Lundi 30/11

Today we learned some Thanksgiving food vocabulary and how to say we like and don’t like eating certain things.  We also practiced writing name, age, nationality, city & country people are from (and brushing up on some geography as well!) At the end of class, we started learning to tell time.

Objectif:  Students will be able to share about what Thanksgiving foods they like/dislike.

A Faire:  See handout and read directions carefully. You should have 5 sentences for each person!

TEC (Travail en Classe):  Take notes over the PowerPoint vocabulary, practicing saying what you like/don’t like to eat out loud.

Handouts :  A Faire-People from other countries/countrylist, Mon Dictionnaire, PowerPoint:  Le Vocabulaire de Thanksgiving.

Devoirs :  Bring Family tree EVERY DAY for practice !  Add Thanksgiving food vocab + “I like to eat..” and “I don’t like to eat..”,  to Mon Dictionnaire (French word/phrase and a picture, no English definition!!) pg 27 #1 (write out time in complete sentence/words, add a time of day for practice!)

Mardi 24/11

We did some oral practice/review of familiar identity questions, practiced writing about the identities of others, went over some homework and practiced family trees.

Objectif:  Students will be able to express the nationality and where others are from.

A Faire:  See handout and read directions carefully. You should have 5 sentences for each person!

TEC (Travail en Classe):  52 #3 out loud in partners, practice family tree using the following questions:  Qui est-ce?  Comment s’appelle-t-il/elle?  Quel âge a-t-il/elle ? Ton/ta___ est de la France ?    Il/elle est français(e) ?

Handouts :  A Faire-People from other countries, Country/Nationality vocabulary

Devoirs :  Finish “A Faire”, practice family tree (use questions from TEC!), write project sentences (Due Monday! Must be typed or neatly written in PEN!  Should alternate using the introduction sentences on the project handout for each person and write a sentence giving the age of each.  To exceed the minimum requirements you could also include: nationality, country, relationships to others, etc.)

Vendredi 20/11

We continued practicing what country we are from and began describing where others are from.  We practiced talking about families, learned about the difference between animal sounds in English/French, and finished our game of Loto.

Objectif:  Students will be able to introduce family members and give ages.

Handouts :  PowerPoint: Animal Sounds

A Faire:  Write a sentence saying which country each person is from.

1.                  Elizabeth est de Londres.

2.                  José est de Puerto Vallarta.

3.                  Dikembe (m.) est de Brazzaville.

4.                  Sophie est de Marseille.

5.                  Samuel est de Dallas.

6.                  Marie est de Berlin.

7.                  Charles est de Liverpool.

8.                  Tatiana est de Chicago.

9.                  Antonio est de Rome.

10.              Kazuko (f.) est de Tokyo.

TEC (Travail en Classe):  1) Take notes over PowerPoint, 2) practice using family tree to introduce family members and give ages.  Use these questions and answers:

Qui est-ce?   Voici _(Anne)_, c’est _(ma mère)_.  -or-   Voici _(ma mère)_, elle s’appelle (Anne)

Quel âge a-t-il ?/Quel âge a-t-elle ?                 Il/Elle a _#_ ans.

Devoirs :  pg 52 #2 (write a complete answer), pg 54-Give English equivalents of sounds, pg 55-match sound to picture and give English equivalents. Practice numbers/questions/vocab (mini-quiz on Tue!!)

Mercredi 18/11

We discussed family relationships using Mme. Reid’s family tree and reviewed the criteria for the family tree project.  We also learned how to say what country we are from and some vocabulary for other countries so we can express where others are from.  We paid particular attention to the differences between how to day we are from a city versus a country.  We started a “Loto” game using vocab for people/family.

Objectif:  Students will be able to express the country they are from.

A Faire:  Write a complete sentence answer to each of the questions using Mme. Reid’s family tree.  Follow the model: “_nom1_ est le/la/l’ _(relationship)_ de _nom2_”)

Larry (nom2)

            1.      Qui est Patty (nom1) ?      
          2.  Qui est Jarrett ?                  
          3.  Qui est Julie ?

Gary

      4.   Qui est Jacob ?                        
      5.  Qui est Mme. Reid ?

Marie

      6.  Qui est Charles ?                      
      7.  Qui est Arianne ?               
      8.  Qui est Anne ?

Handouts :  L’arbre généalogique de Mme. Reid

Devoirs :  Use « l’arbre généalogique de Mme. Reid » to answer questions on the back (use the same sentence structure as the A Faire !), Final visual for family tree project 

Lundi 16/11

We practiced talking about the ages of family members as well as their nationality and where they are from.  We learned about our new project and discussed what happened in France over the weekend and saw some related videos.

Objectif:  Students will be able to express the nationality and where others are from.

TEC (Travail en Classe):  We made symbols of solidarity for Paris

Handouts :  Project: L’Arbre Généalogique, *See Grant High School French on Facebook for the videos!

Devoirs :  pg 52 #3 (use the prompts to write out both sides of the dialogue, use vocab we’ve been studying!!), start visual only for family tree project (visual due Friday!)

Jeudi 12/11

We listened and sang our song, reviewed some family vocabulary words and learned some new ones, practiced describing the relationships in families and went over some homework.

Objectif:  Students will be able to describe family relationships.

A Faire:  Write 10 sentences describing the relationships of people from Harry Potter (see PowerPoint!)

TEC (Travail en Classe):  Practice out loud and take notes over PowerPoint…Keep track of the new vocabulary!

Handouts :  PowerPoint:  La famille, Duck family handout

Devoirs :  Duck family handout (write 10 sentences using a variety of vocabulary to describe relationships in the family.  Use the model:  “_nom1_ est le/la/l’ _(relationship)_ de _nom2_”), pg 53 #6 (write out numbers in words and say out loud)  PRACTICE OUT LOUD!!!

Lundi 09/11

Today, we got new seats and used our French questions/knowledge to get to know each other.  We continued practicing talking about family and the ages of others.   We also learned about pets and how to say if we have or don’t have one.

Objectif:  Students will be able to express the ages of others.

A Faire:  pg 53 #4  Imagine ths is your family.  Introduce each person (Voici ma mère) and say how old they are using the ages given (Elle a cinquante ans).  Write numbers out in words!

TEC (Travail en Classe):  Take notes over PowerPoint… Keep track of animal vocabulary and write your answer to the question on each slide.

Handouts :  PowerPoint:  Les Animaux Domestiques

Devoirs :  pg 52 #1 (Check your knowledge so far…choose the correct response for each question), 47 #5—write question (use ton/ta) and answer (use mon/ma)! If you don’t know make it up! Write out numbers! We will share out in class!!

Jeudi 05/11

Today, we reviewed our new questions (Quelle est ta nationalité?  Tu es d’où?), practiced talking about family and learned how to give the ages of others.

Objectif:  Students will be able to use the appropriate forms of my/yours to talk about relationships.

A Faire:  pg 46 #2

Devoirs :  pg 42 # 1 (write question « Qui est … ? with each person given but change un/une to le/la/l’), pg 47 #4 (Write question and answer. Write out all numbers!)

Mardi 03/11

We learned new ways to ask familiar questions (Quelle est ta nationalité?  Tu es d’où?), discussed the historical and cultural significance of the “l’Avenue des Champs-Élysées”, listened to our song, and then learned some family vocab (pg 37).

Objectif:  Students will be able to make language and cultural connections between our song and places in Paris.

TEC (Travail en Classe):  Take notes over “l’Avenue des Champs-Élysées” (if absent, copy notes from another student

Handouts :  PowerPoint: “l’Avenue des Champs-Élysées” (images only), family tree example

Devoirs :  pg 46 #1 (use “voici” and “mon/ma” to introduce the people listed.  Be sure to choose appropriately between m/f), Sketch a family tree with 10 people (stick to vocab we have for now!), give names only and show relationship lines. Practice introducing people using “voici” and “mon/ma.” We will use this in class!!