Unité 4 Leçon 11

Classe
Date
B L E U
LEÇON 11
Le copain de Mireille
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Projet 1
Unité 4
Leçon 11
Nom
Partenaire de rêve
Think about the perfect mate, that
ideal boyfriend or girlfriend. What is
this person like? What is his/her
personality? What are his/her likes
and dislikes? What does s/he look
like? What does s/he do well? What
activities does s/he engage in?
Prepare a poster about the ideal
boyfriend or the ideal girlfriend to
share with the class.
Materials: a poster board, colored
pens, scissors, glue or tape,
magazine pictures
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Preparation:
• Decide what your ideal looks like
and draft a description: tall or
short? blond or dark?
• Browse magazines and find a
picture you like or parts of
pictures that will compose the
perfect mate: this person’s head
of hair with that person’s cool
outfit, for example. Do you want
to replace the shoes? Perhaps set
the person in a different location?
• Decide upon the attibutes that
you would like to see in this
ideal. Write out this information.
(Ex. Il est intelligent.)
• Write about the ideal’s likes and dislikes, what that person does well, what that person can
do, wants to do, etc.
• Find magazine pictures to support these ideas.
• Write captions to the magazine pictures.
• Lay out all the pictures you have selected onto the poster board.
• Attach the material to the poster board.
• Present your ideal to the class.
Pacing suggestion: after completion of Leçon 11, Section A
p. 81
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Unité 4, Leçon 11
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Unité 4
Leçon 11
Nom
Classe
Date
B L E U
Un service de rencontres
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Projet 2
Computer dating services match people’s data with other people’s stated preferences.
Customers are then invited to watch the videotapes sent in by several computer-selected
compatible people. In the video, each person puts forth his/her best effort in order to seem
compatible. In this activity you will rehearse the video portion of the process.
Materials: index cards, a pen, a blank video tape and a camcorder (optional)
Preparation:
• Create a persona, a new identity for the person you will play.
• List the attributes of your persona, the things about him/her that you think are the best
selling points. Refer to the list on page 165.
• Prepare a script for your video.
• Ask a classmate to edit your script.
• Rehearse your script before a classmate and ask for suggestions.
• Present your “video” to the class or make a video tape to hand in to the teacher.
Copyright © McDougal Littell. All rights reserved.
Pacing suggestion: after completion of Leçon 11, Section C
p. 82
Unité 4, Leçon 11
Block Scheduling Copymasters
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Classe
Date
B L E U
Unité 4
Leçon 11
Nom
Learning Scenarios
Mon copain / Ma copine
Work with a partner. Role-play a situation in
which you need to describe your boyfriend /
girlfriend to your parents. The parent should
ask questions about the boyfriend /
girlfriend. What do you think French parents
would want to know about their children’s
friends? What kinds of questions would they
ask? Present your skit to the class.
Scénario 2 Je voudrais un
correspondant . . .
Many teen magazines in France feature
young people’s advertisements for pen-pals
(les correspondants). In very few words
they tell about themselves: gender, age,
nationality, likes & dislikes, and a
characteristic or two. The second part of the
advertisement tells what the teenager is
looking for in a pen-pal: gender, age,
nationality, and personality traits. Write a
short advertisement for a pen-pal. Post your
advertisement on the classroom bulletin
board.
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Scénario 1
Scénario 1
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
4.1 Cultural Comparisons
Copyright © McDougal Littell. All rights reserved.
5.2 Lifelong Learning
Scénario 2
Targeted Standards
Teacher’s Reflections
1.3 Presentational Communication
2.1 Practices of Culture
4.2 Cultural Comparisons
5.1 School and Community
p. 83
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Unité 4, Leçon 11
Block Scheduling Copymasters
Block Scheduling Copymasters
Unité 4
Leçon 11
Nom
Classe
Date
B L E U
Scénario 3
entier
Des produits du monde
Work with a partner and role-play a scene
where a tourist is going through customs
with a wide variety of goods purchased
abroad. The tourist explains some of the
articles to the customs official. (Ex. C’est
une guitare espagnole.) The official asks
about other items. (Ex. Est-ce que c’est un
appareil-photo japonais?) Present your
role-play to the class.
Scénario 4 Des témoignages
contradictoires
Work in a group of three or four. Role-play
the statements of witnesses to a hit-and-run
automobile accident who give conflicting
accounts to an “inspecteur” called to the
scene of the accident. While the witnesses
volunteer certain information, the
“inspecteur” should ask questions of the
witnesses. (Ex. C’est une petite voiture
ou une grande voiture? or C’est une
voiture française?) Present your role-play
to the class.
Scénario 3
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
3.2 Acquiring Information
Scénario 4
Targeted Standards
Teacher’s Reflections
1.1 Interpersonal Communication
1.3 Presentational Communication
2.1 Practices of Culture
5.2 Lifelong learning
p. 84
Unité 4, Leçon 11
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Discovering French, Nouveau! Bleu
Copyright © McDougal Littell. All rights reserved.
5.2 Lifelong Learning
Classe
Date
B L E U
Unité 4
Leçon 11
Nom
Change-of-Pace Activities
Mots-croisés: Les adjectifs
1
3
7
8
2
5
4
6
10
9
11
12
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Activité 1
13
14
15
16
17
Copyright © McDougal Littell. All rights reserved.
18
ACROSS
DOWN
1.
5.
7.
11.
14.
15.
16.
18.
2.
3.
4.
6.
7.
8.
9.
10.
12.
13.
17.
silly
Swiss
nice
cute
interesting
French
Japanese
smart
Hint: Use the masculine singular form.
Discovering French, Nouveau! Bleu
Spanish
shy
kind
Italian
athletic
mean
American
Chinese
Mexican
Canadian
fun
Unité 4, Leçon 11
Block Scheduling Copymasters
p. 85
Unité 4
Leçon 11
Nom
Classe
Date
B L E U
Block Scheduling Copymasters
Activité 2
Charades
Work in groups of three or four. Send one team member to the teacher for the secret word or
expression. That team member will then act out the phrase for the rest of the team. When
someone knows what expression is being depicted, s/he should call out the phrase. The first
team to guess the expression correctly wins that round. The team then selects another
student to be the actor.
Activité 3
Le message secret
Complete the sentences and find the secret message.
1. Albert Einstein n’est pas
(
)
2. Alain fait des mauvaises choses. Il n’est pas sympathique, mais
3. Shaquille O’Neal est très
(
)
(
5. Émilie n’aime pas parler avec les personnes. Elle est
)
(
)
.
).
.
.
9. Jacques n’est pas méchant, il est
(
10. Michel joue au basket et au foot, il est très (
11. Claire a des idées absurdes! Elle est (
).
)
)
’
.
.
?
5 10 7 11 4 9 8
1 3 6 ?
Copyright © McDougal Littell. All rights reserved.
2
.
.
7. Denis est un excellent étudiant. Il est
(
)
(
)
8. David Letterman est
)
.
4. Francine aime travailler pour des personnes. Elle est
6. Mélanie aime parler. Elle est (
(
p. 86
Unité 4, Leçon 11
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Classe
Date
B L E U
Activité 4
Unité 4
Leçon 11
Nom
Auto-portraits
Moi
Toi
Adjectif
amusant(e)
bête
gentil(le)
intelligent(e)
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Work with a partner. First, individually check off in the “Moi” column the adjectives you
think apply to you. Then, try to determine which adjectives your partner has selected for him
or herself. (Ex. Tu es amusant, n’est-ce-pas? or Est-ce que tu n’es pas amusant?) Check
your calls in the “Toi” column. Take turns asking questions. The player who guesses all the
partner’s selections first wins.
intéressant(e)
méchant(e)
mignon(ne)
sportif/sportive
sympathique
Copyright © McDougal Littell. All rights reserved.
timide
p. 87
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Unité 4, Leçon 11
Block Scheduling Copymasters
Unité 4
Leçon 11
Nom
Classe
Date
B L E U
Block Scheduling Copymasters
Activité 5
Lui ou Elle
List in the column for “Lui ou Elle” eight words or expressions that best describe what you
look for in a friend including four qualities, two likes and dislikes, and two favorite activities.
In the column for “Moi” write eight words or expressions that best describe you including
four qualities, two likes and dislikes, and two favorite activities. Print the words and disguise
your handwriting.
Tear the page along the dotted line and turn the “Moi” column in to the teacher who will
assign it a random number and post the numbered columns on the wall.
Using your “Lui ou Elle” sheet, read the “Moi” columns on the wall and take down the
numbers of those which seem most compatible with you.
Bring your numbers back to the teacher who will reveal who you are matched to. If time
allows, you can have a short conversation in French about your likes, dislikes, and activities.
Moi
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Lui ou Elle
p. 88
Unité 4, Leçon 11
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