<p>Content :<br /> -1 research activity for learners to discover Victor Hugo.<br /> -6 reading comprehension activities based on a simplified version of Les Miserables. These activities come with reading comprehension questions and are differentiated for A2 and B1 learners of FSL.<br /> -1 reading comprehension activity where learners must put in the correct order mixed up images depicting one part of the story of Les Miserables.<br /> -1 reading comprehension activity where learners must match sentences and images depicting another part of the story of Les Miserables. This activity offers sentences that are differentiated for A2 and B1 learners.<br /> -1 role play activity based on Les Miserables. This activity offers differentiated instructions for A2 and B1 learners.<br /> -1 creative activity (creating a comic trip) based on Les Miserables. 2 examples of works made by my students are included.<br /> -1 summative reading comprehension assessment for A2 and B1 learners.</p>

<p>This is a complete unit where your students will explore and reflect about Space exploration. What does it bring to mankind? Is it worth going to space for scientific purposes? How about space tourism?<br /> You will be able to engage with your students in such conversations, as they learn about the European Space Agency’s history, recruiting requirements, package benefits etc. After discovering about ESA, your students will write their own resume in French to apply for a job as an astronaut. They will then conduct job interviews, either as ESA’s recruiters or as a candidate.<br /> Your students will also have the opportunity to debate about space exploration, and conduct an interview of Thomas Pesquet (played by one of your students).<br /> This unit also includes:<br /> several links to Youtube videos to be used in this units<br /> one link to a kahoot activity that I created on the topic of Space exploration<br /> two links to vocab lists on <a href="http://quizlet.com" target="_blank" rel="nofollow">quizlet.com</a> that I created<br /> one Reading comprehension summative assessment task<br /> one Listening comprehension summative assessment task (with a link to a Youtube video)<br /> one Writing summative assessment task<br /> my email address in case the Youtube videos are no longer available (I checked all links before posting this here and they all work :))<br /> a 15-page brochure from the European Space Agency (originially in English) that I translated into French, and which I created comprehension questions about to check your students’ understanding<br /> another (smaller) reading comprehension activity<br /> the day-to-day lesson plan I followed with lesson objectives and a clear reference to the resources I used for each lesson<br /> all these resources are clearly organized (from ‘0a’ to ‘10b’) for you to easily find the resource you need.<br /> I designed this unit for my grade 11 class, and used it for the 1st time with a not so motivated class… and it worked! They enjoyed it!<br /> Bon courage et merci d’avoir téléchargé cette unité</p>

<p>Content and Objectives<br /> Content :<br /> -1 creative writing activity about « Le roi danse »’s trailer<br /> -1 fill in the blanks activity where students will learn about the national and international context of the time.<br /> -2 reading comprehension activities where learners must match sentences and images depicting characters or moments of the movie.<br /> -1 role play activity based on one moment of the movie.<br /> -2 reading comprehension activities where learners must put in the correct order mixed up sentences summarizing the movie.<br /> -2 activities leading learners to discuss their understanding of the movie<br /> -1 activity where learners will discuss the link that can be made between some of the customs and habits at the court of Louis XIV and modern France and its political life.<br /> -1 summative oral presentation assessment for B1 learners, with assessment criteria.</p> <p>Objectives :<br /> Objectifs communicatifs</p> <ol> <li>compréhension orale</li> <li>compréhension écrite</li> <li>expression orale et écrite</li> </ol> <p>Objectifs linguistiques</p> <ol> <li>travail sur le lexique du cinéma, de la musique, de la danse, de la politique</li> <li>description physique et psychologique (adjectifs, adverbes…)</li> <li>travail sur les temps (l’imparfait, le passé composé)</li> </ol> <p>Objectifs socioculturels<br /> 1.découverte d’une période de l’histoire de France<br /> 2.découverte d’un auteur majeur de cette période : Molière<br /> 3.éducation à l’image</p> <p>Objectifs finaux</p> <ol> <li>déterminer les idées principales et se former une opinion spontanée en rapport avec le film</li> <li>être disposé à s’ouvrir à l’expérience esthétique (le cinéma français)</li> <li>consulter de façon indépendante les ressources traditionnelles et électroniques, et préparer une présentation sur un personnage du XVIIème siècle</li> </ol>