French Curricula Grade 8

**Unit 1: Les Fondements de la Langue (The Foundations of the Language)

Duration: 3 weeks
Learning Objectives:

Review and reinforce fundamental grammar structures.
Build foundational vocabulary for daily life and social interactions.

Topics Covered:

Grammar: Conjugation of regular and irregular verbs in the present tense, gender and number agreement, use of articles.
Vocabulary: Common expressions for greetings, introductions, and personal information.
Speaking: Simple dialogues (introductions, family, hobbies).
Listening: Short listening exercises about everyday situations.
Cultural Component: French-speaking countries and their greetings.

Speaking Activities: Simple Dialogues

This section focuses on helping students engage in simple conversations using everyday French. The goal is to improve their ability to introduce themselves, talk about their family, and discuss their hobbies in a conversational setting.

1. Introductions (Les Présentations)

Objective: Students will practice how to introduce themselves and ask others for personal information, including names, age, and where they are from.
Key Vocabulary:

Bonjour, Salut, Comment ça va ? (Hello, Hi, How are you?)
Je m'appelle... (My name is...)
Comment tu t'appelles ? (What’s your name?)
Quel âge as-tu ? (How old are you?)
J'ai [number] ans. (I am [number] years old.)
D'où viens-tu ? (Where are you from?)
Je viens de... (I come from...)

Activity 1: Pair Introductions

Students work in pairs and practice introducing themselves in a simple dialogue. For example:

Student A: Bonjour, je m'appelle Marie. Et toi, comment tu t'appelles ?
Student B: Salut, je m'appelle Paul. Comment ça va ?
Student A: Ça va bien, merci. Et toi ?
Student B: Ça va. Quel âge as-tu ?
Student A: J'ai 13 ans. Et toi ?
Student B: J'ai 14 ans.

Activity 2: Speed Dating

Set up a "speed dating" style activity where students rotate and introduce themselves to as many classmates as possible within a set time (1-2 minutes each). This will allow them to practice introductions and get used to asking and answering simple questions.

2. Family (La Famille)

Objective: Students will be able to describe their family members and relationships in French, discussing who is in their family and their roles.
Key Vocabulary:

La famille (family)
Mon père, ma mère, mon frère, ma sœur (my father, my mother, my brother, my sister)
J'ai [number] frères et [number] sœurs (I have [number] brothers and [number] sisters)
Il/Elle a [age] ans. (He/She is [age] years old.)
C’est mon [family member] (This is my [family member].)

Activity 1: Family Tree Discussion

Students will create a simple family tree with pictures or drawings. In pairs, they will introduce their family members to their partner. For example:

Student A: Voici ma famille. Voici mon père, il s'appelle Jacques, et il a 45 ans. Ma mère s'appelle Claire, et elle a 42 ans. J’ai un frère, il s'appelle Louis et il a 12 ans. Et toi, combien de frères et sœurs as-tu ?
Student B: J’ai un frère et une sœur. Mon frère s'appelle Maxime et il a 10 ans. Ma sœur s'appelle Sophie et elle a 8 ans.

Activity 2: Family Roleplay

Have students roleplay different family scenarios. For example, one student can act as a parent and the other as a child. They might talk about a family event or describe their family to each other. Example:

Student A: Ma mère est très gentille. Elle aime cuisiner. Mon père est très sportif.
Student B: Moi, j’ai deux sœurs. Une est plus âgée, elle s’appelle Julie, et l’autre est plus jeune, elle s’appelle Élise.

3. Hobbies (Les Loisirs et les Passe-temps)

Objective: Students will practice talking about their hobbies and interests, explaining what they like and don't like to do in their free time.
Key Vocabulary:

J’aime… (I like...)
Je n’aime pas… (I don’t like...)
Mon loisir préféré est… (My favorite hobby is...)
Faire du sport (to play sports), jouer à des jeux vidéo (to play video games), lire (to read), regarder la télévision (to watch TV), écouter de la musique (to listen to music), dessiner (to draw)
Quel est ton loisir préféré ? (What is your favorite hobby?)

Activity 1: "What do you like to do?"

Students take turns asking and answering questions about their hobbies. They can use the vocabulary to discuss things they enjoy doing in their free time.

Student A: Quel est ton loisir préféré ?
Student B: J’aime jouer à des jeux vidéo. Et toi, qu’est-ce que tu aimes faire ?
Student A: Moi, j’aime écouter de la musique et lire des livres.

Activity 2: Hobbies Survey

Students can complete a simple survey where they ask classmates about their hobbies. Then, they will report back to the class. For example:

Student A: Qu’est-ce que tu aimes faire pendant ton temps libre ?
Student B: J’aime faire du sport et regarder des films.
After collecting responses, students will summarize the results: "Dans la classe, beaucoup d’élèves aiment faire du sport, et quelques-uns aiment regarder des films."

Wrap-Up Activities

Activity 1: Mini Presentation

Students will prepare a short presentation about themselves, their family, and their hobbies. They can use visuals like a family photo, pictures of hobbies, or even short video clips. This gives them the chance to practice speaking in front of the class.

Activity 2: Conversation Practice Cards

Create conversation practice cards with different scenarios (e.g., "Introduce yourself," "Talk about your family," "Describe your favorite hobby"). Students can pick a card and practice the dialogue with a partner.

Assessment/Feedback

Peer Feedback: After dialogues or activities, allow students to give feedback to each other on pronunciation, sentence structure, and fluency.
Teacher Observation: Monitor students during pair or group activities and provide feedback on their speaking skills, ensuring they use correct grammar and vocabulary.

Grammar Activities & Lessons

1. Conjugation of Regular Verbs in the Present Tense (Les Verbes Réguliers au Présent)

Objective: Students will learn to conjugate regular verbs in the present tense, focusing on -er, -ir, and -re verbs.

Key Conjugation Rules:

-er verbs: Drop the -er and add:

je → -e
tu → -es
il/elle/on → -e
nous → -ons
vous → -ez
ils/elles → -ent

-ir verbs: Drop the -ir and add:

je → -s
tu → -s
il/elle/on → -t
nous → -ssons
vous → -ssez
ils/elles → -ssent

-re verbs: Drop the -re and add:

je → -s
tu → -s
il/elle/on → (no ending)
nous → -ons
vous → -ez
ils/elles → -ent

Activity 1: Conjugation Practice with Verbs

Materials Needed: A list of regular verbs (e.g., parler, finir, vendre).
Procedure:

Start by reviewing the conjugation rules for -er, -ir, and -re verbs.
Write a list of verbs on the board (e.g., manger, écouter, choisir, attendre).
Have students work in pairs or individually to conjugate each verb for all pronouns (je, tu, il/elle/on, etc.).

Example Verbs for Practice:

Parler (to speak)
Finir (to finish)
Vendre (to sell)

Conjugation Practice Example:

Parler (to speak):

je parle
tu parles
il/elle/on parle
nous parlons
vous parlez
ils/elles parlent

Finir (to finish):

je finis
tu finis
il/elle/on finit
nous finissons
vous finissez
ils/elles finissent

Activity 2: Conjugation Relay

Materials Needed: A set of conjugation cards (each card has a verb and a pronoun).
Procedure:

Divide students into teams. Each team is given a set of cards with verbs (regular and irregular) and pronouns (je, tu, il, etc.).
The first student selects a card and must conjugate the verb correctly according to the pronoun. Once done, the student passes the card to the next teammate.
If the conjugation is correct, they continue; if not, they must correct it before proceeding.

2. Conjugation of Irregular Verbs in the Present Tense (Les Verbes Irréguliers au Présent)

Objective: Students will practice irregular verbs that do not follow standard conjugation patterns.

Key Irregular Verbs in the Present Tense:

être (to be):

je suis
tu es
il/elle/on est
nous sommes
vous êtes
ils/elles sont

avoir (to have):

j’ai
tu as
il/elle/on a
nous avons
vous avez
ils/elles ont

aller (to go):

je vais
tu vas
il/elle/on va
nous allons
vous allez
ils/elles vont

faire (to do/make):

je fais
tu fais
il/elle/on fait
nous faisons
vous faites
ils/elles font

Activity 3: Irregular Verb Matching Game

Materials Needed: Flashcards with irregular verb conjugations on one side and pronouns (je, tu, il) on the other side.
Procedure:

Students work in pairs or small groups to match the verb conjugations with the correct pronouns.
Each correct match earns a point, and after completing the game, the teacher will review any mistakes.

3. Gender and Number Agreement (L'Accord en Genre et en Nombre)

Objective: Students will practice agreement between nouns, adjectives, and articles based on gender (masculine/feminine) and number (singular/plural).

Key Rules:

Gender Agreement:

Masculine singular: un (a), le (the)
Feminine singular: une (a), la (the)
Plural: les (the), des (some)

Adjective Agreement:

Adjectives agree in gender and number with the noun they describe.

Example: un homme intelligent (a smart man) vs. une femme intelligente (a smart woman)
Example: des hommes intelligents (smart men) vs. des femmes intelligentes (smart women)

Activity 4: Gender and Number Agreement Practice

Materials Needed: A set of flashcards with nouns, adjectives, and articles.
Procedure:

Write sentences on the board with missing articles or adjectives (e.g., ____ chat [black], ____ fille [beautiful]).
Have students fill in the blanks, ensuring correct gender and number agreement.

Example Sentences for Practice:

____ garçon est grand. (The boy is tall.)
____ fille est gentille. (The girl is kind.)
____ chiens sont noirs. (The dogs are black.)
____ femmes sont intelligentes. (The women are intelligent.)

Activity 5: Correct the Mistakes

Materials Needed: A handout or slide with sentences containing mistakes in gender, number, and article agreement.
Procedure:

Students read the sentences and work in pairs or individually to identify and correct the mistakes. For example:

Les homme intelligent mange. → Les hommes intelligents mangent.
Un livre intéressante. → Un livre intéressant. (Adjective must agree with the masculine noun "livre.")

4. Use of Articles (L'Usage des Articles)

Objective: Students will learn when and how to use definite and indefinite articles.

Key Articles:

Definite Articles (the): le (masculine singular), la (feminine singular), les (plural)
Indefinite Articles (a, an, some): un (masculine singular), une (feminine singular), des (plural)
Partitive Articles (some): du (masculine), de la (feminine), des (plural)

Activity 6: Fill-in-the-Blank Article Exercise

Materials Needed: A handout or slide with sentences missing articles.
Procedure:

Students complete sentences by choosing the correct article (definite, indefinite, or partitive) based on context and the noun.

Example Sentences for Practice:

Je mange ____ pomme. (une)
____ chat est mignon. (Le)
Elle boit ____ eau. (de l’)
Nous avons ____ livre intéressant. (un)

Assessment/Feedback:

Grammar Quiz: To assess students’ understanding of conjugation rules, agreement, and use of articles.
Written Exercises: Sentences or short paragraphs where students apply the grammar points learned.
Peer Review: Have students exchange their work and provide feedback on the use of articles, conjugation, and gender/number agreement.

Listening Activities for Everyday Situations

1. Listening Exercise: Introductions (Les Présentations)

Objective: Students will practice listening for key information in a conversation about personal introductions.

Materials Needed: Audio recording or a live teacher dialogue.

Scenario: Two people meeting for the first time and introducing themselves.

Key Vocabulary:

Bonjour, Salut, Comment ça va ? (Hello, Hi, How are you?)
Je m'appelle... (My name is...)
D'où viens-tu ? (Where are you from?)
Quel âge as-tu ? (How old are you?)

Activity 1: Listen and Fill in the Blanks

Procedure: Play an audio recording or read aloud a conversation where two people introduce themselves. Students must listen carefully and fill in the missing information on a worksheet.
Example audio conversation (slow-paced for beginners):

Speaker 1: Bonjour ! Je m'appelle Sophie. Et toi, comment tu t'appelles ?
Speaker 2: Salut, je m'appelle Max. Comment ça va ?
Speaker 1: Ça va bien, merci. Et toi ?
Speaker 2: Ça va. J'ai 14 ans. Et toi ?
Speaker 1: J'ai 13 ans. D'où viens-tu ?
Speaker 2: Je viens de Montréal. Et toi ?
Speaker 1: Moi, je viens de Québec.

Worksheet Example (Fill in the Blanks):

Bonjour, je m'appelle ______. Et toi, comment tu t'appelles ?
Je viens de ______, et toi ?
J’ai ______ ans.

Activity 2: True or False

Procedure: Play the same conversation or a different one. After listening, students answer true or false questions based on the dialogue. Example questions:

Max is 14 years old. (True)
Sophie is from Montreal. (False)
Sophie is 13 years old. (True)

2. Listening Exercise: Family (La Famille)

Objective: Students will listen for details about someone's family and practice identifying key information.

Materials Needed: Audio recording or a live teacher dialogue.

Scenario: A person describing their family members.

Key Vocabulary:

Ma mère, mon père, mes frères, mes sœurs (my mother, my father, my brothers, my sisters)
Il/Elle a (He/She is)
J’ai (I have)
Un frère, une sœur (a brother, a sister)

Activity 1: Listen and Answer Questions

Procedure: Play a short audio recording or read aloud a description of someone's family. After listening, students answer questions based on the content.
Example audio conversation (slow-paced for beginners):

Speaker 1: Salut ! Je m'appelle Claire. J'ai une grande famille. J'ai un frère et une sœur. Mon frère s'appelle Pierre et il a 12 ans. Ma sœur s'appelle Julie et elle a 9 ans. Mes parents s'appellent Marie et Jean. Mon père est professeur et ma mère est médecin.

Questions:

How many siblings does Claire have? (She has two: a brother and a sister.)
What is her brother’s name? (Pierre)
What is her mother’s profession? (She is a doctor.)

Activity 2: Listen and Complete the Family Tree

Procedure: Play a short family description, and ask students to draw or complete a family tree based on the information they hear.
Example:

Speaker 2: J’ai un frère, il s'appelle Marc, et une sœur, elle s'appelle Léa. Ma mère s'appelle Anne, et mon père s'appelle David. Mon frère a 10 ans et ma sœur a 7 ans.

Task: Students fill out the family tree with the names and ages of family members.

3. Listening Exercise: Hobbies and Free Time (Les Loisirs et les Passe-temps)

Objective: Students will listen to a conversation about hobbies and free time activities.

Materials Needed: Audio recording or a live teacher dialogue.

Scenario: Two friends talking about what they like to do in their free time.

Key Vocabulary:

J’aime (I like)
Je n’aime pas (I don’t like)
Faire du sport, regarder la télévision, lire, écouter de la musique (to play sports, to watch TV, to read, to listen to music)
Mon activité préférée (my favorite activity)

Activity 1: Listen and Choose the Correct Hobby

Procedure: Play a conversation where two people discuss their hobbies. Students listen and choose the correct hobby from a list of options.
Example audio conversation (slow-paced for beginners):

Speaker 1: Salut, tu fais quoi ce week-end ?
Speaker 2: Salut ! Ce week-end, j’aime aller au cinéma. Et toi ?
Speaker 1: Moi, je vais jouer au football. J’adore ça. J’aime aussi lire des livres.

Questions:

What does Speaker 1 like to do? (Go to the movies, play football, read books)
What does Speaker 2 like to do? (Play football)

Activity 2: True or False

Procedure: After listening to the same conversation, ask students to determine if statements about hobbies are true or false. Example:

Speaker 1 likes reading books. (True)
Speaker 2 likes going to the movies. (False)

4. Listening Exercise: At the Store (Au Magasin)

Objective: Students will practice understanding everyday situations, such as shopping for groceries or clothes.

Materials Needed: Audio recording or a live teacher dialogue.

Scenario: A conversation at a store where someone is buying items.

Key Vocabulary:

Combien ça coûte ? (How much does it cost?)
Je voudrais… (I would like…)
Ça fait [amount]. (It’s [amount].)
Un pain, une pomme, une chemise (a loaf of bread, an apple, a shirt)

Activity 1: Listen and Identify Items

Procedure: Play an audio recording of a dialogue at a store. Students must listen for the items being bought and write them down.
Example audio conversation (slow-paced for beginners):

Customer: Bonjour ! Je voudrais acheter un pain, deux pommes, et une chemise, s’il vous plaît.
Cashier: D’accord. Ça fait 15 euros.
Customer: Très bien, voici l’argent. Merci !

Task: Students write down the items being purchased (e.g., bread, apples, shirt).

Activity 2: Listen and Answer Questions

Procedure: Play the same dialogue, and after listening, students answer the following questions. Example:

What is the customer buying? (A loaf of bread, apples, and a shirt.)
How much does it cost? (15 euros.)

5. Listening Exercise: Weather Forecast (La Météo)

Objective: Students will practice understanding basic weather terms and phrases in French.

Materials Needed: Audio recording or a live teacher dialogue.

Scenario: A weather forecast for the day.

Key Vocabulary:

Il fait beau, il pleut, il neige (It’s nice weather, it’s raining, it’s snowing)
Quel temps fait-il ? (What’s the weather like?)
Il fait chaud/froid (It’s hot/cold)

Activity 1: Listen and Identify the Weather

Procedure: Play a short weather forecast. Students listen and choose the correct weather condition from a list.
Example audio conversation (slow-paced for beginners):

Speaker: Bonjour ! Aujourd'hui, il fait très beau. Il fait 25 degrés, il y a du soleil et pas de vent.

Task: Students listen and identify the weather (e.g., sunny, 25°C, no wind).

Activity 2: True or False

Procedure: After listening to the forecast, students determine if statements about the weather are true or false. Example:

It’s sunny and warm. (True)
There is a lot of wind. (False)

Assessment/Feedback

After completing these listening exercises, students can be assessed through short quizzes or verbal questions to check for comprehension.
Peer Review: Encourage students to listen to each other’s answers and discuss any mistakes together to reinforce learning.

**Unit 2: La Vie Quotidienne (Daily Life)

Duration: 4 weeks
Learning Objectives:

Understand and describe daily routines and activities.
Develop listening and speaking skills for real-life situations.

Topics Covered:

Grammar: Reflexive verbs, the imperative, adverbs of frequency, and time expressions.
Vocabulary: Daily activities (school, chores, hobbies, etc.), time expressions, and leisure activities.
Speaking: Describing daily routines in both the present tense and imperative.
Reading: Short texts about a typical day in the life of a teenager in Quebec or France.
Cultural Component: Exploring how daily life might differ in various French-speaking regions (Quebec, France, etc.).

Grammar Activities & Lessons

1. Reflexive Verbs (Les Verbes Pronominaux)

Objective: Students will understand how to use reflexive verbs and their conjugation in the present tense.

Key Reflexive Verbs:

Se lever (to get up)
Se laver (to wash oneself)
Se réveiller (to wake up)
S'habiller (to get dressed)
Se coucher (to go to bed)
Se brosser les dents (to brush one's teeth)
Se maquiller (to put on makeup)

Activity 1: Conjugation Practice

Procedure: Provide students with a list of reflexive verbs. They need to conjugate each verb in the present tense.

Example:

Je me lève à 7h. (I get up at 7 AM)
Tu te lèves à quelle heure ? (What time do you get up?)

Reflection: Have students work in pairs or small groups to create sentences about their own daily routines using reflexive verbs.

Activity 2: Fill-in-the-Blank

Procedure: Create a worksheet with sentences missing reflexive verbs.

Example sentence:

Je ____ (se lever) à 8h.
Ils ____ (se coucher) tard le soir.

2. The Imperative (L'Impératif)

Objective: Students will learn how to use the imperative mood for giving orders or instructions.

Key Verb Forms:

Tu (informal singular): Use the verb without subject pronoun.
Nous (we): Use the plural form of the verb.
Vous (formal singular or plural): Use the plural form of the verb.

Activity 1: Imperative with Reflexive Verbs

Procedure: Teach students the formation of the imperative with reflexive verbs, and how to use them to give commands.

Examples:

Se laver (to wash oneself)

Tu te laves → Lave-toi ! (Wash yourself!)
Nous nous lavons → Lavons-nous ! (Let’s wash ourselves!)
Vous vous lavez → Lavez-vous ! (Wash yourselves!)

Activity 2: Group Command Game

Procedure: Give students simple daily activities (e.g., get up, brush your teeth, get dressed, etc.). Have them take turns giving commands using the imperative form.

Example:

Student 1: Lève-toi !
Student 2: Brosse-toi les dents !
Student 3: Habillons-nous !

3. Adverbs of Frequency (Les Adverbes de Fréquence)

Objective: Students will understand and use adverbs of frequency to describe how often actions occur.

Key Adverbs of Frequency:

Toujours (always)
Souvent (often)
Parfois (sometimes)
Rarement (rarely)
Jamais (never)

Activity 1: Adverbs in Sentences

Procedure: Have students fill in the blanks with the correct adverb of frequency.

Example sentences:

Je me lève ____ à 7h. (always)
Il fait ses devoirs ____ le soir. (often)
Nous allons au cinéma ____ le week-end. (sometimes)

Activity 2: Frequency Survey

Procedure: Students interview each other using frequency adverbs to find out about each other’s daily habits.

Examples:

Combien de fois par semaine fais-tu du sport ? (How often do you play sports?)
Est-ce que tu te réveilles tôt tous les jours ? (Do you wake up early every day?)

4. Time Expressions (Les Expressions de Temps)

Objective: Students will practice using time expressions to describe daily routines and events.

Key Time Expressions:

Le matin (in the morning)
L'après-midi (in the afternoon)
Le soir (in the evening)
À quelle heure ? (At what time?)
À 8h (at 8 AM)
Vers 9h (around 9 AM)

Activity 1: Time Expression Practice

Procedure: Write a series of sentences with missing time expressions for students to fill in.

Example sentences:

Je me réveille ____ (in the morning).
Nous mangeons ____ (in the afternoon).

Activity 2: Daily Schedule Writing

Procedure: Have students write a short paragraph about their typical day using time expressions and reflexive verbs. Students can share their routines with a partner.

Vocabulary Activities

1. Daily Activities Vocabulary

Objective: Students will expand their vocabulary related to daily activities such as school, chores, and hobbies.

Key Vocabulary for Daily Activities:

À l'école (at school)
Les devoirs (homework)
Le matin (in the morning)
Le soir (in the evening)
Faire du sport (to play sports)
Lire (to read)
Écouter de la musique (to listen to music)
Ranger (to tidy up)
Cuisiner (to cook)
Faire les courses (to go shopping)

Activity 1: Vocabulary Matching Game

Procedure: Create cards with vocabulary words related to daily activities. Students must match the word to the correct definition or image.

Example:

Word: Faire les courses
Definition: To go shopping for groceries.

Activity 2: Daily Routine Vocabulary Exercise

Procedure: Provide a list of vocabulary and have students describe their daily routine using these words. For example:

Je vais à l'école à 8h. Ensuite, je fais mes devoirs. Le soir, je cuisine et je lis.

2. Leisure Activities Vocabulary

Objective: Students will learn vocabulary related to hobbies and free time activities.

Key Vocabulary for Leisure Activities:

Jouer à des jeux vidéo (to play video games)
Aller au cinéma (to go to the movies)
Faire du vélo (to bike)
Nager (to swim)
Danser (to dance)
Chanter (to sing)
Faire de la musique (to make music)

Activity 1: Leisure Activity Survey

Procedure: Have students interview their classmates about their leisure activities, using the vocabulary learned.

Examples:

Qu'est-ce que tu aimes faire pendant ton temps libre ? (What do you like to do in your free time?)
Est-ce que tu joues aux jeux vidéo ? (Do you play video games?)

Speaking Activities

1. Describing Daily Routines

Objective: Students will practice speaking about their daily routines using reflexive verbs, time expressions, and adverbs of frequency.

Activity 1: Daily Routine Presentation

Procedure: Ask students to describe their typical day using reflexive verbs, time expressions, and adverbs of frequency. They should also include leisure activities.

Example:

Le matin, je me réveille à 7h. Je me lave et je mange mon petit déjeuner. Ensuite, je vais à l'école. Le soir, je fais mes devoirs, je dîne, et je regarde la télévision. Je vais me coucher à 22h.

Activity 2: Pair Work

Procedure: Students work in pairs and take turns asking each other about their daily routines.

Examples:

À quelle heure tu te réveilles ?
Qu'est-ce que tu fais après l'école ?
Tu fais quoi le soir ?

Reading Activities

1. Reading: A Day in the Life of a Teenager

Objective: Students will read short texts about a teenager’s typical day in Quebec or France, answering comprehension questions.

Activity 1: Reading Comprehension

Procedure: Provide a short text about a typical day in the life of a teenager in Quebec or France. After reading, students answer questions about the text.
Example Text:
"Le matin, Pierre se réveille à 7h. Il se lave et mange un petit déjeuner rapide. Ensuite, il part à l'école à 8h. Après l'école, il joue au foot avec ses amis et fait ses devoirs. Le soir, il regarde la télévision ou écoute de la musique avant de se coucher."
Comprehension Questions:

À quelle heure Pierre se réveille-t-il ?
Qu'est-ce qu'il fait après l'école ?
Quand Pierre se couche-t-il ?

Activity 2: Write Your Own "Day in the Life" Text

Procedure: After reading the text, students write their own "typical day" text, including their daily activities, using vocabulary and grammar concepts learned.

Assessment/Feedback

Grammar Quiz: A short quiz on reflexive verbs, the imperative, and time expressions.
Speaking Test: A brief oral presentation where students describe their daily routines using learned vocabulary.
Reading Quiz: A comprehension test based on a reading about a teenager’s daily life.

**Unit 3: Les Loisirs et les Passe-temps (Hobbies and Pastimes)

Duration: 4 weeks
Learning Objectives:

Talk about personal interests, hobbies, and leisure activities.
Explore cultural references related to music, movies, and sports in French-speaking cultures.

Topics Covered:

Grammar: The near future tense, use of "faire" with activities, possessive adjectives.
Vocabulary: Sports, hobbies, music, entertainment.
Speaking: Expressing preferences, describing favorite pastimes.
Reading: Short articles or blog posts about popular hobbies in Quebec and France.
Cultural Component: Comparison of French-speaking countries' favorite hobbies (soccer in France, ice hockey in Quebec).

Grammar Activities & Lessons

1. The Near Future Tense (Le Futur Proche)

Objective: Students will learn how to express future actions using the near future tense (futur proche), which is commonly used in French to talk about things that are going to happen soon.

Structure of the Near Future Tense:
The near future tense is formed using the verb "aller" (to go) in the present tense + the infinitive verb.

Formula: [Present tense of "aller"] + [infinitive verb]

Conjugation of "aller" (to go) in the present tense:

Je vais (I am going)
Tu vas (You are going) [informal]
Il/Elle/On va (He/She/One is going)
Nous allons (We are going)
Vous allez (You are going) [formal/plural]
Ils/Elles vont (They are going)

Activity 1: Conjugation Practice

Procedure: Provide a list of verbs in the infinitive form, and ask students to conjugate them using the near future structure with "aller" in the present tense.

Example verbs: manger (to eat), visiter (to visit), jouer (to play), parler (to speak), étudier (to study)
Example sentences:

Je vais manger une pomme. (I am going to eat an apple.)
Nous allons visiter le musée. (We are going to visit the museum.)

Activity 2: Fill-in-the-Blanks

Procedure: Create sentences where students must fill in the correct form of "aller" and the infinitive verb.

Example sentences:

Nous ____ (aller) au cinéma ce soir. (We are going to the cinema tonight.)
Tu ____ (aller) étudier pour l'examen ? (Are you going to study for the exam?)

Activity 3: Partner Dialogue

Procedure: Have students work in pairs. One student asks questions about future plans, and the other answers using the near future tense.

Example Questions:

Qu’est-ce que tu vas faire ce week-end ? (What are you going to do this weekend?)
Je vais jouer au football. (I am going to play soccer.)
Où est-ce que vous allez aller pendant les vacances ? (Where are you going to go during the holidays?)
Nous allons visiter Paris. (We are going to visit Paris.)

2. The Use of "Faire" with Activities

Objective: Students will understand how to use the verb "faire" with various activities, and how it is used to express doing an activity or a sport.

Conjugation of "faire" in the present tense:

Je fais (I do)
Tu fais (You do)
Il/Elle/On fait (He/She/One does)
Nous faisons (We do)
Vous faites (You do)
Ils/Elles font (They do)

Activity 1: "Faire" with Common Activities

Procedure: Introduce common activities that use "faire," such as "faire du sport," "faire les courses," "faire les devoirs," etc.

Examples of Activities:

Faire du sport (to play sports)
Faire les courses (to go grocery shopping)
Faire les devoirs (to do homework)
Faire du vélo (to ride a bike)
Faire la cuisine (to cook)

Practice Sentences:

Je fais du vélo. (I ride a bike.)
Nous faisons les courses. (We are doing the shopping.)
Il fait du sport tous les jours. (He does sports every day.)

Activity 2: Fill-in-the-Blanks with "Faire"

Procedure: Give students a worksheet with activities in English and have them write the French translation using "faire" in the appropriate form.

Example:

I do homework → Je fais les devoirs.
We do sports → Nous faisons du sport.
He cooks → Il fait la cuisine.

Activity 3: Create Your Own Activity Sentences

Procedure: Ask students to write 5 sentences using "faire" and different activities. Encourage them to use a variety of verbs.

Example:

Je fais du yoga tous les matins. (I do yoga every morning.)
Elle fait de la danse le mercredi. (She dances on Wednesdays.)
Nous faisons un gâteau pour l’anniversaire. (We are making a cake for the birthday.)

3. Possessive Adjectives (Les Adjectifs Possessifs)

Objective: Students will understand and correctly use possessive adjectives to show ownership.

Possessive Adjectives:

Mon / Ma / Mes (My)

Mon (masculine singular noun)
Ma (feminine singular noun)
Mes (plural noun)

Ton / Ta / Tes (Your [informal])

Ton (masculine singular noun)
Ta (feminine singular noun)
Tes (plural noun)

Son / Sa / Ses (His/Her/Its)

Son (masculine singular noun)
Sa (feminine singular noun)
Ses (plural noun)

Notre / Nos (Our)

Notre (singular noun)
Nos (plural noun)

Votre / Vos (Your [formal/plural])

Votre (singular noun)
Vos (plural noun)

Leur / Leurs (Their)

Leur (singular noun)
Leurs (plural noun)

Activity 1: Fill-in-the-Blanks with Possessive Adjectives

Procedure: Provide students with sentences where they need to fill in the correct possessive adjective.

Example sentences:

C’est ______ (mon/ma/mes) livre. (This is my book.)
______ (Ton/Ta/Tes) sœur est gentille. (Your sister is nice.)
Nous avons ______ (notre/nos) devoirs à faire. (We have our homework to do.)
______ (Leur/Leurs) amis sont amusants. (Their friends are funny.)

Activity 2: Matching Possessive Adjectives with Nouns

Procedure: Create a matching activity where students match possessive adjectives to the corresponding noun.

Examples:

Mon (my) → livre (book) → Mon livre (my book)
Ta (your) → voiture (car) → Ta voiture (your car)
Ses (his/her/its) → amis (friends) → Ses amis (his/her friends)

Activity 3: Partner Dialogue with Possessive Adjectives

Procedure: Have students work in pairs. One student asks questions about possessions, and the other answers using the correct possessive adjective.

Example Questions:

C’est ______ (ton/ta/tes) stylo ? (Is this your pen?)
Oui, c’est ______ (mon/ma/mes) stylo. (Yes, it’s my pen.)
Où est ______ (ton/ta/tes) mère ? (Where is your mother?)
______ (Sa/Ses) mère est au travail. (His/her mother is at work.)

Combined Grammar Activity:

Objective: To use the near future tense, the verb "faire" with activities, and possessive adjectives in a single conversation or paragraph.

Activity:

Procedure: Have students create a short paragraph or dialogue about their plans for the day or week. They should use:

Near future tense to describe things they are going to do.
"Faire" with activities (e.g., faire du sport, faire les devoirs).
Possessive adjectives to show ownership.

Example Dialogue:

Student A: Qu’est-ce que tu vas faire ce week-end ?
Student B: Je vais faire du vélo avec mes amis. Nous allons aussi faire les courses avec ma mère.
Student A: Ah, ça sonne bien ! Et où vas-tu aller faire du vélo ?
Student B: Nous allons faire du vélo dans le parc près de chez moi. C’est mon endroit préféré !

Assessment/Feedback

Grammar Quiz: A quiz on the near future tense, the use of "faire" with activities, and possessive adjectives.
Oral Presentation: Students present a short description of their weekend plans, using the grammar points learned.
Writing Exercise: Write a short paragraph about their typical day, incorporating near future tense, "faire" with activities, and possessive adjectives.

Vocabulary: Sports, Hobbies, Music, and Entertainment

1. Sports Vocabulary (Le Vocabulaire des Sports)

Objective: Students will learn the names of various sports, how to talk about playing sports, and basic phrases related to sports.

Key Vocabulary:

Les sports (sports):

Le football (soccer)
Le basketball (basketball)
Le tennis (tennis)
Le volleyball (volleyball)
Le hockey (hockey)
La natation (swimming)
Le rugby (rugby)
L'athlétisme (athletics)
Le cyclisme (cycling)
La danse (dance)
Le ski (skiing)
Le golf (golf)
L’escalade (rock climbing)
Le judo (judo)
Le karaté (karate)

Sports Phrases:

Faire du (sport) → to do (sport)

Faire du football (to play soccer)
Faire du basketball (to play basketball)
Faire de la natation (to swim)

Jouer à (sport) → to play (sport) (used for team sports or games)

Jouer au football (to play soccer)
Jouer au tennis (to play tennis)
Jouer au hockey (to play hockey)

Pratiquer (sport) → to practice (sport)

Pratiquer le ski (to practice skiing)

Activity 1: Sports Vocabulary Matching

Procedure: Students match the French names of sports with their English counterparts.

Example:

Le football → Soccer
Le basket → Basketball
La natation → Swimming

Activity 2: "Faire" vs. "Jouer"

Procedure: Students fill in the blanks with either "faire du" or "jouer à" depending on the sport.

Examples:

Nous _______ (faire du / jouer à) basket.
Elle _______ (faire du / jouer à) tennis le week-end.
Il _______ (faire du / jouer à) hockey sur glace.

2. Hobbies Vocabulary (Les Loisirs)

Objective: Students will expand their vocabulary to describe their hobbies and free-time activities.

Key Vocabulary:

Faire du shopping (to go shopping)
Lire (to read)
Regarder des films (to watch movies)
Écouter de la musique (to listen to music)
Cuisiner (to cook)
Dessiner (to draw)
Peindre (to paint)
Jouer à des jeux vidéo (to play video games)
Faire du jardinage (to do gardening)
Collectionner (to collect)
Voyager (to travel)
Faire de la photographie (to take photos)
Écrire (to write)
Faire du bénévolat (to volunteer)

Activity 1: Hobbies Bingo

Procedure: Create a Bingo card with various hobbies listed. Students will mark off hobbies they enjoy. Afterward, they can compare their cards with a partner or small group.

Examples:

Faire du shopping
Lire
Jouer à des jeux vidéo
Regarder des films
Voyager

Activity 2: Hobbies Discussion

Procedure: Students pair up and ask each other about their hobbies using the new vocabulary.

Example questions:

Qu’est-ce que tu aimes faire pendant ton temps libre ? (What do you like to do in your free time?)
Est-ce que tu aimes jouer à des jeux vidéo ? (Do you like to play video games?)
Quel est ton hobby préféré ? (What’s your favorite hobby?)

3. Music Vocabulary (Le Vocabulaire de la Musique)

Objective: Students will learn vocabulary related to different music genres, instruments, and activities surrounding music.

Key Vocabulary:

Les instruments de musique (musical instruments):

Le piano (piano)
La guitare (guitar)
La batterie (drums)
Le violon (violin)
Le saxophone (saxophone)
La flûte (flute)
Le trombone (trombone)
Le clavier (keyboard)
L'accordéon (accordion)
La clarinette (clarinet)

Les genres de musique (music genres):

Le rock (rock)
Le pop (pop)
La musique classique (classical music)
Le jazz (jazz)
Le rap (rap)
La musique électronique (electronic music)
La musique reggae (reggae)
Le hip-hop (hip-hop)
La musique folk (folk music)

Verbs Related to Music:

Écouter de la musique (to listen to music)
Jouer de (instrument) (to play an instrument)
Chanter (to sing)
Danser (to dance)
Regarder un concert (to watch a concert)

Activity 1: Music Genre Exploration

Procedure: Students explore various music genres and instruments, then present their findings to the class.

Example:

Le rock: A type of music with electric guitars and a strong beat. Famous artist: The Beatles.
La musique classique: Orchestral music, often performed in concert halls. Famous composer: Beethoven.

Activity 2: Music Vocabulary Quiz

Procedure: Students match musical instruments and genres with descriptions.

Example:

La guitare → An instrument that is strummed and can be electric or acoustic.
Le saxophone → A wind instrument used in jazz music.

Activity 3: "Playing an Instrument" Dialogue

Procedure: Have students practice dialogues where they talk about their music preferences, what instruments they play, and their favorite music genres.

Example Dialogue:

Student A: Est-ce que tu joues d’un instrument ? (Do you play an instrument?)
Student B: Oui, je joue de la guitare. Et toi ? (Yes, I play the guitar. And you?)
Student A: J’écoute surtout de la musique pop, mais j’aime aussi le jazz. (I mostly listen to pop music, but I also like jazz.)

4. Entertainment Vocabulary (Le Vocabulaire du Divertissement)

Objective: Students will learn vocabulary related to different types of entertainment such as movies, TV shows, and leisure activities.

Key Vocabulary:

Les films (movies):

Un film d’action (action movie)
Un film de science-fiction (science fiction movie)
Une comédie (comedy)
Un drame (drama)
Un film d’horreur (horror movie)
Un film romantique (romantic movie)
Un film d’aventure (adventure movie)

Les émissions (TV shows):

Une série télé (TV series)
Un documentaire (documentary)
Une émission de télé-réalité (reality TV show)
Une émission de variétés (variety show)
Un jeu télévisé (game show)

Les loisirs (leisure activities):

Aller au cinéma (to go to the movies)
Regarder la télévision (to watch television)
Aller au théâtre (to go to the theater)
Aller à un concert (to go to a concert)
Lire des livres (to read books)

Activity 1: Entertainment Preferences Survey

Procedure: Students interview each other to find out what types of movies, TV shows, and leisure activities they prefer.

Example Questions:

Quel est ton film préféré ? (What is your favorite movie?)
Tu préfères regarder des films d’action ou des films d’aventure ? (Do you prefer to watch action or adventure movies?)
Quelle est ton émission de télé favorite ? (What is your favorite TV show?)

Activity 2: Entertainment Word Search

Procedure: Provide students with a word search puzzle that includes entertainment-related vocabulary, such as movies, TV shows, and leisure activities.

Example words: film, série, concert, cinéma, télévision.

Combined Vocabulary Activity:

Objective: To incorporate sports, hobbies, music, and entertainment vocabulary into a single creative activity.

Activity: Plan Your Weekend

Procedure: Ask students to plan an ideal weekend using vocabulary from all four categories (sports, hobbies, music, entertainment). They should write about the activities they would do, the sports they would play, the movies or shows they would watch, and the hobbies they would engage in.

Example:

Ce week-end, je vais faire du vélo avec mes amis, puis nous allons regarder un film d’aventure au cinéma. Après, je vais écouter de la musique pop et jouer à des jeux vidéo.

Assessment/Feedback

Vocabulary Quiz: A test on sports, hobbies, music genres, and entertainment-related terms.
Oral Presentation: Students present a weekend plan or a dialogue about their hobbies or favorite sports.
Writing Exercise: Write a short paragraph describing what they like to do for fun, including sports, hobbies, and entertainment.

Speaking: Expressing Preferences & Describing Favorite Pastimes

1. Expressing Preferences (Exprimer des Préférences)

Objective: Students will practice expressing their likes, dislikes, and preferences in French, and engage in conversations to discuss what they enjoy doing in their free time.

Key Phrases for Expressing Preferences:

J’aime (I like)
Je n’aime pas (I don’t like)
Je préfère (I prefer)
Mon/ma préféré(e) (My favorite)
Je déteste (I hate)
C’est génial (It’s great)
C’est ennuyeux (It’s boring)
J’adore (I love)
Je n’aime pas du tout (I don’t like at all)
Je trouve ça intéressant (I find it interesting)

Activity 1: "What Do You Like?" Conversation

Procedure: Have students pair up and ask each other questions about their preferences using the vocabulary above.

Example Questions:

Qu’est-ce que tu aimes faire pendant ton temps libre ? (What do you like to do in your free time?)
Tu préfères les films d’action ou les films comiques ? (Do you prefer action movies or comedies?)
Quel est ton sport préféré ? (What is your favorite sport?)
Tu aimes lire des livres ? (Do you like to read books?)
J’aime beaucoup le football, et toi ? (I really like soccer, and you?)

Follow-up: After the initial exchange, ask students to share their partner’s preferences with the class.

Activity 2: Expressing Preferences with Different Pastimes

Procedure: Have students use the following activities to practice expressing their preferences. They will give short responses based on their own likes/dislikes.

Examples of Activities:

Regarder des films (watching movies)
Lire (reading)
Faire du sport (doing sports)
Jouer à des jeux vidéo (playing video games)
Écouter de la musique (listening to music)
Aller au cinéma (going to the movies)
Faire du shopping (shopping)

Example Sentences:

J’adore regarder des films d’aventure. (I love watching adventure movies.)
Je préfère jouer au football plutôt que de faire du shopping. (I prefer playing soccer to shopping.)
Je n’aime pas du tout écouter de la musique classique. (I don’t like listening to classical music at all.)

Activity: Create a short questionnaire where students ask and answer questions about their preferences using these phrases.

2. Describing Favorite Pastimes (Décrire ses Passes-Temps Préférés)

Objective: Students will describe their favorite pastimes, hobbies, and leisure activities in detail, using vocabulary for both activities and preferences.

Key Vocabulary for Describing Pastimes:

Le sport (sport)
La musique (music)
Les films (movies)
Les jeux vidéo (video games)
Les livres (books)
Les émissions de télé (TV shows)
La danse (dance)
Le jardinage (gardening)
La cuisine (cooking)
La photographie (photography)

Phrases to Describe Pastimes:

J’aime beaucoup… (I really like...)
Mon passe-temps préféré est… (My favorite pastime is...)
Je passe beaucoup de temps à… (I spend a lot of time...)
J’adore… (I love...)
Je trouve que… (I find that...)
Cela me détend (It relaxes me)
Je fais ça parce que… (I do that because...)
Je me sens bien quand… (I feel good when...)
C’est amusant de… (It’s fun to...)

Activity 1: Describe Your Favorite Pastime

Procedure: Students will describe their favorite hobby or pastime using the phrases above. Encourage them to give as much detail as possible about why they like the activity, when they do it, and how it makes them feel.

Example:

Mon passe-temps préféré est la danse. J’adore danser parce que ça me détend. Je danse tous les samedis avec mes amis. C’est un moyen pour moi de m’amuser et de rester en forme. (My favorite pastime is dancing. I love dancing because it relaxes me. I dance every Saturday with my friends. It’s a way for me to have fun and stay in shape.)

Activity 2: "Interview a Classmate"

Procedure: In pairs, students will take turns interviewing each other about their favorite pastimes. They should then present their partner's responses to the class using the vocabulary learned.

Example Dialogue:

Student A: Quel est ton passe-temps préféré ? (What is your favorite pastime?)
Student B: Mon passe-temps préféré est lire. J’adore lire des romans de science-fiction. Je lis tous les jours avant de dormir. (My favorite pastime is reading. I love reading science fiction novels. I read every day before going to sleep.)
Student A: Pourquoi tu aimes ça ? (Why do you like it?)
Student B: Ça me permet d’imaginer d’autres mondes et d’oublier mes soucis. (It allows me to imagine other worlds and forget my worries.)

Activity 3: Describe Your Weekend

Procedure: Ask students to describe what they typically do on a weekend, using the vocabulary for hobbies and pastimes. They should include details such as what activities they do, when they do them, and who they do them with.

Example:

Le week-end, je fais beaucoup de choses. Le samedi matin, je fais du sport avec mes amis, puis je regarde un film. Le dimanche, j’aime lire et écouter de la musique. C’est mon moment préféré de la semaine ! (On the weekend, I do a lot of things. On Saturday morning, I do sports with my friends, then I watch a movie. On Sunday, I like to read and listen to music. It’s my favorite time of the week!)

Activity 4: "Choose Your Favorite" Game

Procedure: Present students with several categories of activities (sports, hobbies, music, movies). In each category, students will choose their favorite and explain why, using the vocabulary for preferences and description.

Example:

Sport: Mon sport préféré est le football parce que c’est très dynamique et j’aime jouer avec mes amis.
Musique: J’adore la musique pop parce que c’est entraînant et ça me donne envie de danser.
Film: Mon film préféré est un film d’aventure parce que j’aime les histoires excitantes et les effets spéciaux.

3. Group Activity: "What Would You Do?"

Procedure: In small groups, students will discuss various hypothetical situations and express what they would prefer to do in each case. Use vocabulary for preferences and favorite activities to explain why.

Examples of Situations:

Si tu avais une journée libre, qu’est-ce que tu ferais ? (If you had a free day, what would you do?)
Si tu pouvais partir en vacances, où irais-tu et qu’est-ce que tu ferais ? (If you could go on vacation, where would you go and what would you do?)
Si tu avais beaucoup de temps, quel hobby apprendrais-tu ? (If you had a lot of time, what hobby would you learn?)

Assessment/Feedback

Oral Presentation: Have students give a short presentation about their favorite pastime. They should describe why they like it, when they do it, and how it makes them feel.
Peer Feedback: Students listen to each other’s descriptions and give feedback on the fluency and vocabulary used.
Role Play: In pairs, students perform a role play where one is asking about the other’s preferences and hobbies. Focus on fluidity and correct use of phrases.
Vocabulary Quiz: A short oral quiz where students are asked to express preferences or describe hobbies in French.

Reading: Short Articles or Blog Posts About Popular Hobbies in Quebec and France

1. Overview of the Activity

Objective:
Students will read and understand short texts (articles or blog posts) about hobbies in Quebec and France. The goal is to improve reading comprehension while learning about cultural differences and similarities in hobbies between these two regions.

2. Vocabulary and Key Concepts

Key Vocabulary for the Activity:

Loisirs (hobbies)
Passe-temps (pastimes)
Activités populaires (popular activities)
Traditionnel(le) (traditional)
Moderne (modern)
Créatif/ve (creative)
Exercice physique (physical exercise)
Culturel(le) (cultural)
Récréatif/ve (recreational)

Suggested Vocabulary Related to Hobbies:

Le cinéma (cinema)
Le jardinage (gardening)
La peinture (painting)
Le vélo (cycling)
La lecture (reading)
La danse (dancing)
Le chant (singing)
La photographie (photography)
Le bricolage (DIY crafts)
Le football (soccer)

3. Pre-Reading Activities

Objective: Activate prior knowledge and prepare students for reading by discussing common hobbies in Quebec and France.

Activity 1: Brainstorming

Procedure: Ask students to brainstorm hobbies and pastimes they know are popular in Quebec and France. Write their responses on the board and discuss briefly.

Example Questions:

Quels sont les loisirs populaires au Québec ? (What are popular hobbies in Quebec?)
Quelles activités sont populaires en France ? (What activities are popular in France?)
Pensez-vous que les loisirs au Québec et en France sont similaires ou différents ? (Do you think hobbies in Quebec and France are similar or different?)

Activity 2: Vocabulary Introduction

Introduce key vocabulary words related to hobbies. Have students repeat the words aloud to become familiar with pronunciation.

4. Reading Activity: Short Article or Blog Post

Objective:
Students will read a short article or blog post about popular hobbies in either Quebec or France and then answer questions to check comprehension.

Article 1: "Les Loisirs Populaires au Québec"

Sample Text (short blog post format):

Les loisirs sont une partie importante de la vie quotidienne au Québec. De nombreux Québécois aiment passer du temps à l’extérieur, surtout pendant l’hiver. Le ski et le patinage sont deux activités incontournables, tandis que l’été, le vélo et le camping sont des activités très populaires. En plus des activités de plein air, les Québécois sont également passionnés de musique et de cinéma. Les festivals de musique et les projections de films sont des événements qui attirent des milliers de personnes chaque année. Le hockey est sans doute le sport le plus populaire, et il fait partie de l’identité culturelle du Québec. Il existe aussi un grand nombre de clubs de lecture et de groupes de danse, qui permettent aux gens de se réunir pour partager leurs passions.

Reading Comprehension Questions:

Quelles sont les deux activités populaires en hiver au Québec ? (What are two popular activities in winter in Quebec?)
Quelles activités sont populaires pendant l’été ? (What activities are popular in summer?)
Quel sport est considéré comme le plus populaire au Québec ? (What sport is considered the most popular in Quebec?)
Quels types d’événements attirent beaucoup de gens au Québec ? (What types of events attract many people in Quebec?)
Selon l’article, pourquoi le hockey est-il important pour les Québécois ? (According to the article, why is hockey important for Quebecers?)

Article 2: "Les Hobbies Populaires en France"

Sample Text (short blog post format):

En France, les loisirs sont variés et reflètent les différentes cultures régionales. Les Français aiment passer leur temps libre à faire des activités créatives comme la peinture, le jardinage, et la photographie. Le cinéma français est également très apprécié, et les Français sont fiers de leur patrimoine cinématographique. Les activités sportives telles que le football, le rugby et le cyclisme sont également populaires. Beaucoup de Français aiment aussi la lecture et participer à des clubs de lecture. Dans les grandes villes, des événements comme les festivals de musique et les salons du livre attirent un grand nombre de visiteurs chaque année. Le dimanche, il est très courant de passer du temps avec la famille et les amis autour d’un bon repas.

Reading Comprehension Questions:

Quels types d’activités créatives sont populaires en France ? (What types of creative activities are popular in France?)
Quels sports sont mentionnés dans l’article ? (What sports are mentioned in the article?)
Pourquoi les Français sont-ils fiers de leur cinéma ? (Why are the French proud of their cinema?)
Que font de nombreux Français le dimanche ? (What do many French people do on Sundays?)
Quels types d’événements attirent beaucoup de visiteurs en France ? (What types of events attract many visitors in France?)

5. Post-Reading Discussion and Activities

Objective: Students will engage in discussions and activities that help reinforce the vocabulary and ideas from the readings.

Activity 1: Group Discussion

Procedure: After reading the articles, students will break into small groups and discuss the following:

Quelles sont les similarités entre les loisirs au Québec et en France ? (What are the similarities between hobbies in Quebec and in France?)
Quelles activités aimeriez-vous essayer dans chacun de ces endroits ? (What activities would you like to try in each of these places?)
Comment les loisirs affectent-ils la vie sociale dans ces deux régions ? (How do hobbies affect social life in these two regions?)

Activity 2: "Create Your Own Blog Post"

Procedure: Students will write a short blog post (in French) about their own favorite hobbies, using the vocabulary learned in class. They should include details about why they enjoy these activities, when they do them, and who they do them with.

Example:
J’aime beaucoup la lecture. C’est mon passe-temps préféré parce que ça me permet de m’évader et de découvrir de nouvelles histoires. Le week-end, je vais à la bibliothèque et je passe des heures à lire des romans. J’aime aussi faire du vélo avec mes amis, surtout quand il fait beau.

Activity 3: Compare and Contrast

Procedure: Have students create a Venn diagram comparing hobbies in Quebec vs. hobbies in France. They can list activities that are unique to each region, as well as activities they share.

6. Assessment/Feedback

Quiz or Short Answer Questions: Students will complete a quiz on the key points of the articles, testing their reading comprehension.
Peer Feedback: After the group discussion, students will share their thoughts with the class and receive feedback from peers about their understanding of the hobbies in both regions.
Writing Assignment: For homework, students will write a short essay or blog post comparing the most popular hobbies in Quebec and France and which ones they would like to try.

**Unit 4: La Famille et les Relations Sociales (Family and Social Relations)

Duration: 3 weeks
Learning Objectives:

Describe family members, relationships, and social interactions.
Explore cultural views on family dynamics in French-speaking communities.

Topics Covered:

Grammar: Possessive pronouns, "être" and "avoir" for descriptions.
Vocabulary: Family members, relationships, adjectives for describing people.
Speaking: Describing family members, talking about relationships and social interactions.
Reading: Short stories about families, comparing French and Québécois family structures.
Cultural Component: Traditions and holidays in French-speaking families (e.g., Noël in Quebec).

Grammar: Possessive Pronouns, "Être" and "Avoir" for Descriptions

1. Possessive Pronouns (Pronoms Possessifs)

Objective:
Students will learn to use possessive pronouns in French to indicate ownership or relationships between objects and people.

Possessive Pronouns Overview

Possessive Pronouns in French:

Singular Possessions:

Mon (my – masculine singular)
Ma (my – feminine singular)
Mes (my – plural)

Your Possessions (informal):

Ton (your – masculine singular)
Ta (your – feminine singular)
Tes (your – plural)

His/Her Possessions:

Son (his/her – masculine singular)
Sa (his/her – feminine singular)
Ses (his/her – plural)

Our Possessions:

Notre (our – singular)
Nos (our – plural)

Your Possessions (formal/plural):

Votre (your – singular/formal)
Vos (your – plural)

Their Possessions:

Leur (their – singular)
Leurs (their – plural)

Examples of Possessive Pronouns:

Mon livre (My book)
Ma voiture (My car)
Ses amis (His/her friends)
Notre maison (Our house)
Leurs enfants (Their children)

Activity 1: Matching Exercise

Procedure: Provide students with a list of sentences and a list of objects, and have them match the possessive pronouns with the appropriate object.

Example Sentences:

(My house) ___ maison est grande.
(Her cat) ___ chat est noir.
(Their book) ___ livre est intéressant.
(Our parents) ___ parents sont gentils.

Correct Answers:

Ma
Son
Leur
Nos

Activity 2: Fill in the Blanks

Procedure: Give students sentences with missing possessive pronouns. They must fill in the correct pronoun based on the context.

Example Sentences:

(My) ___ livre est sur la table.
(His) ___ sœur est à l’école.
(Their) ___ amis viennent ce soir.
(Our) ___ chien est très gentil.

Answer Key:

Mon
Sa
Leurs
Notre

Activity 3: Create Sentences

Procedure: Ask students to create their own sentences using possessive pronouns, describing things in their own lives.

Example Prompts:

Write a sentence about your family.
Describe your favorite object and its owner.

2. "Être" (To Be) and "Avoir" (To Have) for Descriptions

Objective:
Students will learn how to use "être" and "avoir" to form descriptions of people, things, and places.

Using "Être" (To Be) for Descriptions

Conjugation of "Être" in the Present Tense:

Je suis (I am)
Tu es (You are - informal)
Il/Elle/On est (He/She/One is)
Nous sommes (We are)
Vous êtes (You are - formal/plural)
Ils/Elles sont (They are)

Examples with "Être" for Descriptions:

Je suis étudiant(e). (I am a student.)
Il est gentil. (He is kind.)
Nous sommes fatigués. (We are tired.)
Elle est très créative. (She is very creative.)

Using "Avoir" (To Have) for Descriptions

Conjugation of "Avoir" in the Present Tense:

J’ai (I have)
Tu as (You have - informal)
Il/Elle/On a (He/She/One has)
Nous avons (We have)
Vous avez (You have - formal/plural)
Ils/Elles ont (They have)

Examples with "Avoir" for Descriptions:

J’ai un livre. (I have a book.)
Tu as des amis. (You have friends.)
Ils ont une grande maison. (They have a big house.)
Elle a des cheveux longs. (She has long hair.)

Activity 1: Sentence Creation with "Être" and "Avoir"

Procedure: Provide students with prompts and ask them to create sentences using both "être" and "avoir".

Example Prompts:

Describe yourself using "être" (e.g., Je suis…).
Describe your family using "avoir" (e.g., Nous avons…).

Activity 2: Describing People Using "Être" and "Avoir"

Procedure: Have students describe famous people, family members, or even their pets using both "être" and "avoir". They should focus on physical traits, personality, and belongings.

Example:

Mon frère est gentil et il a les yeux bleus. (My brother is kind and he has blue eyes.)
Ma mère est professeur et elle a un chat noir. (My mom is a teacher and she has a black cat.)

Activity 3: "Être" and "Avoir" in Context

Procedure: Read a short passage or description of a person, and have students identify and underline all uses of "être" and "avoir."

Example Text:
Marie est une étudiante en biologie. Elle a 20 ans et elle est très travailleuse. Elle a une grande chambre et une bibliothèque avec beaucoup de livres. Elle est toujours souriante et elle a un chat noir nommé Félix.

Questions for Comprehension:

Comment Marie est-elle ? (How is Marie?)
Quel âge a Marie ? (How old is Marie?)
Quel animal a-t-elle ? (What pet does she have?)

Activity 4: Transformation Exercise

Procedure: Give students a sentence with a description and ask them to transform the sentence by switching "être" to "avoir", or vice versa.

Example:

Sentence: Il est gentil. (He is kind.)
Transformation: Il a de la gentillesse. (He has kindness.)

3. Application and Practice

Activity 1: Group Work

Procedure: In small groups, students will create character profiles for fictional people or celebrities. They will use "être" and "avoir" to describe their appearance, personality, and possessions.

Example Profile:

Nom: Pierre
Description: Pierre est un étudiant. Il a 18 ans. Il est sportif et il a les cheveux courts. Il a une guitare et il joue tous les jours. (Pierre is a student. He is 18 years old. He is athletic, and he has short hair. He has a guitar, and he plays every day.)

Activity 2: Pair Work

Procedure: Students interview each other and describe their partner’s physical traits and possessions using "être" and "avoir."

Example Questions:

Comment es-tu ? (What are you like?)
As-tu des frères et sœurs ? (Do you have any siblings?)
Quel âge as-tu ? (How old are you?)
Quelle est ta couleur de cheveux ? (What is your hair color?)

Assessment and Feedback

Quiz: A short quiz where students must choose the correct possessive pronoun and conjugate "être" or "avoir" correctly in various sentences.
Oral Practice: Students will have a brief conversation with a classmate, using "être" and "avoir" to describe each other’s physical traits, possessions, and personalities.
Writing Assignment: Students will write a short paragraph describing themselves or someone they know, using possessive pronouns, "être", and "avoir".

Vocabulary: Family Members, Relationships, Adjectives for Describing People

1. Family Members (Les Membres de la Famille)

Objective:
Students will learn the names of family members in French and how to describe family relationships.

Key Vocabulary for Family Members:

La mère (mother)
Le père (father)
Les parents (parents)
Le frère (brother)
La sœur (sister)
Le grand-père (grandfather)
La grand-mère (grandmother)
Les grands-parents (grandparents)
L'oncle (uncle)
La tante (aunt)
Le cousin (male cousin)
La cousine (female cousin)
Le neveu (nephew)
La nièce (niece)
Le mari (husband)
La femme (wife)
Le beau-père (father-in-law / stepfather)
La belle-mère (mother-in-law / stepmother)
Le beau-frère (brother-in-law / stepbrother)
La belle-sœur (sister-in-law / stepsister)

Activity 1: Flashcard Exercise

Procedure: Create flashcards with pictures of different family members. Show the flashcards to students and ask them to identify the family member in French. Then, have them say sentences about their own family.

Example Sentence: Ma mère est professeur. (My mother is a teacher.)

Activity 2: Family Tree Creation

Procedure: Ask students to draw a family tree and label each family member in French. Afterward, students will present their family tree to the class and describe their family members.

Example Sentence:

J’ai un frère et une sœur. (I have a brother and a sister.)
Mon grand-père est très gentil. (My grandfather is very kind.)

2. Relationships (Les Relations Familiales et Sociales)

Objective:
Students will learn key vocabulary related to different relationships within a family and between friends.

Key Vocabulary for Relationships:

La relation (relationship)
Les liens familiaux (family bonds)
L’amitié (friendship)
L’amour (love)
La confiance (trust)
La complicité (bond, complicity)
Le mariage (marriage)
Les fiancés (fiancés)
Le divorce (divorce)
Se marier (to marry)
Se séparer (to separate)
Être en couple (to be in a relationship)
Être ami(e) avec (to be friends with)
S'entendre bien/mal avec (to get along well/badly with)
Se disputer (to argue)

Activity 1: Relationship Bingo

Procedure: Create a bingo card with the relationship vocabulary words. Call out definitions, and students mark the correct word on their cards.

Example Definitions:

C'est une personne à qui vous êtes marié(e). (It's a person you are married to.)
C'est la personne avec qui vous partagez une relation amicale. (It’s the person with whom you share a friendly relationship.)

Activity 2: Role Play

Procedure: Pair up students and ask them to role-play various family scenarios (e.g., a couple discussing their future plans, siblings arguing, a child talking to their parent about a problem). After the role-play, students describe the relationships in their scenarios using appropriate vocabulary.

Example Role-Play Prompts:

Two friends talking about their relationship.
A mother and her child discussing family dynamics.

3. Adjectives for Describing People (Adjectifs pour Décrire les Personnes)

Objective:
Students will learn adjectives that describe people’s physical appearance, personality, and traits.

Adjectives for Physical Appearance:

Grand(e) (tall)
Petit(e) (short)
Mince (thin)
Gros(se) (fat)
Musclé(e) (muscular)
Joli(e) (pretty)
Beau / Belle (handsome / beautiful)
Chauve (bald)
Lisse (smooth – used for hair)
Frisé(e) (curly – used for hair)
Blond(e) (blonde)
Brun(e) (brown-haired)
Noir(e) (black-haired)
Roux / Rousse (red-haired)
Les yeux bleus (blue eyes)
Les yeux verts (green eyes)
Les yeux bruns (brown eyes)
Les yeux noirs (black eyes)
La peau claire (fair skin)
La peau foncée (dark skin)

Adjectives for Personality:

Sympathique (nice)
Méchant(e) (mean)
Drôle (funny)
Sérieux / Sérieuse (serious)
Calme (calm)
Énergique (energetic)
Gentil / Gentille (kind)
Pétillant(e) (sparkling, lively)
Timide (shy)
Sociable (sociable)
Créatif / Créative (creative)
Intelligent / Intelligente (intelligent)
Paresseux / Paresseuse (lazy)
Optimiste (optimistic)
Pessimiste (pessimistic)

Activity 1: Describing Family and Friends

Procedure: Have students write a short paragraph describing a family member or a friend using physical appearance adjectives and personality adjectives.

Example:
Mon frère est grand et musclé. Il a les yeux bruns et les cheveux courts. Il est très gentil et drôle. Il aime beaucoup le sport.

Activity 2: Guess Who Game

Procedure: Give students a set of clues about a person (real or fictional). Using the adjectives from the vocabulary list, students will guess who the person is based on the description.

Example Clues:

Il a les cheveux noirs et courts.
Il est timide et intelligent.
Il porte des lunettes.

4. Putting It All Together

Objective:
Students will combine vocabulary about family members, relationships, and descriptive adjectives to create more complex descriptions of people and relationships.

Activity 1: Family Description Exercise

Procedure: Students write a description of their family, using a mix of family member vocabulary and adjectives for physical and personality traits. They should describe their family members’ relationships and characteristics.

Example:
Ma mère est petite et gentille. Elle a les cheveux bruns et les yeux verts. Mon père est grand et il a les cheveux noirs. Ils sont très amoureux et passent beaucoup de temps ensemble.

Activity 2: Presentation of a Famous Person

Procedure: Ask students to choose a famous person (e.g., actor, singer, athlete) and describe that person’s family, relationships, and personality using the vocabulary learned.

Example:
Emma Watson est une actrice très célèbre. Elle est belle et intelligente. Elle a une relation très proche avec sa famille, surtout sa mère. Elle est aussi très engagée dans des causes humanitaires.

Assessment and Feedback

Quiz: A short quiz with matching questions, fill-in-the-blanks, and short answer questions on the vocabulary for family members, relationships, and adjectives.
Oral Presentation: Students present a brief description of their family or a famous person, using a variety of adjectives and family-related vocabulary.
Peer Feedback: After presenting, students can give each other feedback on how well they used the vocabulary and adjectives to describe people.

Speaking: Describing Family Members, Talking About Relationships and Social Interactions

1. Describing Family Members

Objective:
Students will practice speaking by describing the physical appearance and personality traits of their family members using appropriate adjectives and family-related vocabulary.

Activity 1: Family Member Description

Procedure:

Individual Task:
Have students select one family member (e.g., mother, father, sibling) and describe them in detail using both physical appearance and personality adjectives. Encourage them to include information like age, hair color, eye color, height, and personality traits.
Example Prompts:

"Décris ta mère. Quelles sont ses caractéristiques physiques ?" (Describe your mother. What are her physical characteristics?)
"Qu'est-ce que tu admires chez ton frère/sœur ?" (What do you admire about your brother/sister?)

Example Description:

"Ma mère est grande, elle a les cheveux bruns et les yeux verts. Elle est gentille et très sociable. Elle aime beaucoup aider les autres."
(My mother is tall, she has brown hair and green eyes. She is kind and very sociable. She loves helping others.)

Follow-up Questions:

"Est-ce que ta mère aime sortir avec des amis ?" (Does your mother like to go out with friends?)
"Comment est ton père ?" (What is your father like?)

Activity 2: Pair Work – Describing Each Other’s Family

Procedure:

Pair up students and have them interview each other about their family. They can take turns asking and answering questions about family members (e.g., siblings, parents, cousins).
After the interviews, students will present their partner’s family to the class, describing each family member in detail.
Example Questions for Interview:

"As-tu des frères ou des sœurs ? Comment sont-ils ?" (Do you have brothers or sisters? What are they like?)
"Comment sont tes grands-parents ?" (What are your grandparents like?)

Follow-up Prompts for Presentation:

"Mon partenaire a une sœur qui est sportive et très drôle." (My partner has a sister who is sporty and very funny.)

2. Talking About Relationships

Objective:
Students will practice discussing relationships (family, friendships, romantic relationships) and express opinions about these relationships.

Activity 1: Discussing Family Relationships

Procedure:

Group Discussion:
In small groups, students will discuss the relationships within their families. They can talk about who they are closest to and describe the dynamics of their family (e.g., who gets along best, who they have conflicts with).
Example Prompts:

"Avec qui tu t'entends bien dans ta famille ?" (Who do you get along with in your family?)
"As-tu des conflits avec des membres de ta famille ?" (Do you have any conflicts with family members?)
"Qui est le plus strict dans ta famille ?" (Who is the strictest in your family?)

Follow-up Questions:

"Comment résolvez-vous les conflits dans ta famille ?" (How do you resolve conflicts in your family?)
"Est-ce que tu passes beaucoup de temps avec tes parents ?" (Do you spend a lot of time with your parents?)

Activity 2: Talking About Friendships

Procedure:

Role-Play:
In pairs, students will role-play a conversation between two friends. One student will talk about a problem with a friend (e.g., argument, disagreement) and the other will give advice.
Example Situations:

"Mon ami ne m’a pas écouté aujourd’hui, il était très occupé." (My friend didn’t listen to me today; he was very busy.)
"Ma meilleure amie m’a dit quelque chose qui m’a blessé." (My best friend said something that hurt my feelings.)

Follow-up Discussion:

"Est-ce que tu te disputes souvent avec tes amis ?" (Do you often argue with your friends?)
"Comment fais-tu pour garder une bonne relation avec tes amis ?" (How do you maintain a good relationship with your friends?)

3. Social Interactions: Talking About Socializing and Events

Objective:
Students will practice speaking about social events and interactions with friends and family.

Activity 1: Talking About a Family Event or Celebration

Procedure:

Discussion Prompt:
Ask students to describe a recent or upcoming family event or celebration (e.g., birthday party, family reunion, holiday celebration). They should talk about who was there, what activities they did, and how the event went.
Example Prompts:

"Raconte-moi un événement spécial dans ta famille." (Tell me about a special event in your family.)
"Comment c’était le dernier anniversaire que tu as fêté ?" (What was the last birthday you celebrated like?)

Example Answer:

"La semaine dernière, nous avons fêté l’anniversaire de mon grand-père. Toute la famille était là. Nous avons mangé un gâteau et joué à des jeux. C’était très amusant."
(Last week, we celebrated my grandfather’s birthday. The whole family was there. We ate cake and played games. It was a lot of fun.)

Activity 2: Planning a Social Event

Procedure:

Pair or Group Activity:
Students will plan a social event (e.g., a weekend outing with friends or a family dinner). They will decide on the location, the people invited, and what activities they will do. Then, they will present their plan to the class.
Example Prompts:

"Où voulez-vous aller pour passer du temps ensemble ?" (Where do you want to go to spend time together?)
"Qu'est-ce que vous allez faire pendant cet événement ?" (What will you do during the event?)

Follow-up Questions:

"Combien de personnes seront présentes ?" (How many people will be there?)
"Pourquoi as-tu choisi ce lieu ?" (Why did you choose this place?)

4. Expressing Opinions on Relationships and Social Interactions

Objective:
Students will learn to express their opinions and feelings about relationships and social interactions.

Activity 1: Opinions on Family

Procedure:

Class Discussion:
Ask students to discuss their opinions on family dynamics (e.g., how important family is, how often they see their extended family). They should use phrases like "Je pense que..." (I think that...) and "À mon avis..." (In my opinion...).
Example Prompts:

"Est-ce que tu penses qu’il est important de passer du temps en famille ?" (Do you think it’s important to spend time with family?)
"Est-ce que tu préfères passer du temps avec ta famille ou tes amis ?" (Do you prefer to spend time with your family or friends?)

Follow-up Questions:

"Pourquoi est-ce que tu choisis de passer du temps avec tes amis/famille ?" (Why do you choose to spend time with your friends/family?)
"Est-ce que tu penses qu’une famille unie est importante ?" (Do you think a close-knit family is important?)

Activity 2: Discussing Social Events

Procedure:

Group Discussion:
Have students discuss the importance of social events (e.g., birthdays, family dinners) and how they contribute to maintaining relationships.
Example Prompts:

"Est-ce que tu aimes organiser des événements sociaux ? Pourquoi ?" (Do you like organizing social events? Why?)
"Comment un événement social peut-il renforcer une amitié ?" (How can a social event strengthen a friendship?)

Follow-up Questions:

"Préférerais-tu passer du temps seul ou avec des amis à un événement social ?" (Would you rather spend time alone or with friends at a social event?)
"Qu’est-ce qui rend un événement réussi ?" (What makes an event successful?)

Assessment and Feedback

Oral Quiz: Students will be asked to describe one family member or friend and talk about their relationship with them.
Peer Evaluation: After each role play or discussion, students will give each other feedback on their fluency, use of vocabulary, and pronunciation.
Self-Assessment: Students reflect on their ability to describe family members, talk about relationships, and express opinions on social interactions.

Reading: Short Stories About Families – Comparing French and Québécois Family Structures

Objective:

To improve reading comprehension and vocabulary through stories about family life.
To analyze and compare family structures in France and Quebec.
To reflect on cultural differences in family dynamics, values, and traditions.

1. Short Stories about Families:

Objective:
Students will read short stories that depict family life, focusing on everyday activities, traditions, and relationships within French and Québécois families. The stories will present different perspectives on family structures, such as nuclear families, extended families, and blended families.

Activity 1: French Family Story (Story 1)

Story Theme:
A typical family dinner in a French household, where extended family members gather for a meal.

Example Story Excerpt:

Title: Le Dîner de Famille
Dans une petite maison en banlieue de Paris, la famille Lefèvre se réunit tous les dimanches pour un dîner traditionnel. Les parents, François et Claire, leurs deux enfants, Julie et Thomas, ainsi que les grands-parents maternels de Julie, Pierre et Anne, sont présents. Claire prépare un plat typique français, le "coq au vin", tandis que François met la table. Les enfants s'assoient à côté de leurs grands-parents, et la conversation porte principalement sur les vacances d’été à venir. Après le repas, la famille se promène ensemble dans le parc voisin. La famille Lefèvre est proche, mais ils préfèrent passer leur temps ensemble pendant les week-ends plutôt que d'organiser de grandes réunions en semaine.
(In a small house in the suburbs of Paris, the Lefèvre family gathers every Sunday for a traditional dinner. Parents François and Claire, their two children, Julie and Thomas, and Julie’s maternal grandparents, Pierre and Anne, are all present. Claire prepares a typical French dish, "coq au vin," while François sets the table. The children sit next to their grandparents, and the conversation mainly revolves around the upcoming summer holidays. After the meal, the family takes a walk together in the nearby park. The Lefèvre family is close, but they prefer to spend time together during weekends rather than organizing big gatherings during the week.)

Key Vocabulary:

La banlieue (suburb)
Réunir (to gather)
Les grands-parents (grandparents)
Le coq au vin (a traditional French dish)
Se promener (to go for a walk)
Le parc (park)
Les vacances d’été (summer holidays)

Discussion Prompts after Reading:

"Pourquoi la famille Lefèvre se réunit-elle tous les dimanches ?" (Why does the Lefèvre family gather every Sunday?)
"Quels sont les éléments de la vie familiale en France qui sont présents dans cette histoire ?" (What aspects of family life in France are present in this story?)
"Comment la famille Lefèvre passe-t-elle du temps ensemble après le dîner ?" (How does the Lefèvre family spend time together after dinner?)

Activity 2: Québécois Family Story (Story 2)

Story Theme:
A Québécois family celebrating a holiday together, focusing on the importance of extended family and traditions.

Example Story Excerpt:

Title: Le Noël en Famille
À Montréal, la famille Dubois se prépare pour le réveillon de Noël. Marie, la mère, a déjà préparé les plats traditionnels québécois, dont la "tourtière" et le "pain de viande". Le père, Jean, installe le sapin de Noël avec leurs trois enfants, Émilie, Léon, et Hugo. La grande-mère de Marie, qui vit à la campagne, arrive avec des cadeaux pour les enfants. Toute la famille se réunit dans le salon pour ouvrir les cadeaux et partager des histoires de Noël. Après le dîner, ils chantent des chansons de Noël et jouent à des jeux de société. La famille Dubois est très unie, et Noël est un moment privilégié pour eux.
(In Montreal, the Dubois family is preparing for the Christmas Eve celebration. Marie, the mother, has already prepared traditional Québécois dishes, such as "tourtière" and "pain de viande." The father, Jean, is setting up the Christmas tree with their three children, Émilie, Léon, and Hugo. Marie’s grandmother, who lives in the countryside, arrives with gifts for the children. The whole family gathers in the living room to open presents and share Christmas stories. After dinner, they sing Christmas carols and play board games. The Dubois family is very close-knit, and Christmas is a special time for them.)

Key Vocabulary:

Le réveillon de Noël (Christmas Eve dinner)
La tourtière (a traditional Québécois meat pie)
Le pain de viande (meatloaf)
Le sapin de Noël (Christmas tree)
La grande-mère (grandmother)
Les jeux de société (board games)
Le Noël (Christmas)

Discussion Prompts after Reading:

"Quelles sont les traditions familiales observées pendant Noël chez la famille Dubois ?" (What family traditions are observed during Christmas with the Dubois family?)
"Comment la famille Dubois célèbre-t-elle Noël ensemble ?" (How does the Dubois family celebrate Christmas together?)
"Pourquoi est-ce important pour la famille Dubois de se retrouver pendant Noël ?" (Why is it important for the Dubois family to gather during Christmas?)

2. Comparing French and Québécois Family Structures

Objective:
Students will analyze and compare family structures and traditions in France and Quebec based on the two stories.

Activity 1: Comparison Discussion

Procedure:

Group Discussion:
Have students work in small groups to compare and contrast the two family stories (the French family and the Québécois family). They should focus on similarities and differences in family dynamics, traditions, and how they spend time together.
Comparison Categories:

Family members: Are there differences in the family roles or the people present at gatherings? For example, in the French story, the extended family (grandparents) is present for the weekly dinner, while in the Québécois story, it is the grandmother who arrives for Christmas dinner.
Traditional meals: Compare the typical French meal (coq au vin) with the Québécois dishes (tourtière and pain de viande).
Celebrations: How do the two families celebrate? Is one more focused on holiday gatherings while the other has weekly routines?
Socializing and activities: Do the families spend their time similarly or differently? In the French story, they go for a walk after dinner, whereas in the Québécois story, they sing songs and play games.

Example Discussion Questions:

"Comment les familles françaises et québécoises passent-elles du temps ensemble ?" (How do French and Québécois families spend time together?)
"Quelles différences as-tu remarquées entre les repas traditionnels en France et au Québec ?" (What differences did you notice between traditional meals in France and Quebec?)
"Comment les familles françaises et québécoises célèbrent-elles les fêtes ?" (How do French and Québécois families celebrate holidays?)

Activity 2: Writing a Comparison

Procedure:

After the group discussion, ask students to write a short paragraph comparing the family structures and traditions in the French and Québécois families. They should mention at least two similarities and two differences.
Example:

"La famille Lefèvre en France se réunit chaque dimanche pour un dîner en famille, tandis que la famille Dubois au Québec célèbre le réveillon de Noël avec des repas traditionnels. Les deux familles sont très proches, mais la famille Dubois passe plus de temps ensemble pendant les fêtes." (The Lefèvre family in France gathers every Sunday for a family dinner, while the Dubois family in Quebec celebrates Christmas Eve with traditional meals. Both families are very close, but the Dubois family spends more time together during the holidays.)

Assessment and Feedback:

Comprehension Questions: After reading, assess students’ understanding through a series of written or oral comprehension questions.
Written Comparison: Evaluate students’ written comparisons for clarity, use of new vocabulary, and ability to identify similarities and differences.
Oral Presentation: Have students present their comparison to the class, encouraging them to use new vocabulary and expressions from the reading.

**Unit 5: L'école et les Matières (School and Subjects)

Duration: 3 weeks
Learning Objectives:

Express opinions about school subjects, routines, and school life.
Discuss future academic and career aspirations.

Topics Covered:

Grammar: The future tense, interrogative phrases for asking questions.
Vocabulary: School subjects, classroom objects, opinions on school.
Speaking: Talking about your school day, expressing preferences for subjects.
Reading: Texts about school life in French-speaking countries, comparing school systems.
Cultural Component: Differences in school systems between Quebec, France, and other French-speaking regions.

Grammar: The Future Tense and Interrogative Phrases for Asking Questions

Objective:

Future Tense: Students will learn how to conjugate regular and irregular verbs in the future tense and use them in sentences.
Interrogative Phrases: Students will practice using a variety of interrogative phrases to form questions in both formal and informal contexts.

1. The Future Tense

Objective:
Students will understand how to form and use the future tense in French. They will practice conjugating both regular and irregular verbs.

Explanation and Conjugation of the Future Tense

Forming the Future Tense:

Regular verbs are conjugated by adding the future tense endings to the infinitive form of the verb.

Future Endings:

-ai (I)
-as (you, singular)
-a (he/she/it)
-ons (we)
-ez (you, plural/formal)
-ont (they)

For regular -er and -ir verbs (e.g., parler - to speak, finir - to finish):

Parler (to speak) → je parlerai, tu parleras, il/elle parlera, nous parlerons, vous parlerez, ils/elles parleront
Finir (to finish) → je finirai, tu finiras, il/elle finira, nous finirons, vous finirez, ils/elles finiront

For regular -re verbs (e.g., vendre - to sell):

Remove the final “e” before adding the future endings.
Vendre (to sell) → je vendrai, tu vendas, il/elle vendra, nous vendrons, vous vendrez, ils/elles vendent

Irregular Future Tense Verbs: Some verbs have irregular stems in the future tense, but the endings are the same as for regular verbs.

Examples:

Être (to be) → je serai, tu seras, il/elle sera, nous serons, vous serez, ils/elles seront
Avoir (to have) → j’aurai, tu auras, il/elle aura, nous aurons, vous aurez, ils/elles auront
Faire (to do/make) → je ferai, tu feras, il/elle fera, nous ferons, vous ferez, ils/elles feront
Aller (to go) → je irai, tu iras, il/elle ira, nous irons, vous irez, ils/elles iront

Practice Exercises for Future Tense

Conjugation Practice: Have students conjugate regular and irregular verbs in the future tense for all six pronouns.

Example verbs: manger (to eat), finir (to finish), faire (to do), être (to be)

Fill in the Blanks:

Example:

Demain, je ________ (aller) au cinéma. → irai
Nous ________ (faire) du shopping samedi prochain. → ferons

Create Sentences Using Future Tense:

Have students form sentences about future plans.

Example: "Je vais visiter Paris cet été." (I will visit Paris this summer.)

2. Interrogative Phrases for Asking Questions

Objective:
Students will learn how to form questions in French using different interrogative phrases.

Types of Interrogative Phrases:

Using "Est-ce que" (yes/no questions):

To form yes/no questions, you can start with "est-ce que", followed by the subject and verb.
Example:

"Est-ce que tu veux aller au cinéma ?" (Do you want to go to the cinema?)
"Est-ce qu'il va venir demain ?" (Is he coming tomorrow?)

Inversion for Formal Questions:

In formal or written French, the subject and verb can be inverted to form a question.
Example:

"Vas-tu à l’école demain ?" (Are you going to school tomorrow?)
"A-t-il terminé ses devoirs ?" (Has he finished his homework?)

Using Question Words (Wh-questions):

Qui (who)
Que / Quoi (what)
Quand (when)
Où (where)
Comment (how)
Pourquoi (why)
Example questions:

"Qui est-ce ?" (Who is it?)
"Que fais-tu ?" (What are you doing?)
"Quand est-ce que nous partons ?" (When are we leaving?)
"Où vas-tu ?" (Where are you going?)
"Comment ça va ?" (How are you?)
"Pourquoi étudies-tu le français ?" (Why are you studying French?)

"Qu’est-ce que" vs. "Que"

Both mean “What,” but they are used in different structures.

"Qu’est-ce que" is used before a subject + verb.
Example: "Qu’est-ce que tu fais ?" (What are you doing?)
"Que" is used when it is placed at the beginning of the sentence and is followed by a subject + verb.
Example: "Que fais-tu ?" (What are you doing?)

Practice Exercises for Interrogative Phrases

Forming Questions with "Est-ce que":

Students will take statements and transform them into questions using "est-ce que."

Example:

Statement: "Tu as un animal de compagnie."
Question: "Est-ce que tu as un animal de compagnie ?" (Do you have a pet?)

Inversion Practice:

Students will practice converting statements into formal questions using inversion.

Example:

Statement: "Tu as un frère."
Question: "As-tu un frère ?" (Do you have a brother?)

Fill-in-the-Blanks with Question Words:

Students will complete sentences by choosing the correct question word.

Example:

_________ est ton anniversaire ? (When is your birthday?)

Correct answer: Quand

Role-Play:

Have students role-play asking and answering questions with a partner. One student will ask questions in the future tense, and the other will answer.

Example:

A: "Où est-ce que tu iras pendant les vacances ?" (Where will you go during the holidays?)
B: "Je vais aller à la plage." (I will go to the beach.)

3. Combining the Future Tense with Interrogative Phrases

Objective:
Students will practice using both the future tense and interrogative phrases in context.

Activity: Asking About Future Plans

Pair Activity:

In pairs, students will ask each other about their future plans using the future tense and various interrogative phrases.
Example Questions:

"Où est-ce que tu iras pendant les vacances ?" (Where will you go during the holidays?)
"Quand finiras-tu tes devoirs ?" (When will you finish your homework?)
"Qui viendra à la fête ?" (Who will come to the party?)

Create a Dialogue:

Students create a short dialogue in which one person asks about the other’s future plans using the future tense and different types of questions.

Assessment and Feedback:

Quiz:
Create a quiz with multiple-choice or short-answer questions to test students on conjugating regular and irregular verbs in the future tense, and on forming correct questions with interrogative phrases.
Speaking Test:
Ask students to have a brief conversation with you or with a partner, asking and answering questions about future plans using the future tense and interrogative phrases.
Written Exercise:
Have students write a short paragraph describing their plans for the weekend or summer, using at least five future-tense verbs and two or more interrogative phrases.

Vocabulary: School Subjects, Classroom Objects, Opinions on School

Objective:

To help students learn the vocabulary related to school subjects and classroom objects.
To allow students to express their opinions about school and various subjects.
To practice using this vocabulary in sentences and in context.

1. School Subjects

Objective:
Students will learn the names of common school subjects in French and practice using them in sentences.

Vocabulary:

Les matières scolaires (School Subjects):

Les mathématiques (mathematics)
L’histoire (history)
La géographie (geography)
Les sciences (science)
L’anglais (English)
Le français (French)
L’éducation physique (physical education / P.E.)
Les arts plastiques (art)
La musique (music)
L’informatique (computer science)
La chimie (chemistry)
La biologie (biology)
Les langues étrangères (foreign languages)
L’économie (economics)
La philosophie (philosophy)
Le théâtre (theater/drama)

Activity 1: Vocabulary Drill

Flashcards:
Create flashcards with the French school subject on one side and the English translation on the other. Students can practice by quizzing each other.
Matching Exercise:
Match the school subject with the correct description or activity. For example:

Les mathématiques: “Study of numbers and shapes”
La géographie: “Study of the Earth and maps”

Pronunciation Practice:
Students practice pronouncing the school subjects aloud, paying attention to French pronunciation.

Activity 2: Sentence Formation with School Subjects

Example Sentences:

"J’aime les mathématiques." (I like mathematics.)
"Je déteste l’histoire." (I hate history.)
"Je préfère la musique." (I prefer music.)

Exercise:
Have students complete sentences about their favorite and least favorite school subjects.

Example:

"Ma matière préférée est ________." (My favorite subject is _______.)
"Je n’aime pas ________." (I don’t like _______.)

2. Classroom Objects

Objective:
Students will learn the names of common classroom objects in French.

Vocabulary:

Les objets de la salle de classe (Classroom Objects):

Un livre (book)
Un cahier (notebook)
Un stylo (pen)
Un crayon (pencil)
Une gomme (eraser)
Un tableau (board)
Une chaise (chair)
Une table (desk/table)
Une règle (ruler)
Une trousse (pencil case)
Un sac à dos (backpack)
Une calculatrice (calculator)
Une feuille de papier (sheet of paper)
Un projecteur (projector)
Une carte (map)

Activity 1: Matching Classroom Objects

Flashcards:
Create flashcards with images of classroom objects. Students match the images with the correct French words.
Classroom Scavenger Hunt:
Have students identify and name classroom objects around the room in French. For example, ask: "Où est la règle ?" (Where is the ruler?)

Activity 2: Classroom Dialogue Practice

Example Dialogue:

Student 1: "Où est mon livre ?" (Where is my book?)
Student 2: "Ton livre est sur la table." (Your book is on the table.)

Exercise:
In pairs, students practice asking about the location of classroom objects using phrases like:

"Où est _______ ?" (Where is _______?)
"C’est où _______ ?" (Where is _______?)
"Il est sur la table." (It’s on the table.)
"Il est dans le sac à dos." (It’s in the backpack.)

3. Opinions on School

Objective:
Students will practice expressing their opinions about school subjects and the classroom environment.

Vocabulary:

Les expressions d’opinion (Expressions of Opinion):

J’aime (I like)
Je n’aime pas (I don’t like)
Je préfère (I prefer)
Je déteste (I hate)
C’est intéressant (It’s interesting)
C’est ennuyeux (It’s boring)
C’est difficile (It’s difficult)
C’est facile (It’s easy)
J’ai hâte de (I can’t wait to)
J’ai peur de (I’m afraid of)
Je trouve que (I find that)

Activity 1: Giving Opinions About School Subjects

Sentence Examples:

"J’aime beaucoup les sciences." (I really like science.)
"Je trouve que l’histoire est ennuyeuse." (I find history boring.)
"Le français est facile pour moi." (French is easy for me.)
"Je déteste l’éducation physique." (I hate physical education.)

Exercise:
Have students express their opinions about their favorite and least favorite subjects using the vocabulary and phrases.

Example Sentence Structure:

"J’aime ________ parce que ________." (I like _______ because _______.)
"Je déteste ________ parce que ________." (I hate _______ because _______.)

Activity 2: Pair Work – Discussing School Opinions

Role-play Exercise: Students work in pairs, pretending to be classmates discussing their opinions on school subjects and the classroom environment.

Student 1: "Quelle est ta matière préférée ?" (What is your favorite subject?)
Student 2: "Ma matière préférée est l’anglais parce que c’est facile." (My favorite subject is English because it’s easy.)
Student 1: "Moi, je préfère les mathématiques." (I prefer mathematics.)
Alternatively, students can talk about their opinions on the classroom environment:

"Je trouve que la classe est trop bruyante." (I think the class is too noisy.)
"Le professeur est sympa." (The teacher is nice.)

4. Wrap-up Activity: Survey on Opinions About School

Objective:
Conduct a class survey where students ask each other about their favorite and least favorite school subjects. They will then report back to the class with the results.

Survey Example Questions:

"Quelle est ta matière préférée ?" (What is your favorite subject?)
"Qu’est-ce que tu détestes le plus ?" (What do you dislike the most?)
"Est-ce que tu aimes l’école ?" (Do you like school?)

Students will write down the answers they collect from their classmates and summarize them in a short report.

Assessment and Feedback:

Written Test:
Students complete a short written test, where they match school subjects with their descriptions, name classroom objects from pictures, and write sentences expressing their opinions about school subjects.
Oral Presentation:
Students will present their opinions about school subjects in front of the class using the vocabulary and sentence structures they’ve learned.
Peer Feedback:
Students give each other feedback on their ability to express opinions clearly and accurately.

Speaking: Talking About Your School Day, Expressing Preferences for Subjects

Objective:

To practice speaking about a typical school day in French.
To express preferences about school subjects using appropriate vocabulary and structures.
To ask and answer questions about school subjects and daily activities.

1. Talking About Your School Day

Objective:
Students will learn how to talk about the different parts of their school day, such as when they start, what subjects they have, and when school ends.

Vocabulary and Phrases for School Day Routine:

Se lever (to get up)
S’habiller (to get dressed)
Prendre le petit déjeuner (to have breakfast)
Aller à l’école (to go to school)
Arriver à l’école (to arrive at school)
Commencer les cours (to start lessons)
Les cours commencent à 8h00 (Classes start at 8:00)
Le matin / l’après-midi (in the morning / in the afternoon)
Le déjeuner (lunch)
L'école finit à 15h00 (School ends at 3:00)
Rentrer chez soi (to go home)

Example Sentences:

"Je me lève à 7h00." (I get up at 7:00.)
"Je prends le bus pour aller à l’école." (I take the bus to go to school.)
"Les cours commencent à 8h30." (Classes start at 8:30.)
"Nous avons une pause déjeuner de 12h00 à 12h45." (We have a lunch break from 12:00 to 12:45.)
"Je rentre chez moi à 16h00." (I go home at 4:00.)

Activity 1: School Day Timeline

Create a Timeline:
Students will draw a simple timeline of their school day, marking key events (e.g., getting up, leaving for school, lunchtime, the end of the day).
Speaking Practice:
In pairs, students take turns describing their school day in order based on their timelines.

Student A: "Je me lève à 6h30, puis je prends mon petit déjeuner."
Student B: "Après ça, je vais à l’école à pied."

Question Practice:
Students will ask each other questions about their school day, such as:

"À quelle heure tu te lèves ?" (What time do you get up?)
"Quand commencent les cours ?" (When do classes start?)
"Tu as une pause déjeuner à quelle heure ?" (What time is your lunch break?)

2. Expressing Preferences for Subjects

Objective:
Students will learn how to express their preferences for different school subjects using adjectives and opinion phrases.

Vocabulary and Phrases for Expressing Preferences:

J’aime (I like)
Je n’aime pas (I don’t like)
Je préfère (I prefer)
Je déteste (I hate)
C’est intéressant (It’s interesting)
C’est ennuyeux (It’s boring)
C’est difficile (It’s difficult)
C’est facile (It’s easy)
Mon sujet préféré est... (My favorite subject is...)
Je trouve que... (I find that...)
J’adore (I love)

Example Sentences:

"J’aime beaucoup les mathématiques." (I really like mathematics.)
"Je déteste l’histoire, c’est ennuyeux." (I hate history, it’s boring.)
"Je préfère l’anglais parce que c’est facile." (I prefer English because it’s easy.)
"Le français est intéressant." (French is interesting.)
"J’adore la musique." (I love music.)

Activity 2: School Subject Preferences Role-Play

Pair Activity:
In pairs, students will discuss their favorite and least favorite subjects using the vocabulary and sentence structures provided. Each student should ask their partner about their preferences, and then describe their own.
Example Dialogue:

Student A: "Quelle est ta matière préférée ?" (What is your favorite subject?)
Student B: "Ma matière préférée est l’histoire. Et toi ?" (My favorite subject is history. And you?)
Student A: "J’adore les sciences, mais je n’aime pas les maths." (I love science, but I don’t like math.)

Opinion Follow-Up:
After the initial answer, students can follow up with why they like or dislike a subject. For example:

"Pourquoi tu n’aimes pas les maths ?" (Why don’t you like math?)
"Parce que c’est difficile." (Because it’s difficult.)

Activity 3: Giving Your Opinion to the Class

Group Discussion:
Each student will take a turn to speak in front of the class about their school day and their opinions on various school subjects. Encourage students to use a variety of opinion expressions.
Example:

"Ma journée à l’école commence à 8h00. J’aime les sciences, mais je déteste l’histoire parce que c’est ennuyeux."
(My school day starts at 8:00. I like science, but I hate history because it’s boring.)
"Je préfère la géographie car c’est facile et intéressant." (I prefer geography because it’s easy and interesting.)

3. Additional Practice:

Activity 1: Interview Your Partner

In pairs, students will interview each other about their school day and subjects.

Questions to ask:

"À quelle heure commencent les cours ?" (What time do classes start?)
"Quels sont tes cours préférés ?" (What are your favorite classes?)
"Pourquoi tu n’aimes pas certaines matières ?" (Why don’t you like certain subjects?)
"Que fais-tu après l’école ?" (What do you do after school?)

Activity 2: “School Day Reflection” Writing Exercise

Homework or in-class exercise:
After discussing school subjects and routines, students can write a short paragraph describing their school day, including at least two preferences for subjects and why they like or dislike them.

Example:
"Le matin, je commence mes cours de mathématiques. J’aime les mathématiques, mais je trouve que c’est un peu difficile. Après, nous avons l’histoire, mais je déteste cette matière. L’après-midi, j’ai français, et j’adore le français parce que c’est intéressant."

Assessment and Feedback:

Speaking Test:
Students will have a short speaking test where they describe their school day and express opinions on their favorite and least favorite subjects.
Peer Feedback:
After role-playing and group activities, students will give each other feedback on their speaking skills, focusing on fluency, vocabulary usage, and pronunciation.
Written Reflection:
Students write a reflection on how they feel about their school day, using the vocabulary they have learned to describe their routine and preferences.

Reading: School Life in French-Speaking Countries, Comparing School Systems

Objective:

To develop reading comprehension skills.
To compare school systems in French-speaking countries (such as France, Quebec, and other French-speaking regions).
To build vocabulary related to school life and deepen cultural understanding.

1. Introduction to French-Speaking School Systems

Objective:
Introduce the topic of school life in French-speaking countries, focusing on similarities and differences in school systems.

Discussion Points:

School System Structure:

France: Primary school (école primaire), middle school (collège), and high school (lycée).
Quebec: Elementary school (école primaire), secondary school (école secondaire), and CEGEP (Collège d'enseignement général et professionnel).
Other French-speaking regions: Differences in structure, such as in Belgium, Switzerland, or African countries.

Key Differences:

The age range of students.
The length of school days and holidays.
Subjects taught and their organization.
Evaluation and grading systems.

2. Vocabulary Pre-Teaching

Objective:
Ensure that students are familiar with key vocabulary and expressions related to school life before reading the texts.

Vocabulary:

L’école primaire (primary school)
Le collège (middle school)
Le lycée (high school)
L’enseignement secondaire (secondary education)
Les matières scolaires (school subjects)
Le programme scolaire (curriculum)
Les vacances scolaires (school holidays)
Les examens (exams)
Le baccalauréat (baccalaureate exam in France)
Le CEGEP (College of General and Vocational Education in Quebec)
L’école secondaire (secondary school in Quebec)
Les élèves (students)
Le directeur/la directrice (principal)

3. Reading Texts

Objective:
Students will read short texts that describe school life in different French-speaking countries, then compare and contrast these systems.

Text 1: School Life in France

Text:
In France, the school system is divided into several stages. The first stage is l'école primaire (primary school), which includes l'école maternelle (preschool) and l'école élémentaire (elementary school). After primary school, students attend le collège (middle school) from ages 11 to 15, followed by le lycée (high school), where they prepare for the baccalauréat (a high school diploma required for university). French students have long school days, usually from 8 a.m. to 5 p.m., with a break for lunch. They have holidays several times a year, including a long summer break in July and August.

Text 2: School Life in Quebec

Text:
In Quebec, the school system consists of l'école primaire (elementary school) and l'école secondaire (secondary school). Students in l'école secondaire attend school from ages 12 to 17. After secondary school, students can attend le CEGEP (Collège d'enseignement général et professionnel), which is a two- to three-year post-secondary program. Quebec students generally have shorter school days compared to their French counterparts, often from 8:30 a.m. to 3:00 p.m. School holidays are similar to those in France, with summer vacations lasting about two months.

Text 3: School Life in Belgium

Text:
In Belgium, students attend l'école primaire from ages 6 to 12, followed by l'école secondaire, which lasts for six years. The school system in Belgium is divided into three stages: lower secondary (ages 12-15), upper secondary (ages 15-18), and l'enseignement supérieur (higher education). Students in Belgium have school days that typically run from 8:30 a.m. to 4:30 p.m. The summer vacation lasts from July to August, but there are also two shorter breaks during the school year, in autumn and spring.

4. Comprehension Questions

Objective:
Check students' understanding of the texts through reading comprehension questions.

Example Comprehension Questions:

About France:

What are the three main stages of the French school system?
At what age do French students start attending le collège?
How long is the summer vacation in France?

About Quebec:

What is le CEGEP, and when do students attend it in Quebec?
How long are the school days in Quebec compared to France?

About Belgium:

How long does l'école secondaire last in Belgium?
What are the three stages of the Belgian school system?

5. Comparison of School Systems

Objective:
Students will compare the school systems in the three French-speaking countries and discuss the similarities and differences.

Activity: Comparative Chart

Create a comparative chart where students will fill in details about the school systems in France, Quebec, and Belgium. The chart can include categories such as:

Duration of school day
School structure (primary, secondary, higher education)
School holidays
Key exams (e.g., baccalauréat in France, CEGEP in Quebec)

Example:

Category	France	Quebec	Belgium
School Stages	École primaire, Collège, Lycée	École primaire, École secondaire, CEGEP	École primaire, École secondaire
School Day	8 a.m. – 5 p.m.	8:30 a.m. – 3:00 p.m.	8:30 a.m. – 4:30 p.m.
Main Exams	Baccalauréat	None (focus on CEGEP or secondary diploma)	No national exam, but state diplomas required
Vacation	Long summer break, several holidays	Similar to France, but shorter summer break	Summer vacation, autumn and spring breaks

Activity: Group Discussion

In small groups, students discuss the following questions:

What are the main differences between the French and Quebec school systems?
Which school system do you think is better, and why?
What elements from other French-speaking countries would you like to see in your own school system?

6. Wrap-Up and Reflection

Objective:
Encourage students to reflect on what they’ve learned and share their thoughts about school systems in French-speaking countries.

Discussion:
Ask students to consider:

What surprised them about school life in different French-speaking countries?
How does the school system in their country compare to the ones they read about?

Exit Ticket:
Each student writes one sentence about something they learned about school life in French-speaking countries.

Assessment and Feedback:

Written Response:
Have students write a short paragraph comparing the school system in their own country to one of the French-speaking countries discussed.
Class Discussion:
Give feedback during the group discussion, encouraging the use of vocabulary and expressions learned during the lesson.
Comprehension Test:
Evaluate students' comprehension through the questions and the comparative chart activity.

**Unit 6: La Nature et l’Environnement (Nature and the Environment)

Duration: 3 weeks
Learning Objectives:

Discuss environmental issues, nature, and conservation efforts in French.
Build vocabulary related to nature and environmental activism.

Topics Covered:

Grammar: Use of adjectives to describe nature, comparative and superlative forms.
Vocabulary: Nature, animals, ecological vocabulary, weather.
Speaking: Discussing environmental issues, describing places in nature.
Reading: Texts on the environment, climate change, and environmental movements in French-speaking countries.
Cultural Component: Quebec's natural landscapes and environmental preservation efforts.

Grammar: Using Adjectives to Describe Nature, Comparative and Superlative Forms

Objective:

To learn how to use adjectives to describe nature (e.g., landscapes, weather, animals).
To understand and apply the comparative and superlative forms of adjectives.
To practice using adjectives in comparative and superlative contexts in sentences.

1. Adjectives to Describe Nature

Objective:
Students will learn adjectives to describe natural elements like landscapes, weather, animals, and plants.

Adjectives to Describe Nature:

Paysages (landscapes):

Magnifique (magnificent)
Impressionnant (impressive)
Paisible (peaceful)
Éblouissant (dazzling)
Verdoyant (green, lush)

Animaux (animals):

Gracieux (graceful)
Féroce (ferocious)
Coloré (colorful)
Vif (lively)
Doux (gentle)

Climat (weather):

Chaud (hot)
Froid (cold)
Ensoleillé (sunny)
Pluvieux (rainy)
Nuageux (cloudy)

Plantes (plants):

Fleuri (flowering)
Verdoyant (lush, green)
Fragrant (fragrant)
Épineux (thorny)

Activity 1: Nature Vocabulary Matching

Instructions:
Give students a list of adjectives and ask them to match the adjectives with the correct natural element. For example:

Éblouissant – Paysage (landscape)
Féroce – Animal
Pluvieux – Climat (weather)
Fleuri – Plante (plant)

Follow-Up:
Ask students to create sentences describing nature using the adjectives. For example:

"Le paysage est magnifique et verdoyant." (The landscape is magnificent and lush.)
"Les lions sont des animaux féroces." (Lions are ferocious animals.)

2. Comparative Forms of Adjectives

Objective:
Students will learn how to form and use the comparative form of adjectives to compare two things.

Comparative Structure:

The comparative form of adjectives is created by using plus (more), moins (less), or aussi (as) before the adjective.
Structure:

Plus + adjective (more + adjective)
Moins + adjective (less + adjective)
Aussi + adjective (as + adjective)

Examples:

Le paysage est plus impressionnant que la ville. (The landscape is more impressive than the city.)
L'animal est moins dangereux que l'homme. (The animal is less dangerous than the human.)
Le climat en hiver est aussi froid qu'en automne. (The winter climate is as cold as the fall climate.)

Activity 2: Comparative Sentences Practice

Instructions:
Provide students with pairs of things to compare. Students will then form comparative sentences using the adjectives they’ve learned. For example:

La montagne et la mer (The mountain and the sea)
Le chat et le chien (The cat and the dog)

Examples:

"La montagne est plus haute que la mer." (The mountain is higher than the sea.)
"Le chat est plus calme que le chien." (The cat is calmer than the dog.)

Pair Work:
In pairs, students ask each other questions about nature using the comparative form, such as:

"Quel est le plus beau paysage que tu as vu ?" (What is the most beautiful landscape you’ve seen?)
"Est-ce que le climat ici est plus froid que chez toi ?" (Is the climate here colder than at your place?)

3. Superlative Forms of Adjectives

Objective:
Students will learn how to form and use the superlative form of adjectives to indicate the highest degree of a quality.

Superlative Structure:

The superlative form of adjectives in French is created by using le/la/les + plus (the most) or le/la/les + moins (the least) before the adjective.
Structure:

Le + plus + adjective (the most + adjective)
Le + moins + adjective (the least + adjective)

Examples:

C'est le plus beau paysage que j'ai vu. (It’s the most beautiful landscape I’ve seen.)
Le tigre est le plus féroce des animaux. (The tiger is the most ferocious of animals.)
C’est le climat le plus chaud de l’année. (It’s the hottest climate of the year.)

Activity 3: Superlative Sentences Practice

Instructions:
Students form superlative sentences about nature. For example:

La montagne est la plus haute. (The mountain is the highest.)
Le désert est le plus chaud. (The desert is the hottest.)

Group Activity:
Divide the class into small groups. Have each group compare different natural landscapes or weather conditions using both the comparative and superlative forms. Each group presents their sentences to the class.

Example:
"La forêt amazonienne est la plus grande forêt tropicale du monde. La savane est moins humide que la forêt."

4. Combined Practice: Comparative and Superlative Forms

Objective:
Students will practice using both comparative and superlative forms of adjectives in one exercise, comparing different natural elements and describing them using both structures.

Activity 4: Nature Comparison Challenge

Instructions:
Give students a list of items to compare, and ask them to form both comparative and superlative sentences. Example topics could be:

Montagne, plaine, et forêt (Mountain, plain, and forest)
Plage, lac, et rivière (Beach, lake, and river)
Animaux sauvages, animaux domestiques, et oiseaux (Wild animals, pets, and birds)

Examples:

"La montagne est plus haute que la plaine, mais elle est moins grande que la forêt." (The mountain is higher than the plain, but it is smaller than the forest.)
"Le lac est le plus calme des trois." (The lake is the calmest of the three.)

Class Sharing:
After practicing in pairs or small groups, students share their comparisons and superlative sentences with the class.

5. Wrap-Up and Reflection

Objective:
Consolidate the lesson’s learning by reviewing key grammar points.

Discussion:
Ask students to reflect on the lesson and share one example of a comparative or superlative sentence they created.

"Quel est l’animal le plus gentil ?" (What is the kindest animal?)
"Quel paysage est le plus impressionnant ?" (What landscape is the most impressive?)

Exit Ticket:
Have students write one sentence using both a comparative and a superlative form, describing something in nature.

Assessment and Feedback:

Speaking and Writing Practice:
Evaluate students through their participation in speaking activities and their ability to form correct comparative and superlative sentences in writing.
Worksheet/Homework:
Assign a worksheet where students must write about three different natural landscapes or animals, comparing them using both comparative and superlative forms.
Peer Feedback:
After group presentations, provide peer feedback on how well students used comparative and superlative structures.

Vocabulary: Nature, Animals, Ecological Vocabulary, and Weather

Objective:

To expand students' vocabulary in French related to nature, animals, ecology, and weather.
To practice using these new words in context through different activities and exercises.
To raise awareness of ecological issues and environmental vocabulary.

1. Vocabulary: Nature

Objective:
Introduce students to key vocabulary to describe elements of nature, such as landscapes, trees, plants, and geographical features.

Nature Vocabulary:

La forêt (forest)
La montagne (mountain)
La vallée (valley)
La plage (beach)
Le lac (lake)
Le fleuve (river)
La rivière (stream)
La prairie (meadow)
Le désert (desert)
Le volcan (volcano)
Le paysage (landscape)
Le rocher (rock)
Le sommet (summit)

Activity 1: Nature Vocabulary Matching

Instructions:
Give students a list of nature words and a set of images or descriptions. Students will match each word to the correct image or description.
Follow-Up:
Ask students to describe these natural features using the vocabulary they just learned. For example:

"La forêt est très verte et dense." (The forest is very green and dense.)
"Le sommet de la montagne est enneigé." (The mountain summit is snowy.)

2. Vocabulary: Animals

Objective:
Introduce key animal-related vocabulary, focusing on wild animals, domestic animals, and their characteristics.

Animal Vocabulary:

Le lion (lion)
Le tigre (tiger)
L’éléphant (elephant)
Le girafe (giraffe)
Le dauphin (dolphin)
Le cheval (horse)
Le chien (dog)
Le chat (cat)
Le poisson (fish)
L’oiseau (bird)
Le lapin (rabbit)
Le serpent (snake)
L’ours (bear)
Le léopard (leopard)

Activity 2: Animal Characteristics

Instructions:
Have students match animals with their corresponding adjectives, such as:

Le lion – Féroce (ferocious)
Le dauphin – Intelligent (intelligent)
Le chat – Indépendant (independent)
Le cheval – Rapide (fast)

Follow-Up:
In pairs, students describe their favorite animal using adjectives. Example:

"Le lion est très grand et féroce." (The lion is very big and ferocious.)
"Le dauphin est intelligent et amical." (The dolphin is intelligent and friendly.)

3. Vocabulary: Ecological Vocabulary

Objective:
Introduce key vocabulary related to ecology, environmental issues, and conservation.

Ecological Vocabulary:

L’écologie (ecology)
L’environnement (environment)
La pollution (pollution)
La biodiversité (biodiversity)
Le réchauffement climatique (global warming)
Le changement climatique (climate change)
Les énergies renouvelables (renewable energy)
Le recyclage (recycling)
Les déchets (waste)
La déforestation (deforestation)
Les espèces menacées (endangered species)
Le développement durable (sustainable development)
La conservation (conservation)
L’extinction (extinction)

Activity 3: Ecological Vocabulary in Context

Instructions:
Show a short video or a set of pictures related to environmental issues (e.g., pollution, deforestation, endangered species). Ask students to identify the ecological vocabulary in the video or pictures.
Follow-Up:
Have students write a few sentences about an environmental issue using the new vocabulary. For example:

"La pollution de l’air affecte la biodiversité." (Air pollution affects biodiversity.)
"Les énergies renouvelables sont importantes pour lutter contre le réchauffement climatique." (Renewable energies are important to fight global warming.)

4. Vocabulary: Weather

Objective:
Introduce students to weather-related vocabulary, including temperature, weather conditions, and seasons.

Weather Vocabulary:

Le temps (weather)
Il fait chaud (It’s hot)
Il fait froid (It’s cold)
Il pleut (It’s raining)
Il neige (It’s snowing)
Il y a du vent (It’s windy)
Le soleil (sun)
Les nuages (clouds)
L’arc-en-ciel (rainbow)
Le brouillard (fog)
Les orages (thunderstorms)
Les températures (temperatures)
Les saisons (seasons)

Le printemps (spring)
L’été (summer)
L’automne (fall)
L’hiver (winter)

Activity 4: Weather Descriptions

Instructions:
Have students describe the weather in different seasons using the vocabulary learned. For example:

"En été, il fait chaud et il y a du soleil." (In summer, it’s hot and sunny.)
"En hiver, il neige et il fait froid." (In winter, it snows and it’s cold.)

Pair Work:
Students pair up and ask each other about the weather in their city or country, using the vocabulary.

"Quel temps fait-il aujourd’hui ?" (What’s the weather like today?)
"Il pleut, et il fait froid." (It’s raining, and it’s cold.)

5. Wrap-Up and Reflection

Objective:
Review and consolidate the new vocabulary learned throughout the lesson.

Class Discussion:
Ask students to share one interesting thing they learned about nature, animals, ecology, or weather in French. For example:

"J’ai appris qu’il existe beaucoup d’animaux menacés." (I learned that there are many endangered animals.)
"Le recyclage est très important pour protéger l’environnement." (Recycling is very important to protect the environment.)

Exit Ticket:
Have students write one sentence using at least three vocabulary words from the lesson. Example:

"La forêt est magnifique, mais elle est menacée par la déforestation." (The forest is magnificent, but it’s threatened by deforestation.)

Assessment and Feedback:

Vocabulary Quiz:
After the lesson, give students a quiz where they match French vocabulary words with their English meanings and use them in context.
Speaking and Writing Practice:
Assess students based on their ability to use the new vocabulary in both written and spoken form during activities.
Peer Feedback:
After group work, encourage students to give feedback on each other’s vocabulary usage and sentences.

Speaking: Discussing Environmental Issues & Describing Places in Nature

Objective:

To improve students’ ability to discuss environmental issues in French.
To practice describing natural landscapes, places in nature, and ecosystems.
To encourage students to express their opinions on environmental topics.

1. Warm-Up: Nature and Environment Vocabulary Review

Objective:
Activate prior knowledge of vocabulary related to nature and the environment.

Activity 1: Vocabulary Brainstorming

Instructions:
Write the following categories on the board:

Nature (e.g., forest, mountain, lake, river)
Animals (e.g., lion, whale, endangered species)
Ecology (e.g., pollution, recycling, global warming)
Weather (e.g., sunny, rainy, windy, temperature)

Task:
In pairs or small groups, students brainstorm as many words as they can for each category. After a few minutes, ask students to share their answers with the class.
Follow-Up:
Discuss with the class how these vocabulary words are related to environmental issues and places in nature.

2. Describing Places in Nature

Objective:
Help students practice describing different natural landscapes and places using adjectives, prepositions, and vocabulary related to nature.

Activity 2: Describing Natural Places

Instructions:
Show the students pictures of different natural places (e.g., forests, beaches, mountains, deserts). Ask students to describe the images in detail. Encourage them to use as many adjectives as possible to describe the scenery (e.g., beautiful, peaceful, vast, lush).
Questions for Discussion:

"Où est-ce que cette photo a été prise?" (Where do you think this picture was taken?)
"Comment décririez-vous cet endroit?" (How would you describe this place?)
"Quelles sensations ressentez-vous en voyant cet endroit?" (What feelings do you experience when seeing this place?)
"Est-ce que cet endroit est calme ou bruyant?" (Is this place calm or noisy?)

Example Descriptions:

"Cette forêt est très dense et verte. Il y a beaucoup d'arbres et on entend le chant des oiseaux." (This forest is very dense and green. There are many trees, and you can hear the birds singing.)
"La plage est magnifique, avec du sable doré et de l’eau claire. C’est un endroit idéal pour se détendre." (The beach is magnificent, with golden sand and clear water. It’s an ideal place to relax.)

Group Work:
In small groups, ask students to choose a place in nature (real or imagined) and describe it in detail. Each group member should contribute to the description.

3. Discussing Environmental Issues

Objective:
Help students engage in conversations about environmental issues, expressing their opinions, concerns, and possible solutions.

Activity 3: Debate on Environmental Issues

Instructions:
Divide the class into two groups. Each group will discuss one side of an environmental issue, such as:

"La déforestation" (Deforestation)
"Le réchauffement climatique" (Global warming)
"La pollution des océans" (Ocean pollution)
"La protection des espèces en danger" (Endangered species protection)

Preparation:
Give each group some basic facts or prompts related to their topic. For example:

La déforestation:

"La déforestation cause la perte de biodiversité." (Deforestation causes the loss of biodiversity.)
"Le recyclage peut aider à réduire la pollution." (Recycling can help reduce pollution.)

Le réchauffement climatique:

"Le réchauffement climatique affecte les habitats naturels." (Global warming affects natural habitats.)
"Les énergies renouvelables sont essentielles pour lutter contre le réchauffement climatique." (Renewable energies are essential to fight global warming.)

Task:
Groups will prepare arguments for or against the topic. After preparation, each group will present their ideas to the class. Encourage students to express their opinions and provide reasons for their beliefs.
Sample Discussion Questions:

"Quelles sont les causes de la déforestation?" (What are the causes of deforestation?)
"Comment pouvons-nous lutter contre le réchauffement climatique?" (How can we fight global warming?)
"Pourquoi est-il important de protéger les espèces menacées?" (Why is it important to protect endangered species?)

Follow-Up:
After the debate, allow students to discuss their personal opinions on the issue. For example:

"Qu’est-ce que toi, tu fais pour protéger l’environnement?" (What do you do to protect the environment?)

4. Role-Playing: Environmental Activists and Tourists

Objective:
Give students the opportunity to role-play a conversation between an environmental activist and a tourist in a natural place.

Activity 4: Role-Play – Environmental Activist vs. Tourist

Instructions:
Assign students to work in pairs. One student will be an environmental activist, and the other will be a tourist visiting a natural place. The activist will explain environmental issues related to that place, and the tourist will ask questions or respond with their opinions.
Role-Play Scenario Examples:

Activist: "Le réchauffement climatique affecte cette région, et les glaciers fondent chaque année. Nous devons agir maintenant!"
Tourist: "C’est horrible! Que puis-je faire pour aider à préserver cet endroit?"
Activist: "La déforestation est un problème ici. Nous devons planter plus d’arbres et utiliser des ressources durables."
Tourist: "J’ai entendu parler de l'impact du plastique dans les océans. Est-ce que ce site naturel est aussi menacé par cela?"

Follow-Up:
After the role-play, ask students to share what they learned during the conversation. Have each pair present a short summary of their discussion.

5. Wrap-Up and Reflection

Objective:
Consolidate the lesson by encouraging students to reflect on what they have learned and practiced during the class.

Class Reflection:

Group Discussion:

"Qu’est-ce que vous avez appris sur les problèmes environnementaux?" (What did you learn about environmental issues?)
"Quel est l'endroit naturel que vous préférez et pourquoi?" (What natural place do you prefer and why?)
"Pensez-vous que les jeunes peuvent changer quelque chose pour l'environnement?" (Do you think young people can change something for the environment?)

Exit Ticket:
As an exit ticket, ask each student to write one sentence about an environmental issue they care about and how they think it can be solved. For example:

"Je pense que le recyclage peut réduire la pollution plastique." (I think recycling can reduce plastic pollution.)

Assessment and Feedback:

Speaking Assessment:
Evaluate students on their participation in debates, role-plays, and discussions based on fluency, pronunciation, use of appropriate vocabulary, and engagement with the topic.
Peer Feedback:
After each activity, encourage peer feedback on speaking skills, helping students improve their confidence and language use.

Reading: The Environment, Climate Change, and Environmental Movements

Objective:

To expose students to written texts in French about environmental issues.
To improve reading comprehension and vocabulary related to climate change and ecological movements.
To introduce students to environmental movements and their impact in French-speaking countries.

1. Introduction to Environmental Issues in French

Objective:
Activate prior knowledge of environmental issues and introduce the vocabulary that will appear in the reading texts.

Activity 1: Brainstorming Vocabulary

Instructions:
Write the following categories on the board:

Les problèmes environnementaux (environmental problems)
Les solutions écologiques (ecological solutions)
Les mouvements écologiques (environmental movements)

Task:
In pairs or small groups, students brainstorm and list words or phrases related to these categories. After 5-10 minutes, ask the students to share their answers with the class.
Example Vocabulary:

La pollution (pollution)
Le réchauffement climatique (global warming)
Les énergies renouvelables (renewable energies)
La déforestation (deforestation)
L’extinction des espèces (species extinction)
Les éco-citoyens (eco-citizens)
Les actions de conservation (conservation actions)

2. Reading Texts on Environmental Issues

Objective:
Read and analyze texts about environmental problems, climate change, and environmental movements in French-speaking countries.

Text 1: Climate Change in France

Title: Le Changement Climatique en France

Le changement climatique est un problème majeur en France. Ces dernières années, les températures moyennes ont augmenté de manière inquiétante. Les experts disent que la France pourrait subir des vagues de chaleur plus longues et plus intenses, des sécheresses prolongées, ainsi que des inondations dues à la montée du niveau des mers. Les régions du sud de la France, en particulier, risquent d’être les plus touchées.

Pour lutter contre ce phénomène, le gouvernement français a pris plusieurs mesures, telles que la promotion des énergies renouvelables, la réduction des émissions de gaz à effet de serre et l’encouragement des transports publics. De plus, des associations écologiques, comme Greenpeace France, œuvrent pour sensibiliser la population et faire pression sur les gouvernements pour qu’ils agissent rapidement.

Questions for Comprehension:

Quelles sont les conséquences du changement climatique en France mentionnées dans le texte? (What are the consequences of climate change in France mentioned in the text?)
Quelles mesures le gouvernement français a-t-il prises pour lutter contre le changement climatique? (What measures has the French government taken to combat climate change?)
Quelle est l’action des associations écologiques comme Greenpeace France? (What is the action of ecological associations like Greenpeace France?)

Text 2: Environmental Movements in Quebec

Title: Les Mouvements Écologiques au Québec

Le Québec, comme beaucoup d’autres régions du monde, fait face à des défis environnementaux importants. Les mouvements écologiques québécois sont de plus en plus influents et se battent pour la protection de l'environnement, la réduction des émissions de gaz à effet de serre et la lutte contre la déforestation. Des groupes comme l'Association québécoise de lutte contre la pollution atmosphérique (AQLPA) militent pour des politiques plus écologiques.

Les jeunes québécois jouent également un rôle crucial dans ces mouvements. Des manifestations pour le climat ont lieu chaque année, où des milliers de jeunes se rassemblent pour demander des actions plus concrètes contre le réchauffement climatique. Des personnalités publiques, comme la militante Greta Thunberg, ont également contribué à inspirer cette génération engagée.

Questions for Comprehension:

Quels défis environnementaux sont mentionnés pour le Québec? (What environmental challenges are mentioned for Quebec?)
Comment les jeunes québécois participent-ils aux mouvements écologiques? (How do young people in Quebec participate in ecological movements?)
Quel est le rôle des personnalités publiques comme Greta Thunberg dans ces mouvements? (What is the role of public figures like Greta Thunberg in these movements?)

3. Vocabulary Practice

Objective:
Reinforce key vocabulary from the texts through various exercises.

Activity 2: Vocabulary Matching

Instructions:
Match the following French vocabulary words with their English equivalents. Students can work individually or in pairs.

La déforestation
Les gaz à effet de serre
L’énergie renouvelable
Les manifestations
Les inondations
L'extinction des espèces

Possible Answers:

La déforestation – Deforestation
Les gaz à effet de serre – Greenhouse gases
L’énergie renouvelable – Renewable energy
Les manifestations – Demonstrations
Les inondations – Floods
L'extinction des espèces – Species extinction

Activity 3: Fill in the Blanks

Instructions:
Complete the sentences with the correct vocabulary words from the list.

Le _________ est un phénomène où la température mondiale augmente à cause des activités humaines.
Les _________ sont responsables de la pollution de l’air et du réchauffement climatique.
Il faut encourager l’utilisation des _________ pour produire de l’énergie propre.
Les _________ sont souvent organisées pour sensibiliser la population aux enjeux environnementaux.

4. Discussion: Environmental Movements in French-Speaking Countries

Objective:
Engage students in a discussion about environmental movements in French-speaking countries, encouraging them to use the vocabulary and ideas they’ve learned.

Activity 4: Group Discussion

Instructions:
In small groups, discuss the following questions:

Quels sont les principaux problèmes environnementaux dans votre pays ou région? (What are the main environmental issues in your country or region?)
Comment les mouvements écologiques dans les pays francophones influencent-ils les politiques environnementales? (How do ecological movements in French-speaking countries influence environmental policies?)
Quelles actions individuelles pouvons-nous prendre pour lutter contre le réchauffement climatique? (What individual actions can we take to fight global warming?)

Follow-Up:
After the group discussion, ask students to share one idea or solution that they think is effective in addressing environmental issues.

5. Wrap-Up: Reflection

Objective:
Reflect on the importance of environmental protection and the role of French-speaking countries in global ecological efforts.

Activity 5: Personal Reflection

Instructions:
Ask students to write a short reflection (3-5 sentences) about what they learned from the reading texts and class discussion. They should answer:

"Comment les mouvements écologiques influencent-ils le changement climatique?" (How do ecological movements influence climate change?)
"Quelles sont les solutions possibles pour protéger l’environnement dans les pays francophones?" (What are possible solutions to protect the environment in French-speaking countries?)

Assessment and Feedback:

Reading Comprehension:
Assess students on their understanding of the texts, both through their answers to comprehension questions and their ability to discuss the key issues presented.
Vocabulary Application:
Evaluate how well students incorporate vocabulary related to the environment, climate change, and ecological movements during discussions.
Written Reflection:
Review the students' written reflections to ensure they have grasped the key points and have reflected thoughtfully on environmental issues.

**Unit 7: Les Médias et la Technologie (Media and Technology)

Duration: 3 weeks
Learning Objectives:

Understand and discuss the role of media and technology in everyday life.
Explore how media is used in French-speaking communities.

Topics Covered:

Grammar: Conditional tense, expressing opinions and hypotheses.
Vocabulary: Social media, technology, digital culture.
Speaking: Discussing the pros and cons of technology, the impact of social media.
Reading: Articles on the influence of media in Quebec and France.
Cultural Component: Trends in French-speaking media (TV shows, radio stations, influencers).

1. Introduction to the Conditional Tense

Objective:
Explain the structure and use of the conditional tense.

Activity 1: Explanation of the Conditional Tense

Structure: The conditional tense in French is formed by using the future stem of a verb and adding the conditional endings:

-ais (je/tu)
-ait (il/elle/on)
-ions (nous)
-iez (vous)
-aient (ils/elles)

Example Conjugations:

Parler (to speak):

Je parlerais (I would speak)
Tu parlerais (You would speak)
Il/Elle parlerait (He/She would speak)
Nous parlerions (We would speak)
Vous parleriez (You would speak)
Ils/Elles parleraient (They would speak)

Irregular Verbs: Some verbs have irregular stems in the conditional tense, but they still use the same endings. For example:

Être → ser- (je serais)
Avoir → aur- (tu aurais)
Faire → fer- (il ferait)
Aller → ir- (nous irions)

Use of the Conditional:

Hypotheses/Unreal situations:

Si j'avais un million d'euros, je voyagerais autour du monde.
(If I had a million euros, I would travel around the world.)

Polite requests/Offers:

Je voudrais un café, s'il vous plaît.
(I would like a coffee, please.)

Expressing opinions:

Je pense que ce film serait intéressant.
(I think this movie would be interesting.)

2. Practice Activities

Objective:
Practice conjugating verbs in the conditional tense and using the tense to express opinions and hypotheses.

Activity 2: Conjugating Verbs in the Conditional

Instructions:
Give students a list of verbs and ask them to conjugate them in the conditional tense. Start with regular verbs and then move to irregular ones.
Example verbs to conjugate:

Manger (to eat)
Vendre (to sell)
Faire (to do/make)
Avoir (to have)
Être (to be)

Follow-up Activity:
Have students form sentences using the verbs they just conjugated in the conditional. Example:

Si je mangeais plus de légumes, je me sentirais mieux. (If I ate more vegetables, I would feel better.)
Si j'étais riche, j'achèterais une maison. (If I were rich, I would buy a house.)

Activity 3: Hypothetical Situations with "Si" (If)

Instructions:
Explain that the conditional tense is often used after the "si" (if) clause to describe hypothetical situations.
Example structure:

Si + imparfait → conditionnel (If + imperfect → conditional)

Task:
Provide students with hypothetical scenarios, and have them form sentences in the conditional tense.

Si tu avais un super pouvoir, que ferais-tu? (If you had a superpower, what would you do?)
Si nous pouvions aller n'importe où, où irions-nous? (If we could go anywhere, where would we go?)

Follow-Up Discussion:
Have students share their answers with the class. Encourage them to use different verbs and structures.

3. Expressing Opinions with the Conditional

Objective:
Use the conditional tense to express opinions or judgments.

Activity 4: Expressing Opinions

Instructions:
Show students how to use the conditional tense to express opinions, particularly with verbs like penser, croire, and trouver.
Example sentences:

Je pense que ce livre serait intéressant. (I think this book would be interesting.)
Je crois que la solution serait efficace. (I believe that the solution would be effective.)
Je trouve que ce film serait ennuyeux. (I think this movie would be boring.)

Task:
Ask students to create sentences expressing their opinions about various topics (e.g., a movie, a book, a trip) using the conditional tense.

Si tu pouvais visiter un pays, lequel choisirais-tu? (If you could visit any country, which one would you choose?)
Quel genre de musique penses-tu qu'il serait bon d'écouter pour se détendre? (What kind of music do you think would be good to listen to in order to relax?)

Follow-up Discussion:
Have students share their opinions with the class. Encourage students to use different expressions and topics.

4. Conditional for Polite Requests and Offers

Objective:
Teach students how to use the conditional tense for making polite requests or offering help.

Activity 5: Polite Requests and Offers

Instructions:
Explain that the conditional tense is often used for making polite requests or offers, especially in situations where the speaker wants to sound courteous.
Example sentences:

Je voudrais un café, s'il vous plaît. (I would like a coffee, please.)
Pourriez-vous m'aider, s'il vous plaît? (Could you help me, please?)
Est-ce que vous voudriez venir avec nous? (Would you like to come with us?)

Task:
Have students write and practice making polite requests or offers using the conditional tense.

Si tu voulais, nous pourrions aller au cinéma. (If you wanted, we could go to the cinema.)
Je voudrais réserver une table pour deux, s'il vous plaît. (I would like to book a table for two, please.)

Follow-up Practice:
Pair students and have them role-play polite interactions (e.g., at a restaurant, at a store).

5. Wrap-Up and Practice

Objective:
Consolidate understanding of the conditional tense.

Activity 6: Conditional Quiz

Instructions:
Give students a short quiz to assess their understanding of the conditional tense. Include both conjugation and sentence construction.
Example Questions:

Conjugate the verb "être" in the conditional tense (for "je").
Fill in the blank: "Si j'avais plus de temps, je _______ (lire) un livre."
Write a sentence expressing a hypothesis about what you would do if you won the lottery.

Assessment and Feedback:

Grammar Assessment:
Assess students on their ability to correctly conjugate verbs in the conditional tense and apply it to expressing opinions and hypotheses.
Speaking Assessment:
Evaluate students during pair or group activities for fluency and accuracy in using the conditional tense.
Written Reflection:
Have students submit a brief reflection or journal entry expressing their thoughts about a hypothetical situation, using the conditional tense.

1. Introduction to Vocabulary

Objective:
Introduce students to key vocabulary related to social media, technology, and digital culture.

Activity 1: Vocabulary Brainstorming

Instructions:
Start by writing the following categories on the board:

Les réseaux sociaux (social media)
La technologie (technology)
La culture numérique (digital culture)

Task:
In pairs or small groups, students brainstorm as many words or phrases as they can related to each category. After a few minutes, ask students to share their ideas with the class.
Example Vocabulary:

Les réseaux sociaux:

Facebook, Instagram, Twitter, TikTok, YouTube
Un abonné (a follower), un like, un commentaire (a comment), un influenceur (an influencer)

La technologie:

Un smartphone (a smartphone), un ordinateur portable (a laptop), une application (an app), un système d’exploitation (an operating system)

La culture numérique:

Le streaming, les vidéos en ligne (online videos), les blogs, les podcasts, les jeux vidéo (video games)

Follow-up Activity:
Have students use the vocabulary to make a list of their favorite social media platforms, digital tools, or technology, explaining why they like them.

2. Discussion on the Pros and Cons of Technology

Objective:
Enable students to discuss the advantages and disadvantages of technology in everyday life.

Activity 2: Pair Discussion on Technology

Instructions:
Introduce the concept of the pros and cons of technology. Write the following sentence starters on the board to help students structure their thoughts:

Un avantage de la technologie est que... (One advantage of technology is that...)
Un inconvénient de la technologie est que... (One disadvantage of technology is that...)

Task:
Have students discuss in pairs or small groups the pros and cons of technology, using the vocabulary they’ve just learned. Encourage them to explore both positive and negative aspects.
Example Prompts:

Quels sont les avantages des smartphones dans notre vie quotidienne? (What are the advantages of smartphones in our daily life?)
Penses-tu que la technologie peut avoir un impact négatif sur la santé? (Do you think technology can have a negative impact on health?)
Quelles sont les conséquences de l’utilisation excessive des écrans? (What are the consequences of excessive screen time?)

Activity 3: Group Discussion on Technology’s Impact

Instructions:
After the pair discussion, bring the class together for a larger group discussion. Ask students to share the pros and cons they discussed with their partners. Write them on the board.
Example Discussion Points:

Avantages:

Facilite la communication (It facilitates communication)
Permet l’accès à l’information (It provides access to information)
Améliore la productivité (It improves productivity)

Inconvénients:

Provoque la dépendance (It causes addiction)
Réduit les interactions sociales en face à face (It reduces face-to-face social interaction)
Problèmes de sécurité en ligne (Online security issues)

Wrap-Up:
Summarize the main points and ask students if they think technology has more pros or cons overall, and why.

3. Discussion on the Impact of Social Media

Objective:
Encourage students to reflect on how social media affects personal lives and society.

Activity 4: Social Media Impact Survey

Instructions:
Write the following questions on the board for students to answer and discuss:

Quel impact les réseaux sociaux ont-ils sur notre vie sociale? (What impact do social media have on our social life?)
Les réseaux sociaux sont-ils bénéfiques ou nuisibles pour les jeunes? (Are social media beneficial or harmful for young people?)
Comment les réseaux sociaux influencent-ils notre façon de communiquer? (How do social media influence the way we communicate?)

Task:
Ask students to take 5-10 minutes to answer the questions individually, then have them discuss their answers in small groups. Encourage students to provide examples from their own experiences or things they’ve seen online.

Activity 5: Debating the Positive and Negative Effects of Social Media

Instructions:
Divide the class into two groups: one will argue that social media is more beneficial, and the other will argue that it is more harmful. Each group will prepare arguments and examples to support their position.
Task:

Group 1 (Positive):
Argue that social media helps people stay connected, raises awareness about important issues, and provides educational content.
Example: Les réseaux sociaux permettent de maintenir des relations à distance. (Social media allow people to maintain relationships over long distances.)
Group 2 (Negative):
Argue that social media contributes to mental health issues, spreads misinformation, and negatively impacts face-to-face interactions.
Example: Les réseaux sociaux peuvent mener à l’isolement social. (Social media can lead to social isolation.)

Follow-up:
After the debate, ask students to share their opinions. Which side do they agree with more? Why? This allows students to use the vocabulary they’ve learned in a structured conversation.

4. Vocabulary Practice

Objective:
Reinforce the vocabulary learned in the lesson.

Activity 6: Vocabulary Quiz

Instructions:
Conduct a short quiz or game (like Kahoot!, Quizlet, or a simple written quiz) where students match words with definitions or fill in the blanks using the vocabulary they’ve learned.
Example Questions:

Quel est le terme pour ‘follower’ en français? (What is the French word for ‘follower’?)

Réponse: Un abonné

Complétez la phrase : “_________ est un réseau social très populaire auprès des jeunes.” (Complete the sentence: "_________ is a very popular social media platform among young people.")

Réponse: Instagram

5. Wrap-Up and Reflection

Objective:
Reflect on the impact of technology and social media.

Activity 7: Personal Reflection

Instructions:
Ask students to write a short reflection (3-5 sentences) on the role of social media and technology in their lives. They should address:

Quels sont les effets positifs et négatifs des réseaux sociaux selon toi? (What are the positive and negative effects of social media according to you?)
Comment penses-tu que la technologie va évoluer dans les prochaines années? (How do you think technology will evolve in the next few years?)

Assessment and Feedback:

Speaking Assessment:
Evaluate students during pair/group discussions and the debate, paying attention to their use of vocabulary and the quality of their arguments.
Vocabulary Practice:
Assess students’ understanding of the vocabulary through the quiz or written exercises.
Written Reflection:
Review students’ reflections for clarity of thought, vocabulary usage, and engagement with the topic.

For a reading activity focusing on the influence of media in Quebec and France, aelectarticles that discuss topics like the role of media in shaping public opinion, the impact of social media, and the evolution of traditional media in these regions. These articles can be used to help students explore how media influences culture, politics, and social behavior in French-speaking societies.

Here’s a proposed plan and some resources for reading materials:

Reading: The Influence of Media in Quebec and France

Objective:

To analyze and understand the role of media (traditional and digital) in Quebec and France.
To compare the influence of media in the two regions and identify similarities and differences.
To build vocabulary and comprehension related to media, communication, and cultural influence in French.

1. Introduction to Media Influence in Quebec and France

Objective:
Provide students with an overview of the role of media in shaping public opinion, behavior, and culture in Quebec and France.

Activity 1: Discussing the Role of Media

Instructions:
Start by discussing what students know about media in Quebec and France. Some questions to guide the discussion:

Quel rôle les médias jouent-ils dans la société québécoise? (What role do the media play in Quebec society?)
Comment les médias influencent-ils l'opinion publique en France? (How do the media influence public opinion in France?)
Quelles sont les principales différences entre les médias en France et au Québec? (What are the main differences between media in France and Quebec?)

Vocabulary Preview:
Go over key vocabulary terms that will appear in the articles:

Les médias (media)
La presse (the press)
Les réseaux sociaux (social media)
L’opinion publique (public opinion)
L’information (information)
La liberté de la presse (freedom of the press)
La télévision (television)
Les influenceurs (influencers)

2. Reading Materials

Objective:
Read articles about the influence of media in Quebec and France, followed by discussion and analysis.

Activity 2: Reading Articles on Media Influence

Instructions:
Present students with two short articles: one discussing the influence of traditional media (TV, newspapers) and digital media (social media, influencers) in Quebec, and the other focusing on the same topics in France. You can either provide excerpts or full articles, depending on your class's level.

Article 1: Influence of Media in Quebec

Title: L'impact des médias sur la culture québécoise (The Impact of Media on Quebec Culture)

This article could explore:

The rise of local media in Quebec and its role in preserving French-language culture.
The role of television stations like Radio-Canada and TVA.
The impact of social media on younger generations in Quebec.
How media in Quebec reflects regional and political identities, with a focus on Québécois nationalism.

Sample Text Excerpt:
"Les médias québécois jouent un rôle essentiel dans la diffusion de la culture locale, qu'il s'agisse de la musique, des films ou de la politique. Cependant, l'influence croissante des médias sociaux a modifié les façons dont les Québécois s'informent, surtout parmi les jeunes générations. Des plateformes comme Instagram et YouTube influencent largement les opinions et les comportements."

Article 2: Influence of Media in France

Title: L'influence des médias en France: tradition et évolution (The Influence of Media in France: Tradition and Evolution)

This article could discuss:

The history of Le Figaro and Le Monde as influential newspapers in France.
The political and cultural role of French television, such as France 2 and Canal+.
The rise of influencers and digital content creators in France, and how they affect consumer behavior.
Media regulation and the issue of fake news in the French context.

Sample Text Excerpt:
"En France, les médias traditionnels ont longtemps dominé le paysage médiatique, mais l'avènement des réseaux sociaux a radicalement changé la manière dont les Français consomment l'information. Les influenceurs, notamment sur YouTube et Instagram, ont un pouvoir considérable, surtout auprès des jeunes, et redéfinissent les relations entre les marques et le public."

3. Comprehension and Analysis

Objective:
Students will demonstrate their understanding of the reading and engage in a critical analysis of the articles.

Activity 3: Comprehension Questions

Instructions:
After reading the articles, students will answer comprehension questions to check their understanding of the main ideas and details in the texts.
Questions for Article 1 (Quebec):

Comment les médias québécois contribuent-ils à la préservation de la culture locale? (How do Quebec’s media contribute to the preservation of local culture?)
Quel est l'impact des médias sociaux sur les jeunes Québécois? (What is the impact of social media on young Quebecers?)
Pourquoi les médias en ligne sont-ils devenus plus influents que la télévision traditionnelle au Québec? (Why have online media become more influential than traditional television in Quebec?)

Questions for Article 2 (France):

Quels sont les principaux médias traditionnels en France et comment influencent-ils l'opinion publique? (What are the main traditional media in France, and how do they influence public opinion?)
Quels sont les avantages et les inconvénients des influenceurs en France? (What are the advantages and disadvantages of influencers in France?)
Comment la consommation de l'information a-t-elle changé en France avec l’arrivée des réseaux sociaux? (How has information consumption changed in France with the advent of social media?)

Activity 4: Discussion

Instructions:
After answering the questions, students will discuss the following:

Quelles sont les différences principales entre l'influence des médias au Québec et en France? (What are the main differences between the influence of media in Quebec and France?)
Est-ce que vous pensez que les médias en ligne ont plus d'influence que les médias traditionnels? Pourquoi? (Do you think online media have more influence than traditional media? Why?)
Comment les réseaux sociaux influencent-ils les jeunes générations dans votre pays ou région? (How do social media influence young generations in your country or region?)

Follow-up:
Use the discussion to highlight the similarities and differences between media consumption in Quebec and France.

4. Vocabulary Practice

Objective:
Reinforce the new vocabulary related to media and technology.

Activity 5: Vocabulary Matching

Instructions:
Create a matching exercise where students match the French vocabulary from the readings with their English definitions or explanations.
Example Vocabulary Match:

Les influenceurs → (Influencers)
Les médias sociaux → (Social media)
La presse écrite → (Print media)
Les vidéos en ligne → (Online videos)

Follow-up:
Ask students to use the vocabulary in sentences, discussing their personal experiences with media in their own lives.

5. Reflection and Wrap-Up

Objective:
Encourage students to reflect on the importance of media in shaping modern culture.

Activity 6: Reflection on Media’s Influence

Instructions:
Ask students to write a short reflection on the role of media in their lives. They should focus on:

Comment les médias influencent-ils vos opinions et vos comportements? (How do the media influence your opinions and behaviors?)
Quels types de médias préférez-vous consommer et pourquoi? (What types of media do you prefer to consume, and why?)
Pensez-vous que les médias jouent un rôle important dans la société québécoise/française? Pourquoi? (Do you think the media play an important role in Quebec/French society? Why?)

Follow-up:
After completing the reflections, allow students to share their ideas in pairs or small groups.

Assessment and Feedback:

Reading Comprehension: Evaluate the accuracy and depth of students' answers to the comprehension questions.
Speaking Assessment: Monitor the group discussions and reflections for engagement and vocabulary usage.
Written Reflection: Review students’ written reflections for critical thinking and use of new vocabulary.

1. Articles on the Influence of Media in Quebec:

Article 1: "Les médias et l'identité québécoise : un enjeu culturel"

Source: Le Devoir (Quebec)
Summary: This article discusses the role of media in Quebec in shaping regional identity, with a focus on how Quebec’s media reflects its French-language heritage and its unique cultural and political status in Canada. The article examines the challenges faced by Quebec's media landscape as it adapts to the digital age and social media.
Link: Le Devoir - Culture
(Search for articles related to Quebec’s cultural identity and media influence.)

Article 2: "La télévision québécoise à l'ère numérique : défis et transformations"

Source: Radio-Canada
Summary: This article analyzes how Quebec’s television industry is evolving in response to the increasing prevalence of digital media, streaming platforms, and social media. It discusses the impact of new media on traditional broadcasting in Quebec and how local content is being adapted for a digital audience.
Link: Radio-Canada - Médias
(Search for articles on media transformations in Quebec.)

Article 3: "Les réseaux sociaux et l'évolution de l'opinion publique au Québec"

Source: Le Soleil (Quebec City)
Summary: This article explores how social media platforms like Facebook, Instagram, and Twitter have reshaped public opinion in Quebec, especially during political events and social movements. The article touches on the role of digital influencers and the growing importance of social media in political campaigns.
Link: Le Soleil - Médias

2. Articles on the Influence of Media in France:

Article 1: "Les médias français à l'heure du numérique : déclin ou adaptation?"

Source: Le Monde
Summary: This article focuses on the challenges faced by traditional media outlets in France, including newspapers and television, as they adapt to the rise of digital platforms and social media. The article covers issues such as the decline in print media and the rise of digital consumption.
Link: Le Monde - Médias (Search for articles on digital transformation in French media.)

Article 2: "L'influence des influenceurs sur la consommation des jeunes en France"

Source: L'Express
Summary: This article discusses the growing influence of social media influencers in France, particularly among younger generations. It explores how influencers impact consumer behavior, trends, and public opinion, as well as the ethical implications of influencer marketing.
Link: L'Express - Influenceurs

Article 3: "Les médias en France et la révolution numérique"

Source: France 24
Summary: This article examines the evolution of French media in the face of the digital revolution, from the rise of 24-hour news channels to the shift towards online media consumption. It also covers the role of social media in shaping political discourse and the influence of digital platforms on public opinion.
Link: France 24 - Médias

How to Use These Articles in Class:

Pre-Reading Activity:

Introduce key vocabulary related to media in both Quebec and France. Terms like les réseaux sociaux (social media), la presse (the press), and l'opinion publique (public opinion) will be useful for students.
Ask students about their personal media consumption habits. What media outlets do they use? Do they follow influencers? What is the role of media in their daily lives?

Reading Activity:

Have students read the articles individually or in small groups.
Ask them to underline key vocabulary words and phrases related to media influence.
After reading, they can summarize the main points of the article in a few sentences.

Comprehension Questions:

Que sont les principaux défis auxquels sont confrontés les médias traditionnels au Québec et en France ?
(What are the main challenges faced by traditional media in Quebec and France?)
Comment les réseaux sociaux influencent-ils l'opinion publique au Québec et en France ?
(How do social media influence public opinion in Quebec and France?)
Quelle est la place des influenceurs dans les sociétés québécoise et française ?
(What is the role of influencers in Quebec and French societies?)
En quoi la révolution numérique a-t-elle changé la consommation des médias en France ?
(How has the digital revolution changed media consumption in France?)

Discussion Activity:

Break the class into small groups and have them discuss the similarities and differences in media influence between Quebec and France.
Encourage students to think about their personal experiences with social media and traditional media. Do they think one is more influential than the other?

Follow-up Writing:

Ask students to write a brief essay or reflection on how media influences public opinion in their own country or region, using examples from the articles.

**Unit 1: Les Fondements de la Langue (The Foundations of the Language)

Speaking Activities: Simple Dialogues

1. Introductions (Les Présentations)

2. Family (La Famille)

3. Hobbies (Les Loisirs et les Passe-temps)

Wrap-Up Activities

Assessment/Feedback

Grammar Activities & Lessons

1. Conjugation of Regular Verbs in the Present Tense (Les Verbes Réguliers au Présent)

2. Conjugation of Irregular Verbs in the Present Tense (Les Verbes Irréguliers au Présent)

3. Gender and Number Agreement (L'Accord en Genre et en Nombre)

4. Use of Articles (L'Usage des Articles)

Listening Activities for Everyday Situations

1. Listening Exercise: Introductions (Les Présentations)

2. Listening Exercise: Family (La Famille)

3. Listening Exercise: Hobbies and Free Time (Les Loisirs et les Passe-temps)

4. Listening Exercise: At the Store (Au Magasin)

5. Listening Exercise: Weather Forecast (La Météo)

Assessment/Feedback

**Unit 2: La Vie Quotidienne (Daily Life)

Grammar Activities & Lessons

1. Reflexive Verbs (Les Verbes Pronominaux)

2. The Imperative (L'Impératif)

3. Adverbs of Frequency (Les Adverbes de Fréquence)

4. Time Expressions (Les Expressions de Temps)

Vocabulary Activities

1. Daily Activities Vocabulary

2. Leisure Activities Vocabulary

Speaking Activities

1. Describing Daily Routines

Reading Activities

1. Reading: A Day in the Life of a Teenager

Assessment/Feedback

**Unit 3: Les Loisirs et les Passe-temps (Hobbies and Pastimes)

Grammar Activities & Lessons

1. The Near Future Tense (Le Futur Proche)

2. The Use of "Faire" with Activities

3. Possessive Adjectives (Les Adjectifs Possessifs)

Combined Grammar Activity:

Assessment/Feedback

Vocabulary: Sports, Hobbies, Music, and Entertainment

1. Sports Vocabulary (Le Vocabulaire des Sports)

2. Hobbies Vocabulary (Les Loisirs)

3. Music Vocabulary (Le Vocabulaire de la Musique)

4. Entertainment Vocabulary (Le Vocabulaire du Divertissement)

Combined Vocabulary Activity:

Assessment/Feedback

Speaking: Expressing Preferences & Describing Favorite Pastimes

1. Expressing Preferences (Exprimer des Préférences)

2. Describing Favorite Pastimes (Décrire ses Passes-Temps Préférés)

3. Group Activity: "What Would You Do?"

Assessment/Feedback

Reading: Short Articles or Blog Posts About Popular Hobbies in Quebec and France

1. Overview of the Activity

2. Vocabulary and Key Concepts

3. Pre-Reading Activities

4. Reading Activity: Short Article or Blog Post

Article 1: "Les Loisirs Populaires au Québec"

Sample Text (short blog post format):

Article 2: "Les Hobbies Populaires en France"

Sample Text (short blog post format):

5. Post-Reading Discussion and Activities

6. Assessment/Feedback

**Unit 4: La Famille et les Relations Sociales (Family and Social Relations)

Grammar: Possessive Pronouns, "Être" and "Avoir" for Descriptions

1. Possessive Pronouns (Pronoms Possessifs)

Objective:Students will learn to use possessive pronouns in French to indicate ownership or relationships between objects and people.

Possessive Pronouns Overview

Possessive Pronouns in French:

Singular Possessions:

Mon (my – masculine singular)

Ma (my – feminine singular)

Mes (my – plural)

Your Possessions (informal):

Ton (your – masculine singular)

Ta (your – feminine singular)

Tes (your – plural)

His/Her Possessions:

Son (his/her – masculine singular)

Sa (his/her – feminine singular)

Objective:
Students will learn to use possessive pronouns in French to indicate ownership or relationships between objects and people.

Objective:
Students will learn how to use "être" and "avoir" to form descriptions of people, things, and places.