Optional Units

Unité 7.5a

Field of experience: Clothing

Topic to be developed: Attitudes toward trends and styles

Experiential Goal: Students will create a clothing advertisement describing their preferences for fashion and trends

Suggested Steps:

1. Examine clothing catalogues or clothing advertisements.
2. Identify the different styles of clothing.
3. Discuss the experiential goal and the possible steps to achieve that goal.
4. Create an individual list of preferred clothing.
5. Describe one outfit or piece of clothing in detail.
6. Determine the criteria used to choose clothing.
7. Discuss the attributes of certain clothing.
8. Compare and contrast adult and adolescent preferences of teen clothing.
9. Examine different clothing advertisements.
10. Determine the reasons that clothing advertisements are so effective.
11. Survey students to determine which advertisements are most influential.
12. Become familiar with the language used in clothing advertisements.
13. Discuss the different possibilities of creating an advertisement.
14. In small groups, prepare the advertisement.
15. Present the advertisements.Reflect on the unit. What did the students learn about advertisements? What did the students learnabout clothing. Did the students feel that advertisements have an impact on the type of clothing purchased. What French did the students learn?

Resources

Teaching Notes

Field: Clothing Topic: Attitudes toward styles and trends Goal: Students will create a clothing advertisement describing their preferences for fashion and trends.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
identifying and recognizing interpreting making a list making comparisons making generalizations stating criteria	présent J'aime...Je préfère... passé composé futur proche verbe + infinitif J'aime porter... négation Je n'aime pas... impératif Portez...Porte... Regardez...Regarde... adjectifs (masc. fem. sing. plur) C'est un chandail confortable C'est un beau t-shirt adjectifs possessifs Ma chemise... adjectifs démonstratifs ordinaux adverbes articles (partitifs, contractions) prépositions pronoms interrogatif De quelle couleur est... Aimes-tu...	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/beau élégant(e) bizarre excentrique laid(e) une blouse ,un chandail une jupe, un costume une cravate, un veston un short ,un maillot des sandales une casquette des bas, une ceinture des souliers, un manteau une tuque, une écharpe des mitaines , des bottes une robe,  un foulard un survêtement des gants un imperméable un jean, des jeans

Unité 7.5b

Field of experience: Clothing

Topic to be developed: Adapting clothing to seasons, activities and countries

Experiential Goal: Students will present the differences in uniforms worn for different sporting events.

Variation 1: Students will present the differences in uniforms worn for different sporting events in different countries.

Variation 2: Students will design a logo for the uniform of their favorite sports team.

Suggested steps:

1. Survey the students to determine who is required to wear a uniform during their sport.
2. Identify the different sports that require a uniform.
3. Discuss the experiential goal and the possible steps to achieve that goal.
4. Discuss the different reasons why uniforms are worn.
5. Survey parents to see who wears or wore a uniform during sports.
6. Survey parents to see if they still have any of their old uniforms and bring the uniforms to school or if they have pictures of any of the uniforms.
7. Choose a sport and look at the changes the uniform has undergone from past to present.
8. Choose a sport and identify some of the ways that the uniform helps to protect the body.
9. Choose a sport franchise and look at the differences in the color, the logo of the uniforms.
10. Choose a sport and determine the cost of outfitting a player.
11. Discuss the information necessary to assist in describing the uniform chosen for the presentation.
12. Present the uniform to the class.
13. Reflect on the unit. What did the students learn about uniforms? Are uniforms a luxury, a necessity or both?

Resources

Teaching Notes

Field: Clothing Topic: Adapting clothing to seasons, activities and countries Goal: Students will present the differences in uniforms worn for different sporting events.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
identifying people, things, places evaluating/assessing price identifying advantages and disadvantages	présent Ils portent... passé composé Il a porté... futur proche Ça va coüter... verbe + infinitif Il faut porter... négation Il ne porte pas... impératif Regardez... Porte... adjectifs (masc. fem. sing. plur) un costume bleu adjectifs possessifs Son costume est blanc. adjectifs démonstratifs ordinaux adverbes Il porte toujours, souvent, rarement... articles (partitifs, contractions) ...pour la protection de la jambe prépositions pronoms interrogatif De quelle couleur... Qui porte...	porter avoir protéger C'est nécessaire confortable pratique Ce n'est pas pratique. la protection du corps les membres une équipe les sports le baseball le hockey le soccer le tennis le football le basket-ball le volley-ball le squash la ringuette la gymnastique la natation

Unité 7.6

Field of experience: Daily lives of adolescents

Topic to be developed: Daily habits

Experiential goal: Students will create a mural depicting their knowledge of good habits.

Suggested steps:

1. Identify good habits that were practised that day.
2. Create categories for the habits. (e.g. hygiene, personal, social,)
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Determine habits that people may wish to change.
5. Survey class to find out daily habits, e.g. morning routine, eating habits, doing homework, bedtime routine, etc.
6. Determine some of the differences between adult habits and adolescent habits.
7. Survey parents to see what some of their daily habits are.
8. Discuss the advantages of practising good habits.
9. Determine how an activity becomes a habit.
10. Determine the habits that cause stress, alleviate stress.
11. Discuss the activities that students may wish to change or break.
12. Discuss the type of information to include on the mural.
13. Prepare and present the mural.
14. Reflect on the unit. Are students more aware of good and bad habits? Are they aware of how to change their habits?

Resources

Teaching Notes

Field: Daily lives of adolescents Topic: Daily habits Goal: Students will create a mural depicting their knowledge of good habits.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
describing asking for information stating intentions talking about one's personal experiences identifying advantages and disadvantages inquiring about health and welfare making comparisons suggesting a course of action expressing what one should do persuading, planning	présent Je fais... passé composé J'ai mangé... Je me suis levé... futur proche Je vais faire... verbe + infinitif négation impératif Ne fumez pas. Mangez bien. Arrivez à l'heure. adjectifs (masc. fem. sing. plur) la bonne nourriture une bonne, mauvaise habitude adjectifs possessifs adjectifs démonstratifs ordinaux adverbes J'ai plus de stress. J'ai moins de stress. Je suis souvent en retard. Il arrive trop tard, trop tôt. articles (partitifs, contractions) prépositions pronoms interrogatif A quelle heure est-ce que tu sors?	faire jouer prendre regarder écouter vouloir arriver sortir être en retard être à l'heure être en avance être tard être tôt une bonne habitude une mauvaise habitude une habitude quotidienne Je me lève Je me brosse les dents Je me peigne les cheveux. Je me lave les mains. la bonne nourriture souvent, toujours jamais beaucoup, peu, plus, moins de stress à trois heures.

Unité 7.7

Field of Experience:  Miscellaneous Activities

Topic to be developed: Practices of certain activities.

Experiential Goal: Students will create posters to demonstrate the impact of certain activities on the life of the adolescent.

Suggested steps:

1. Discuss activities done by the students (other than sports) (e.g. T.V., radio, etc.)
   •  regarder la télé
   • écouter de la musique
   • écouter de la radio
   • écouter des cassettes
   •   écouter des CDs.
   • jouer des jeux vidéos.
   •   regarder les rock vidéos
   • jouer les jeux électroniques
2. Calculate approximately how much time is spent weekly on the above activities.
3. Discuss the experiential goal and the possible steps to achieve that task.
4. Rate the importance of each of the activities in the lives of the students.
5. Identify the television shows that are popular with students and the reasons why.
6. Determine the reasons that people watch TV.
7. Look at TV habits to see who randomly watches TV programs and who is selective about their shows.
8. Determine some of the educational programs that students enjoy.
9. Identify some of the TV programs that have a negative impact on adolescents.
10. Identify the types of music students listen to and the radio stations that play this music.
11. Discuss all of the places where music can be heard.
12. Describe all of the equipment that plays music.
13. Determine how music can be an influence in the lives of adolescents.
14. Identify the types of activities that worry parents, teachers and the possible reasons.
15. In small groups discuss one of the activities and the impact on the lives of adolescents.(the cost, the equipment, the benefits, the attributes, reasons for popularity, positive and negative impacts.)
16. Create the poster using pictures, words, descriptions, etc.
17. Present the poster to the class.
18. Reflect on the unit. Do the students see the influence of the activities on their lives? What French did they learn?

Resources

Teaching Notes

Field: Miscellaneous activities Topic: Practice of certain activities Goal: The students will create posters to demonstrate the impact of certain activities on the life of the adolescent.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
identifying describing stating knowledge about something expressing preferences	présent Je regarde la télé. passé composé J'ai parlé au téléphone. futur proche verbe + infinitif Je veux regarder.. négation Je ne regarde pas... impératif adjectifs (masc. fem. sing. plur) Je joue aux jeux éléctroniques. adjectifs possessifs Mon activité préférée... Mon émission préférée... adjectifs démonstratifs Cette émission est... ordinaux Premièrement, j'aime regarder... adverbes J'aime beaucoup, peu... articles (partitifs, contractions) prépositions pronoms interrogatif Combien de temps... A quelle heure...	regarder la télé écouter de la musique, des cassettes, des CDs jouer aux jeux vidéos, éléctroniques une émission de télé, de radio le stéréo le magnétophone un lecteur de disques compacts la radio le baladeur