Experiential Goal: Students will create a catalogue or handbook of goods and services specifically for adolescents
The students will:
Students will have varying opinions regarding the importance of various goods and services and should therefore be tolerant of the choices of their classmates. (PSVS) To the extent that the students consider the costs of the products and services they are discussing, they will have an opportunity to transfer their knowledge of mathematical concepts to everyday applications (N). As they compare various products and services, they will also develop their abilities to become discriminating consumers. (CCT)
Students with stronger abilities in French may wish to include a written description about each of the goods and services. Students with artistic abilities may focus on the visual aspect of the catalogue.
Teachers should be sensitive to the situations of students in lower socio-economic classes who may not be able to buy anything beyond the absolute necessities. The emphasis throughout the unit should be on getting value for money and on maximizing use of free or inexpensive products.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what criteria will be included in the experiential goal.
Experiential Goal: Students will create a catalogue or handbook of goods and services specifically for adolescents.
Teaching Notes
Experiential Goal: Students will create a catalogue or handbook of goods and services specifically for adolescents.
1. Identify the products that students have recently purchased or used.
Activities
| 1.1 | 9.4 Annex 1 Working in pairs, have the students look at a list of products and ask each other which products they have recently used or purchased. |
| 1.2 | 9.4 Annex 1 Working in the main group or in small groups, have the students identify the actual names of as many products as possible. Write the product names in the annex where it says, "Exemple". If students are working in small groups, have them share their information with the main group. After the product naming session is completed and a master list is drawn up, have the students choose the products that they prefer or products that they might like to try or buy. Share this information with a partner. "Je préfère le shampooing, Pert." "Je veux acheter un disque compact." |
2. Identify the types of services that students have recently required.
Activities
| 2.1 | 9.4 Annex 2 Working in pairs, have the students state where they have gone to receive specific services. Have them share some of their partner's responses with the rest of the class. "Il est allé au gymnase." |
| 2.2 | Have the students add to the list of services in Annex 2. Share information with the main group and create a master list. Add to the list throughout the unit. |
3. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 3.1 | Discuss the format of the catalogue. Will the students work individually, in pairs or in one main group to create the catalogue? If they work in one main group and are responsible for one product or service, in how much detail will they need to describe it and how much information will they need to include? How much information will need to be included if they work in pairs and create their own catalogue? |
| 3.2 | Survey the students to determine the types of goods and services that they would like to include in the catalogue, e.g. clothes, body care products, music and music equipment, music stores, sports facilities, etc. Some students may want to do a catalogue of free or inexpensive goods and services. |
4. Become familiar with the contents of catalogues.
Activities
| 4.1 | Note the similarities and differences between catalogues. What information is always included in every catalogue? How would the students' catalogues differ? |
5. Become familiar with hygiene products.
Activities
| 5.1 | 9.4 Annex 3. Have each student answer the survey about their personal hygiene habits. Using the same survey, each student then interviews two other students. |
| 5.2 | 9.4 Annex 4 Have the students answer the questions about the type of shampoo that they use. Then have them share their answers with a partner. In a general survey, determine the most popular responses to the questions. |
| 5.3 | Working in pairs and using the format in Annex 4, have the students choose a particular hygiene product and create questions and possible answers about the product. Have the groups exchange the questions. Share some of the questions with the rest of the class. |
| 5.4 | 9.4 Annex 5 Working in pairs or small groups, have the students create mini advertisements for a particular product. Present the advertisement to the class. |
| 5.5 | After listening to the advertisements in Annex 5, have the students ask their partners about the products that they are going to buy. "Qu'est-ce que tu vas acheter?" "Je vais acheter du dentifrice, Blanche, blanche." |
6. Become familiar with products used for entertainment purposes.
Activities
| 6.1 | 9.4 Annex 6 Look at the list of products used for entertainment purposes. Add to the list. Have the students decide which products they would like to buy. Then have them rate the products and choose the three that are most important to them. Share results with a partner. In the main group, determine which products are most popular with the class. |
| 6.2 | Referring to Activity 6.1, have the students determine the approximate cost of the three products that they chose. "Un disque compact coüte 18$. Une revue coüte 3,50$. Un billet pour un match de hockey coüte 9$. Au total, ça fait 30,50$." As the students share the information with a partner or the main group, have the other students decide if the product is expensive or not. "C'est très cher." "Ce n'est pas cher." |
7. Become familiar with products required for hobbies and pastimes.
Activities
| 7.1 | Survey the students to determine their favourite hobbies and pastimes. Create a master list. (See Unité 7.1 for additional information on hobbies and pastimes.) |
| 7.2 | 9.4 Annex 7 Some examples of hobbies and pastimes are given. Add to the list and decide what materials, products, equipment, etc. are required. |
| 7.3 | 9.4 Annex 8 Working in pairs or small groups, have the students research where some of the materials, products, equipment, etc. can be purchased and their costs. Collate all of the information on a master list. |
8. Discuss services from the health professions.
Activities
| 8.1 | 9.4 Annex 9 Working in pairs, have the students look at the list of characteristics and decide which of the characteristics are most important for a doctor, dentist or health practitioner to have. Add additional characteristics. |
9. Discuss the services available for the improvement of physical fitness.
Activities
| 9.1 | List the services available in the community for the improvement of physical fitness. Include fitness centres, swimming pools, classes (aerobic, karate etc.), sports teams, school programs, etc. Be sure to include services that are free or relatively inexpensive. |
| 9.2 | 9.4 Annex 10 Divide the students into groups. Have each group research information about the various fitness centres and programs, classes and teams, etc. from the master list. Share the information with the rest of the class. Use the questions in Annex 10 to assist with the research. (For students who do not have access to fitness centres and swimming pools, etc, have them focus on community activities, school teams or the physical education program in the school.) |
10. Become familiar with popular restaurants.
Activities
| 10.1 | Survey the students to determine how often they eat at restaurants. "Je mange au restaurant une fois par semaine, une fois par mois, une fois tous les deux mois, etc." "Je mange souvent au restaurant." "Je ne mange jamais au restaurant." |
| 10.2 | 9.4 Annex 11 Have each student choose a restaurant and then read the statements in the annex. Have them note whether or not the statements apply to the restaurant they have chosen. Then have them share the information with a partner. Space is provided to record information. |
11. Prepare and present the catalogue of goods and services.
Activities
| 11.1 | Students may wish to work in groups with each group being responsible for one catalogue. If time is limited, the catalogue may become a class project with individual students or pairs contributing and presenting a section of the catalogue. |
12. Reflect on the unit. Are there places that students will now shop? Have they changed their opinions about any goods and services? Will this help students in their choices regarding the purchase of goods and services?