Professional Documents
Culture Documents
I. Content
A. Topic: Le Brevet des collèges
Standards: B. Objectives: (colors in all sections reflect the five activity numbers)
1.2 1. read a classified job advertisement.
1.1, 1.3 2. list the responsibilities of a student. 1. Prépara
1.1, 1.3 3. write a classified job advertisement. tion
1.1-2-3 4. play Scattergories in the target language. 2. L’Idée
1.1-2-3 5. offer and receive peer feedback on oral presentation. Principale :
1.1 6. identify and describe challenging aspects of student life. 3. Le
2.1 7. recognize the names of grade levels in the target culture. Brevet des collèges
2.1, 4.1-2 8. compare grade level names in the native and target cultures. 4. Les
2.1, 4.2 9. explain why the TC way is à propos. Détails importants
1.2, 3.2 10. understand and enjoy an analogy in the TL. Grammar
2.1 3.2 4.2 11. discuss exit exams in the native and target cultures. use of the infinitive in
1.2 2.2 3.2 12. examine samples of French middle school exit exams. listing duties,
1.2 1.3 3.1 13. present and interpret descriptions of the nature of these exams commands, or actions
(content, format, skills) 3 façons de poser une
1.1 14. describe outcomes of exams. question
1.2 15. identify faux ami « passer » Vocabulary préparer +Grammar
à
1.1 16. offer, ask for, and receive advice on test preparation
offre d’emploi use of the infinitive in
1.1 17. offer, ask for, and receive advice on test taking strategies
métier listing duties,
1.1, 3.1 18. discuss resources for test preparation (various job titles) commands, or actions
1.2 2.1 3.2 19. watch French instructional video on common corriger test-taking errors Vocabulary
3 façons de poser une
1.2 20. compile a list of main ideas from video offre d’emploi
le lancement question
1.2 21. identify details that support main ideas métier
une navette préparer + à
5.2 22. compare amount understood at first to amount understood after (various job titles)
années scolaires
several passes. measure and enjoy success. corriger
le niveau
5.2 23. enjoy humor in video presentation. le lancement
le bac
3.2 24. apply strategies from video to correct uneditedpasser work sample. une navette
1.2 25. identify and correct errors. années scolaires
réussir
3.2 26. classify errors by type according to video outline. le niveau
rater
1.3 27. create a guide (outline) for students preparing forletests in other le bac
brevet des collèges
content areas. passer
le brevet blanc
3.1 28. consult with teachers in other content areas. l’orthographe réussir
1.3 29. present a strategy to help students avoid errorslesonétourderies
tests. rater
C. Vocabulary/Grammar (see boxes, right) le brevet des collèges
le hors-sujet
D. Standards Addressed (see margin beside objectives) le brevet blanc
le manque de temps
II. Students: Grade 8 French II. l’orthographe
le repérage
III. Materials les étourderies
1. Display: «Offre d’emploi» http://www.staff- le hors-sujet
restauration.com/chef-de-cuisine---marseille-1er-2201.html le manque de temps
2. «Offre d’emploi» worksheet le repérage
3. Brevets blancs (samples – about 12 needed; links to many are
provided)
4. Worksheet: Le Brevet blanc
5. Video: http://www.vosquestionsdeparents.fr/dossier/364/reviser-
le-brevet-des-colleges
6. Overhead display: Outline of 5 errors (video)
7. Video outline notes
8. Rubric for Activity 5
IV. Activities
1. Préparation
2. L’Idée Principale : Le Brevet des collèges
3. Les Détails importants
4. L’Interprétation
5. Une Présentation de Stratégies Scolaires
*************************
Activité 1 : Préparation
Est-ce que vous avez une poste? Qu’est-ce que c’est? Où travaillez-vous?
(list job names as students describe their work)
Report: Teacher asks students with fewer than 5 responsibilities to stand… fewer than 3… and
beginning with those who have the shortest lists, students share their lists out loud. Following the
rules of Scattergories, if students hear something they have written down (not necessarily the exact
wording, but the meaning), they must place an X beside the answer. The reader must also do this if
others have the same answer. At the end, if anyone has unique answers that are legitimate, they
score 1 point for each and prizes are awarded. During this exercise, teacher should easily find
opportunities to teach new vocabulary words that will be used in the video text.
Maintenant, on va faire un «offre d’emploi» d’élève de collège. (Hand out «Offre d’emploi»
worksheets)
Ensemble : Fill out first and last sections together (entire class).
Group : Vous allez completer le description du poste en groupes de quatre élèves. Suivez
l’exemple de l’annonce du chef de cuisine – ce n’est pas une liste, c’est une description avec des
phrases complètes ! (students work 10 minutes, teacher – assess and assist)
Planning note : Teacher will collect descriptions and choose one to display for the next activity.
Quelle est la partie la plus dure de la vie d’élève? (display « offre d’emploi »)
As students provide responses, ask for more. For example : Faire un project pour la foire de
sciences.
Pourquoi est-ce difficile ?
Est-ce que vous êtes d’accord ?
Est-ce que c’est difficile de participer dans les discussions scolaires ?
Levez la main si vous êtes d’accord que c’est difficile de faire cela.
En France, si on veut aller à l’université, il faut qu’on fait un grand examen qui s’appelle « le bac ».
C’est la partie la plus dure de la vie d’un élève. Si on ne réussit pas le bac, on peut répéter l’année
dernière du lycée. Le bac est le diplôme de lycée. Sans le bac, le futur d’un jeune français est
limitée.
Passer le bac, c’est une grande chose. C’est un rite de passage (write on board) qui vous permet
d’entrer l’université. Les familles françaises font les fêtes pour les jeunes qui réussissent le bac.
Mon ami français, il a pris un tour de camping en Espagne avec ses deux amis ; c’était son prix du
succès.
Pour les élèves de collège, il y a aussi un grand examen qui s’appelle le brevet (write on board).
C’est un peu comme le HSA [our district requires the High School Assessment for courses that
count toward a high school diploma. Many 8th grade students take HSAs for their algebra courses,
this is guaranteed background knowledge.] Il n’est pas nécéssaire de réussir le brevet pour entrer au
lycée, mais si on a le but de réussir le bac, le brevet est le premier étape préféré.
Vocabulary Point : Quelle est la différence entre « passer un examen » et « réussir » un examen ?
Passer, c’est un synonyme de faire. Passer, ce n’est pas la même chose que réussir. Et aussi, on
peut rater l’examen. J’ai passé l’examen, et je l’ai raté.
Voici des copies des brevets blancs : Les élèves français pratiquent le brevet en classe avant de
passer le brevet des collèges. Ça s’appelle le brevet blanc. Je vais donner des parties différentes à
tous. Regardez votre brevet blanc et utilisez le fiche d’activité (Le Brevet blanc) de préparer une
petite présentation pour la classe. (This will require about 12 different brevets blancs which can be
re-used by other classes. They can be kept in a binder as a classroom resource.)
Report : students may use their worksheets to describe their brevet blanc and compare it to tests
they have taken. They should divide the information and both participate in the presentation.
(Teacher : assess presentations and collect brevets and worksheets)
Activité 4: L’Interprétation
In this activity, students will see an example of some unedited response sheets for an
item from one of the brevets blancs. It will include at least one of each kind of error
discussed in the video. Students will mark items for correction, and on a line in the
margin, they will write which number (1-5) from the outline corresponds to the type
of error found on that line of text.
Activité 5: Une presentation de stratégies scolaires
Students will work in groups to prepare similar outlines for other subject areas in
which they might expect to be tested formally. They will use their background
knowledge as experienced test-takers, as well as their new vocabulary and content
knowledge to compile a list of at least 4 common errors that can be made on tests.
They may refer to tests they have taken in the past to see where points were lost, or
they may ask teachers in other content areas to show them a blank test and predict for
them where they would expect to see errors made. Each group will be assigned a
different content area so that everyone will receive the greatest possible benefit from
the oral presentations. Samples of errors must be prepared and displayed in French.
Students may use a PowerPoint and chair, as in the video, or they may be creative
and do something else. They may make a video or a live presentation. In the
presentation, each person in the group must present one of the points on the outline.
Before presentation, each group will hand in an outline in the same basic format as
the one used in the video (which will help teacher to assess. Teacher may also
videotape live presentations to better assess.)
Materials
Activity 1: Display Offre d’emploi
Offre d'emploi du :
Annonce consultée :
___ fois
Contacter : __________________________
Recruteur: __________________________
Téléphone: _________________________
E-mail: _____________________________
Nom:______________________________
(Activité 2) Date:______________________________
Le brevet blanc
Est-ce qu’il y a une photo, une table d’information, une document historique, une
carte, ou quelque chose d’autre sur le brevet ?
Comparer :
le brevet blanc les examens américains
(Activité 3)
Histoire-Géographie
1.
2.
3.
4.
5.
(Activité 3)
Histoire-Géographie
1. L’orthographe
2. Les étourderies
3. Le hors-sujet
4. Le catalogue
5. Le manque de temps
(Activité 5)
Students will work in groups to present strategies for test preparation and test taking
in other subject areas. Use your background knowledge as experienced test-takers,
as well as your new vocabulary and content knowledge to compile a list of at least 4
common errors that can be made on tests. You may refer to tests you have taken in
the past to see where points were lost, or you may ask teachers in other content
areas to show you a blank test and predict where they would expect to see errors
made. Your group will be assigned a content area so that everyone will receive the
greatest possible benefit from hearing oral presentations on different areas of study.
Samples of errors (not required) must be prepared and displayed in French. You
may use a PowerPoint and chair, as in the video, or you may be creative and do
something else. You may make a video or a live presentation. In the presentation,
each person in the group must present one of the points on the outline. Before
presentation, each group must hand in an outline in the same basic format as the one
used in the video.