IN THIS ZIPPED FILE:
- text + questions (pdf - 4 pages)
- instructions + answer key (pdf)
- a recording of the text (mpeg-4 just over 2 minutes)
Please let me know if you would like the Word version of the questions and I will be happy to send them to you.
• listen for gist and detail
• review the verbs être / avoir
• review physical descriptions (hair, eyes, height)
• learn to describe personality
• learn about the conventions for writing an email
• practice writing
• inquire and discover the language
MYP CRITERIA COVERED (but of course this can be used if you are not an IB school!)
Criterion B (Strands i, ii, iii)
Criterion D (Strand i, ii)
Previous knowledge required :
• Conjugation of “être” et “avoir”
• Physical descriptions (hair, eyes, height)
• Family members
• Verb “habiter”
• Dates + anniversaire
I usually use this reading text after only a few months of French 1. It’s a challenge for the students because it is a long passage but they quickly find that they know a lot and get excited about tackling it. They don’t need to know personality adjectives to answer the questions! They should be able to work out the answers since “intelligent” and “timide” are cognates.
I like to use this text to encourage them to discover the language and there are many ways to approach it but here is my way!
1) I ask the students to listen to the recording individually or in pairs (if you can use Google classroom to distribute it and have access to headphones, it’s really easy and will allow each student to listen at his / her own pace – great differentiation!) At this point, I ask that they simply listen and write 5 words they understand.
2) I ask them to listen again for a little more information – they should write at least 1 detail about Margot’s dad, mom, brother and sister and Margot herself. (Some students might write more and that’s great!)
3) I ask them to share their findings with a friend.
4) I give the text, we play the recording as a class and they read as they listen and check the info they found.
5) We go through the reading questions attached.
6) We do a “see-think-wonder” routine and plenty of questions come up from the students. This is when I let them make their suggestions to try and answer others’ questions. I encourage them to make connections with other languages they know, with the grammar we have already learned etc. Please see the “regardez, pensez, posez des questions” notes after the answers in the packet.
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