www.maryglasgowplus.com/fr

Teacher’s NotesSeptember / October 2011 ISSN 0957-6215

Pages 2&3 Blog notes

News in BriefOnline extra: Learn more about the International Contemporary Art Fair. Online poll: How do you get to school?

Pages 4&5 My life in France

Welcome to Paris!Presentation of four young people and their extra-curricular activities.Language focus: Introduction, personal information, talking about their activitiesCulture: Extra-curricular activities in FranceOnline activitiy: Verbs in the present tenseOnline extra: A new video: four young people introduce themselves, describe themselves and tell us about what they do on Wednesday afternoonsCD: Let’s introduce ourselves! and Wednesday activities

Pages 6&7 Star

Rihanna in France!Rihanna talks about herself and her concert.Language focus: NumbersCulture: Family, the world of song

Online activitiy: NumbersCD: Competition - Rihanna

Pages 8&9 Giant!

Find us a new outfi t!The jersey colours of the teams taking part in the Rugby World Cup.Language focus: ColorsCulture: The world of rugby, fashionOnline activitiy: Colors CD:The Rugby World Cup

Pages 10&11 Comic

The adventures of Tony ParkerTony Parker visits France with his friend Thierry.Language focus: Presentation, I likeCulture: Life in France, objectsOnline activitiy: French objects

Content overview

Your web teacher code is: 58s66r

Pages 12&13 Games

Exercises and activitiesSchool matters, word searches, numbers, a French town: review whilst having fun!

Page 14 Which country is it?

Read the defi nitions, look at the photos, color in the fl ag and fi nd the French-speaking country.Culture: The French-speaking world

NEWPage 15 The web planet

You’re the reporter!RB1v5 talks about her hobbies.Language focus: Extra-curricular activities, I likeCulture: Extra-curricular activitiesOnline activitiy: Our favorite video

Page 16 Sport

Tony YokaPresentation of a French sportsman.Language focus: PresentationCulture: Discover French sportsmen

Lesson plan 1 Introduce myselfGo to page 2

Lesson plan 2 I can countGo to pages 2-3

Lesson plan 3 What color is it?Go to page 3

With National Standards for Foreign Language

Lesson plan 4 I navigate the French webGo to page 4

NEW

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CDOnline activities

Video Advanced activities

Teaching plan 1

Bienvenue à Paris !Students learn to present personal information.

Objectives• To answer simple personal questions (1.1: Interpersonal Communication)• To present personal information to a web audience (5.1: School and Community)• To write a short biography (1.3: Presentational Communication)

Resource(s) Allons-y ! September / October 2011, pages 4&5www.maryglasgowplus.com/fr

Preparatory taskIntroduce yourself to the class by giving your students some personal information. Talk to a student at a time, giving them a piece of information, then ask the same student the matching question, eg: To student 1: Je m’appelle Jane Miller. Et toi, comment t’appelles-tu ? (Je m’appelle…) To student 2: Mon anniversaire est le 24 mai. Quelle est la date de ton anniversaire ? (Mon anniversaire est le 3 janvier.) To student 3: Je suis neé à New York. Où es-tu né(e) ? (Je suis né(e) à…) To student 4: Je joue du piano et je joue au tennis. Et toi ?

Main activity1 After your students have read the article, ask them

to answer the following questions in writing and in full sentences: Quel âge a Louise ? (Elle a 12 ans.) Elle a combien de frères et sœurs ? (Elle a une sœur.) Comment s’appelle le voisin de Louise ? (Il s’appelle Dorian.) Qu’est-ce que Dorian adore faire ? (Il adore lire.) Il habite à quel étage ? (Il habite au troisième étage.) Quelle est la date d’anniversaire de Gaspard ? (C’est le 3 août.) Il y a combien de chambres dans la maison de Pauline ? (Il y a deux chambres.) Qu’est-ce que Pauline adore ? (Elle adore les chats.)2 Now ask students to log on to the Mary Glasgow website

and to write their profi le on the Mon espace page (www.mg-plus.net/eleves) to introduce themselves to Allons-y ! readers. Remind them that we do not show their contact details or details of their school for security reasons and only students subscribing to our magazines can communicate with them.

ExtensionAs a homework assignment and in order to consolidate what they have learnt in this article ask students to write a short biography of their favorite star by giving personal information about the star, the star’s family, where the star lives, their favorite pastimes, and information about the star’s home (they could invent this part of the assignment).

Teaching plan 2

Rihanna est en France !Students learn to engage in an exchange to do with numbers up to 100.

Objectives• To answer simple questions to do with personal information (1.1: Interpersonal Communication)• To practice reading strategies (1.2: Interpretive Communication)• To practice numbers up to a 100 (4.1: Language Comparisons)• To say telephone numbers in the French way (2.1: Practices of Culture)

Resource(s)Allons-y ! September / October 2011, pages 6&7

Preparatory taskCheck your students’ knowledge of American superstar Rihanna by asking them questions such as: Connaissez-vous Rihanna ? Quelle est sa nationalité ? (Elle est américaine.) Quelle est sa profession ? (Elle est chanteuse et actrice.) Quel âge a-t-elle ? Où habite-t-elle ?

According to a survey carried out by the Jeunesse

Ouvrière Chrétienne organization, the activities

that take the majority of leisure time of French

people are evenings with friends (59.4%), sports

(33.84%), video games and the Internet (25.17%)

and television (24.11%). Among less popular

activities are reading (12.49%), artistic and

manual activities (9.88%) and concerts (7.87%).

Evenings with friends are popular mainly for the

19-21 year-olds, and sports are more popular with

13 to 14-year-olds. However, some 62% of young

people think that they don’t have enough

leisure time!

Leisure time of French peopleCulture box

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Quelles chansons connaissez-vous ? A-t-elle des frères et sœurs ? Est-ce qu’elle aime les animaux ? Note the answers on the board.

Main activity1 Students scan the article and check if the information

they gave you is in the article and if it is correct. 2 Ask students to read the article again to say whether the following statements are vrai (true), faux (false) or pas mentionné (not mentioned in the article): Rihanna a vingt-cinq ans. (faux, vingt-trois ans) Après le concert à Paris, elle fait un concert à Marseille. (pas mentionné) Son anniversaire, c’est le 20 février. (vrai) Le jour de son anniversaire, elle fait une fête avec ses amies. (faux, sa famille) Son frère Rorrey a 21 ans. (pas mentionné) DJ est le nom de son chat. (faux, son chien) Au concert de Paris, elle chante 15 chansons. (vrai) Aux États-Unis, elle a cinquante-sept robes. (pas mentionné)3 In pairs, students do the activity in the article Rihanna

est en France ! on numbers. If necessary review numbers in French up to one hundred beforehand. Go through the answers in class.

ExtensionTeach your students how to say telephone numbers in French. They are grouped in pairs of digits. For example, the telephone number 0453276891 would be given as zéro quatre, cinquante-trois, vingt-sept, soixante-huit, quatre-vingt-onze. To practice numbers, students work in pairs. They take turns in giving telephone numbers (their own friends & families/made up ones) in the French way to their class friend who repeats them. Finally, ask individual students to give telephone numbers to the whole class which repeats them chanting.

Teaching plan 3

Géant !Students learn to describe colorful outfits.

Objectives• To recycle vocabulary on clothes & colors (4.1: Language Comparisons)• To practice reading comprehension (1.2: Interpretive Communication)• To practice the use of adjectives (4.1: Language Comparisons)• To use clothes & color vocabulary for description (1.3: Presentational Communication)

Resource(s)Allons-y ! September / October 2011, pages 8 & 9

Preparatory taskReview colors by showing students color pictures of people wearing colorful clothes cut out from fashion magazines or on the Internet. Point at a picture of a model and say, for example: Il porte une chemise blanche, une veste marron et un pantalon noir. Elle porte une jupe rouge, un chemisier jaune et des chaussures vertes. Once students are familiar with the vocabulary, test them by showing them pictures of models and asking them Que porte la fille / le garçon / l’homme / la femme ? (Elle porte une robe bleue, un pull vert et des chaussures marron. Il porte un short gris, un tee-shirt rose et un chapeau jaune.)

Main activity1 After your students have read the text, have them

complete the following sentences: Les couleurs du maillot 1 sont ---- (bleu, blanc et rouge) Bleu est la couleur du ---- du maillot 2. (chapeau) Le sweat du ---- est bleu et rouge. (maillot 4). Le ballon pour le maillot 2 est ---- et ---- . (rose, orange) Pour le maillot 3, il y a un ---- tricolore, un tee-shirt ---- et un ---- bleu et rouge. (drapeau, bleu, ballon)2 Make sure students know that adjectives of color always

come after a noun and that they must agree with it in gender and number: Une robe rouge, des robes rouges. Un tee-shirt vert, des tee-shirts verts, des chaussettes vertes. Un pantalon blanc, une chemise blanche. Marron and orange are invariable: un pull marron, des pulls marron. Compound colors are also invariable: des yeux gris-bleu, bleu clair, bleu foncé.3 Give your students the multiple-choice sentences and

have them find the right form of adjective of color: For example: des robes… (a) blancs; (b) blanche; (c) blanches - une chemise… (a) marron ; (b) marronne ; (c) marrone - des chaussettes… (a) vertes ; (b) verts ; (c) vert - des yeux… (a) bleus-verts ; (b) bleu-verts ; (c) bleu-vert.

ExtensionStudents work in small groups of four. They take it in turns to describe a class friend’s clothes and eye color. The others guess who it is. For homework students take a picture of themselves in their favorite outfit and label it with the clothes and color vocabulary. Encourage students to send their pictures to our website www.mg-plus.net/ae.

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ALLONS-Y! Vol. 19 September/October 2011ALLONS-Y is published fi ve times during the school year: Sept./Oct., Nov./Dec., Jan./Feb., Mar/Apr., May/June, by Scholastic Inc.Offi ce of Publication: 2931 E. McCarty Street, PO Box 3710, Jefferson City, MO 65101-4464. Prices: $7.99 each per year for 10 or more subscriptions to the same address; $24.95 each for 1 – 9 subscriptions (student editions) per year; $29.95 each for 1 – 9 subscriptions (teacher editions) per year; $5.50 single student copy; $6.50 single Teacher’s Edition copy. Periodical postage paid at Jefferson City, MO 65101-4464 and at additional mailing offi ces. POSTMASTERS: send address changes or and communications relating to subscriptions to Offi ce of Publication, ALLONS-Y 2931 E. McCarty Street, P.O.Box 3710, Jefferson City, MO 65101-4464. Canadian Subscriptions: CPC Agreement No. 1471155, send address corrections to: Scholastic Canada Ltd., 175 Hillmount Road, Markham, ONL6C 1Z7. for Canadian subscription information call toll-free 1-888-752-4690. PRINTED IN THE U.S.A. by Quebecor World, 760 Fujitec Drive, Lebanon, Ohio 45036.Directeur de la Publication: Gordon Knowles

PRINTED IN U.S.A. Contains a minimum of 10% post-consumer waste

Teaching plan 4

www.maryglasgowplus.com/fr Students familiarize themselves with our website and watch a video of their choice.

Objectives • To log on to our French website (5.1: School and Community)• To fi nd out about and answer questions on our website’s features (3.2: Acquiring Information | 1.1: Interpersonal Communication)• To practice listening (1.2: Interpretive Communication)• To role play a dialogue (1.3: Presentational Communication)• To build vocabulary on the topic of New Media (4.1: Language Comparisons)

Resource(s)www.maryglasgowplus.com/frwww.maryglasgowplus.com/fr/video

Objectives • Create an account for www.maryglasgowplus.com site• Explore and navigate the site comfortably• Build internet vocabulary

Preparatory taskShow your students how to log on to the French site of Mary Glasgow – they will need their student code which is printed on the cover of Allons-y !, a username, a password and an email address. Remind them of the basic principles of cyber safety. Never post any personal information or photos which might identify them. Encourage them to explore our website. Once they are familiar with the site, ask them some questions about its

contents. For example: En plus de la rubrique accueil, quelles sont les autres rubriques de la page d’accueil ? (élèves, professeurs, actualités, vidéos, chat, magazines, trouver des amis, mon espace, actualités des élèves, ressources) Quel est le sujet de la dernière vidéo ? Comment s’appelle l’élève du mois ? Quand tu cliques sur vidéos pour Allons-y !, il y a combien de vidéos ? Quel est le titre de la vidéo la plus récente ?

Main activity1 Have students work in small groups of four and choose a

video to watch, several times if necessary. 2 In the meantime print out the transcripts the groups have

chosen and hand them to the groups. They then play the various roles by reading the transcript and imitating as much as possible the expressions and the accent of the people in the video. 3 After they have fi nished, ask them to make changes to

the original script by altering some words and to practice role playing their ‘new’ script. More advanced students could add their own words and expressions, write a few complementary sentences or even come up with a completely new script.4 Finally, have the group act out their ‘new’ scripts in front

of the class.

ExtensionGive your students the following French words which relate to the vocabulary of the Internet and have them translate them – they could extent this list with words from our website and create their very own Internet glossary in French: la page d’accueil, un document, un ordinateur, cliquer, un site Internet, le mot de passe, taper, accéder, télécharger, le bouton, se connecter, une session

Editor: Karine Couly Author: Halim Benzine Layout: David Dutch

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