Using Flashface to work on vocabulary related to human physical features: face, eyes, hair, …

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking/Writing: Students use a series of phrases and sentences to give a description or presentation of people.

Speaking/Listening/Reading: Students ask and answer questions about people’s physical features (face, eyes, hair ...).

Grade Level(s): 10-12

Activity Summary:

Students use Flashface to practice the vocabulary terms related to human facial features (parts of the body and characteristics), like in the following examples:

- face: elongated, round, square, oval…

- eyebrows: thick, thin, bushy…

- eyes: blue, green, dark, light, big, almond-shaped…

- hair: dark, light, short, long, bald, moustache, beard…

- chin: douible, square, receding, pointed, prominent…

- mouth / lips: thick, thin, lower, upper, fleshy, lipstick, lipgloss…

What you need:

Access to Internet

Access to Flashface

How it works:

Students 1 uses Flashface to draw a sketch artist that (s)he later describes to Student 2.

Student 2 uses Flashface to draw a portrait according to the description given by Student 1.

They compare both sketches and make comments.

They exchange roles.

Preparation:

Familiarize yourself with Flashface so that you can give your students a short tutorial, if needed.

Explain the assignment to them

Directions for the students:

“ You have witnessed a crime and you are the only person who saw the perpetrator. You need to describe that person. In order to do so, you will use a software to help you draw a sketch artist. You will later give a description of your drawing to your partner. (S)he will make her/his own drawing according to your directions and you will compare both portraits. After that, you switch roles with your partner. To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use Flashface and by showing examples you created yourself).

Sample:

Here is a sample model made with Flashface.

Using the web site of a major operator of bus and rail service to give directions

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking: Students give directions to explain how to get from X to Y, by foot or public transport.

Writing: Students write about how to get from X to Y.

Listening: Students understand / follow directions relating to how to get from X to Y.

Grade Level(s): 6-12

Activity Summary:

Students use the Trip Planner provided by major operators of bus and rail service to find out and explain to others how to go from one place to another.

What you need:

Access to Internet

Access to web sites such as Lingt or AudioDropbox where students can leave recordings

How it works:

With beginners, it is advised to have the students work in groups. Students of Intermediate or Advanced classes should work individually. Groups or individuals use the Trip Planner feature to explain how to get from one place to another. Teachers can choose to guide them with questions such as:

- If you leave your starting point at 2:00 p.m., at what time can you expect to reach your destination?

- How many different modes of transportation would you use?

- What would be those modes of transportation?

You can use those questions to generate discussions on the pros and cons of public transportation in a given city.

Preparation:

Make a list of itineraries you want your students to comment. Those may be related to places that your students will visit in real life or places described in a novel you are reading in class. Assign each student (or group of students) one of the items on your list.

Have them talk / write about them.

Directions for the students:

“ I will assign for each of you an itinerary in one of the cities we have discussed in class. Using the Trip Planner feature, you will work on the best / most time effective itinerary. Your task is to make comments (orally or in writing) to your classmates about the experience.

To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use the Trip Planner from home to school).

Sample:

Here is a sample activity I have used for AP students who read a French novel as a Summer Assignment. They were asked to describe the trip the main character made every day to go from home to school.

Using Google Maps to describe places or write descriptions about places

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking: Students describe aspects of a given environment in a list of points.

Writing: Students write about everyday aspects of a given environment.

Listening: Students understand descriptions made by their classmates or by the teacher.

Grade Level(s): 6-12

Activity Summary:

After a short tutorial on how to use Google Maps, students are (virtually) sent to places of interest related to the language or topic studied in class. In “Street View” mode, they explain what they see on their way from X to Y.

What you need:

Access to Internet

Tutorial on how to use Google Maps (this one is in French)

Google Maps

Skype in the classroom

Access to web sites such as Lingt or AudioDropbox where students can leave recordings

How it works:

With beginners, it is advised to have the students work in groups. Students of Intermediate or Advanced classes should work individually. Groups or individuals describe what they see in “Street View”. Their classmates take notes and answer a few questions to show that they understood what they heard. Students take turns (a) describing and (b) taking notes. For advanced levels, students may be asked to contact by Skype a given public place (when a phone number is displayed by Google) and to ask for more information about what those places have to offer (opening hours in a restaurant or museum, price for service, etc.).

Preparation:

Make a list of places or “hot spots” you want your students to discover. Those may be places that your students will visit in real life or places described in a novel you are reading in class. Assign each student (or group of students) one of the items on your list.

Have them talk / write about those places.

It is highly recommended that you do the exercise yourself in preparation for your class. Some European cities have graffiti that you do not want your students to read…

Directions for the students:

“You will see a short video explaining how to use Google Maps. You can ask any questions if something is unclear. Then, I will assign for each of you an itinerary in one of the cities we have discussed in class. Your task is to make comments (orally or in writing) to your classmates about what you see.

To understand how it works, let’s demonstrate with … (you model the activity with a city and a description of your own).

Sample:

Here is a sample activity I have used for AP students who read a French novel as a Summer Assignment. They were asked to describe the environment of the main character in the novel. The web site used by the students to organize their trip is the one of the RATP, the public transport company operating in Paris, France.

Using QR- Codes to make a Scavenger Hunt

Class or Subject Area: Foreign LanguageSpecific Learning Objectives:
The following activity consists in one of many ways to assess the progress of your students. It can be used in any class and for any subject. The following example examines a way to assess one’s listening skills in a Foreign Language class. Students listen for a variety of purposes including to gather information and to follow directions.Grade Level(s): 6-12
Activity Summary:A QRC-based Scavenger Hunt is a good example of a genuine task-based activity. Students have to react to oral prompts in order to accomplish actions. The success in the accomplishment of their task allows them to progress from stage to stage.What is a QR-Code: You can test this one by scanning the code with your Smart Phone (if equipped with QRC reader). No printing required, you can scan your screen.
What you need:
A series of quiz-type problems (for a 50-minute class session, I recommend 8 problems maximum).
A place on the internet where you can store files (such as Google Docs).
Sheets of paper (one sheet per problem).
Optional: a prize for the winning team
Students need at least one smart phone per team. It takes 5 seconds to download a QRC reader app.

How it works:

Divide the class in groups.

Each group needs to go from “station” to “station” to solve problems. Solving a problem in “station 1” gives access to “station 2” and so forth.

Students are instructed on the details of their mission by using their smart phone to scan QR-Codes.

Preparation:

Create a series of questions related to the topics you currently study in class - any type of question will do: listening, reading, writing… We call those questions “problems”.

Make those problems available on line, so that each one of them has its own URL.

Go to http://qrcode.kaywa.com/ and convert your URLs into QR-Codes.

Insert those codes into Word documents and print those.

Hide the printed codes anywhere on campus (if you have 8 problems, you need 8 spots on campus).

Ask colleagues if they can man the stations to make sure that the students answer the question correctly. If needed, you can devise with your colleagues a penalty system based on number of attempts to solve a given problem.

Directions for the students:

“You will be dismissed in a few minutes to go for a Scavenger Hunt here on campus. To proceed from station to station, you need to use your smart phone to decode the questions. In each station, a teacher will make sure that you solve the problem. The teacher will use a penalty system if you need several attemps to solve the question. The first team to come back here with all problems solved gets a prize.

To understand how it works, let’s demonstrate with question 1 (you give each group its first question: a QRC that you have printed - or left on your computer screen - for the students to scan; it is advised that you have several series of questions – as many as you have teams – each sorted in a different way, so that all your students are scattered on campus ). From now on, you are on your own. Good luck!”

Sample:

Here is a sample page of problems I have used for students who are beginners in French (less than one semester of French at the time of the activity).

Here are the oral prompts- accessed through QRCs - for each problem.

Technology needs and/or resources:

· Smart phones

· QR Reader app to be downloaded on smart phones

· http://qrcode.kaywa.com/ (or similar) to convert URLs into QR-Codes.

"La vie à sac": Kamron

Kamron, jeune migrant afghan à Calais
Uploaded by lavieasac. - Watch the latest news videos.

Qu'est-ce qu'on appelle "La Jungle" à Calais?
Pourquoi est-il particulièrement difficile d'être Afghan à Calais?
Pourquoi Kamron a-t-il "choisi" Calais et pas une autre ville de France?
Quel dilemme vivent les jeunes qui décident de rester en Afghanistan?
Quel rôle joue l'association des "Secours catholiques" pour les migrants?
Pourquoi Kamron est-il content quand il sort des bureaux de la sous-préfecture?
Pourquoi certains compagnons de Kamron refusent-ils de se montrer à la caméra?
Quels sont les principaux problèmes d'une vie dans "La Jungle" de Calais?
Pourquoi certains migrants choisissent-ils de dormir dans les buissons et pas dans les tentes?

"La vie à sac": Maro

Sadio et sa fille Maro, mal logées à Villeneuve le Roi
Uploaded by lavieasac. - Watch the latest news videos.

Que font Sadio et sa fille Maro au début du reportage? Qu'explique Maro?
Quel est le problème des immeubles dont parle Anne-Claire Colleville?
Pourquoi Maro ne pouvait-elle pas rester dans l'immeuble où elle vivait avec sa mère?
Quel loyer paye Sadio?
Qu'est-ce qui faisait peur à Maro quand elle vivait dans cet immeuble?
Pourquoi c'est Maro et pas sa mère qui s'occupe des relations avec les services de santé?
Quelles sont notamment les responsabilités de Maro?
Montrez que chez "Médecins du Monde", on ne s'occupe pas que de problèmes de santé. De quoi s'occupe-t-on également, selon ce reportage?

"La vie à sac": Patrick

Patrick, Sans Domicile Fixe à Toulouse
Uploaded by lavieasac. - News videos from around the world.

Quelle est la situation de Patrick?
Quel âge a-t-il?
D'où est-il originaire?
Où s'est-il installé?
Qu'est-ce que c'est, "faire la manche"?
Qui est Geneviève? Quel est son travail?
Que fait l'association "Médecins du Monde" à Toulouse?
Patrick explique sa situation présente par une "cassure" dans son enfance. De quoi s'agit-il?

Déjeuner du matin

Regardez ce petit film et faites-en la description.

playlist_Hippocampe sélectionnée dans Cinéma

Voici le poème de Prévert dont s'inspire ce film. Lisez-le attentivement. Vous pouvez cliquer sur certains mots pour en comprendre le sens.

Visitez cette page pour écouter le poème lu par un acteur professionnel. Lisez le texte pendant qu'il lit et soyez attentif à la prononciation de chaque mot.

Ensuite, comparez cette lecture à la lecture ci-dessous. Laquelle préférez-vous? Pourquoi?

Antoine décrit sa maison

Ecoutez le document suivant et répondez aux questions.

1. Où habite Antoine?

2. Décrivez sa maison:

-superficie?
-nombre d'étages?
-nombre de chambres?

3. Décrivez sa famile.

Nathalie décrit sa maison

Ecoutez le document et répondez aux questions suivantes.

1. Où habite Nathalie?

2. Pourquoi aime-t-elle cet endroit?

3. Que trouve-t-on dans son jardin?

4. Nommez la première pièce mentionnée et dites quelle est sa caractéristique?

5. "On dit de notre maison qu'elle est comme ___ __________"

6. Décrivez la famille de Nathalie.

7. Que collectionne le papa?

Le chandail

Cliquez ici pour lire la transcription et ici pour découvrir le guide pédagogique.

Premier jour

Clichés

Publicité 5 - Volkswagen Polo

Publicités 4 et 5 - Bic

Publicité 3 - Volkswagen Passat

Publicité 2 - Perrier

Publicité 1 - Renault Laguna