Mary C. Bollinger Marple Newtown High School Marple Newtown ...

Mary C. Bollinger
Marple Newtown High School
Marple Newtown School District
Newtown Square, PA
Governor’s Institute 2005
Les Sports d’hiver en France

Language and Level
French IV, French IV Honors
Traditional schedule of 46 minute classes, five days a week
Materials
• Viens voir by Albert Valdman, et al. Scott, Foresman and Company, 1990.
(Note: This is the last year we are using this series. In French I-III we are already
using Discovering French by Jean-Paul and Rebecca Valette, MacDougall Littell,
2004. In 2006 we will complete the textbook adoption and use the new series in
French IV.)
• “Les stations de montagne dans les Alpes françaises” (page of maps in
Appendix 1)
• “Les bambins tout schuss,” by Céline Lis, Ada Mercier, and Marion Tours,
L’Express, January 26, 2004. (Appendix 2)
• Websites
www.skifrance.fr
www.snowydays.com
www.skihorizon.com
Objectives
The standards addressed in this Unit and Lesson Plan include:
COMMUNICATION Communicate in Languages other than English
Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions
Students will provide information and exchange opinions about ski resorts in the French
Alps.
Students will provide information and exchange opinions about ski resorts in the French
Alps that provide special activities for children.
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics.
Students will understand and interpret several websites in French about ski resorts in
France.
Students will understand and interpret an article from L’Express on ski resorts in France
with activities for children.
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Students will present information about a ski resort to an audience of parents (the class).
Mary C. Bollinger
Marple Newtown Senior High
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CULTURES Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
Students will be able to discuss “les vacances de février” and its importance to French
school children and families.
Students will be able to identify and describe at least three ski resorts in the French Alps.
CONNECTIONS Connect with other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Students will practice math skills and basic international economics by converting meters
to feet and euros to dollars.
COMPARISONS Develop Insight into the Nature of Language and Culture
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Students will be able to compare winter vacation practices in France with those in the
United States.
COMMUNITIES Participate in Multilingual Communities at Home and Around
the World
Standard 5.1: Students use the language both within and beyond the school setting.
In February students will write to their keypals in Lillebonne (Normandy) asking them
about their winter vacations.
Overview
This unit on winter sports is integrated with Chapter 7 in Viens voir and should take
about two weeks to complete. This chapter is taught in September. Chapter 7 teaches
students about the French post office and winter sports. Grammar topics are the verb
recevoir, a review of the passé compose and an introduction to the imparfait. Students
would begin the unit on winter sports after studying the second vocabulary section on
winter sports vocabulary. Most students will have very little previous knowledge of
winter sports and February school vacations in France. Some students will have gone
skiing or participated in other winter sports.
First, students will gain a knowledge and understanding of French ski resorts in the Alps
through an internet activity in the tech lab. (Culture Standards 2.1. and 2.2) Next, they
will read an article from L’Express on ski resorts in France with activities for children.
They will interpret the article (Communication Standard 1.2), participating in pre-reading
activities and discussing important features of each resort. Students will gain knowledge
and understanding of the February vacation in France and compare winter vacations for
American families. Students will practice interpersonal communication
(Communication Standard 1.1) by sharing reactions and opinions to the article and
engaging in role-play activities. Finally, they will work in groups to plan and present a
Mary C. Bollinger
Marple Newtown Senior High
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commercial on French television for a ski resort that features activities for children.
(Presentational Communication phase, Standard 1.3)
Mary C. Bollinger
Marple Newtown Senior High
Detailed Lesson Plan for the First Three Days
Day one (and 20 minutes the previous day
Standard 1.2: Students will understand and interpret several websites in French about
ski resorts in France.
Standard 2.1: Students will be able to identify and describe at least three ski resorts in
the French Alps.
Standard 3.1: Students will practice math skills and basic international economics by
converting meters to feet and euros to dollars.
On the day before the trip to the tech lab brainstorm with students using questions such
as the following and writing important vocabulary on the board:
1. Quels sont les sports d’hiver que vous pratiquez?
2. Où est-ce qu’on va pour skier en France?
3. Quelles sont les montagnes les plus hautes de la France.
4. Comment s’appelle la region des Alpes françaises?
(Use a map of France to point out ski areas.)
5. Quelles sont les stations de montagne françaises que vous connaissez?
6. Connaissez-vous les vacances de février pour les élèves français?
7. Si vous consultez un site web sur les stations de montagne, quelles sortes de
renseignements allez-vous trouver?
Introduce in French the next day’s internet activity, but wait to distribute materials.
In the tech lab the next day introduce the activity and then let students work
individually at the computer.
Warm up: review of previous day
Où est-ce qu’on va pour skier en France?
Quelles sont les montagnes les plus hautes de la France?
Comment s’appelle la region des Alpes françaises?
Distribute map of ski resorts in the French Alps (See Appendix 1) and directions for
assignment and explain in French.
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français IV, français IVH
Dr. Mary C. Bollinger
Activité à l’Internet sur les stations de montagne dans les Alpes françaises
Choisissez deux stations de montagnes dans la liste et trouvez les renseignements
suivants pour chaque station en consultant les sites web donnés. Vous devez utiliser les
pages en français sur chaque site.
Avoriaz La Plagne
La Clusaz Les Ménuires
Le Grand-Bornand Les Arcs
Méribel Les Carroz-d’Arâches
Val-Thorens
Devoirs pour ce soir: Finissez ce travail. (note d’interro) Cherchez le nouveau
vocabulaire dans un dictionnaire et soyez preparés à en discuter en classe.
Questions
1. Donnez trois raisons pour la bonne reputation de la station.
2. Quelle est l’élévation de la station? Quelle est l’élévation de la plus haute
montagne de la station?
(1 meter = 3.28 feet
To convert meters to feet, multiply the meters by 3.28)
3. Votre frère aime les pistes noires (les plus difficiles), mais vous êtes debutant(e)
et vous préférez les pistes vertes (les plus faciles). Combine de pistes y a-t-il pour
vous et votre frère?
4. Donnez cinq activités que vous voudriez faire en plein air et cinq activités à
l’intérieur.
5. Vous voulez louer un appartement studio pour 2 personnes pour la première
semaine de février. Combien est-ce que vous allez payer en euros et en dollars?
For example, on August 5 1 euro = 1.23 dollars
To convert euros to dollars, simply multiply the euros by the current exchange
rate in dollars (x 1.23 on August 5).
Mary C. Bollinger
Marple Newtown Senior High
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Renseignements Station 1
Nom:
Trois raisons pour la
bonne reputation de la
station
Mary C. Bollinger
Marple Newtown Senior High
Les Stations de montagne dans les Alpes françaises
Nom:
Station 2
L’élévation de la station ________mètres = ________ = “feet” ________mètres = ________ = “feet”
L’élévation de la plus
haute montagne de la
station
Pistes noires et pistes
vertes
Cinq activités en plein air
Cinq activités à l’intérieur
Studio 2 personnes pour la
1ère semaine de février
________mètres = ________ = “feet”
________mètres = ________ = “feet”
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Day Two
Warm up (discussion of the homework)
(List some of the information on the board. Have students hand in papers after the discussion.)
• Quelles stations de montagne avez-vous choisies? Pourquoi sont-elles célèbres?
• Quelles activités en plein air/à l’intérieur avez-vous choisies?
• Combine de pistes noires et de pistes vertes y a-t-il dans ces stations?
• Quelle est l’élévation de cette station? De la plus haute montagne de la station?
• Combine allez-vous payer pour louer un appartement studio pour deux personnes pendant la première
semaine de février?
Reading activity
Reading selection: “Les bambins tout schuss,” by Céline Lis, Ada Mercier, and Marion Tours,
L’Express, January 26, 2004. (Appendix 2)
Standard 1.1: Students will provide information and exchange opinions about ski resorts in the French Alps
that provide special activities for children.
Standard 1.2: Students will understand and interpret an article from L’Express on ski resorts in France with
activities for children.
Standard 2.1: Students will be able to discuss “les vacances de février” and its importance to French school
children and families.
Standard 4.2: Students will be able to compare winter vacation practices in France with those in the United
States.
Pre-reading activities
Brainstorming
1. Expliquez les vacances de février en France.
2. (Draw an imaginary family on board or use a picture.) Cette famille veut faire un séjour en famille dans
une station de montagne dans les Alpes françaises. Qu’est-ce que les parents doivent considerer avant
de choisir un station?
3. Faites une liste de vocabulaire pour les sports d’hiver. (Use visuals when possible.)
Predicting/Language preparation
(Distribute article.)
• Faites remarquer la date de l’article.
• Lisez le titre de l’article, la phrase d’introduction et les titres de chaque section. Quel est le sujet de cet
article?
• Connaissez-vous le terme “schuss” en anglais? (Expliquer “descendre tout schuss” = descendre
directement en suivant la plus grande pente.) Pourquoi a-t-on utilisé ce terme dans le titre?
• Introduire les nouvelles expressions essentielles, par exemple:
Faire un stage
Une activité ludique
Une course
Skimming/scanning with a partner(See the next page.)
Mary C. Bollinger
Marple Newtown Senior High
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Reading selection: “Les bambins tout schuss,” by Céline Lis, Ada Mercier, and Marion
Tours, L’Express, January 26, 2004.
Do the following skimming and scanning activities with a partner.
Skimming = getting the gist
1. Skim the reading and list in your notebook as many words as possible that are English words or very
similar to English words. (5 minutes)
2. Skim as many sections as possible. List in your notebook one fact you understood in each section.
(5 minutes)
Scanning = can find the details
A. Scan the reading and match the description with the appropriate mountain resort(s).
Description Stations de montagne
La station est populaire avec les gens qui aiment le
toboggan
La station offre une semaine avec un grand choix
d’activités
La station offre des activités en plein air le soir
On y apprend à construire des igloos.
Read the article on La Clusaz and answer in French the following questions.
1. Pourquoi cette station est-elle bonne pour les debutants?
2. Si vos enfants aiment la biologie, qu’est-ce qu’ils peuvent faire dans cette station?
3. Expliquez la 2e Full Moon.
4. Qu’est-ce que les petits enfants peuvent faire le soir?
5. Votre frère n’a que 4 ans? Qu’est-ce qu’il peut apprendre?
Mary C. Bollinger
Marple Newtown Senior High
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Devoirs: Lisez attentivement “Les bambins tout schuss”. Cherchez le vocabulaire difficile
dans un dictionnaire. Choisissez vos trois stations préférées et écrivez deux raisons pour expliquer
pourquoi vous avez choisi chaque station.
Day 3
Warm up
(Discussion of homework assignment and preparation for the introduction of the performance assessment.)
Avec un partenaire choisissez une station de montagne que vous voulez presenter à la classe. (Monitor
groups to encourage a variety of choices. Assign partners since these groups will be the groups for the
performance assessment. Have groups present informally to another group.)
Extensions/Assessment
Introduce performance assessment, “Un Spot publicitaire pour une station de montagne”, and start work with a
partner. Brainstorm first the characteristics of a good commercial for this assignment. (See directions for the
assignment on the next two pages and the rubric in Appendix 3.)
In February students will write to their keypals in Lillebonne (Normandy) asking them about their winter
vacations.
Mary C. Bollinger
Marple Newtown Senior High
9

Un Spot publicitaire pour une station de montagne
Present with visuals a commercial on French television for a ski resort that features activities for
children.
Objectives
Communication standard 1.1: Students will provide information and exchange opinions about
a ski resort and its activities for children.
Communication standard 1.2: Students will understand and interpret an article from
L’Express on ski resorts in France with activities for children.
Communication Standard 1.3: Students will present information about a ski resort to an
audience of parents (the class).
Culture Standard 2.1 and Comparisons Standard 4.2: Students will be able to discuss “les
vacances de février” and compare winter vacations in the U.S.
Connections Standard 3.1: Students will practice math skills and basic international
economics by converting meters to feet and euros to dollars.
Detailed Description
In the Fall French parents plan “les vacances de février” for their children. Imagine that you are working in the
marketing department of a ski resort that features special activities for children. Your task is to prepare a twominute
commercial for television persuading parents to spend a week at your resort for the family vacation.
Each group of two or three students:
1. Writes a two-minute commercial in French featuring a ski resort in France with activities for children.
Students should do the following:
• Choose a ski resort from the list in the article “Les bambins tout schuss” by Céline Lis, Ada
Mercier, and Marion Tours, L’Express, January 26, 2004.
• Select an interesting format—dialogue, short skit, interview, etc.
• Feature at least three reasons why parents should choose your resort.
• Explain options for lodging
• Use new vocabulary from Chapter 7 and the reading “Les bambins tout schuss”.
• Include prices, the telephone number, and web address (if available). Give prices in euros and
dollars for your American viewers.
• Use correct French syntax and forms.
2. Types, double-spaced, a rough draft of the script for the commercial.
3. Revises the rough draft and submits one good copy on the day the final performance assessment is due.
The final copy should be typed, double-spaced, one inch margins, size 12 font.
4. Prepares a colorful, neat and attractive poster to illustrate your ad.
Mary C. Bollinger
Marple Newtown Senior High
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5. Presents the commercial in class using stage props when appropriate. Each student may have one 4” x
6” note card with cues. Students should not be reading from their notes. Students should memorize
and practice their ads, working on pronunciation and expression.
Students graded on: script, oral presentation, poster
Time to complete: two weeks
Deadlines
Rough draft of the script Date
Presentation or video and final copy of the script Date
Grading Criteria for the Final copy of the script and the presentation or video
Test grade (weight 3) according to the attached rubric
Specific
• An interesting format for the ad.
• Three reasons why parents should choose your resort featured in the ad.
• Options for lodging explained.
• New vocabulary used from Chapter 7 and the reading “Les bambins tout schuss”.
• Prices given in euros and dollars.
• Telephone number and web address (if available) provided
• Correct French syntax.
• Two-minute presentation of commercial with one 4” x 6” note card with cues per student.
• Fluent delivery, good pronunciation and expression
General
• The final copy of the script is typed, double-spaced, one inch margins, size 12 font.
• French syntax and forms correct.
• Colorful, neat and attractive poster to illustrate your ad.
• Followed directions (on time, as assigned).
Mary C. Bollinger
Marple Newtown Senior High
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Mary C. Bollinger
Marple Newtown Senior High
Appendix 1
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Mary C. Bollinger
Marple Newtown Senior High
Appendix 2
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Mary C. Bollinger
Marple Newtown Senior High
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Mary C. Bollinger
Marple Newtown Senior High
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Mary C. Bollinger
Marple Newtown Senior High
Appendix 3
Rubric for “Un Spot publicitaire pour une station de montagne”
Student Name: ________________________________________________________________
30% Script of the commercial (Marple Newtown Writing rubric)
Grade _______________ x .3 = __________
Grading on presentation of commercial and the poster:
5 Honors 2 Needs improvement
4 Good 1 Poor
3 Acceptable 0 Not done
40% Presentation of commercial
Individual fluency __________ x 2 = __________
Individual French __________ x 2 = __________
Pronunciation/Expression
Creativity __________ x 2 = __________
Group performance __________ x 2 = __________
Total points (out of 40) on the presentation) __________
30 % Poster
Appropriate information __________ x 2 = __________
Effective word choice/correctness of French __________ x 2 = __________
Attractive, well-planned, organized __________ x 2 = __________
Total points (out of 30) on the poster __________
Final grade “Un Spot publicitaire pour une station de montagne”
(Total of content, presentation, and poster grades) _________
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Marple Newtown School District/Foreign Language Department
Rubric for Writing Assessments 2006
6--Honors 5--Excellent 4--Good 3--Average 2--Weak 1--Poor 0--No response
Focus
•demonstrates an awareness of audience and task
•establishes and maintains a clear purpose
•sustains a single point of view
•exhibits clarity of ideas
6 5 4 3 2 1 __________ x 1 = ____________
Content
•information and details are specific to topic
•information and details are relevant to focus
•ideas are fully developed
6 5 4 3 2 1 __________ x 2 = ____________
Organization
•logical order or sequence is maintained
•paragraphs deal with one subject
•logical transitions are made within sentences and between paragraphs
•introduction and conclusions are evident
6 5 4 3 2 1 __________ x 2 = ____________
Style
•precise language
•effective word choice
•voice, tone, originality
•Variety of sentence structures, types, and lengths
6 5 4 3 2 1 __________ x 6 = ____________
Conventions
•mechanics: spelling and accents, capitalization, punctuation
•grammar (for example, gender of nouns, articles, possessive adjectives, pronouns, subject-verb agreement, adjective agreement, verb
forms and tenses, prepositions)
•sentence completeness
•word order/sentence structure
•Use of formal and informal "you"
6 5 4 3 2 1 __________ x 6 = ____________
Comments:
Raw Score ____________
Mary C. Bollinger
Marple Newtown Senior High
+ 100
____________
divided by 2
Final Grade ____________
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Mary C. Bollinger
Marple Newtown Senior High
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