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 9 | Contenu linguistique (possible) | |
|
Motivation
| Students are divided into two teams. One student from each team goes to the chalkboard and attempts to draw one of the activities from the main list. Team members try to guess the activity. (Students could also act out the activity). | |
|
Révision
| 8.3 Working in pairs, students look at the main
list and then share their three favourite
pastimes in order of preference. Information
is relayed by the partner to the main group.
(Evaluation)
| Premièrement, j'aime...
Deuxièmement, j'aime... Troisièmement, j'aime... Son premier choix, c'est jouer au hockey. Son deuxième choix, c'est regarder la télé. |
|
Contenu d'apprentissage
| 9.1 Choose one activity and think of the many
different places where one can participate in
this activity.
9.1 Annex 9 Look at the different pastimes mentioned and decide if it is possible for them to take place in these locations. 9.2 Annex 10 One person thinks of a sentence composed of one phrase from each of three different columns. The other students try to guess the secret sentence. This could also be done as a pair activity. | Je peux faire de la lecture dans la maison, dans la
voiture, à l'école, dans le jardin, au parc...
On peut faire du jogging dans le parc. |
|
Évaluation
| Evaluate to see if students stay on task while working in pairs. Circulate throughout the class and unobtrusively evaluate. | |
|
Ressources
| 7.1 Annex 9
7.1 Annex 10 | |
|
Notes pédagogiques
|
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 10 | Contenu linguistique (possible) | |
|
Motivation
| Write the names of ten different collections on different pieces of paper. The papers are placed in different areas of the room or on the chalkboard ledge. The students are to move from paper to paper and put a check mark beside the two collections that most interest them and an x beside the two collections that least interest them. | Mon premier choix, c'est collectioner des timbres. |
|
Révision
| Working in pairs, students roleplay a short interview between a celebrity and a news reporter. The purpose is to determine how frequently the "celebrity" participates in the leisure activity. Do one interview as a model. | A: Bonjour, Céline Dion. Est-ce que vous faites du jogging?
B: Oui, je fais du jogging de temps en temps. A: Est-ce que vous jouez aux cartes? B: Non, je ne joue jamais aux cartes. |
|
Contenu d'apprentissage | 10 Do a general survey of students to determine
what members of their families collect. Create
a master list of collections.
10.1 Annex 11 Students survey each other to determine who has a collection or a pastime. They may also ask how many pieces are in the collection. |
Est-ce que tu as une collection? Qu'est-ce que tu collectionnes? Combien de timbres as-tu? |
|
Évaluation
| ||
|
Ressources
| 7.1 Annex 11 | |
|
Notes pédagogiques
| By doing the roleplay in the "Révision", the students have a chance to use the "vous" form of the verb. If they are not familiar with this form they should keep referring to a verb chart or reference sheet while doing the activity. |
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 11 | Contenu linguistique (possible) | |
|
Motivation
| Students are put into groups of four and are told to describe different collections. They must try to convince others to vote for their collection. Prepare the description to be presented next day. | Collectionnez des timbres. C'est un loisir magnifique. |
|
Révision
| Battleship activity. Make a grid and include a different collection on each square of the grid. Working in pairs, each student puts the name of a classmate in one of the squares on his/her own grids. Each student then tries to be first to find where the name of the classmate has been written. | Est-ce que Tom collectionne des modèles réduits? |
|
Contenu d'apprentissage
| 11.1 Annex 12 Students keep track of their
free time activities. Using a master chart,
the students state what activities they
have participated in during the previous
evening. This may be done as a class
activity or by the students alone as they
enter the room.
12.1 Annex 13. Working with the whole group, look at the interview, choose one student as an example and answer the questions. Brainstorm other answers for the questions. |
|
|
Évaluation
| ||
|
Ressources
| Adjective list for motivating activity
7.1 Annex 12 7.1 Annex 13 | |
|
Notes pédagogiques
| Students may wish to take the interview
questions home to do as homework. This
could be used for evaluation.
The motivating activity is to be very quick and done with little preparation. The presentation may only consist of a couple of lines. More importantly, the students should try to be dramatic and creative.
Some students may enjoy creating a rap song for the motivating activity using the activities and the adjectives. (There are cassettes available that include only the rap music). |
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 12 | Contenu linguistique (possible) | |
Motivation
| Each group presents their collection (from last day's lesson) At the end of the presentations, the students vote for the collection (or presentation) of their choice. (excluding their own) | |
Révision
| 12.1 Annex 13. The students work on
interviewing each other. As a variation,
the interviews could be tape recorded. The
students could be working on their final
unit presentations while each pair of
students takes turns tape recording
themselves. The tape recording could be
used as an evaluation tool.
| |
Contenu d'apprentissage | 13.1 7.1 Annex 14 Students look at a list of characteristics of pastimes and decide if any of these characteristics apply to the pastime that they have chosen to present. |
|
|
Évaluation
| ||
|
Ressources
| 7.1 Annex 13
7.1 Annex 14 7.1 Annexe 15 | |
|
Notes pédagogiques
| Remember to continue to add hobbies and
pastimes to the main list.
Subsequent lessons will include the presentations and time for the students to reflect on the unit. Be sure that the students have a task to perform while listening to the presentations. Annex 15 is included as an example of how the unit project could be evaluated. |
| Field: Miscellaneous Activities
Topic: Hobbbies and Pastimes Goal: Students will prepare a presentation describing one of their favorite hobbies or pastimes. | ||
| Functions | Linguistic Content | |
| Suggested Structures | Possible Vocabulary | |
| giving information
demonstrating predicting getting to know each other expressing preferences, likes and dislikes describing preferences |
|
|