Optional Units

Unité 6.5

Field of experience: Clothing

Topic to be developed: Consumer Practices

Experiential Goal: Students will create a catalogue of adolescent clothing appropriate for all seasons.

Suggested Steps:

1. Become familiar with a number of clothing catalogues.
2. Determine the criteria for choosing clothes.
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Describe clothing worn by students in the classroom.
5. Compare clothing that is necessary and clothing that is preferred.
6. Compare brand names, prices of clothing and where one can purchase these clothes.
7. Do a survey to determine which stores sell popular adolescent clothing.
8. Determine qualities to consider when choosing clothes.
9. Create a list of clothes that are necessary for each of the seasons.
10. Look at clothing styles to see if they are appropriate for different climates.
11. Describe and compare similar items of clothing.
12. Determine what is to be included on each catalogue page.
13. In groups, prepare a catalogue page with clothing based on one of the seasons.
14. Present the catalogue page to the rest of the group.
15. Reflect on the unit. What did the students learn about seasonal clothes? What did they learn about trends and about dressing for the weather? What French did they learn?

Resources

Teaching Notes

Field: Clothing Topic: Consumer Practices Goal: Students will create a catalogue of adolescent clothing appropriate for all seasons.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
asking for and giving information buying in a store describing evaluating/assessing price gathering information identifying/recognizing identifying advantages and disadvantages justifying choices making a list making comparisons stating criteria	présent Je porte...J'aime... passé composé futur proche verbe + infinitif J'aime porter... négation Je n'aime pas... impératif Regardez...Regarde... adjectifs (masc. fem. sing. plur) C'est un pantalon confortable Voilà une belle chemise. adjectifs possessifs Son chandail est blanc. adjectifs démonstratifs Ce pantalon est trop grand. ordinaux adverbes Il fait trop chaud, trop froid. articles (partitifs, contractions) prépositions en été, en automne en hiver, au printemps pronoms interrogatif Qu'est-ce qu'il porte?	aimer, détester adorer , comparer porter , acheter choisir les saisons Il fait chaud. froid, du vent, du soleil... une annonce la mode le style prep, punk, ordinaire, populaire... C'est cher, dur, pratique Ce n'est pas cher. C'est une belle couleur. le confort le style la marque le prix classique , original(e) belle , élégant(e) bizarre , excentrique laid(e) une blouse , un chandail une jupe , un costume une cravate , un foulard un short , un maillot des sandales des bas des souliers une tuque des mitaines une robe un survêtement des gants un, des jeans un veston un imperméable des bottes une écharpe un manteau une ceinture une casquette

Unité 6.6

Field of experience: Miscellaneous activities

Topic to be developed: Preferences and habits of activities

Experiential Goal: The students will create a bulletin board depicting a balance of extra-curricular activities

Suggested steps:

1. Survey the students to determine the different activities experienced by the students during the past few days.
2. Categorize the activites under headings such as passive, active, educational, personal interest, etc.
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Discuss the reasons for having varied interests.
5. Survey parents to see if their interests are varied and discuss some of their interests.
6. Using a master list, choose five preferred activities with at least one from each category. (Look at the categories in Step 2)
7. Decide which activities need preparation and which activities can be done spontaneously.
8. Determine which activities can be done individually and which activities require more than one participant.
9. Discuss the advantages and disadvantages of each of the activities.
10. Decide which activities can be life-long interests.
11. Discuss the organization and contents of the bulletin board.
12. Present each part of the bulletin board to the class.
13. Reflect on the unit. Are students interestedin trying some of the activities? Is there a balance of activities?

Resources

Teaching Notes

Field: Miscellaneous Activities Topic: Preferences and habits of activities Goal: The students will create a bulletin board depicting a balance of extra-curricular activities.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
describing preferences identifying advantages and disdvantages making comparisons talking about one's own personal experiences expressing opinions	présent Je joue du piano. passé composé J'ai joué au golf. futur proche verbe + infinitif J'aime faire... Je peux faire... négation Je ne veux pas... impératif adjectifs (masc. fem. sing. plur) une activité passive adjectifs possessifs Mon activité préférée... adjectifs démonstratifs ordinaux adverbes Je fais souvent, toujours, rarement, de temps en temps... articles (partitifs, contractions) prépositions pronoms interrogatif	jouer du piano regarder la télé jouer aux sports lire écouter de la musique parler au téléphone faire les visites travailler à temps partiel pouvoir les avantages les désavantages seul(e) membre d'une organization avoir un passe-temps un intérêt

Unité 6.7

Field of experience: Miscellaneous Activities

Topic to be developed: Knowledge of clubs and organizations

Experiential Goal: The students will develop a catalogue of the clubs and associations in the community.

Suggested steps:

1. List the clubs and associations that the students in the class belong to.
2. Explain the goal and the possible steps to achieve that goal.
3. Discuss the type of information to be included in a catalogue of clubs and associations.
4. Survey parents to determine which clubs they belong to at present.
5. Survey parents to determine the clubs that they belonged to when they were adolescents.
6. Identify the different types of clubs and associations that can be found in the school.
7. Identify the different types of clubs and associations that can be found in the community.
8. Discuss the purposes of belonging to a club or association.
9. Identify some of the different goals of the clubs and associations.
10. Describe some of the rules and regulations of the clubs and associations.
11. Determine the cost factor involved in belonging to a club or association.
12. Discuss the advantages and disadvantages of belonging to a club or association.
13. Prepare and present the catalogue of clubs and associations.

Resources

Teaching Notes

Field: Miscellaneous Activities Topic: Knowledge of clubs and associations Goal: The students will develop a catalogue of the clubs and associations in the community.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
identifying clubs describing clubs stating criteria evaluating price identifying advantages and disadvantages doing a survey gathering information summarizing	présent passé composé futur proche verbe + infinitif négation impératif adjectifs (masc. fem. sing. plur) adjectifs possessifs adjectifs démonstratifs ordinaux adverbes articles (partitifs, contractions) prépositions pronoms interrogatif