Computer Assisted Language Learning
2000, Vol. 13, No. 3, pp.291-295
Edwina Spodark - Pedagogical Applications for the Single Computer
Teaching Station: A Case Study in French Language Instruction
Summary: The majority of foreign language classes today are not taught in
multimedia, Internet-connected classrooms equipped with computers for
each student and an integrated projection system for the teacher. The
instructional reality that exists for many practicing teachers dictates that
incorporating technology into a foreign language classroom consists of a
single computer teaching station hooked to the Internet; the unit sits at the
front of the classroom with the monitor facing the students. This paper takes
into account the limitations imposed on foreign language instruction and
offers a sample case study of what can be accomplished to advance the use
of the target language and the study of foreign culture in the classroom,
given the technological constraints involved.
Connection to Literacy: CD-Roms and Internet websites are two very
efficient tools for the French classroom. They both provide the opportunity
for students to develop their literacy skills through reading and listening to
texts and interpreting images. In the case presented in the article, students
were learning from CD-Roms that the teacher had acquired and from
websites in French. They used these aides to learn about aspects of French
culture such as Christmas customs. They also had the opportunity to create
wish lists in French for Santa Claus and to collectively write an email to
Santa Claus in French.
Significance: This article is helpful because, in part, it points out what a
teacher can do with minimal resources. This article is based on the
assumption that most teachers have access to an Internet-connected
computer for their classroom – I haven‟t seen this in reality, though most
teachers seem to have access to a computer lab in which they can work with
their students. The point of the article is that even with limited technological
resources, a teacher can accomplish a lot. There is a quote from Grandjean-
Levy that I particularly liked: “One can teach a language with no materials at
all, or one can teach a language with the most sophisticated of materials. The
key to teaching and learning lies not really in materials but in activities.”
The materials available were a great help for the teacher in the article and
made it a lot easier for her to perform the activities through which she
wanted her students to learn. It would have been easier if the students each
had had access to their own computer in the classroom but she made do
without that. This article also shows the importance of technology in the
The Modern Language Journal, 86, i, (2002)
Carol Herron, Sebastien Dubreil, Cathleen Corrie, Steven P. Cole
A Classroom Investigation: Can Video Improve Intermediate-Level French
Language Students’ Ability to Learn about a Foreign Culture?
Summary: The study in this article examines the effects of video on cultural
knowledge at the intermediate level. Fifty-one intermediate-level French
students viewed 8 videos. A pretest/posttest design assessed long-term gains
in cultural knowledge and in the learning of cultural practices and cultural
products from exposure to a curriculum with a video component. Eight post-
video tests measured the students‟ ability to retain information and to make
inferences. A questionnaire assessed perceptions of cultural learning. Results
indicated a significant gain in cultural knowledge with posttest scores
significantly higher than pretest scores. On the short-answer and free-recall
portions of the 8 post-video tests, the students‟ ability to make inferences or
retain information did not improve significantly in either an advance
organizer (AO) or a non-AO condition. For free recall, scores were
significantly higher for mentions of cultural practices than for products. The
students believed that they learned more cultural practices than products.
The results support using video to enhance cultural knowledge.
Connection to Literacy: Video is a form of text. While watching videos,
students enhance their literacy skills by interpreting images and oral speech.
It has been generally accepted that culture is an intricate part of a foreign
language. To become literate in a foreign language students must learn about
the cultures associated with that language. Through the use of video,
students can become better acquainted with the cultures associated with the
French language and can thus enhance their literacy skills in that language.
Significance: The study was specifically designed for intermediate French
but it can be applied to all levels. Video is an essential tool for teaching a
language. It is particularly useful for teaching the cultures associated with
the French language. The foreign language standards propose three
categories related to culture: cultural practices (patterns of social
interactions), cultural products (cultural achievements), and cultural
perspectives (meanings, values and ideas). Film is also a very important
artistic medium for the teaching of French and French-related cultures.
Research in the area of video technology in the foreign language classroom
has demonstrated the importance of video materials for introducing students
to the target culture, and for enhancing their listening comprehension skills
and their acquisition of vocabulary and idiomatic structures.
The French Review, 1999, Vol 72, No. 3, pp.515-528
Flore Zéphir – Caribbean Films in the French Curriculum: Strengthening
Linguistic and Multicultural Competency
Summary: This article stresses the importance of instilling in foreign
language students an appreciation for cultures other than their own and
focuses on francophone films from the Caribbean as pedagogical tools that
can bring authentic multicultural opportunities into the French classroom.
Through the use of francophone video materials, the author proposes ways
to actively involve learners in an authentic discovery of the francophone (as
opposed to French) world, while at the same time, facilitating their ability to
function in the French language. The article discusses the content of
representative films about Haiti and describes pre-viewing, in-process
viewing, post-viewing and expansion activities that are all task-based and
have communicative value.
Connection to Literacy: By watching these films, students are being test on
their listening and comprehension skills. The activities surrounding the film
presentations are all linked to literacy. Students are asked to answer
questions orally and in writing about the films, describing different aspects
of the cultures represented and making comparisons with aspects of their
own culture. They are also asked to give their opinion on the material.
Significance: The films discussed in this article are very good examples of
how French language teachers can address the five Cs of foreign language
education (Communication, Cultures, Connections, Comparisons, and
Communities) through materials that don‟t mirror the predominant US
culture. The French classroom has in the past been too focused on teaching
culture related to France, and, less often, Canada – presenting and discussing
aspects of cultures that are quite similar to the Western, white, middle- to
upper-middle way of being. Exposing students to the diversity of the
Francophone world can only be a positive endeavor, especially if a teacher is
teaching a diverse, multicultural class.
ERIC Clearinghouse on Language and Linguistics, Center for Applied
Linguistics. ED 428 586 (15 pp.), 1999
Lorin Pritikin – A Policy of Inclusion: Alternative Foreign Language
Curriculum for High-Risk and Learning-Disabled Students
Summary: As an alternative to waiving foreign language requirements for
students with learning disabilities or learning problems, a policy of inclusion
in foreign language programs is proposed, based on research suggesting that
alternative language teaching methods can be effective with these
populations. The rationale for such a policy and the theoretical and research
basis for corresponding teaching methods are outlined, focusing on the use
of multi-sensory structured language teaching techniques, and an approach
adopted in one high-school French program is described. The program‟s
linguistic components include: distribution of audiotapes of the course;
dialogues including colloquial language use, some generated by the students
themselves; use of a textbook; tactic/kinesthetic reinforcement through
writing exercises; daily phonology drills and syntax practice; phonetic
transcription exercises; repetition and review; reduction in the amount of
material taught; and a variety of student assessment methods. Cultural
components include: the history of the language; current events; taped
immigrant interviews; and geography. Logistical and organizational
considerations in creating and implementing such a curriculum are discussed
Connection to Literacy: The different methods and exercises described in
this article are connected to literacy in that they explore alternate ways of
achieving literacy skills through the use of multi-sensory techniques. I
believe that literacy is related to all the senses and that there should be more
exploration into the connection between literacy skills and the ways people
learn differently through their different senses and through different
Significance: I found this article very significant because most teachers
today have students in their classroom who are high-risk or learning-
disabled. I also find it important to offer these students the benefits of
learning another language. The methods and exercises described in this
article would also be beneficial to students who don‟t have any learning
Foreign Language Annals, 20, No. 6, 1987
Kathleen A. Krier – A Strategy for Change: Incorporating Women Writers
into the High School French Literature Curriculum
Summary: A recent survey among high school teachers of French literature
revealed curriculum syllabuses composed almost exclusively of male-
authored literary works; data showed a ratio of thirty-nine male to one
female-authored text. This paper defends the incorporation of renowned
French women writers into the curriculum and suggests an implementation
proposal for high school or college French literature courses which includes
a list of noted works by French women authors and a sample guide for ideas
and techniques to stimulate thoughts, questions, and interpretations.
Connection to Literacy: This article is very obviously linked to literacy
because it is about reading and analyzing works by French women writers. It
not only offers to raise teachers‟ and students‟ consciousness about the
images of women in literature, but also brings added value to the study of
literature by focusing on vocabulary, grammar, reading, writing, and
Significance: Though this article is quite dated, I think it is still very
relevant to the issues regarding curriculum today. I believe it is very
important to incorporate in the French classroom as many aspects of the
different French and francophone cultures as possible. Incorporating women
writers is necessary for a well-rounded education in French – this can be
done in advanced classes as well as beginners‟ classes. At the beginning
level, students can at least be exposed to the various writers form different
cultures. At the more advanced levels, students can dig deeper into literary
aspects of cultures. Including French women writers is a good way to engage
the female students. It is also a good way of incorporating aspects of French
History and current events in the classroom. I think that the work proposed
in the article is quite ambitious, but I would definitely use parts of what is
offered as a complement to other writers from France and from around the
LESSON PLAN CRITIQUES
1) Le Monde Francophone
Summary: This lesson is designed to expose students, through their research on the
World Wide Web, to the variety of French speaking countries and territories worldwide,
and to discover, compare and contrast some distinguishing features of these areas.
Students are expected to find a French speaking country they would like to visit as a
vacation spot that has the ideal climate for them.
Positive aspects: Students get to learn about French speaking countries other
than France and Canada (which are the ones they are normally exposed to)
and are therefore exposed to different cultures and learn a bit about world
Development areas: The students might need more specific instructions on
how to find the countries.
Adapting it to my class: I would want students to find out a bit more about
the cultural differences in the countries they are researching and about the
history and politics so I would ask them more specific questions on the
countries‟ political systems and leaders, the history of the French influence
in those countries (was the country colonized, etc.), rather than having
students regard the countries as vacation spots.
Summary: This lesson uses the game “Bingo” for students to practice
numbers in French. The students were given an empty bingo card the day
before with a range of numbers they could choose from to fill it in. The
game is just like bingo except the students have to shout out “Voici” when
they‟ve gotten all the numbers and them have to say out loud the numbers
from their card in French.
Positive aspects: This a fun game that gets all the students involved at the
same time. They develop their listening and comprehension skills in French
while having fun competing with each other.
Development areas: The students could make their own cards and have to
write down a list of numbers dictated by the teacher (spelling them out) and
then fill out their cards. This could take extra time but it could be done the
day before towards the end of the lesson.
Adapting it to my class: I would use this for numbers but also for vocabulary
by giving the students a list of vocabulary words instead of numbers. I
would dictate the list and then have them fill in the cards and play the game.
The winners would have to pronounce and spell out the words.
Summary: The goal of this lesson is to have students work together in teams
to create a short story in French with one story starter and five sentence
starters given to them by the teacher. In groups of five, they each have to
come up with their own words to complete the sentence starters in order to
create a logical story. The teacher chooses a captain for each team who has
to compile the parts and then designate two students from the team to read
the story to the class.
Positive aspects: This is a very creative activity that involves teamwork and
imagination. It is also a competitive activity that can encourage students to
Development areas: On a team of five where only three are required to
report to the class, there is a chance that some might not make the
appropriate effort. The teacher should make sure to walk around and check
on students‟ participation or have each student read the sentence they
contributed to the story.
Adapting it to my class: I would try to give students topics they‟re interested
in or that relate to their everyday lives (such as what they do after school,
what they do on the weekends, what they want to do in their free time). To
do this, I would find out before this lesson what they like to do or what
they‟d like to talk about and let them figure out whom they‟d like to work
with in a team in advance so that they might be more motivated to work on
the same topic.
Summary: The idea of this lesson is to liven up vocabulary acquisition using
Total Physical Response. The teacher has students respond to a bunch of
commands related to driving (from a unit on cars) with toy cars and traffic
lights. The students don‟t speak but simply act out the commands and then,
if they catch on to the commands, the teacher switches to statements that
students need to act out.
Positive aspects: This would be a fun thing to do if the class can be kept
under control. Total Physical Response is a very effective way to build
vocabulary and comprehension skills. Students are much less intimidated
when they don‟t have to come up with a right answer and their inhibitions
seem to diminish when they just have to listen and can act things out.
Development areas: This sounds like a lot of fun but I don‟t understand how
to implement in a class of over 20 students: is it just a couple of students
who are responding or all of them in groups? If the latter how dose the
teacher make sure everyone is responding and acting out the commands or
statements? Also, the car thing might not be very exciting for everyone. The
teacher should make sure to use different props that will get everyone
Adapting it to my class: I might try to use this but have the students act it out
with their bodies. For instance, I would have a student or two or three at a
time stand up and walk around the classroom responding to the commands
and statements. I would give different commands to different students and
have them go around the classroom. I would do this with different sets of
vocabulary and different props. For instance, I would pretend I am directing
a play, giving them a scenario (a café scene, a bus ride, etc.).
Summary: This lesson is designed to teach the conjugation of regular ER
verbs in the simple present through the use of the melody of “Frere
Jacques”. By humming the tune, the students are expected to be able to
memorize the endings of the verbs.
Positive aspects: if the students catch on, this could be a very good way to
teach the ER regular verbs endings in the present because the pattern of the
song goes well the endings the conjugation – the concept is a good one but I
don‟t know if it could actually work.
Development areas: not everyone knows the tune to “Frere Jacques” so if the
teacher really wants to use it he/she probably would have to teach the song
too (at least the melody). Also, it took me a long time to figure out exactly
what the lesson was trying to do and how. I don‟t actually think this would
be an easy lesson to do.
Adapting it to my class: I agree with the idea behind this lesson and believe
that the trick to conjugating verbs in French is memorization and repetition
so I would probably try to have students do that but not with a tune that
everyone is supposed to recognize. I would first write down an example on
the board and then would have them memorize the endings along with the
personal pronouns that they are linked to (such as “je… e; tu… es; il/elle…e;
nous… ons; vous… ez; ils/elles… ent), just by reciting it over and over and
doing a lot of exercises with different ER verbs so that they become familiar
with the pattern. The trick is to get students to recognize a general pattern
and realize they can apply it to hundreds of verbs. I don‟t think this can be
taught in one lesson – it has to be done over and over with different types of
ORIGINAL LESSON PLANS
Lesson Plan 1
French I – 56 minutes – 30 students
Students will create a bookmark with six descriptors and three symbols that
describe themselves and their personalities and will be able to describe
themselves and their personalities to others.
Overhead projector, transparencies with pictures of famous people or icons,
construction paper cut into bookmark size strips (30), coloring markers,
While students are describing themselves and each other make sure to keep
an eye on the smart-alecs that may try to insult others in the group so as to
keep it civil (calling others fat, etc.).
1. Anticipatory set: With overhead transparency, show pictures of
celebrities and icons and describe their personality traits using
vocabulary students know, check for comprehension by having
students describe icons/celebrities that are being pointed out; if new
vocabulary comes up, add it to the board. Have them copy new
vocabulary while you take attendance (8 minutes)
2. Describe yourself (teacher) and your personality with vocabulary. (6
3. Have students brainstorm a list of descriptors and characteristics; add
new vocabulary to board. (6 minutes)
4. Have students draw on blank piece of paper symbols that represent
celebrities or themselves (such as a basketball, a peace sign, a book,
5. In groups of four, have students describe themselves and others orally;
walk around to help. (8 minutes)
6. Have students write their names on bookmark and write around their
names (or using letters from their name) 6 adjectives and draw 3
symbols that they believe represent them. (12 minutes)
7. Have students work in groups with their bookmarks presenting them
to the others in the group. (9 minutes)
Have students prepare a presentation of their bookmarks so they can show
them to the class the following day and describe themselves orally.
Students put to use familiar and new vocabulary to describe themselves and
others orally and in writing. Listening skills are tested while hearing others
describe themselves, and speaking skills are used while describing
themselves. Translation skills are also used while comparing words in
French to words in English.
Twelve minutes might not be enough to actually create the bookmark –
especially for those who want to make a creative, pretty one, or for those
who didn‟t keep up with the vocabulary. I might have to prolong that part
and shorten the group work and be sure to walk around to help.
The bookmark will be assessed on completeness (number of adjectives and
symbols), accuracy (spelling and adjective agreement with feminine or
masculine), and effort (neatness and creativity of bookmark). The
presentation will be assessed on the same plus oral clarity.
1.1Students share their opinions about their own personalities and make
appropriate comments to others orally.
1.2Students listen to one another‟s presentations and read one another‟s
1.3Students present information about their personalities to one another
4.1 Students practice using descriptors and learn how French compares to
their native language.
Lesson Plan 2
French I – 56 minutes – 30 students
“J‟aime… mais je n‟aime pas…”
Students will demonstrate knowledge of different food items and describe
likes and dislikes using “I like…” and “I don‟t like…”
Overhead projector and transparencies; paper plates, colored pencils,
For those who don‟t think they draw well, show them how badly I draw and
make sure they realize that it doesn‟t matter as long as item is recognizable –
give suggestions as to how to represent different food items if they‟re stuck.
1. Anticipatory set: With the overhead the teacher shows pictures of
different food items asking class to say them out loud (this is a food
vocabulary review) and answer yes or no to “is this a…” (10 minutes)
2. With overhead teacher introduces new food items, has class repeat
them and writes them on the board, then points to them and has class
say them out loud. (5 minutes)
3. Each student gets a paper plate and colored pencils and crayons. They
choose which food item to draw on it or teacher tells them which food
item to draw if they‟re not sure. Each student must draw a different
food item. Take attendance (12 minutes)
4. Teacher starts out by taking someone‟s plate, shows it to the room and
says, rubbing tummy and smiling: “Mmm, I like (whatever is on the
plate) but, beurk (makes a face), I don‟t like (other food item)”.
Teacher asks who has that other food item and has him/her stand up
and say “I like (their food item) but I don‟t like (other food item)”;
student with that food item stands up and continues. This goes on until
everyone has stood up at least once to speak. Students can use either
“like” or “don‟t like” according to their taste. (approx 20 to 24
5. Have students begin assignment of writing five things they like and
five things they don‟t like using today‟s vocabulary and previous
vocabulary. (5 to 9 minutes)
Have students finish writing likes and dislikes for following day and think of
what they would draw to represent what they like and dislike and tell them
they will do a presentation two days later (so they can work on it a bit in
class the next day).
Comprehension, listening, pronunciation and writing skills are being used as
well as creativity in drawing.
Certain food items might be offensive to some – keep this in mind and don‟t
make anybody draw or have to say they like an item that they find offensive
or repulsive. Others might have allergies to certain foods. This could be a
good activity to incorporate the students‟ backgrounds – let them talk about
why they don‟t eat a certain type of food, find out if they are vegetarian, etc.
Each student will get participation points for: 1 for recognizing the food item
called out as being theirs; 2 for saying out loud their food item and
somebody else‟s with either “I like” or “I don‟t like”. Their presentations
will be assessed on: having 5 likes and 5 dislikes written out; having them
represented by a drawing or picture; saying out loud their 5 likes and
1.1 Students express their likes and dislikes.
1.2 Students understand and interpret other student‟s likes and dislikes.
1.3 Students present their likes and dislikes to audience.
4.1 Students practice using vocabulary, comparing French to their native
Lesson Plan 3
French II – 56 minutes – 30 students
“Quand je serai grand(e)”
Students will demonstrate use of future tense by telling a story on what they
would like to do when they grow up.
Overhead projector and transparencies; props representing different careers
and activities (fake stethoscope; mailperson hat; fake police officer hat;
jacket and tie; fake glasses; clown nose; tennis racket; soccer ball; plastic
baseball bat; etc.); large paper and markers.
Be careful with props: keep an eye on the rowdy ones who might goof
around with them. Do not let students bring their own prop(s) without
consulting me first (no toy weapons!)
1. Anticipatory set: With the overhead the teacher shows pictures of
people in different professions and doing different activities, going
over vocabulary that students already know. (6 minutes)
2. Have students write down a list of things they will be doing once
they‟re out of high school or after college. They can choose a career
and describe what they‟ll be doing in that career or they can choose to
describe activities such as hobbies, traveling, etc, as long as they use
the future tense in seven sentences. They can work in groups helping
each other but need to do an individual set of statements that they will
then present to the class. They are provided with paper and markers so
that they can illustrate their presentation if they want to. They also
have access to different props in the classroom that represent
professions and activities or to the props they brought with them.
They must choose between props and illustrations to present material.
Teacher walks around answering questions. Take attendance. (25
3. Student presentations begin. Hopefully at least half of class gets to
present in remaining time. (25 minutes)
Have students finish writing the sentences to turn in the next day and write
what others are saying, transferring it to the third person singular („she will
be a doctor‟ instead of „I will be a doctor‟), to turn in after all the
presentations are done.
Comprehension, listening, pronunciation and writing skills are being used.
Conjugation in the future is also a literacy aspect and can be compared to
their native languages. Illustrating their future with drawings or props makes
students use creative/interpretive skills.
It might be too ambitious to try to have them all finish preparing their
presentations and writing down what others are saying at the same time –
maybe have them write down only one sentence from each of their
colleagues‟ presentation. Give extra help to those who aren‟t yet completely
comfortable with the future tense (prompt them by reminding them of simple
patterns for regular verbs, etc).
Each student will be assessed on: having seven sentences written in the
future; saying the seven sentences out loud; being creative in the way they
illustrate their future; writing down the seven sentences of each presenter
and switching them to the third person. Students will be allowed to continue
working on their presentations while others are presenting but will be
responsible for being able to write down what each of their colleagues say in
1.2 Students understand and interpret their ideas and others‟.
1.3 Students present their ideas to an audience.
4.1 Students practice future tense, comparing French to their native
Lesson Plan 4
French IV – 56 minutes – 15 students
“L‟Etranger” Part I
Part 1 of 2 Part Lesson: Students will demonstrate comprehension of passage
from Camus‟ The Stranger through the use of dictation, identifying verbs
and verb tenses, reviewing vocabulary, and responding to questions on the
passage. In this part of lesson, students will demonstrate their listening,
comprehension and writing skills by doing a dictation. They will also
identify verbs in the passage and their tenses.
Book “L‟Etranger”; 20 handouts with questions; 20 vocabulary handouts; 20
copies of excerpt from book.
Bring in extra copies of novel in case people forget theirs.
1. Anticipatory set: Have students review two pages in their copies of
The Stranger from which the dictation is taken (Students were told
they would have a Dictée but were not told which passage
specifically, just a range of two pages from which the dictée is taken).
Take attendance (5 minutes)
2. Dictate passage. Read it very slowly once, then faster twice (12
3. Hand out copies of excerpt and have students trade papers and correct
each other. Walk around to help them. Collect their dictées once
they‟re corrected (8 minutes)
4. Have students underline or circle in red on their handout of the
excerpt all the verbs and number them. Go through passage out loud
with them and help them identify the verbs (9 minutes)
5. Let students work in groups on identifying which verbs are in what
tense. Walk around to supervise and help. (10 minutes)
6. Have the students go in turn saying the verbs and their tenses. Hand
out vocabulary list and sheet of questions. (12 minutes)
Have students finish the verb activity for the next day. Have students
construct sentences of their own with new vocabulary. Have students review
the questions and start thinking about them – they can answer them if they
want to but it isn‟t required, I just want them to be prepared to talk about
them in class (answers won‟t be due until day after we discuss them in
Students use listening, comprehension, and writing skills with their dictée.
They use reading skills when they read the passage before the dictée and
analytical skills when they correct other students‟ dictées. They use
analytical, comparison and speaking skills while identifying the verbs and
Make sure copy of handout has good spacing for them to underline or circle
and number the verbs. I might have to allow more time for the dictée part
depending on level of students. This 2-part lesson plan is ambitious – it
might have to turn into 3 parts.
Students will be assessed on spelling and verb agreements in their dictées
and on identifying the verbs in the text and their tenses.
1.1 Students engage in conversation about the text and exchange ideas.
1.2 Students understand and interpret the excerpt.
3.1 Students reinforce and further their knowledge of literature through the
4.1 Students demonstrate understanding of the nature of language through
comparisons of French with English
Lesson Plan 5
French IV – 56 minutes – 15 students
“L‟Etranger” Part II
Part 2 of 2 Part Lesson: Students will demonstrate comprehension of passage
from Camus‟ The Stranger through the use of dictation, identifying verbs
and verb tenses, reviewing vocabulary, and responses to questions on the
passage. In this part, students will demonstrate their comprehension of the
passage by using new vocabulary in sentences and discussing questions on
Bring extra copies of excerpt.
1. Anticipatory set: Have students get into groups and work on/discuss
the sentences they constructed that use the new vocabulary from
excerpt. Take attendance. Walk around and help. Collect verb activity
from previous day. (5-7 minutes)
2. Have each student say out loud a sentence they constructed with new
vocabulary. (10-12 minutes)
3. Have students get into different groups and work on questions about
excerpt. Walk around to help. (There are a total of ten questions that
relate to: the circumstances, the main character; the main character‟s
interaction/rapport with the others; the tone). (13-15 minutes)
4. Discuss questions with whole class. Ask each student to answer or
give his/her opinion on a question. (time remaining)
Have students finish working on questions at home and bring them in the
next day to turn in.
Students use comprehension, reading, writing, speaking and analytical skills.
If first part of lesson (previous day) works in terms of timing, this part
should be okay. If not, allow for a bit of time in next day‟s lesson to wrap up
Students will be assessed on their written and oral skills with regards to
sentences they constructed and questions they answered/discussed.
1.1Students engage in conversation about the text, provide and obtain
information, exchange ideas.
1.2Students understand and interpret the text.
1.3Students present their ideas and concepts about the text.
3.1 Students reinforce and further their knowledge of literature through the
This website offers tons of resources for French language learners. There are
plenty of activities that teachers can use with their students to enhance
learning and make the learning process more interactive for students. There
are also links to other websites related to the teaching and learning of
This website has many games and activities for French learners and is a
great tool to use in the computer lab with the students.
L‟Etranger by Albert Camus
This novel is good for higher-level French classes (French IV and up). It is
not too difficult to read in terms of language structure and vocabulary. It also
allows room for interpretation and analysis – something to stimulate students
who have the intricacies of the language down and who are ready to move
on to the next level of analysis and critical discussion. It is allows for an
introduction to existentialism. There are also many resources out there for
teachers to help them create stimulating discussions around the novel.
Moi-même by Teachers of Project C.O.A.C.H., UC Irvine
This book was created for foreign language teachers. It is filled with creative
activities for French I students. It has detailed descriptions of lessons and
mini-units. It also relates the lessons and activities to the standards and
explains how the teacher can assess the students based on the activities.
Qui Sème le Vent Récolte le Tempo by MC Solaar (French Hip Hop CD)
This French Hip Hop CD is a good tool to practice listening/comprehension
skills. I would use it not only for with fill-in-the-blanks written lyrics of the
song, and as a tool to discuss culture and politics, but also as background
music while my students are working on activities.
Le Petit Nicolas by René Goscinny / Sempé Denoël
This French book is composed of different illustrated short stories about a
young boy named Nicolas. It is fun to read and represents aspects of French
life and culture. The teacher‟s version of the book offers a variety of oral and
written activities for the students. It can be used in a French III or IV class. It
was written for young French native speakers.