French 1: Friday March 15 2013 Lesson Plan

DUE: Practice with the verb prendre: pp. 200–201 Exs. 30 & 31. Write the prompts and your responses!

[5 minutes] Speaking Practice: Students read and translate to each other responses to Exs. 30–31. CAH checks homework for points during this time.

[15 minutes] Writing Practice: Students write answers to Exs. 30 & 31 on board for comparison and grammar check.

[5 minutes] Verb Drill!

• Each student thinks of a different French verb.
• Each student goes to board, writes that verb's infinitive form, then its tu, nous, and vous forms.

[15 minutes] New Grammar: Commands... a.k.a. The Imperative (l'imperatif: p. 202)

• In English, if we want to tell someone to do something, whether it's one person or many people, we just say the verb, without any subject or suffix: Eat! Sing! Finish your homework! Do it! Be good!
• If we want a group to which we belong to do something, we say "Let's" before the verb: Let's go! Let's eat! Let's meet at the park! Let's get out of here!
• In French, we use different forms of the verb for commands depending on whether we want tu, vous, or nous to do something:

Who's got to do it	What we say in French	English translation
tu (one person you know well, friend or child)	Écoute!  Regarde! Finis! Attends! Vas!  Fais les devoirs!	Listen!  Look! Finish! Wait! Go!  Do the homework!
vous (many people, or one person who is your boss, elder, superior, etc.)	Écoutez!  Regardez! Finissez! Attendez! Allez!  Faites les devoirs!	Listen!  Look! Finish! Wait! Go!  Do the homework!
nous (us! whatever we're doing, we're doing it together!)	Écoutons!  Regardons! Finissons! Attendons! Allons!  Faisons les devoirs!	Let's listen!  Let's look! Let's finish! Let's wait! Let's go!  Let's do the homework!

• Students practice saying and writing command forms of the verbs they've put on the board.
• Do p. 202 Exs. 33 & 34 together.

[30 minutes] Vocabulary 6.2 Review!

• Going around the room and looking at pp. 196–198, students say a complete sentence using one of the vocab words or phrases. Each student picks another student in the room to give an English equivalent.
• As time allows, follow up with Q&A and face-to-face drill.

Les Devoirs:

1. For next time, prepare le théâtre du restaurant—a restaurant skit!
• Students may work in pairs or trios (no quartets! no quintets! Pas de plus!).
• One student plays a serveur/serveuse; other plays client/cliente.
• Skit must include...
1. greeting
2. ordering food and beverage (with at least one recommendation from server)
3. server reading back the orders to make sure he/she has them right
4. conversation between clients while waiting for meals to arrive (if only one client, then yes, you talk to yourself, making observations about the restaurant, the server, the weather... perhaps pretending to converse with someone you recognize at another table...)
5. delivery and consumption of meals
6. handling the check
• Students perform without scripts or notes!
• Props are welcome, but not required.
2. Study for Vocab 6.2 Vocab Quiz (pp. 196–198), which will take place on mardi, le 19 mars! (last quiz grade of 3rd quarter!)
3. Study for Chapter 6 Grammar Quiz which will take place on jeudi, le 21 mars! (first quiz grade of 4th quarter!) Items the quiz will cover:
1. p. 188: partitive (de)
2. p. 190: -ir verbs
3. p. 200: conjugation of prendre (to take)
4. p. 202: imperative (giving commands)

French 1: Wednesday March 13 2013 Lesson Plan

DUE: Les Devoirs! Write all vocab words and phrases from List 6.2, pp. 196–200, four times, except...

• Food and drink nouns: Write these words three times and draw a picture that will help you remember them!
• Four prendre verbs on p. 200: write the infinitive form, then the six-part conjugation chart for each verb.
• Folks who missed breakfast skit last week present on Wednesday! Be ready! Practice during Spartan Time Tuesday!

[20 minutes] Grammar Warm-up: -ir verb conjugation! Translate the following ten sentences:

1. My dog is growing.
2. Their dogs are growing.
3. Your cat is gaining weight.
4. My cats are gaining weight.
5. My parents are losing weight.
6. Is her dad losing weight?
7. Are you (familiar) choosing the fish?
8. No, we are choosing the pasta.
9. I am finishing my grilled ham-and-cheese sandwich for which the French are renowned.
10. Liselle always finishes her vegetables.

• CAH checks les devoirs de vocabulaire for completeness during this time!

[5 minutes] Perform any remaining breakfast skits!

[25 minutes] Oral Vocab Practice!

• CAH asks "Qu'est-ce que tu aimes manger/boire?" Students respond, CAH follows up as possible.

[15 minutes] Review the slightly irregular prendre verbs (p. 200)

• Do p. 200 Ex. 29 together.
• Students write short sentences on board: mix and match subjects with these four verbs, plus appropriate direct objects (food for prendre/reprendre, language for apprendre/comprendre)

Les Devoirs!

1. For next time (vendredi, le 15 mars): pp. 200–201 Exs. 30 & 31. Write the prompts and your responses!
2. For the meeting after that (mardi, le 19 mars): Prepare le théâtre du restaurant—a restaurant skit!
• Students may work in pairs or trios (no quartets! no quintets! Pas de plus!).
• One student plays a serveur/serveuse; other plays client/cliente.
• Skit must include...
1. greeting
2. ordering food and beverage (with at least one recommendation from server)
3. server reading back the orders to make sure he/she has them right
4. conversation between clients while waiting for meals to arrive (if only one client, then yes, you talk to yourself, making observations about the restaurant, the server, the weather... perhaps pretending to converse with someone you recognize at another table...)
5. delivery and consumption of meals
6. handling the check
• Students perform without scripts or notes!
• Props are welcome, but not required.
3. Study for Vocab 6.2 Vocab Quiz, which will take place on mardi, le 19 mars!

French 3: Thursday March 14 2013 Lesson Plan

DUE: Les Devoirs: Choose your œuvre d'art for Monday's essay; enter title and artist on Shared Google Doc!

[15 minutes] Vocabulary 9.1 Review! Face-to-face drill to prepare for Vocab Quiz 9.1 on Monday.

[25 minutes] New Grammar: Inversion! p. 370

• Remember that inversion is more formal than an Est-ce que structure.
• Practice with pp. 370–371 Exs. 9, 10, and 11.

[55 minutes] Work time on essays and preparation for oral quiz over this essay!

Les Devoirs:

1. For next week Monday, March 18, write a 100-word paragraph (oui, en français!) describing the work of art and explaining why it is important. Submit this text via the Shared Google Doc, in the "Notes" column of the "Famous French Works of Art" table.
2. For next week Wednesday, March 20 (Bon printemps!), you will talk to CAH about your chosen art work in an oral interview, face-to-face. You'll get five minutes to say everything you can about this work of art. CAH will expect you to recount to him what you say about the artwork in your written paragraph. Naturally, you will undertake this oral interview without any notes.
3. Study for Vocab Quiz 9.1 Monday, March 18!

French 2: Tuesday March 12 2013 Lesson Plan

DUE: Les Devoirs: Le théâtre du camping!

• Students may work in twos, threes, or fours.
• Students must compose and perform a skit on camping using numerous items from Vocab List 7.1.
• Each student must deliver at least six lines. (Yes, that means a trio will do a longer skit than a duo.)
• For each camping-gear vocab word, you must have a prop or picture! You can use the pictures you drew in class last time. You can draw new pictures. You can bring in real objects (just not lighters or other items that can set people on fire or otherwise violate school policy).
• Students perform without notes!

[45 minutes] Camping Skits!

• Students get right to work: 30 minutes to polish, practice, and memorize.
• Perform in class! CAH grades on pronunciation, memory, props, and enthusiasm!

[45 minutes] Practice Grammar: Imperfective!

• Review imperfective formation on p. 198.
• Practice together with chanter, choisir, attendre.
• Have each student pick another verb to put in imperfective au tableau.
• Do Exs. 6 & 7 together.

Les Devoirs: Translate each of the following sentences, using the imparfait! Assume that each sentence would be followed by the phrase "...quand les ours sont arrivés!"

1. We were camping in Yellowstone....
2. I was going to the campground....
3. She was eating at the campsite....
4. You were lighting the camp stove....
5. They were searching for the first aid kit....
6. We were looking at the compass....
7. Jean-Paul was drinking from the canteen....
8. You were putting on your pajamas in the tent....
9. My brother and I were putting up the tent....
10. I was in the sleeping bag....
11. Our friends were at the campsite....
12. Liselle was making a camp fire....

French 3: Tuesday March 12 2013 Lesson Plan

DUE: Les Devoirs: Write Vocab List 9.1 words and phrases four times!

[30 minutes] Brain Warm-Up: Verb Conjugation au tableau!

• Pick one verb: not an -er verb! 
• Write one plural form in each of the six verb tenses.
• Write one sentence using that verb (any tense).
• CAH checks homework during this time.

[30 minutes] Vocabulary Practice! Do pp. 368–369, Exs. 1, 2, 3, 4, & 5 together out loud.

Les Devoirs:

1. Pick subject for art essay!
• Choose one famous French work of art created since 1800. Enter this choice (title and artist) on the Shared Google Doc by Thursday!
• If you're looking for a good subject, try the catalogues of the Museé d'Orsay, the Louvre (note: lots of pre-1800 work), and the Rodin Museum (sculpture!); the Wikipedia chronological list of famous French artists; this list of important French painters....
• For next week Monday, write a 100-word paragraph (oui, en français!) describing the work of art and explaining why it is important.
• Now the real casse-tête: Next week Wednesday, March 20 (Bon printemps!), you will talk to CAH about your chosen art work in an oral interview, face-to-face. You'll get five minutes to say everything you can about this work of art. CAH will expect you to recount to him what you say about the artwork in your written paragraph. Naturally, you will undertake this oral interview without any notes.

French 1: Monday March 11 2013 Lesson Plan

DUE: rien! Mais étudiez comme fou pour...

[30 minutes] l'Examen de vocabulaire 6.1!

• Breakfast words pp. 184–185
• Exprimons-nous pp. 185 & 187
• Entre copains p. 189
• -ir verbs p. 190!

[15 minutes] Verb Practice: -ir verbs!

• Allez au tableau! Conjuguez un verbe en -ir, et écrivez une phrase avec ce verbe.
• Choisissez un de ces verbes:
  

  subir	réussir	vrombir	noircir
  vomir	verdir	finir	rougir
  démolir	choisir	obéir	grandir
  brandir	maigrir	blondir	grossir

• Each student reads her/his conjugation and sentence aloud.

[30 minutes] Introduce new vocabulary: List 6.2, pp. 196–200

• Include Exprimons-nous on 197 and 198 and -prendre verbs on 200!
• Écoutez et répétez!
• Practice with questions: Qu'est-ce que tu prends au déjeuner/dîner? Qu'est-ce tu as comme boisson?

Les Devoirs: Write all vocab words and phrases from List 6.2, pp. 196–200, four times, except...

• Food and drink nouns: Write these words three times and draw a picture that will help you remember them!
• Four prendre verbs on p. 200: write the infinitive form, then the six-part conjugation chart for each verb.
• Folks who missed breakfast skit last week present on Wednesday! Be ready! Practice during Spartan Time Tuesday!

French 2: Friday March 8 2013 Lesson Plan

DUE: Les Devoirs: handwrite Vocab List 7.1 four times!

[30 minutes] Practice Vocab!

• CAH reads, students repeat.
• Students pair up, practice pronunciation with each other. (CAH checks homework during this time.)
• Practice with pp. 236–237, Exs. 1, 2, 3, & 4

[30 minutes] New Grammar: Imperfective!

• Chapter 6, p. 198 has the first chart and explanation!
• Practice with chanter, choisir, attendre
• Do Exs. 6 & 7 together.

Les Devoirs: Le théâtre du camping!

• Students may work in twos, threes, or fours.
• Students must compose and perform a skit on camping using numerous items from Vocab List 7.1.
• Each student must deliver at least six lines. (Yes, that means a trio will do a longer skit than a duo.)
• For each camping-gear vocab word, you must have a prop or picture! You can use the pictures you drew in class last time. You can draw new pictures. You can bring in real objects (just not lighters or other items that can set people on fire or otherwise violate school policy).
• Students perform without notes!