Download FSF 1D – Futur simple - EDUC8F11-2010

FSF 1D – Futur simple
Lesson #1
Teacher materials:
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A plastic soccer ball with words written on it for the game “sous le pouce”
Red/yellow/green cards
Exit cards:
Completez les terminaisons pour le futur simple:
Je ________
Nous ________
Tu ________
Vous ________
Il _________
Ils __________
Elle _______
Elles ________
Instructional procedures and student activities:
20 min.
Review le futur proche: as a class, the teacher and students will discuss how to conjugate verbs
into the futur proche (aller + infinitif). (diagnostic assessment). They will review how to
conjugate “aller”. Then each student will say one thing that they plan to do once the class is over
using the futur proche. Students will complete this activity using the “vague des noms” strategy.
(differentiated instruction). Students stand in a circle and one student starts by saying one thing
that they plan to do while completing an action that mirrors their sentence. Students repeat the
sentence and action in a wave formation.
5 min.
Teacher will draw a timeline on the board explaining where each verb tense they have learned is
placed in relation to one another (passé composé, présent, futur proche).
15 min.
Students and teacher will form a circle to play “sous le pouce”. (DI). In the circle, students will
pass a plastic soccer ball to each other with words written on it. When students catch the ball,
they will say the word that appears under their right thumb. Then the teacher will use that word
as well as the student’s name to make a prediction (e.g. If a student’s thumb touches the word
“manger” – the teacher would say “Paul mangera une pizza”). This game will serve as a hook
for introducing the futur simple.
10 min.
The teacher will ask the students what they think the predictions meant, and if they noticed
anything different about the verbs used in the predictions. The teacher will then explain that the
verb tenses in the prediction game was the “futur simple”, explain where the futur simple is
found on the timeline (further into the futur than the futur proche), and explain the importance of
the futur simple in everyday life.
20 min.
Using a word wall (literacy strategy) and posters, the teacher will show students the endings
that go with the subjects (Je, Tu, Il, Elle, Nous, Vous, Ils, Elles) that they will need to conjugate
verbs into the futur simple (-ai, -as, -a, -ons, -ez, -ont). The teacher will show students one verb
from each type of verbs (manger for er verbs, finir for ir verbs, and prendre for re verbs) and
explain to students the grammar rules that apply to each type of verb. Students will complete a
note. The teacher will also ask students to repeat out loud the conjugated subjects with the three
types of verbs.
5 min.
To assess how quickly students are picking up on the endings, they will fill out an exit card
before leaving class. On the exit cards, they will write the endings that correspond with the
subjects (without looking at the word wall). (formative assessment)
*See attached sheet
Throughout the lesson, students will hold up red, yellow and green cards to show the teacher
their understanding of the futur proche and futur simple lessons (red=stop, I don’t understand,
yellow=I understand somewhat, green=I totally understand, you may move on). (formative
assessment)
Lesson #2
Teacher materials :
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The « C’est le temps » CD by Étienne
CD player
Lyrics to the song « Le Futur » by Étienne (with the futur simple endings left blank)
Red/yellow/green cards
Exit cards :
Qu’est-ce que tu feras ce week-end?
*Utilisez 3 verbes réguliers!*
1) Je_____________________.
2) Je ____________________.
3) Je ____________________.
Instructional procedures and student activities:
*At the beginning of class, the teacher will hand back any exit cards that were not completed
correctly and briefly discuss the problems with the students individually. The students will be
required to fix their errors and hand back the cards to the teacher before the end of class.
15 min.
The teacher will play the song « Le Futur », by Étienne as a review of the previous lesson and as
a hook for the next lesson. They will listen to the song once without the lyrics. The second time,
students will follow along with a copy of the lyrics, and they will fill in the blanks with (-ai, -as,
-a, -ons, -ez, -ont) to complete the conjugations of the verbs in the song. (individual learning
activity)
*See attached sheet
15 min.
In groups, students will look at the verbs in the song, try to identify the infinitive of the verbs,
and try to determine a pattern for conjugating verbs into the futur simple. They will share their
ideas with the class. (Inquiry based learning/collaborative learning)
5 min.
The teacher will explain how to conjugate REGULAR VERBS into the futur simple (when to
add endings to the infinitive form of the verb, and when to take off the “e” at the end of the
infinitive form and add endings. Students will complete a note.
35 min.
The teacher will hand out one domino per student. Students will organize themselves into groups
of four depending on the colour of their domino. In each group, the dominos will be labeled 1-4.
Students who receive a domino with a number one will be the leader; number 2 will be the
motivator; number 3 will be the recorder and number 4 will be the presenter. In their groups,
students will create five sentences using the future simple. They must present their sentences to
the class on chart paper using as many multiple intelligences as possible. For example, students
can draw, act, add music, write or read their sentences. If students are acting out their sentences,
all students can participate – it doesn’t just have to be the designated presenter. (cooperative
learning)
5 min.
Students will fill out the exit cards using three regular verbs in the futur simple to describe what
they will do the upcoming weekend as a way for the teacher to assess their understanding.
*See attached sheet
Throughout the lesson, students will use the red/yellow/green cards to show the teacher their
understanding of conjugating regular verbs into the futur simple.
Lesson #3
Teacher materials:
•
laminated magnetic cards
•
“tweets” for “Prof contre la classe”
Instructional procedures and student activities:
*At the beginning of class, the teacher will hand back any exit cards that were not completed
correctly and briefly discuss the problems with the students individually. The students will be
required to fix their errors and hand back the cards to the teacher before the end of class.
Conjugating irregular verbs into the futur simple.
5 min.
Students will take out the lyrics to the song from the previous day. We will have a class
discussion about the irregular verbs in the song.
15 min.
The teacher will then use the black board and the magnetic cards to teach the “racines” and the
“infintif” of the irregular verbs conjugated in the futur simple tense. Students will go to the board
and match up the racines and infinitifs. (DI)
Throughout the lesson, students will use the red/yellow/green cards to show the teacher their
understanding of conjugating irregular verbs into the futur simple. (formative assessment)
20 min.
The class will then play a game to practice the different tenses and hearing the differences
between them. The teacher will pretend to be a celebrity that is posting “tweets” on the Internet.
The teacher will say sentences in various tenses out loud. If the teacher says a sentence in the
futur simple, all of the students must stand up. If the teacher says a sentence in any other tense,
the students must stay seated. If the students stand when they are supposed to, the class will
receive a point. If the students stand when they are supposed to stay seated, the teacher will
receive a point.
Example of tweets: Angelina Jolie: J’achèterai un beau chien ce soir! Yahoo! (futur simple)
Brad Pitt : Hier, j’ai mangé un salade délicieux. (passé composé)
35 min.
After 10-15 examples of “tweets” from the teacher, the students will be asked to write their own.
Each student will choose a celebrity that they will write “tweets” for. Each student will write 5
“tweets” in the futur simple and present one “tweet” to the class. At least two of the “tweets”
have to use a subject other than “je”. The students will hand in their “tweets” at the end of the
class. (individual learning activity/formative assessment)
Lesson #4
Teaching materials:
•
names of students and verbs written on pieces of paper, and a box to put them in
•
CD with futur simple listening activity
Instructional procedures and student activities:
Practising the futur simple tense, with regular and irregular verbs.
30 min.
We will play a prediction game to practise the futur simple. Students will take turns picking the
name(s) of other students out of a box. The teacher will write the name(s) on the black board and
then the students will take turns picking verbs out of a box (in the infinitive form). The students
will make predictions about the students on the black board by forming sentences using the
name, the verb, and the futur simple tense. To make it fun, students can think of ridiculous
sentences to say (e.g. Sue écrira une lettre d’amour à Simon).
20 min.
Listening activity 1: Students will listen to a passage that uses the futur simple. They then have
to write the infinitive form of the verb that they hear. The sentences will be read from a CD.
Answers will be taken up in class. (individual learning activity)
20 min.
Listening activity 2: The teacher will read a story and the students will have to fill in the blanks
with the verb in the futur simple that they hear. (individual learning activity)
Lesson #5
Teaching materials:
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Halloween story: « Un amour électronique…ou électrique!!! » with pictures
Self and peer assessment sheets for co-operative group activities
Instructional procedures and student activities:
20 min.
The teacher will read the Halloween story « Un amour électronique…ou électrique!!! » to the
class. Students will stand or sit in a circle while the teacher tells the story. All students in the
class will receive a picture that corresponds with the story (e.g., a picture of a character or
setting). When the teacher reads a certain keyword in the story (e.g., name of a character), the
student who has the picture that corresponds to that keyword holds up the picture. (DI)
20 min.
Then, students will get into co-operative learning groups that were formed by the teacher
(groups of 3-4). Each group will be given a section of the story. In each section, groups must
conjugate all of the verbs, which are written in the present tense, into the futur simple. All
members of each group will have the responsibility of identifying the verbs in their part of the
story and determining how the verbs will be conjugated into the futur simple. They will also
each have a specific role to play. In each group, there will be one leader, one recorder, one
researcher (this person will consult his/her notes or dictionaries/bescherelles when the group is
not sure how to conjugate a verb), and one reader. If the co-operative groups only have three
students, then the leader will also take on the role of the reader. (formative assessment)
25 min.
Students will hand in their conjugations. Then they will have 25 minutes to work as a group to
decide how to act out their part of the story in front of the class. The roles of each student will
remain the same (recorder will write down ideas; reader will read through the group’s part of the
story again as the group decides how to act out each part; leader will make sure everyone is on
task and that the work is moving along; and researcher will look up any words that the group
doesn’t know, or will seek help for his/her group). Students do not have to read their part of the
story word for word when acting it out. They just need to act out what happens in the story and
have some form of oral communication to indicate to their classmates what is happening in the
story. Their presentations must appeal to as many intelligences as possible (e.g. verbal, corporal,
musical, artistic intelligences). For example, their presentations can include music to appeal to
people with musical intelligences or visuals to appeal to people with artistic intelligence. They
will present their part of the story during the next class. Therefore, if students choose to
incorporate some materials into their presentation, they will have the chance to find them and put
them together at home. (DI)
5 min.
In the last 5 minutes of class, students will fill out a simple self and group evaluation sheet which
will explain what was accomplished during their group activities and how well they and their
group members performed their roles. (formative assessment)
*See attached sheet
The teacher will formatively assess each group’s conjugations of the verbs in their part of the
story and provide feedback to give to the students the next day. The teacher will also rewrite the
story into the futur simple to give to the students the next day.
Lesson #6
Teacher materials:
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Halloween story: « Un amour électronique…ou électrique!!! » conjugated into the futur
simple to give to students
PING/PONG game
Instructional procedures and student activities:
10 min.
Co-operative groups from the day before will take 10 minutes to prepare and practice with their
groups for their presentation of their part of the Halloween story: « Un amour électronique…ou
électrique!!! ».
25 min.
Groups will present their part of the story. If one or more students are absent that day, but were
preparing with their group the day before, the teacher can take on the roles that the absent
students had in their groups’ presentations. If one or more students are in class during this
lesson, but were not at school the day before, the teacher can assign them to a group to form a
new role in the presentation, or take on the role of a student who is absent.
Then, to practice for the futur simple quiz the next day, students will play games as a class:
10min.
Ping/Pong: Students will be split up into two teams (one team PING and one team PONG).
Each team will receive the same set of cards with sentence endings written on them. Each
student will take one of the cards. The teacher will read the first part of a sentence and the
student who has the card with the sentence ending has to yell PING or PONG depending on their
team name and finish the sentence. One person from each team will have the same card, so they
have to yell PING or PONG to be able to read their card before the opposite team. The student
who says the correct sentence first will win a point for his/her team. The verbs in the sentences
will use the futur simple.
*See attached sheet
20 min.
Recipe: (literacy strategy, collaborative learning, DI)
To prepare for the quiz tomorrow, in groups of 3 or 4, students will create a recipe for how to
form the futur simple and how to use it in sentences. Students must include: ingredients,
directions, who it serves. Students must also include drawn pictures and 5 examples of samples.
10 min.
For the rest of the period, students will complete (individually or with a partner) practice
worksheets on the futur simple to prepare them for the quiz the next day. While students are
working, the teacher will give each of the co-operative groups some verbal feedback about their
presentations.
Lesson #7:
Teacher materials:
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Futur simple quiz
Instructional procedures and student activities:
30 min.
4 corners (literacy strategy): To further prepare for the quiz, students will be required to choose
one Celebrity Hotspot that is posted in the corners/walls of the classroom. There will be six
corners with the picture and the title of the Celebrity Hotspots (for example, St. Barts, St. Lucia,
New York, Hollywood, Paris, and Hong Kong). There can’t be more than five students at each
location. Once groups have been formed, students will receive questions pertaining to their
hotspot. They must take turns asking and answering the questions in the futur simple. On the
back of the handout, the beginning of the answer will be provided for students who need it. (DI)
Example of questions: Tu es à New York! Qu’est-ce que tu verras?
À New York, je verrai__________________.
45 min.
Students will write futur simple quiz. (evaluation)
*See attached sheet
Ping/Pong
Nous voulons voir le nouveau film avec Robert Pattinson et Kristen
Stewart, …
Je commence l’école la semaine prochaine, …
Si je vois mon acteur préféré, Robin Williams, ….
Quand les acteurs retournent à Hollywood, …
J’ai un test sur le futur simple vendredi, …
Mes amis aiment chanter et jouer de la guitare, …
J’adore danser et regarder la télévision, …
Si tu aimes les chansons de Lady Gaga, …
Je préfère la musique country, …
Ma sœur aime savoir tous les commérages au sujet des vedettes, …
Si vous aimez les vidéos des chanteurs populaires…
Les étudiants qui aiment la musique hip-hop…
Quand les vedettes ont soifs…
Mon amie n’aime pas les films d’horreur…
Si on veut un homme qui est fidèle à sa femme…
PING
….donc, nous irons au cinéma.
PING
…alors, j’aurai besoin d’acheter des stylos, des crayons et un sac à dos.
PING
…je demanderai son autographe.
PING
…ils commenceront leurs rôles dans des films.
PING
…donc, j’étudierai très fort.
PING
…alors, ils formeront une bande musicale.
PING
….donc, je regarderai « So You Think You Can Dance » ce soir.
PING
….tu achèteras son disque compact.
PING
…donc, j’irai au concert de Taylor Swift.
PING
…alors, elle consultera le site web de Perez Hilton.
PING
…vous pourrez regarder MuchMusic.
PING
…écouteront les chansons de Beyoncé et Jay-Z.
PING
…ils boiront de l’eau chère.
PING
…donc, elle ne verra pas le film « Paranormal Activity ».
PING
…on ne se mariera pas avec Tiger Woods.
PONG
….donc, nous irons au cinéma.
PONG
…alors, j’aurai besoin d’acheter des stylos, des crayons et un sac à dos.
PONG
…je demanderai son autographe.
PONG
…ils commenceront leurs rôles dans des films.
PONG
…donc, j’étudierai très fort.
PONG
…alors, ils formeront une bande musicale.
PONG
….donc, je regarderai « So You Think You Can Dance » ce soir.
PONG
….tu achèteras son disque compact.
PONG
…donc, j’irai au concert de Taylor Swift.
PONG
…alors, elle consultera le site web de Perez Hilton.
PONG
…vous pourrez regarder MuchMusic.
PONG
…écouteront les chansons de Beyoncé et Jay-Z.
PONG
…ils boiront de l’eau chère.
PONG
…donc, elle ne verra pas le film « Paranormal Activity ».
PONG
…on ne se mariera pas avec Tiger Woods.
Nom : ___________
Date : ____________
Quiz : Le Futur Simple
A.
/28
Mettez les phrases entre parenthèses au futur simple.
(10 points)
1.
(demander) Je _______________ à Jean de finir son projet.
2.
(perdre) Vous _______________ le match si vous ne jouez pas
bien.
3.
(devoir) On _______________ se préparer bien pour les examens.
4.
(lire) Les élèves _______________ trois livres cette année.
5.
(avoir) Les joueurs n’_______________ pas de temps à se
reposer plus tard.
6.
(boire) Tu _______________ trois verres de lait.
7.
(mettre) Nous _______________ nos manteaux s’il fait froid.
8.
(réussir) Vous ne _______________ pas à votre test sans étudier.
9.
(comprendre) Elle _______________ mieux après la leçon.
10. (sortir) À quelle heure est-ce que tu _______________ ce soir?
B.
Choisissez le bon verbe de la liste suivante et mettez-le à la
bonne forme du futur simple.
(10 points)
aller
dire
avoir
venir
être
gagner
voir
pouvoir
faire
vendre
Je _______________ heureux le jour où les Feuilles d’Érables
remportent une victoire.
2.
Elle _______________ froid ce soir sans manteau.
3.
Paul _______________ Sydney Crosby, son joueur favori, jouer
samedi soir.
4.
Ils _______________ le championnat vendredi prochain.
1.
Nous ne _______________ pas à ta fête demain.
Vous _______________ beaucoup de recherches avant de faire un
rapport.
7.
Qu’est-ce que tu _______________ au prof quand il te demande
ton projet?
8.
Vous ne _______________ pas beaucoup de choses ce weekend.
Les magasins seront fermés.
9.
Est-ce que je _______________ aller à la toilette après ce test,
Madame?
10. Elle _______________ en France cet été.
5.
6.
C.
Application. Qu’est-ce que tu feras ce week-end? Écrivez 4
phrases en français. Utilisez 2 verbes réguliers et 2 verbes
irréguliers.
(8 points)
1) ______________________________________________________
______________________________________________________
2) ______________________________________________________
______________________________________________________
3) ______________________________________________________
______________________________________________________
4) ______________________________________________________
______________________________________________________