Core French for the middle level: Grade 7: Unité 7.1

Field of experience: Miscellaneous Activities

Topic to be developed: Hobbies and Pastimes

Experiential Goal: Students will prepare a presentation describing one of their favourite pastimes or hobbies.

Leçon 4 Contenu linguistique (possible)

Motivation

Chanson: "Je veux être musicien", Matt Maxwell Veux-tu danser? Make a list of the activities mentioned in the song. (OR distribute copies of lyrics with some of the words missing and have students fill in the blanks with the appropriate words.)
AND/OR

Have the class look at the main list of hobbies and pastimes and decide which one is "le plus intéressant, le plus populaire, le plus difficile," etc. Students could also do this activity in pairs and then share their answers with the rest of the students.
...jouer au football
...jouer de la guitare
...jouer de la batterie

Révision

Students are divided into two groups. Each group is given a pastime and must think of a reason why people would participate in this activity. A point is awarded for each reason given. Additional points may be awarded if students give more than one reason.

Contenu
d'apprentissage
4.1 Annex 4 Match pastimes with personal qualities that would assist with the pastime. Look at the difference between the nouns and adjectives. Discuss the use of "Il faut.." Pour jouer du piano, il faut la patience.
Evaluation

4.1 Choose 5 different pastimes and give two personal qualities that would help with this leisure activity. Hand in for evaluation.
tennis
--motivation
--force
OR
Pour jouer au tennis, il faut la motivation et la force.

Ressources

Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser?

7.1 Annex 4

Notes pédagogiques

During the review, students may need to look at the list of reasons for having pastimes.

Students may think of other reasons for having a pastime and these should abe listed on the main chart.

Field of experience: Miscellaneous Activities

Topic to be developed: Hobbies and Pastimes

Experiential Goal: Students will prepare a presentation describing one of their favourite pastimes or hobbies.

Leçon 5 Contenu linguistique (possible)

Motivation

4.2 Put expressions of personal characteristics on pieces of paper and put the papers into a hat. Pull a characteristic from the hat and the rest of the group thinks of as many as 3 different pastimes that could go with that quality.

Révision

Look at the resource pages or reference sheets that the students have been creating. Students each share one sentence or vocabulary word that they have learned. Put all of this information onto a large chart. Students can then add to their own reference sheet if there are sentences and words that they will be able to use in their projects.

Contenu
d'apprentissage
5.1 Annex 5 Match pastimes with aspects about the pastime that the students enjoy. Add different aspects and pastimes to the list. Have each student think of their final project and give two aspects about the pastime that they enjoy.
6.1 Annex 6 Have the students prepare to survey the adults regarding their hobbies and pastimes. Have the information ready for next class.
J'aime faire des promenades parce que j'aime la nature et la solitude.

Evaluation

Check that students are keeping up with personal reference sheets of useful sentences and vocabulary.
Ressources

Personal student reference sheets
7.1 Annex 5
7.1 Annex 6

Notes pédagogiques

By now students should have made a decision regarding the experiential goal. They must keep this goal in mind as they do the rest of the activities in the unit and ask themselves how the activities apply to the goal.

Field of experience: Miscellaneous Activities

Topic to be developed: Hobbies and Pastimes

Experiential Goal: Students will prepare a presentation describing one of their favourite pastimes or hobbies.

Leçon 6 Contenu linguistique (possible)

Motivation
Chanson: Je veux être musicien, Matt Maxwell, Veux-tu danser?
Review activities mentioned in the song.

Révision
5.1 From the last lesson, try to remember some of the aspects that the students enjoy regarding the activity that they have chosen for their final project. Annie aime jouer au soccer parce qu'elle aime les sports.
Contenu
d'apprentissage
6.1 Annex 6 On a large chart, collate the findings of the parent/teacher survey. Notice any similarities. Qu'est-ce qu'il/elle aime?
Evaluation Name any two people, the activity they like to do and two aspects about the activity. Hand in for evaluation. This could come from the Review or it could be any two people that the students think of.
Ressources

Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser?

7.1 Annex 6

Notes pédagogiques

If it is not possible for students to survey their parents or other adults that they know, they could think of a famous person or celebrity and do the activity. They could also interview another teacher, the principal or the janitor of the school.

Field of experience: Miscellaneous Activities

Topic to be developed: Hobbies and Pastimes

Experiential Goal: Students will prepare a presentation describing one of their favourite pastimes or hobbies.

Leçon 7 Contenu linguistique (possible)

Motivation
List ten popular TV or film personalities. Predict what these people might like to do in their spare time. Arnold Schwarzenegger aime faire de l'exercice.

Révision
Under the heading, "Depuis sa jeunesse", students make a list of the activities that parents and adults have done since their youth. Depuis sa jeunesse...
ma mère aime faire du ski.
mon père aime lire.

Contenu
d'apprentissage
7.1 Annex 7 Read the sentences to the students. Have them try to pick out the key words.
7.1 Annex 7 Have students read the sentences and decide which pastimes have long and short lifespans.
Qu'est-ce qu'on peut faire pendant toute la vie?

Je peux faire du jogging.
Evaluation

7.1 Students make up their own sentences about a pastime that they can do all of their lives. (Evaluation)
Ressources

7.1 Annex 7

Notes pédagogiques
In 7.1, Annex 7 there is not a definite answer. Some students will believe that a person can play hockey during an entire lifetime.
The main idea is that students begin to think about activities that they can do for a lifetime.

Field of experience: Miscellaneous Activities

Topic to be developed: Hobbies and Pastimes

Experiential Goal: Students will prepare a presentation describing one of their favourite pastimes or hobbies.

Leçon 8 Contenu linguistique (possible)

Motivation

Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser?
One student thinks of an activity that he/she likes from the main list. The other students try to guess what it is.
Est-ce que tu aimes faire de la natation?

Révision
Have the students write down one activity that they will be doing that day. As the activities are being shared with the class, classify them into passive and active activities. Je vais faire de la danse.
C'est une activité passive/active.

Contenu
d'apprentissage

8 Choose one hobby or pastime. As the students if they participate in this activity often, from time to time or never.
8.1 Students write down three headings, "souvent", "de temps en temps", and "jamais". Activities are called out by different students, all of the students write down these activities and then check off the frequency that they themselves might participate in these activities.
8.1 Annex 8 In pairs, students choose eight pastimes. Then individually, they note how often they participate in these activities.
8.2 Students then predict what their partner had written about the eight activities. Verify the predictions.
Je fais souvent des sports.
Je ne fais jamais de promenades.

Tu joues du piano de temps en temps, n'est-ce pas?
Évaluation

Ressources

7.1 Annex 8
Notes pédagogiques It may be necessary to explain to the students that "de" comes after the negative "jamais".

	Leçon 4	Contenu linguistique (possible)
Motivation	Chanson: "Je veux être musicien", Matt Maxwell Veux-tu danser? Make a list of the activities mentioned in the song. (OR distribute copies of lyrics with some of the words missing and have students fill in the blanks with the appropriate words.) AND/OR Have the class look at the main list of hobbies and pastimes and decide which one is "le plus intéressant, le plus populaire, le plus difficile," etc. Students could also do this activity in pairs and then share their answers with the rest of the students.	...jouer au football ...jouer de la guitare ...jouer de la batterie
Révision	Students are divided into two groups. Each group is given a pastime and must think of a reason why people would participate in this activity. A point is awarded for each reason given. Additional points may be awarded if students give more than one reason.
Contenu d'apprentissage	4.1 Annex 4 Match pastimes with personal qualities that would assist with the pastime. Look at the difference between the nouns and adjectives. Discuss the use of "Il faut.."	Pour jouer du piano, il faut la patience.
Evaluation	4.1 Choose 5 different pastimes and give two personal qualities that would help with this leisure activity. Hand in for evaluation.	tennis --motivation --force OR Pour jouer au tennis, il faut la motivation et la force.
Ressources	Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser? 7.1 Annex 4
Notes pédagogiques	During the review, students may need to look at the list of reasons for having pastimes. Students may think of other reasons for having a pastime and these should abe listed on the main chart.

	Leçon 5	Contenu linguistique (possible)
Motivation	4.2 Put expressions of personal characteristics on pieces of paper and put the papers into a hat. Pull a characteristic from the hat and the rest of the group thinks of as many as 3 different pastimes that could go with that quality.
Révision	Look at the resource pages or reference sheets that the students have been creating. Students each share one sentence or vocabulary word that they have learned. Put all of this information onto a large chart. Students can then add to their own reference sheet if there are sentences and words that they will be able to use in their projects.
Contenu d'apprentissage	5.1 Annex 5 Match pastimes with aspects about the pastime that the students enjoy. Add different aspects and pastimes to the list. Have each student think of their final project and give two aspects about the pastime that they enjoy. 6.1 Annex 6 Have the students prepare to survey the adults regarding their hobbies and pastimes. Have the information ready for next class.	J'aime faire des promenades parce que j'aime la nature et la solitude.
Evaluation	Check that students are keeping up with personal reference sheets of useful sentences and vocabulary.
Ressources	Personal student reference sheets 7.1 Annex 5 7.1 Annex 6
Notes pédagogiques	By now students should have made a decision regarding the experiential goal. They must keep this goal in mind as they do the rest of the activities in the unit and ask themselves how the activities apply to the goal.

	Leçon 6	Contenu linguistique (possible)
Motivation	Chanson: Je veux être musicien, Matt Maxwell, Veux-tu danser? Review activities mentioned in the song.
Révision	5.1 From the last lesson, try to remember some of the aspects that the students enjoy regarding the activity that they have chosen for their final project.	Annie aime jouer au soccer parce qu'elle aime les sports.
Contenu d'apprentissage	6.1 Annex 6 On a large chart, collate the findings of the parent/teacher survey. Notice any similarities.	Qu'est-ce qu'il/elle aime?
Evaluation	Name any two people, the activity they like to do and two aspects about the activity. Hand in for evaluation. This could come from the Review or it could be any two people that the students think of.
Ressources	Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser? 7.1 Annex 6
Notes pédagogiques	If it is not possible for students to survey their parents or other adults that they know, they could think of a famous person or celebrity and do the activity. They could also interview another teacher, the principal or the janitor of the school.

	Leçon 7	Contenu linguistique (possible)
Motivation	List ten popular TV or film personalities. Predict what these people might like to do in their spare time.	Arnold Schwarzenegger aime faire de l'exercice.
Révision	Under the heading, "Depuis sa jeunesse", students make a list of the activities that parents and adults have done since their youth.	Depuis sa jeunesse... ma mère aime faire du ski. mon père aime lire.
Contenu d'apprentissage	7.1 Annex 7 Read the sentences to the students. Have them try to pick out the key words. 7.1 Annex 7 Have students read the sentences and decide which pastimes have long and short lifespans.	Qu'est-ce qu'on peut faire pendant toute la vie? Je peux faire du jogging.
Evaluation	7.1 Students make up their own sentences about a pastime that they can do all of their lives. (Evaluation)
Ressources	7.1 Annex 7
Notes pédagogiques	In 7.1, Annex 7 there is not a definite answer. Some students will believe that a person can play hockey during an entire lifetime. The main idea is that students begin to think about activities that they can do for a lifetime.

	Leçon 8	Contenu linguistique (possible)
Motivation	Chanson: "Je veux être musicien", Matt Maxwell, Veux-tu danser? One student thinks of an activity that he/she likes from the main list. The other students try to guess what it is.	Est-ce que tu aimes faire de la natation?
Révision	Have the students write down one activity that they will be doing that day. As the activities are being shared with the class, classify them into passive and active activities.	Je vais faire de la danse. C'est une activité passive/active.
Contenu d'apprentissage	8 Choose one hobby or pastime. As the students if they participate in this activity often, from time to time or never. 8.1 Students write down three headings, "souvent", "de temps en temps", and "jamais". Activities are called out by different students, all of the students write down these activities and then check off the frequency that they themselves might participate in these activities. 8.1 Annex 8 In pairs, students choose eight pastimes. Then individually, they note how often they participate in these activities. 8.2 Students then predict what their partner had written about the eight activities. Verify the predictions.	Je fais souvent des sports. Je ne fais jamais de promenades. Tu joues du piano de temps en temps, n'est-ce pas?
Évaluation
Ressources	7.1 Annex 8
Notes pédagogiques	It may be necessary to explain to the students that "de" comes after the negative "jamais".