FRENCH 110-120 INSTRUCTOR'S PAGE
teacher's resources
130-140 Instructor's page -more links
to explore!
These internet pages are intended as a supplement
to teaching French 110 and 120 at the University of Pennsylvania. By
integrating computer work into your class you will help students
learn technical skills as well as open exciting new vistas of
French/Francophone culture. Exploring French resources on the
Internet means that every student can pursue their own personal
interests IN FRENCH and that you can enrich their homework
assignments and learning. This page is an additional guide to materials
that you could bring into the classroom, these are not the same links as
on the pages for your students.
How to write your own
Web page! (easy!!!)
INTRO TO CLASS
Tell students to have a look at the FNAC and Virgin pages, see
if they can find CDs they like and write 5 sentences using j'aime,
je n'aime pas, p.15 of JVB man de prep.have
students do an email survey w/a simple question, they can then
report the results to the class. e.g. Est-ce que vous habitez sur le
campus? Est-ce que vous aimez la nourriture a Philadelphie? Ou est-ce
que vos parents habitent?
Some suggested activties: French 110
Most of the links in
Chapter 2 deal with fashion or shopping in some way. Have the students
tour the virtual stores and malls and make a list of what
types of stores they found. Or have them go to individual stores and
describe the clothes therein. In Chapter 3, the two horoscope links
are fun and effective for 110 students in that they can look for
adjectives that describe them. Neither one is very text heavy, so the
students could skim the sites fairly easily. The biography links in
Chapter 3 are relatively simple to read and students could write their own
to hand in or as preparation for an exercise in class.
Some suggested activites: French 120
All of the links under the
"Voyager" (Chapitre 5) heading can be particularly effective tools for
writing assignments (either paragraphs or dialogues). For example, send
students to the "hotel" link and have
them write a paragraph describing their ideal hotel room in a hotel of
their choice. Another possibility would be to have the students write a
dialogue between themselves and the concierge at the hotel (concerning
what the hotel has to offer, things to do around the area, and so on).
The "Côte d'Azur" link can be used for an exercise on the use of the
future: students can plan a trip on the Riviera using the information
given on the page.
For Chapter 6, have the students use the statistics provided to
compare France and the US (using the comparative and the superlative).
In Chapter 7, l'argot is covered. The argot page can serve as a
supplement to the list given in the manuel de classe.
Also in Chapter 7, the link for photos of France could be used to
elicit use of adjectives (paying attention to placement and agreement).
questions or comments...
Andrew Sobanet sobanet@mail.sas.upenn.edu