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Teaching Foreign Languages K-12: A Library of Classroom Practices

Professional Development > Teaching Foreign Languages K-12: A Library of Classroom Practices > 18. French: Touring a French City

World Languages

K-2, 3-5, 6-8, 9-12

French: Touring a French City

French I, grade 8: Prior to this lesson, Robin Neuman's students researched French architecture and constructed a model of a French city on the classroom floor. During the lesson, students take turns role-playing tourists asking for directions and tourist bureau agents giving directions and describing the buildings and the city.

CLASSROOM AT A GLANCE

Teacher

Robin Neuman

Language

French

Grades

8

School

Concord Middle School, Concord, Massachusetts

Lesson Date

January 17

Class Size

19

Schedule

48 minutes, four days a week

Video Summary

In this lesson, students practice how to give and follow directions. Students begin by describing several buildings in a classroom-sized model they built of a French city. Then they assume the roles of tour guides and tourists and take turns giving and following directions. At the end of the lesson, students randomly select a building name from a bag and describe the building to the class.

Standards Addressed

Communication: Interpersonal

Cultures: Practices, Products

Comparisons: Cultural

Glossary

backward planning
In backward planning, also called backward design, the teacher plans a unit or lesson by first identifying the desired end task or product, then working in reverse to identify the prerequisite learning tasks and benchmark assessments.

thematic units
Thematic units are designed using content as the organizing principle. Vocabulary, structures, and cultural information are included as they relate to the themes in each unit. For an excellent example of theme-based units, see the Nebraska Foreign Language Education Web site in General Resources.

Connecting to Your Teaching

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

  • How do you decide whether or not to devote significant time to a project? How might you incorporate several large projects into a year- or semester-long curriculum?
  • How do you incorporate multiple Standards — for example, language and cultural Standards — into a large, independent project?
  • How might you encourage students with limited vocabulary to use personal expression?

Watch Other Videos
Watch other videos in the Teaching Foreign Languages K–12 library for more examples of teaching methodologies like those you’ve just seen. Note: All videos in this series are subtitled in English.

  • U.S. and Italian Homes (Italian) illustrates the use of strong visual support for teaching about habitats.
  • A Place I Call Home (Arabic) shows how a teacher uses technology to provide students with a wide range of authentic cultural materials.
  • Hearing Authentic Voices (Spanish) presents modeling and sequencing activities ranging from precommunicative practice to personal expression.

Put It Into Practice
Try these ideas in your classroom. Where it’s not already evident, reflect on how to adapt an idea that targets one performance range for application to other performance ranges.

  • Design a culminating project that provides students with a memorable foreign language experience. A city/town unit such as Ms. Neuman’s can be done in any language. Add a historical element by having students design a town in a certain time period, such as Paris in the Middle Ages. You could show a relevant film, such as Notre dame de Paris, either before or after the project. When designing a culminating project, include time for intensive planning and revision based on experience. Consider the tools and materials that students will need at home or at school. As with any project, incorporate opportunities for assessment and make clear to students your expectations for the various skills and knowledge that you will be observing. In addition to language acquisition and use, a culminating project can help you assess students’ research skills, cultural knowledge, and creativity.
  • Lead students toward a desired performance by modeling activities. Modeling is not only an effective instructional strategy, but it also enables you to conduct more of your class in the target language without having to resort to English. For each major task in her lesson, Ms. Neuman modeled the desired interaction. She began with either a teacher/student interaction or a demonstration of the performance herself. Sometimes she also had a student pair model the activity before opening it up to the whole class. Typically, an effective build-up begins with the teacher (1) demonstrating the task, (2) asking one or two students probing questions about the topic, (3) having students work in pairs to ask and answer questions on their own, and (4) having students interact with many classmates for a set period of time.

Standards

World-Readiness Standards for Learning Languages
The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. This lesson correlates to the following Standards:

Communication
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.


Cultures
Interact with cultural competence and understanding

Relating Cultural Practices to Perspectives

Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Relating Cultural Products to Perspectives

Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Comparisons
Develop insight into the nature of language and culture in order to interact with cultural competence

Cultural Comparisons

Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

Resources

Lesson Materials
Building Guidelines (PDF, 14 K)
Guidelines students used to research and build their French city model

Building Rubrics (PDF, 13 K)
Rubrics that Ms. Neuman used to assess students on different aspects of the building project

Curriculum References
ACTFL Proficiency Guidelines

Concord Public Schools: Teaching and Learning Reports and Documents

Massachusetts Curriculum Frameworks

Robin Neuman’s Additional Resources

Web Resources:
Google France
The French-language version of the popular search engine. Note: Students used this site to research French buildings.

The Paris Pages
A collection of resources about Paris (available in English and French). Note: Students used this site to research French buildings.

Yahoo! France
The French-language version of the popular search engine. Note: Students used this site to research French buildings.

Print Resources:
Ellis, D.L. Life in a French Town. Lincolnwood, IL: NTC/Contemporary Publishing Co., 1988.

Rothfeld, Steven (photographer), and André Aciman. Entrez: Signs of France. New York: Artisan, 2001.

Series Directory

Teaching Foreign Languages K-12: A Library of Classroom Practices

Credits

Produced by WGBH Educational Foundation with the American Council on the Teaching of Foreign Languages. 2003. 2016.
  • Closed Captioning
  • ISBN: 1-57680-731-2

Sections

18.1 Class Context

18.2 View & Analyze the Video

PDF: Touring a French City

Web Guide

PDF: Building Guidelines

Guidelines students used to research and build their French city model

PDF: Building Rubrics

Rubrics that Ms. Neuman used to assess students on different aspects of the building project

Programs

Session 0 Introduction to the Library

This program provides an overview of the entire library, with suggestions for use in professional development settings

Session 1 Arabic: Teaching Arabic Overview

Provides background on the standards with commentary by teaching experts and clips from the classroom programs.

Session 2 Arabic: People Who Help Us

Arabic Grade 1: Khamael Alaloom introduces her class to people who help in the community and teaches students a new letter of the alphabet. She projects images of community helpers and reviews their names and what they do.

Session 3 Arabic: Vegetables We Like

Arabic Grade 2: Rita Lahoud’s Art and Arabic students draw pictures of vegetables they like and don’t like. Students discuss in pairs what they drew and then present their drawings to the full class.

Session 4 Arabic: Comparing the Weather

Arabic Grade 6: Wael Fawzy’s class learns about the weather in the Arab world and practices speaking and writing using dialects. Mr. Fawzy shows slides of the weather in Chicago and Egypt and asks students about the weather in each place and then has them develop questions of their own.

Session 5 Arabic: How We Spend Our Free Time

Grade 8, Arabic I: In a unit on hobbies, Katie Quackenbush’s novice-level students practice asking and answering questions about what they like to do in their free time. In a small-group activity, students picks a card and asks classmates whether they like doing the activity pictured. Students then poll one another about their free-time activities.

Session 6 Arabic: A Place I Call Home

Grades 9 and 10, Arabic II/III: In a lesson rich with music and visuals, students learn vocabulary to describe the rooms and exterior features of modern and traditional houses in Arab countries. Manar Mayalah introduces the lesson with a song about a “dear little house,” then shows videos of a traditional house in Syria and a modern house in Lebanon.

Session 7 Arabic: Making Sales Calls

Grades 9 and 11, Arabic I: Eric Bartolotti’s high school class of novice and heritage speakers use basic greetings and express likes and dislikes through a role-playing activity. Students pair off, assuming the roles of telemarketers and prospective customers.

Session 8 Arabic: Making Plans

Grades 9–12, Arabic V/VI: Students converse about what they will be doing in the future, in pairs and expanding to a group of four. Belal Joundeya presents a scenario in which two celebrities negotiate their busy schedules to agree on a dinner date, and then he role plays a similar situation with a student volunteer.

Session 9 Chinese: Communicating About Sports

Chinese I, grade 6: In pairs and in small groups, Jie Gao's students develop interpersonal communication skills as they state their sports likes and dislikes. They practice writing Chinese characters for an ongoing activity — a letter they are composing and sending to Chinese students. At the end of the lesson, the students create skits to perform for their classmates.

Session 10 Chinese: Exploring New Directions

Chinese II - IV, grades 9 - 12: In this lesson, Haiyan Fu's multilevel class explores direction - both literally and metaphorically. While Chinese IV students practice reciting Chinese cultural poems, students in Chinese II and III work on mapping the locations of nearby restaurants and providing directions to them.

Session 11 French: A Cajun Folktale and Zydeco

French I, grade 8: After preparing her students for new vocabulary, Paris Granville retells a Cajun folktale while students act out the story. Students then create a story map to delve into the different story elements. Ms. Granville introduces zydeco music and the instruments typically used to create it, such as the washboard, accordion, and spoons.

Session 12 French: Chicken Pox

French I, kindergarten: Jai Scott's French immersion class uses the topic of chicken pox, from an Arthur book and a French song, and total physical response (TPR) movements to learn new vocabulary for the parts of the body. The class practices emerging literacy skills by matching vocabulary labels to a drawing of a person.

Session 13 French: Comparing Communities

French III, grades 9 - 12: Ghislaine Tulou's students work in pairs to discuss aspects of their own community. They also discuss a Canadian community that they had read about and plan what they would do if they were to visit. Through individual and group-centered activities, students learn to express conditional statements about personal preferences.

session 14 French: Family and Home

French I, grade 5: In this two-part lesson, Debra Terry's students integrate vocabulary about the family by creating an imaginary family tree. Then they develop more complex ideas by describing the location of family members in different rooms of the home. For homework, students write about activities that take place in each room.

session 15 French: Interpreting La Belle et la Bete

French IV, grade 11: Michel Pasquier focuses his class on interpreting and adapting film, literature, and music, using the classic tale Beauty and the Beast. The students work in groups to find moral meaning in the 1945 Jean Cocteau classic film and compare the film to the original story and a French rap song.

session 16 French: Mapping Planet Earth

French I, grade 2: Stephanie Appel connects her French lessons to content and teaching materials in the general classroom curriculum. She employs TPR and map activities to practice vocabulary for the planets, continents, and oceans.

session 17 French: Performing With Confidence

French IV - V, grades 10 - 12: This lesson focuses on advanced conversation proficiency with connections to social, political, and pop culture. Yvette Heno's students play word games, discuss French politics, and stage a mock press conference with students portraying celebrities and journalists.

session 18 French: Touring a French City

French I, grade 8: Prior to this lesson, Robin Neuman's students researched French architecture and constructed a model of a French city on the classroom floor. During the lesson, students take turns role-playing tourists asking for directions and tourist bureau agents giving directions and describing the buildings and the city.

session 19 German: Holidays and Seasons

German I, grade 3: Margita Haberlen's lesson combines the topics of seasons and German holidays to reinforce basic reading skills, build cultural knowledge, and introduce more abstract thinking. Using a Venn diagram, students compare aspects of Fasching and Halloween.

session 20 German: Sports in Action

German I, grades 9 - 11: Denise Tanner guides her students through graduated activities including a TPR vocabulary review of the body, a grammar segment teaching the German structure gefallen, and a discussion of the German medals won at the 2002 Winter Olympics. As a culminating activity, students act out a TPR story in front of the class.

session 21 German: Sports Stats

German I, grade 5: In Amy Garcia's German class, students write in journals, listen as classmates share their sports preferences, take a poll on sports likes and dislikes, and record the class results on a graph. Using a chart showing the favorite sports of young Germans, Ms. Garcia makes connections to math by having students analyze the data.

session 22 Italian: U.S. and Italian Homes

Italian II, grade 9: In this lesson, Marylee DiGennaro's students compare American homes with typical dwellings in Italy. The class learns new vocabulary words, then practices them during a line dance and a card game. For homework, the students compose letters describing their homes, which they will email to students in Italy.

session 23 Japanese: Daily Routines

Japanese I, grade 5: This lesson focuses on the daily routines of individuals in Japan and the U.S. Margaret Dyer uses a variety of activities including TPR, modeling, paired practice, and student-led charades to introduce and review new vocabulary and concepts.

session 24 Japanese: Happy New Year!

Japanese II, grades 10 - 12: Students learn about some common products and practices of the Japanese New Year's celebration. Leslie Birkland's class splits into two groups: One sings New Year's songs, writes cards, and plays cultural games, while the other discusses New Year's food and decorations. After switching activities, the class reconvenes to compare the Japanese New Year's celebration with those of other cultures.

session 25 Japanese: Promoting Attractions of Japan

Japanese III - IV, grades 10 - 12: As part of a larger unit on the geography and culture of Japan, students learn the major regions and cities and discuss popular tourist destinations. Using timed activities, including a fast-paced Jeopardy-style quiz game, Yo Azama, 2012 ACTFL Teacher of the Year, assesses students on recall and recognition. As a culminating project, students create a travel brochure and begin planning a promotional video to attract visitors to Japan.

session 26 Latin: Music and Manuscripts

Latin II - III, IV AP, grades 10 - 12: Lauri Dabbieri's class explores how Latin manuscripts are interpreted, translated, and created. Latin IV students work independently to translate a passage from Vergil's Aeneid, while students in Latin II and III are guided through activities in translation and interpretation. Then the whole class works in pairs to create their own versions of illuminated Latin manuscripts.

session 27 Russian: Russian Cities, Russian Stories

Russian I and IV, grades 9 - 12: In this unique mixed-level class, Jane Shuffelton's students work on geography skills, story writing, and presentations. Russian IV students are paired with small groups of Russian I students to read a story, gather information, and write their own folktales. Each group shares their tale while the remaining students use their interpretive skills to write down specific information. In a separate activity, Russian IV students debate the role of the leader in Russian history after reading an article about Vladimir Putin.

session 28 Spanish: Creating Travel Advice

Spanish III, grade 11: In this lesson, Fran Pettigrew gives her students a letter from a teacher in Chile who plans to bring students to visit the United States. Working with authentic tourist brochures in Spanish and their previous research, student groups plan itineraries for their Chilean counterparts. They prepare to send a follow-up letter to the Chilean teacher sharing their suggestions.

session 29 Spanish: Food Facts and Stories

Spanish I, grade 8: Students use math and science skills as they interpret nutritional information in a Spanish-language McDonald's menu. John Pedini's lesson integrates authentic materials, makes connections to other academic areas, and develops interpretive and interpersonal communication skills.

session 30 Spanish: Fruits of the Americas

Spanish I, grade 4: Teacher Carina Rodriguez combines visual media and multisensory activities in a vocabulary-building lesson about familiar and new fruit. Students learn what country the fruit comes from, try to identify the fruit solely through touch, and taste the fruit to categorize it as sweet or sour.

session 31 Spanish: Hearing Authentic Voices

Spanish I, grade 8: Davita Alston's class engages in mock phone conversations, brainstorms about how American teenagers occupy their time, and reviews a video of Spanish-speaking youths discussing their leisure activities. Later, two native Mexican students visit the class and answer questions about how they spend their free time in Mexico.

session 32 Spanish: Interpreting Literature

Spanish III, grade 11: This lesson centers on the story Dos Caras by the New Mexican author Sabine Ulibarri. Barbara Pope Bennett guides students as they recount the details and discuss their interpretations of the story and its moral message. Students act out segments of the story and then collaborate in groups to come up with alternate endings.

session 33 Spanish: Interpreting Picasso’s Guernica

Spanish II, grade 10: In this lesson, students use their interpretive abilities to learn about culture and history through art. The students in Meghan Zingle's class make initial observations about Picasso's painting, and then work in pairs to write and present a mock radio announcement about it. After reading about the painting's background, they discuss the history it represents.

session 34 Spanish: Politics of Art

Spanish V, grade 12: Lori Langer de Ramirez's class stages a political debate based on Spain's visa requirement for Central and South Americans who wish to enter that country. During the debate, students assume the role of Latin American artists whose work they had researched and weigh the pros and cons of boycotting an invitation to exhibit their work in Spain. After the debate, the class votes on whether or not to accept the Spanish invitation.

session 35 Spanish: Routes to Culture

Spanish II, grades 9 - 10: This culturally rich lesson falls in the middle of a thematic unit about the African presence in Latin America. Pablo Muirhead's students identify cultural aspects of stories about a fictitious African girl who is taken to Panama and enslaved. Then they work in small groups to incorporate these cultural aspects into skits to be performed by their classmates. The class also practices playing African/Latin American box drums called los cajones.

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