete un billet (ticket}.reserver une place (seat}.confirmer ma reservation.annuler ma reservation.louer une voiture.annuler to cancellouer to rentPOUR ACHETER UN BILLET DE TRAIN OU D' AVION- Quelle sorte de billet desirez-vous?Un aller simple (one ay}.-En quelle classe?En premiere classe.-En quelle section?En section fumeur.- Quel siege (seat}I- Q ueIIe paceIUn aller et retour (round trip}.En deuxieme classe [en train].En classe touriste [en avion].Io@\En section non-lumeur. Ipre,f'erez-vous .2Un siegepres de Ia fenetre.Une place pres du couloir (aisle}.-Yoici \ votre billet.votre carte d'embarquement (boarding pass}.POUR OBTENIR DES RENSEIGNEMENTS (information}-Est-ce queNon, il y aIIle vol. (flight} pourM Nice.e t ram pour arse1 11 eI estd"1rect.2Iune escale (stop, stopover [of the plane]}une correspondance (change of plane, train}I,la yon.-Est-ce que le vol/le train est a l'heure (on time}?Non, il est\ en avance (early}.II a dix minutes d'avance.·en retard (late}.II a une heure de retard.le vol numero 23a destination de londres est annule.'-Est-ce que le vol/le train est complet (full}?'Non, il y a de Ia place (room}.-Est-ce que ce siege/ cette place est libre (free}?Non, il/ elle est occupe(e).
passagers doivent .AU DEPARTleur billet.obtenir leur carte d' embarquement.enregistrer leurs bagages.se presenter a Ia porte de depart.1 presenterobtenir to getenregistrer to check [luggage]. embarquer to board [a plane]embarquer.PENDANT LE VOL Imettre leur bagagea main sous le siege.aHacher leur ceinture de securite {seat belt).AL'ARRIVEEl'avion vadebarquer.chercher leurs bagages.passer par Ia douane.decoll rI aHerr rattacher to fastendebarquer to deplanepasser par to go throughI dans 10 minutes.decoller to take offatterrir to landMesdames et messieurs, bonjour.Le capitaine Pasquier et son equipage vous souhaitentIa bienvenue bard du val Air France numero 108destination de Montreal.La duree du val sera approximativement de 7 heures et25 minutes et notre arrivee aMontreal est prevue pour15h38 heure locale.En prevision du depart, veuillez attacher votre ceinturede securite et vous abstenir de turner.aa ·Departs
.'"'' des passeports.'avez une piece d'identite {ID document)? · ·, j'ai 1 un passeport.une carte d'identite.un perm is de conduire (driver's license).s avez des bagages (luggage)?Oui, j' aiune valise (suitcase).un sac.Iaun bagage main (carry-on bag).un sac ados (backpack}./I /Est-ce que vous avez quelque chose a declarer?Non, je n' ai rien a declarer./Arrivee en F r a n c e - - - - - - - - - - - - - - - - - - - - - - - - - - - - Cet ete, vous faites un grand voyage autour du monde (around the world). Vous arrivez en France,apres avoir vi site plusieurs pays. Vous passez au controle des passeports et ala douane.Composez et jouez le dialogue avec votre partenaire.-Bonjour, monsieur/mademoiselle. Avez-vous une piece d'identite?--(Present an ID document)·Quels pays avez-vous visites avant de venir en France?(Name a few countries.)Avez-vous des bagages?(Indicate the luggage that you are canying.)Avez-vous quelque chose adeclarer?(Answer negativelyJ- Ou avez-vous achete . ?(customs officer names two or three things in your luggage,such as items of clothing, perfume, souvenirs)- (For each item, mention a different country where you purchased it)Merci, monsieur/mademoiselle, et bon sejour en France.
' aux aualllo auivartes· 88f'V8R au cortrOie douanier et lla com:pldll'lfUt,.Dr,·uPr an inltialesd!ill ln--.DMirtne del -u. .,. (y CD I pis Hawaii)D d'un autre pays (wl direct)·D d'un aJtra pays via 1es 1!.-u.RAISON PRINCIPALE DE CE VOYAGE:O'lcWiicrUAa:a- J'apporte au des articles dont Ia valeurlle nombre d6passe r. persomelle, y ca1"4J'is des cadeuc (valr IIUIII de Nl u Jtmu . .; armes feu ou autres arrne&i produb c:t6rtY6s d'anin&Dcd'extlnction;. du mat6riel commercial, des marchanclses destln6es i un uaageprofesslonnel ou commercial, des articles revendre, dill antillons, outils, · uipement: des animaux, oiseaux, viandes, aliments contenant de Ia .,.ou des produits laitiers, oeufs; des plantas, boutures, vignes, h9mes, fruits, graines, notx. t:Ubll,racines ou de Ia terre.·OYJ0m.,. 0- Je visiteralune ferme au Canada dans les 14 prochli pa''0D0
'Class: French 3Unit 5 Bon Voyage Day 3Teacher: Emily ClarkMarch 3, 2011Content: This unit is culturally-based and therefore requires a variety of activities each day.Thus, I have not followed a traditional format in creating these lesson plans, but I have usedcreative combinations of Input, Modeling, Guided Practice, and Checking for Understanding.Objectives1. Students will compare cultural aspects of travel in the United States those in France2. Students will compare modes of transportation in the US and in France, like train versusplane, and learn why certain cultures prefer certain types of transportation.3. Students will listen to native French speakers on podcast in order to learn newvocabulary, practice unit vocabulary, and hear authentic speech.Standard 1: Communication SkillsStudents will be able to use a language other than English for communication.Standard 2: Cultural UnderstandingStudents will develop cross-cultural skills and understandings.Materials Vocabulary list ( for homework) IPod IPod Dock Notes Packet Customs OverheadWarm-UP /lntro1. Begin class with greeting, warm-up, and expression of the daya.Expression of the day: un parapluie (an umbrella)b. Warm-up: Have students count from 25-50c.Announce bulletin board: La Question de Ia Semained. Announce HW on HW Board: pg. 194 read and do composition (5.9)
'2. Review vocabulary cards with studentsa.I say the French words, they repeat in French and give translation in Englishb. Make sentences/phrases with words. Ex. Faire un sejoura l'etrangere3. Have students take out customs form from yesterday and finish filling out the bottomhalf {5.8).LESSONTeacher {French) Anticipatory Set1. Introduce: "As we discussed yesterday inclass, they are several items that one willneed when traveling to France, especiallywhen going through customs. What are someof those essential items of identification?"Students (French/English)1. A passport, drivers license, planetickets, etc.Teacher (French) InputI Students (French/English)1. 2. Very good. When we think of travel whatdo we think of? Discuss types of travel, modesof transportation and refer back to the chartthat the students created on day 1 on Monday.I 1. Airplanes, trains, etc.Today, we are going to continue studying travelin France, focusing on train travel in Francebecause it is such a popular form oftransportation. We will listen to a podcast andfill in a worksheet as we go along.I Students discuss their experiences with podcasts2. Pass out worksheet and explain what apodcast is and how it is used for learning (5.10).Teacher (French) Modeling1. Ask a student to read the directions.Interpret the directions and tell the studentswhat we will be doing in class: listening to apodcast and learning new French phrases andvocab. Related to train travel.2. I read number 1 and explain that we willlisten to the French conversation 2 times andStudents (Fench/English)Students listen to podca t ancj take notes
'then take notes on the rest of the podcast.Teacher-Checking for Understanding1. Periodically throughout the podcast, I stopthe conversation, and repeat what was said,then ask the students what the answer is. Igive them time to write and time tocomprehend what was said in FrenchTeacher- Input/ Guided Practice1. I walk around the room, checking forcorrect or incorrect answers.2. I assist students that have blanks on theirpapers and need help understanding a Frenchword or sentence.Student continue to write, interpret and askquestions as neededStudent- OutputClosureI end class by going over the assignment, collecting the handout and giving the homeworkassignment.Independent PracticeRead page 194 and write a composition that is 5-7 sentences (5.9).Duration40 minutes
our les vacances de Mardi Gras, Marie-Helene, une etudiante parisienne, est alleechez sa grand-mere qui habite aMarseille. Elle aurait puo prendre l'avion ouconduireo sa voiture, mais elle a choisi d'y aller en train. Pourquoi? Parce que c'estplus rapide, plus pratique, et plus sur. Avec le TGV (Train aGrande Vitesse), on peutaller de Paris aMarseille (650 kilometres) en 3 heures. II n'y a pas d'embouteillage, opas de peageo apayer, et on rrive asa destination frais et dispos. 0,Le TGV, produit de Ia technologie franc:;aise, est ce trainsuper rapide qui circule sur un systeme special de rails etpeut roulero a une vitesse de 300 kilometres a l'heure. Lapremiere ligne (Paris-Lyon) a ete inauguree en 1981, maisaujourd'hui le TGV desserto presqueo toutes les grandesvi lies franc:;aises. II y a un TGV Sud-est (orange), un TGVAtlantique (bleu) et un TGV Nord . En fait, 50% du servicevoyageurs est assure par le TGV. Les autres trains sont peutetre un peu mains rapides, mais ils sont aussi confortableset aussi pratiques.Les Franc:;ais sont tres fierso de leurs trains et ceci pourde bonnes raisons: Les trains franc:;ais sont toujours a l'heure. lis partent al'heure indiquee et arrivent a l'heure indiquee. Avec letrain, on n'estjamais en retard. Les trains sont
Introduction to French Unit: Bon Voyage In the Bon Voyage Unit, students will explore travel in France through the use of authentic French language and culturally appropriate materials. During each lesson, students
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Paula Young, BS Simulation Technical Specialist Bon Secours Memorial College of Nursing (the College) is a division of Bon Secours Memorial Regional Medical Center of the Bon Secours Richmond Health System. The College reports to the Bon Secours Richmond Board of Directors, which is the governing authority for the College. The College is an equal
R11026 Introduction to French and Francophone Studies . Optional modules . R11027 Introduction to French Literature: Landmarks in Narrative . R11028 Introduction to French Literature: Representations of Paris . R11019 France: History and Identity . R11020 Contemporary France . R11030 French Texts in Translation (Beginners' French only) Year 2
www.assimil.com French Beginners workbook 9,90 ISBN : 978-2-7005-0777-5 workbook Estelle Demontrond-Box is a French teacher, a translator and a free-lance writer. She lives in Australia. LEARN FRENCH WITH ASSIMIL: WITH EASE SERIES French Using French PHRASEBOOK SERIES French WORKBOOK SERIES French
FRENCH BUZZ BUZZ AT THE FRENCH PAVILION: COME AND VISIT THE FRENCH BUZZ ZONE Reflecting the French industry's vitaly, The French Pavilion is delighted to announce the presence of the "FRENCH BUZZ ZONE". This Hightly visible showcase will promote 14 companies, exhibiting at the BEAUTYWORLD MIDDLE EAST.
López Austin, Alfredo, “El núcleo duro, la cosmovisión y la tradición mesoamericana”, en . Cosmovisión, ritual e identidad de los pueblos indígenas de México, Johanna Broda y Féliz Báez-Jorge (coords.), México, Consejo Nacional para la Cultura y las Artes y Fondo de Cultura Económica, 2001, p. 47-65. López Austin, Alfredo, Breve historia de la tradición religiosa mesoamericana .
