Unité 1 Leçon 2 - Uplift Education

Classe
Date
B L E U
LEÇON 2
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Projet 1
Famille et copains
Unité 1
Leçon 2
Nom
Ma famille
Working in a group of three, draw a celebrity’s or fictional family tree. You should be able to
talk about relationships within the family that you choose. Together, get ready to present the
members of the family, tell their names and ages, and explain a few of the relationships.
Materials: a poster board, colored pens, newspapers, magazines, photos, glue or tape
Preparation:
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• Brainstorm what type of family tree you would like to create: that of a fictitious family or
of a famous family.
• Look through magazines and newspapers for pictures to represent the family you want to
introduce. You may also draw the pictures.
• Decide on a method for drawing the family information on the poster board.
• Draw the family tree and begin with one set of grandparents. Then add all of their children.
You may wish to include in the diagram the second set of grandparents as well.
• You may choose to add illustrations around your family tree to make it more decorative.
• As a team, present your family tree to the class and tell about the peoplein the family.
Pacing suggestion: following the completion of Leçon 2C
p. 9
Discovering French, Nouveau! Bleu
Unité 1, Leçon 2
Block Scheduling Copymasters
Block Scheduling Copymasters
Unité 1
Leçon 2
Nom
Classe
Date
B L E U
Projet 2
Les produits de France
You are probably already familiar with many of France’s products, maybe owing to some
stereotypes. But France offers more than wine, cheese, and perfume. The world’s fastest train
(TGV) and plane (Concorde) are French.
Work with a partner to discover France’s influence on the world economy through its
products. Surf the Internet, check guide books or travel magazines, and scan encyclopedia
articles for clues about French goods. It might also be a good idea to check the labels of
various items you use on a daily basis to see what might say: Product of France.
Materials: a poster board, colored pens, scissors, glue or tape, packaging, labels, or
wrappers of French products, travel magazines, guide books, access to a bilingual dictionary,
the library, and/or the Internet
• Check travel guide books, encyclopedias and the Internet for a preliminary idea of what
kinds of items are produced in France.
• Discuss your early investigation with your partner, decide on (a) specific type(s) of
products that you will report on, and divide the remaining tasks between you.
• Make a list of the products that are in the category you have chosen. Look up the French
for these words in a bilingual dictionary.
• Return to the Internet and check in travel magazines for more information on the products
that you have chosen.
• Clip pictures or download images from the Internet, and write captions.
• Draft any other information that you may include on your poster.
• Read and edit each other’s work and prepare final drafts.
• Lay out the pictures and other information on the poster board.
• Decide on a final format.
• Attach the pictures and information to the poster board.
• Decide who will present which aspects of your research.
• Present your poster to the class.
Pacing suggestion: after completion of À votre tour!
p. 10
Unité 1, Leçon 2
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Discovering French, Nouveau! Bleu
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Preparation:
Classe
Date
B L E U
Learning Scenarios
Qui est-ce?
Work with a partner. Take turns asking
about and identifying members of your
class. Find out or provide their names, and
indicate whether they are friends, boys
orgirls, or the teacher.
Scénario 2
Les gens sur la photo
Work in groups of three or four. Bring into
class a couple of snapshots of your friends.
Point out your friends in the photos to the
members of your group and talk about them.
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Scénario 1
Unité 1
Leçon 2
Nom
Scénario 1
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
2.1 Practices of Culture
4.2 Cultural Comparisons
Copyright © McDougal Littell. All rights reserved.
5.2 Lifelong Learning
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. 11
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Unité 1, Leçon 2
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Unité 1
Leçon 2
Nom
Classe
Date
B L E U
Scénario 3
Au téléphone
List the names of the other students in your
class in your notebook. Then circulate to
exchange phone numbers with the other
students in the class. Remember that
telephone numbers in French are usually
given in double digits.
Scénario 4
Un album de famille
Work with a partner. Bring snapshots of your
family or a couple of magazine pictures
depicting family life. Point out people in the
pictures and identify them as family
members, giving their names and ages.
Scénario 3
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
2.1 Practices of Culture
4.2 Cultural Comparisons
Scénario 4
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
2.1 Practices of Culture
4.2 Cultural Comparisons
5.2 Lifelong Learning
p. 12
Unité 1, Leçon 2
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Discovering French, Nouveau! Bleu
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5.2 Lifelong Learning
Classe
Unité 1
Leçon 2
Nom
Date
B L E U
Change-of-Pace Activities
Divisible ou indivisible?
Work with a partner. Take turns calling out numbers. When you hear a number, tell by what
numbers it can be divided or if it is a prime number that cannot be divided.
Activité 2
De quel département est cette voiture?
Copyright © McDougal Littell. All rights reserved.
In France, the last two digits of an automobile license plate correspond to one of the various
départements of France. By reading the license plates below and looking at the list of
department codes, identify, on a map of France, where the driver of the car lives.
Ain
Aisne
Allier
Alpes de Haute-Provence
Alpes (Hautes)
Alpes-Maritimes
Ardèche
Ardennes
Ariège
Aube
Aude
Aveyron
Bouches-du-Rhône
Calvados
Cantal
Charente
Charente-Maritime
Cher
Corrèze
Corse du Sud
Corse (Haute)
Côte-d’Or
Côtes-d’Armor
Creuse
Dordogne
Doubs
Drôme
Eure
Eure-et-Loir
Finistère
Gard
Garonne (Haute)
Gers
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
2A
2B
21
22
23
24
25
26
27
28
29
30
31
32
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Gironde
Hérault
Ile-et-Vilaine
Indre
Indre-et-Loire
Isère
Jura
Landes
Loir-et-Cher
Loire
Loire (Haute)
Loire-Atlantique
Loiret
Lot
Lot-et-Garonne
Lozère
Maine-et-Loire
Manche
Marne
Marne (Haute)
Mayenne
Meurthe-et-Moselle
Meuse
Morbihan
Moselle
Nièvre
Nord
Oise
Orne
Pas-de-Calais
Puy-de-Dôme
Pyrénées-Atlantiques
Pyrénées (Hautes)
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
Pyrénées-Orientales
Rhin (Bas)
Rhin (Haut)
Rhône
Saône (Haute)
Saône-et-Loire
Sarthe
Savoie
Savoie (Haute)
Seine-Maritime
Sèvres (Deux)
Somme
Tarn
Tarn-et-Garonne
Var
Vaucluse
Vendée
Vienne
Vienne (Haute)
Vosges
Yonne
Belfort (Territoire de)
ILE-DE-FRANCE
Essonne
Hauts-de-Seine
Paris (ville de)
Seine-et-Marne
Seine-Saint-Denis
Val-de-Marne
Val-d’Oise
Yvelines
Unité 1, Leçon 2
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Activité 1
66
67
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79
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p. 13
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Unité 1
Leçon 2
Nom
Classe
Date
B L E U
Activité 3
Dominos
Work with a partner. Cut out the domino pieces. Distribute them evenly between you. Then
take turns to put together sentences about various people. You may lay one domino against
those that are already on the board. Say the sentence aloud as you position the domino. If
you do not have a domino that can fit the words on the board, you lose your turn. Win one
point for each sentence you create.
est une amie.
Patrick
est un ami.
Marie-Claire
est une copine.
Robert
est un copain.
Alice
est une fille.
Raphaël
est un garçon.
Mme Thérault
est une dame.
M. Duval
est un monsieur.
Mlle Desjardins
est une prof.
M. Méthot
est un prof.
Francine
Activité 4
Une nouvelle identité
Copyright © McDougal Littell. All rights reserved.
Make two identical I.D. cards using small sheets of paper or 3 x 5 index cards. On your cards,
write a fictitious name and a place of origin. Turn in one of your cards to your teacher and
keep the other card. Wait for the teacher to announce the person he or she wants you to find
(someone from the Côte d’Ivoire, someone whose last name is Dubois, etc). Circulating
through the classroom, you will have one minute to discover this person after introducing
yourself. When time is up, and if you have found the person you were looking for, introduce
each other to the class using your fictitious identities. Your teacher may then change
assignments to play another round.
p. 14
Unité 1, Leçon 2
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Discovering French, Nouveau! Bleu
Classe
Date
B L E U
Activité 5
Énigme
Richard
Duval
Martin
Simon
X
0
0
Charlotte
0
Bruno
0
prof
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Complete the logic puzzle by carefully reading the clues and marking the grid. Put an “X” in
the square that represents something that is true. If something is true for one person, it is
false for the others. Put a “O” in the box to represent something that is not true. Clue one is
shown for you.
Unité 1
Leçon 2
Nom
copain
parent
américain
français
canadien
1. M. Richard s’appelle Simon.
2. Mme Duval est une prof.
3. Bruno est un copain.
4. Le copain n’est pas américain.
Copyright © McDougal Littell. All rights reserved.
5. La dame est canadienne.
Now answer these questions based on the grid:
a. Qui est américain?
b. Qui s’appelle M. Martin?
c. De quelle nationalité est M. Martin?
p. 15
Discovering French, Nouveau! Bleu
Unité 1, Leçon 2
Block Scheduling Copymasters
Block Scheduling Copymasters
Unité 1
Leçon 2
Nom
Classe
Date
B L E U
Activité 6
Loto (Bingo)
Work with a partner. Complete your lotto card by filling in numbers from 0 to 100. Use the
call list to check off numbers that you will call for your partner in random order. Take turns
calling numbers and checking them off your lotto grid. The first of you to call Loto! wins.
Activité 7
Pioche! (Go fish)
Work in groups of three or four. Each of you should create a set of ten cards with the names of
various family members in French. (Père, mère, frère, soeur, oncle, tante, cousin, cousine, grandpère, grand-mère). Combine your cards with those of the group, shuffle and deal. Then play a
game similar to Go fish! To ask for a card, say Tu as le père? Go fish: Allez à la pêche!
Activité 8
Où est ma famille?
Your teacher will give you a slip of paper listing you as a member of a family. You need to find
the other members of your family in the classroom. Do this by introducing yourself to others
using your new identity. Each family has five members.
p. 16
Lucien Poitier
frère – 8 ans
Mathilde Poitier
grand-mère – 68 ans
Claire Martin
mère – 39 ans
Julie Martin
soeur – 12 ans
Annie LeClerc
mère – 48 ans
Étienne LeClerc
frère – 13 ans
Hélène Vincent
mère – 37 ans
Estelle Vincent
tante – 28 ans
Babette Rigaud
mère – 47 ans
Florence Rigaud
soeur – 16 ans
Unité 1, Leçon 2
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Julien Poitier
père – 39 ans
Pierre Martin
oncle – 43 ans
Vincent LeClerc
frère – 20 ans
Laure Vincent
soeur – 14 ans
Jean-Marc Rigaud
frère – 15 ans
Discovering French, Nouveau! Bleu
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Sandrine Poitier
soeur – 18 ans
Céline Poitier
mère - 37 ans
François Martin
père – 41 ans
Daniel Martin
frère – 13 ans
Charles LeClerc
père – 50 ans
Bruno LeClerc
frère – 16 ans
Didier Vincent
père – 37 ans
André Vincent
frère – 12 ans
Napoléon Rigaud
père – 54 ans
Martine Rigaud
soeur – 12 ans