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Week 1 Schedule: Day 1: Goal: "I Can Introduce Myself in French!" Introduction To French Class
Week 1 Schedule: Day 1: Goal: "I Can Introduce Myself in French!" Introduction To French Class
Week 1 Schedule: Day 1: Goal: "I Can Introduce Myself in French!" Introduction To French Class
Week 1 Schedule
Day 1: Goal: “I can introduce myself in French!” Introduction to French class.
1) Teacher will write “French” on the board before class starts and turn on a fun
francophone pop song for when students are entering. Teacher will stand by door
greeting students in French, “Bonjour!” “Salut!” “Bienvenue!” etc. French 1 students
will find that they have their names on tables for their first groups.
2) With the sound of the bell, teacher will close the door and greet the class with a
BIG LOUD “Bienvenue au cours de la langue francaise, niveau 1. C’est avec plaisir
que je vous acceuille! Je m’appelle Mlle Frey et je suis votre professeur de francais.”
Teacher will repeat, “Je m’appelle Mlle Frey.” Two times. Then show pictures of
famous people on the screen like Obama saying “Je m’appelle Barack Obama,” and
then Nicolas Sarkozy, Leonardo Di‐Caprio, Marion Cotillard‐ all saying “Je
m’appelle_____,” on the screen. Projector works too. If not technology, back‐up would
be printed photographs with the words on them (laminated). Then teacher will say
“Ecoutez” while pointing to her ear, “et repetez” while hand motioning sound
coming out of her mouth. Point to students, then repeat the words and motions.
Point to self “je m’appelle” and then point to students who should hopefully repeat
“Je m’appelle…” If not, the teacher will say repetez and point to the students, then
say “Je m’appelle” then cup ear to indicate teacher wants to hear them say it.
Teacher and students will repeat a couple times‐ teacher will insert names. Then
teacher will show photograph of someone asking her, “Comment tu t’appelle?” and
her responding “Je m’appelle Mlle Frey.” Then teacher will ask students, “Comment
tu t’appelle?” Teacher will go around the room asking students, and students will
say their names. This whole activity should take about 15 minutes.
3) Teacher will say in target language “Maintenant, en silence, vous allez ecrire sur
le tableau ce dont vous pensez quand vous entendez le mot “francais” ou “French.”
Teacher will act this out by putting finger over her mouth for “en silence” then
modeling writing on the board, then pointing to her head, then cupping her ear and
saying “francais” and “French.” She will give directions a second time. Then teacher
will ask “Can anyone guess what I just asked you to do in French. Try to guess, it’s
okay if you didn’t understand.” Students may or may not have understood some of
it. Whatever students understood, teacher will reiterate, “Now you are going to
quietly write on the board words that come to mind when you hear the word
“francais” or “French” while acting out the motions with the English as well. Teacher
will then say “Allez” and indicate with her hand that students rise up and go to the
board. (5 minutes) While they are doing this, teacher will pass out syllabi to each
table. (5‐7 minutes). If there is a smart board, teacher will save what students have
written. If not, teacher will take picture of what students have written at the end of
class. Teacher will then ask students to talk about why they wrote what they wrote.
If no one raises hand, teacher can say “who wrote this word,” and then ask the
student why.
4) Description of Class and Syllabus (rules and procedures) and tour of room and
resources (such as student folders, journals, dictionaries, books, guided free‐time
materials, technology, paper and supplies, etc.) in English with questions: 20
minutes ish. This can take as long as it needs to, even if it means the rest of the hour.
*Homework, students must take syllabus and letter home and ask their parents to
write one or two sentences (or however much they would like) about themselves on
the letter to turn into me the next day (so I can get to know their parents a little too.)
Day 2: Goal “I can use French in classroom expression!”
1) Warm‐up: students have the prompt on the board: “Ecrivez [with the drawing of
a pen in a journal] dans vos journals en silence “Why did you decide to take French?
What do you know already? What would you like to learn? 1‐2 sentences each).
2) Insert board activity here if not done the day before.
3) “Aujourd’hui, on reviser les règles du cours et on apprend les expressions du
cours aussi.” Teacher will then ask students questions regarding the syllabus, rules
and regulations, “stand up if this statement is true: “you are allowed food and
drink”‐ “what do you do at the beginning of class?” “where do you go for a supplies if
you don’t have any?” “what is the one thing I will not tolerate in this classroom?” etc.
4) TPR classroom expressions and have corresponding pictures to reinforce:
“Puis‐je aller au toilette?” (May I go to the bathroom?)
“Puis‐je aller boire de l’eau?” (May I get a drink of water?)
“Puis‐je aller à mon casier?” (May I go to my locker?)
“Puis‐je aller au bureau?” (May I go to the office?)
“J’ai une question.” (I have a question)
“Les devoirs” (homework)
“Une feuille, des feuilles” (paper)
“J’ai besoin d’un crayon.” (I need a pencil.)
Day 3: Goal “I can greet others, say goodbye, and introduce myself in French. I
know what’s going on in Francophone news!”
1) Warm‐Up: French and Francophone news/culture reading and response in
journal.
2) Learning and situated practice of:
*Greetings and goodbyes.
*My name is.
*Ca va? Tres bien, bien, comme ci comme ca, mal.
*classroom expressions
*Homework, “How do they greet and say goodbye in your African country? How is it
similar and/or different than how they say hello and goodbye in France?” (3‐4
sentences).
Day 4: Goal “I’ve practiced greetings, goodbyes, classroom expressions, and
introductions. I have learned how to address different groups myself, you,
y’all, them, people in general, etc. I also can listen and try to understand
Francophone music!”
Warm‐Up: Watch and respond to video clip.
1) Saying hello, introducing themselves, and asking how people are doing, and filling
out chart for 10 people.
Comment tu t’appelles? Comment ça va?
2) classroom expressions review
3) Inductive approach, subjects je, tu, elle/il/on, nous, vous, elles, ils: dialogue and
pictures.
4)TPR subjects: je, tu , il/elle/on, nous, vous, elles/ils and practice
Day 5: Goal “I can
Warm‐Up: TPR subjects activity
*Model of Guided free time: Teacher and students will go through different activities
so students have examples of the activities and what they will be doing with them.
Students can bring in snacks and blankets today. (20 minutes)
1) watching French music videos
‐ http://www.youtube.com/watch?v=KyXW64L‐XZA “Celui” Colonel Reyel
Students will respond to question in journal 1) What do you think this song is
about? 2) Did you recognize any words? 3) Did you like the song?
2) Reading the news: http://www.france24.com/en/france
3) Looking at my French picture books: example of two photographs with questions
1) Please describe the picture(s) in two to three sentences each‐ who, what,
where, when. 2) Would you like to visit this place one day? 3) What is the
theme of the photograph/ what message is it trying to convey?
4) French website
*Weekend homework:
(1) Create flashcards to help you remember je, tu, elle, il, on, nous, vous, elles,
ils.
(2) find a French song online, print out the lyrics, highlight words that look
similar to English words, and bring it to class on Monday. We will be listening to the
songs you find.
Day 6:
1) Warm‐Up: listen and respond to two student songs. (15 minutes)
(2)Introducing numéros 1‐12, clock activity. Meeting their appointments and
greeting, introducing, and saying good‐bye. (20 minutes)…………