Teacher resources and professional development across the curriculum

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Teaching Foreign Languages K-12 Home go

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French: Touring a French City
Analyze the Video

As you reflect on these questions, write down your responses or discuss them as a group.

Before You Watch
Respond to the following questions:

  • What are the benefits of modeling interactions before students do them on their own?
  • What instructional purpose do long-term projects serve in the foreign language classroom?
  • How much independent research can beginning students be expected to do? What proportion of the information gathered should be in the target language? What proportion of English-language information is acceptable?
  • What factors should be considered when asking students to do projects at home?

Watch the Video
As you watch "Touring a French City," take notes on Ms. Neuman's instructional strategies, particularly how she organizes and models activities involving the student-built French city. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

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Reflect on the Video
Review your notes, and then respond to the following questions:

  • What language skills do students acquire through this project?
  • What cultural knowledge do students acquire through this project? What cultural stereotypes must be addressed with projects such as this one?
  • Describe the students' oral proficiency in terms of their ability to provide information, extend the length of each interaction, and express reactions.

Look Closer
Take a second look at Ms. Neuman's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

Video Segment: Describing the City

You'll find this segment approximately 7 minutes and 30 seconds after the video starts. Watch for about 4 minutes and 30 seconds.

Student pairs describe the city buildings to one another.

  • Beginning with Ms. Neuman's model conversation about the buildings, describe the stages in which students assume control of communication in this activity.
  • What kinds of language functions are students demonstrating (for example, naming, providing information, describing, and expressing opinions)?
  • When talking about the buildings, what proportion of students' remarks are rehearsed and what proportion are spontaneous?
  • How do students respond to this activity?

Video Segment: Giving Directions

You'll find this segment approximately 14 minutes after the video starts. Watch for about 6 minutes.

As tour guides and tourists, students practice giving and following directions while walking through their city.

  • How does Ms. Neuman model this activity?
  • How do the name tags facilitate student interaction and movement through the city?
  • How does this activity appeal to multiple learning styles and intelligences?
  • How does this activity allow Ms. Neuman to assess student success in giving directions? In following directions?



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