Solodkova Nina Ivanovna
Educational institution: GBOU School №1078
Brief job description:
Publication date: 2017-04-05 Technological map of the French lesson on the topic “Pets” Solodkova Nina Ivanovna GBOU School №1078 Using group types of work to systematize and generalize the material covered

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Technological map of the French lesson on the topic “Pets”

Grade: 5

Subject: French.

Teacher: Solodkova N.I.

Topic: "Pets".

Type of lesson: lesson of systematization and generalization of knowledge.

Planned results and UUD.

Subject: activation of lexical units on the topic, grammatical material (the present tense of verbs of groups 1 and 3, plural nouns), the formation of oral speech skills.

Cognitive: the ability to systematize and structure knowledge.

Communication skills: ability to express one's thoughts, work in a team.

Regulatory: goal setting, planning, control, awareness of difficulties, correction.

Personal: self-determination.

Resources: UMK Beregovskaya E.M., Beloselskaya T.V. "Blue bird". Textbook for grade 5 for educational institutions. Second foreign language. M, “Enlightenment”, 2016. presentation on the topic “Animals”, handout with tasks, cartoon, audio recording.

Annex 1 Cards for compiling a dialogue

Annex 2 Procedure.

Task for team number 1: make up a riddle story about an animal (cat)

Procedure

Team task number 2: make up a riddle story about an animal (dog)

Procedure

1. Use exercise number 23 page 37 as a story plan.

2. Each team member answers the question without naming the animal.

3. Combine the received answers into a story.

4. Choose who will answer and who will draw the animal.

5. The selected team member tells the riddle.

6. The second team guesses the animal.

7. After the other team has answered your riddle, stick a picture of your animal on the board.

Annex 3. .

Technological map of the French lesson in grade 5 MBOU secondary school No. 28 in Bryansk

Teacher Aleksankina I.N.

WMC "Le francais, c'est super! - 5" A. S. Kuligina, M. G. Kiryanova

Lesson topic: Food

Lesson type: repetition lesson

The purpose of the lesson:

Educational: creation of conditions for the application of subject skills (improvement of language and speech skills), improvement of subject skills on the topic "Foodstuffs"

Students will learn:

talk about yourself, your food preferences based on visual clarity and / or verbal supports (key words, plan, questions);

to recognize in the written and sounding text the studied lexical units (words, phrases, replicas-clichés of speech etiquette), including polysemantic ones, within the subject of the main school;

use in oral and written speech in their main meaning the studied lexical units (words, phrases, replicas-clichés of speech etiquette), including polysemantic ones, within the subject;

operate in the process of oral and written communication basic syntactic constructions and morphological forms French in accordance with the communicative task in a communicative meaningful context;

observe the norms of lexical compatibility existing in French;

distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce all the sounds of the French language;

observe the correct stress in the studied words;

adequately, without errors leading to communication failure, pronounce phrases from the point of view of their rhythmic and intonational features;

recognize and use in speech: various communicative types of sentences: affirmative, negative, interrogative (general, question);

recognize and use nouns with a definite / indefinite / partial article in speech;

recognize and use in speech nouns in the singular and plural, formed according to the rule and exceptions;

speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;

use a language guess in the process of reading and listening (guess the meaning of unfamiliar words from the context and word-formation elements);

guess the meaning of unfamiliar words by similarity with the Russian / native language, by word-formation elements, by context;

express feelings and emotions with the help of intonation;

recognize the belonging of words to parts of speech according to certain signs (articles);

Developing: creation of conditions for the formation of UUD (communicative, cognitive, regulatory) in the 5th grade on the material of the topic of the lesson

communicative

Students will learn:

adequately use communicative, primarily speech, means for constructing a monologue statement, own a dialogic form of communication;

to formulate own opinion and position;

to ask questions;

anwser the questions

Students will have the opportunity to learn:

adequately use speech means for the effective solution of various communicative tasks.

Cognitive:

Students will learn:

communicate verbally and in writing

carry out the analysis of objects with the allocation of essential and non-essential features;

to carry out synthesis as a compilation of a whole from parts;

compare and classify according to specified criteria

Students will have the opportunity to learn:

consciously and voluntarily build messages in oral and written form

Regulatory:

Students will learn:

define and save the learning task;

take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher;

plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;

take into account the established rules in planning and controlling the solution method;

evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of a given task and a given area;

adequately perceive the suggestions and assessment of the teacher;

make the necessary adjustments to the action after its completion based on its evaluation and taking into account the nature of the mistakes made, use suggestions and evaluations to create a new, more perfect result

Students will have the opportunity to learn:

in collaboration with the teacher, set new learning objectives;

show cognitive initiative in educational cooperation;

independently take into account the guidelines of action selected by the teacher in the new educational material;

independently adequately assess the correctness of the performance of the action and make the necessary adjustments to the performance, both in the course of its implementation and at the end of the action.

Educational:

Students will have:

the ability to self-assessment based on the criteria for the success of educational activities;

the internal position of the student at the level of a positive attitude towards school, orientation to the meaningful moments of school reality and acceptance of the model of a “good student”;

broad motivational basis of educational activity;

Students will have the opportunity to develop:

pronounced sustainable educational and cognitive motivation of learning;

sustainable educational and cognitive interest in new general ways of solving problems;

adequate understanding of the reasons for the success / failure of educational activities;

positive adequate differentiated self-assessment based on the criterion of successful implementation of the social role of a “good student”.

Technical equipment of the lesson:

Computer presentation of the lesson

Handout didactic material: grammar test on the topic "Partial article"

During the classes

Formation of UUD

Name of the lesson

Tasks of the lesson stage

Teacher activity

Student activities

Personal

Regulatory

cognitive

Communicative

Motivation for activity

Slide #1

Introduction to the topic of the lesson

Slide #2

Slide #3

Activation of basic knowledge

1) Phonetic charging

2) Voice charging

Slide #4

Activation of the use of LE in speech on the topic

Slide #5

Slide #6

Dialogic speech control

Slide number 7

Slide #8

dynamic minute

Slide #9

Control of students' knowledge of grammatical material on the topic "Articles"

Slide #10

Slide #11

Slide #12

Homework

Slide #13

Lesson summary and reflection

Slide #14

Slide #15

Create a motivating situation, arouse students' interest and readiness for learning activities

Mobilize students to work through lesson milestone symbols

Improving pronunciation skills

The situation of using speech samples

Check students' knowledge of LE studied on the topic

Improve the skills of monologue and dialogic speech based on previously studied models

Create a natural situation for the use of speech patterns

Provide short active rest

Check students' knowledge of the studied grammatical material on the topic "Articles"

Organize the evaluation of educational activities

1. Greets students

2. Asks the attendant about those who are absent

1. Draws students' attention to the picture with the products

2. Offers to define a lesson plan

1. Presents a sample reading

2. Offers the choice of a reciter with the help of a counting rhyme

1. Offers to name the food products presented on the slide

2. Offers to find an “extra” word

1. Offers to make micro-dialogues and find out the food preferences of classmates

2. Talk about their food preferences by answering questions from classmates

3. Suggests thinking about proper and healthy nutrition (based on visualization)

1. Organizes and conducts exercises

1. Offers to play the game "Sort".

2. Reminds the rules of the game: sort products into baskets by gender and number

3. Offers to complete the task "Connoisseurs of French grammar"

4. Offers to self-check the test

1. Offers students homework

1. Asks if you liked the lesson, what types of work you liked, what was difficult to do, what you learned in the lesson

2. Offers to evaluate your mood at the end of the lesson using emoticons

1. Welcome teachers

Getting ready to start the lesson

Receiving information from the teacher

Understand the significance of the material proposed for study

1. Name the topic of the lesson

2. Call the stages of the lesson by symbols

Performing tasks of a reproductive nature

1. Listen

3. One student reads a poem by heart

1. Name food

2. Read the words, determine the “extra” word, explain why

Work in pairs(possibly interchangeable)

1. Make up micro-dialogues, answering the questions of classmates (using key phrases)

2. Talk about their food preferences

3. Consider the slide, determine what proper healthy nutrition means, exclude “junk” food

1. Perform actions

1. Remember the forms of the definite article

2. Sort words by gender and number

3. Perform a test task on the topic "Partial article"

4. Self-check of the performed test

1. Record homework in diaries

1. They comment on the work in the lesson, clarify what they liked, what caused difficulties

2. Determine their mood at the end of the lesson using emoticons

Meaning formation

Establishing a connection between the purpose of educational activity and its motive

A broad motivational basis for learning activities

Appropriate response to the question

The ability to self-assessment based on the criteria for the success of educational activities

Ability to respond to a question

Formation of the value of a healthy lifestyle

A broad motivational basis for learning activities

Adequate differentiated self-assessment based on success criteria

Adequate understanding of the reasons for the success / failure of educational activities

Sustained educational and cognitive interest in setting new tasks

A broad motivational basis for learning activities

Define and save a learning task

Set new learning objectives in cooperation with the teacher

Predict the result

Planning Determining the sequence of actions

Control in the form of comparison with the standard. Correction. Grade

Plan your activities, act according to the plan

Build a statement according to the model

Independently adequately assess the correctness of the performance of the action and make the necessary adjustments to the performance, both in the course of its implementation and at the end of the action

Evaluate the correctness of the performance of an action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of a given task and a given area

Adequately perceive the suggestions and assessment of the teacher

To reflect the results of educational activities

Analysis of objects in order to extract features

Analysis, synthesis - making a whole out of parts Conscious and arbitrary construction of a statement

Comparison and classification according to specified criteria

Adequately use speech means to effectively solve communication problems

Build a speech statement according to the model

Adequately use communicative, primarily speech, means to build a monologue statement, own a dialogic form of communication

Engage with peers

Adequately use speech means to effectively solve the set communication tasks

Ability to accurately express one's thoughts

Technological map of the French lesson
Teacher: Fisenko T.N.
Grade: 7
UMK: A.S. Kuligina, A.V. Shchepilov "Your friend is French" Moscow: Enlightenment, 2014
Lesson topic: “Les grands hommes du monde” (unité 6 “Les merveilles technologiques”)
Lesson type: combined lesson
Purpose: development of lexicogrammatic skills and the ability to use them in speech. Creation of conditions for systematization and application
knowledge on the topic "Inventions"
 cognitive aspect: to form the skills of using vocabulary on the studied topic in real situations of communication, discussion
achievements of science that are used in everyday life, acquaintance with unusual inventions;
 developmental aspect: development of the ability for linguistic conjecture, analysis, formulation of conclusions from what was heard, for planning
his statement, the development of the ability for productive speech actions, the development of the imagination;
 educational aspect: education of respect for other people's work and creativity;
 educational aspect: activation of the studied lexical material, formation of lexical speaking skills, development of skills
reading and listening in order to extract specific information, developing the ability to work in pairs, in groups, developing search skills
information on the Internet; an accompanying task is the hidden control of the level of mastering lexical units.
Planned results:
Personal:
the formation of communicative competence in communication with peers, adults in the process of learning activities; formation
common cultural identity
Subject:
training of the studied vocabulary on the topic "Great people"; training grammatical skills on the topics "past tense"; development
monologic and dialogic skills; listening skills
Metasubject:
the ability to independently determine the goals of their training; development of research training activities; development of communicative
competencies, including the ability to interact with others
Lesson equipment:
UMK, CD with audio recording, presentation, laptop/screen, pictures on the topic "Miracles of Science", boxes with tasks, words on pieces of paper for
completing tasks,
Lesson stages
Time
During the classes
Teacher activity
Beginning of the lesson.
1 min Teacher greets students and asks how are you
№
p/p
1
Activity
students
Children respond to

Mobilizing
stage.
Bonjour, mes chers ami! Je suis très contente de vous revoir! Asseyezvous, s'il vous plait!
Comment allezvous ?
2
goal setting
3 min The teacher creates an emotional mood to determine the goal (topic) of the lesson:
The teacher shows tape, phone, screw
Regardez, qu'en pensezvous, qu'estce que c'est?
Oui, d'accord! Et pourquoi je vous ai montre tout ça?
Peutêtre, et encore?
Oui, vous avez absolument raison (presentation on the screen: the topic of the lesson appears)
. Et notre cours c'est un cours de recherche scientifique.
The teacher explains how he will control the work of students in the lesson
Et moi, je vais apprécier votre travail en mettant les plus dans ce tableau

greetings
and
talk about their
well-being
Bonjour
Merci, ça va/ça va
tres bien/ça va bien
Et vous?
Students answer
questions,
on the
express
his
assumption on
about the topic of the lesson
C'est un stylobil ou
un portable,
Sans
parapluie ordinateur et
Internet

­
3
Main part
lesson
1. Repetition
studied
related vocabulary
"Great people
peace"
7 min
Pour faciliter notre recherche: premièrement, je vous donne le plan de notre cours à chacun de
vous
The teacher organizes work in groups:
On travaille en 3 groupes par 4 (3) personnes et comment seront ces 3 groupes on peut savoirà
l'aide de ces cartes "Les recherchers", "Les ecologistes", "Les menagers"
The teacher formulates the task for the first item of the Vocabulaire plan:
Je vous donne 23 minutes pour preparer ce devoir
The teacher checks the assignment after the time is up.
The teacher records the answers of the students. The teacher gives a comment on the performance of the actions
Students become
in a circle and divided by
three
commands

teacher

students:
Tres bien, mes chers amis!
The teacher creates an emotional mood for completing assignments:
­
The teacher asks the student to read the exercise:
Lis, s'il te plait, le devoir
The teacher organizes the work in pairs and clarifies the task:
On va diviser cet exercice en quelques parties et on travaille par deux: 1 paire – 1 phrase; 2 pairs
– 2 phrases; 3 paire - 3 phrase; 4 pairs - 4 phrases
Je vous donne 3 minutes pour exécuter ce devoir. Ouvrez vos cahier et écrivez la date et le numéro
d'exercice. dans vos cahiers
The teacher checks the assignment after the time has expired:
Lisez, s'il vous plait, vos reponses. On commencement par la première paire.
Students one by one
from each team
take the words
(on
the same
quantity each)
Très bien, on sais déjà le nom du peintre, il nous reste de trouver les noms du tableau et du musée
The teacher offers to check the homework in the workbooks:
Maintenant ouvrez, s'il vous plait, vos cahiers d'activité à la page 63 exercice 7 que vous avez
fait à la maison. Et lisez chacun son tour
13 min
The teacher helps summarize the second study and asks one student for help:
The teacher offers to do an exercise to consolidate grammatical topics
“De participle. Communion" in workbooks. The teacher formulates the task and
ensures the work of students in groups:
Tournez la page de vos cahiers d'activité: exercice 8. Pour que votre travail soit plus actif on fait
cet exercice en 2 groupes comme au début de notre leçon. Je vous donne 23 minutes et après cela
chacun de 2 groupes à tour de rôle va lire seulement les verbes. Les phrases 1,2,3 - c'est pour le 1
groupe, les phrases 4,5,6 - c'est pour le 2 groupe
The teacher organizes a check of the exercise after 23 minutes:
Et bien, je vous écoute, on commencement par le 1 groupe
2.Workout
grammatical
skills in
topics
"Past

Pupils perform
assignment within 23
minutes, work in
group: read the words
and define them to
desired category
Students in turn
from each team
come out
to
interactive whiteboard
and with the help
interactive whiteboard
attach the word to
desired column,
commenting on this
their
actions:
(used method
health-saving
technology)

time"
The teacher notes the work of students and helps to summarize the third stage of the study,
asking for student help
C'est vraiment magnifiquen votre travai!
The teacher creates an emotional mood for the task of listening, asks
one student to go to the blackboard and choose the correct answer
The teacher formulates the task of listening:
On va ecouter le texte 2 fois et va faire ce test. Prenew vos crayons pour cocher la bonne variante
dans vos manuals. Lisez tout d'abord l'information du test quelques secondes
After listening to the text, the teacher double-checks that the students understood:
Alors, moi, je commence la phrase et vous la finissez, on lit à tour de rôle
The teacher evaluates student work
Merci, mes chers amis, un bon travail!
Students open
tutorials on page 113
and find an exercise
1
One student reads
aloud

exercise
exercises
The teacher sums up and evaluates the work of students; shows the picture that was
originally conceived:
Bravo, mes felicitations! Je vous presente ce tableau
Working on the interactive whiteboard

Pupils perform
an exercise
writing in notebooks
work in pairs;
each
couple
gets one by one
offer,
in
which needs
find
past
time, write it down
notebook,
against
indefinite
verb form and
reason
use
grammatical

Check
homemade
tasks
Work in
workers
notebooks
The teacher sums up the task and formulates the homework:
Pour fixer le bon résultat de l'expérience grammaticale cochez, s'il vous plait, A la maison vous
avez
trouverez
https://docs.google.com/presentation/d/1NB_y229T60CLCXktiMmJFKmYRSZEzE_uy59eXz3x3cw/edit#slide=id.pI
l fallait faire des petits projets de ce texte d'après les thèmes: On va écouter 2 personnes
comme
devoir
vous

forms.
Couples
work within 3
minutes
read
Students
proposals and
queues
comment
completed
actions:
The student approaches
table,
opens
boxes and reads
information:

Students highlight
exercise at work
for
notebooks
fulfillment
at home
in writing

homemade
exercise
5 minutes
Textbook str66 exercise6
3. Development
skills
monologic
speeches
7 min
4.Workout
skills
listening
students
speak out on
data
topics
using
information
textbook

The students are listening
text twice and
perform the test in
textbook,
noting
pencil
correct option
answer, work in
couples
students
read carefully
test information
few seconds
students
express
their
answer options in
couples in turn

Students answer
to the teacher's questions
analyze
information
and
formulate a conclusion
research

7 min
4
5. Development
skills
dialogic
speeches
Summing up
lesson outcomes.
Reflection
exhibiting
ratings
5 min The teacher encourages students to express their opinion about the lesson:
Notre point suivant c'est "Les merveilles de la technologie", c'estàdire vous, mes chers amis,
dites ce que vous avez appris et avez su faire pendant cette leçon
The teacher sums up the lesson:
Et moi, je vous dis vos results, vous pouvez les voir dans ce tableau. Je dis le nom et donne a
chacun de vous un papier avec les symbols pour notre cours de recherche. Chacun lis et ecris les
mots.

Students compose
dialog,
arranging
phrases in logical
OK, getting ready 3
minutes.
By
the expiration of time
couple who will
first,
reads by
role-playing dialogue aloud:
students
formulate a conclusion
observations

students
his
express
opinion on the lesson
using the phrases
blackboard as a start
your proposal:
­
­
­
J'ai appris...
Je sais...
Je peux...
Students come to

what did you learn new?
what was the most interesting?
Students answer questions.
Professeur: Vous avez bien travaillé aujourd'hui. Qu'estce que vous avez appris de nouveau?
Qu'estce qui etait le plus interessant?

teacher
having heard
their name and take
diplomas, they
can see their
rating and put it
in charter
The teacher says goodbye to the students and ends the lesson:
Merci beaucoup encore une fois. Et à la prochain
Notre cours de recherche est fini
Students say goodbye
with teacher:
Au revoir
9. Summing up the lesson. Reflection.
Merci pour votre travail. Vous avez bien compris et je pense que je vais vous mettre beaucoup de bonnes notes.
The teacher offers to summarize the lesson:
what did we talk about in class today?
what did you learn new?
what was the most interesting?
Students answer questions.
Professeur: Vous avez bien travaillé aujourd'hui. Qu'estce que vous avez appris de nouveau? Qu'estce qui etait le plus interessant?
Elève: Je pense que… J’ai appris que…

10. Homework: prepare a report on one outstanding figure in France
Homework (differentiated):
Professeur: Votre devoir a votre choix:
I. Ecrivez un petit rapport d'un savant français. Repondez: Qui...? Comment s'appelle...? Quelles decouvertes...? (at least 57 offers)
II. Ecrivez une lettre à votre correspondante française Mathilde. (En 100 mots). Répondez à 3 questions: Estce possible de vivre sans science? Quelles
inventions pouvezvous nommer? Parlez du rôle de la science dans votre vie. Respectez les regles de la correspondance.
Professeur: Je vous remercie pour votre travail. Au revoir.

Technological map of the French lesson

Class: 8. Teacher: Yurkova E.V.

UMC: A. S. Kuligina, A. V. Shchepilova. Textbook “French language.Lefranç aisc´ estsuper!" series "Your friend is French" for grade 8

Topic lesson : Professions (Les mé tiers, les professions)

Lesson type: combined

Target: generalization and systematization of students' knowledge on the topic "Professions".

Planned results :

Personal: formation of readiness for self-development, formation of communicative competence in communication with peers, adults in the process of educational activities.

Subject: systematization of knowledge on the topic "Professions"; improving the skills and abilities of speaking.

Metasubject: the ability to independently determine the goals of their training; the ability to consciously use speech means to talk about the profession.

Lesson equipment: French textbook grade 8, pictures on the topic "Profession", handouts.

During the classes

Bonjour!La leçon de français commencement! Je suis ravie de vous voir. Comment ça va?

Respond to the teacher's greeting. Participate in dialogue.

Bonjour, Madame. Moi aussi je suis content de vous voir.Ça va bien, merci.

Purpose: To set students up for active work in the lesson. Frontal conversation (with the class).

2

Motivation. Determining the topic of the lesson

Pour formular le theme de notre leç on lison bien une poesie. Prenez ces feuilles de texte et lisons ça.L'auteur de cette poésie estJean Aicard.

Le titre de cette poésie est "Les métiers".

Lisez cette poé sie! La traduction est là ! Tout le monde a compris?

Travaillez en paires!

Reading a poem by students, translation.

Purpose: improvement of phonetic skills.

Work in pairs (read the text to each other).

Interview with students. Purpose: to formulate the topic of the lesson.

• De quoi s´agit-il dans la poésie?

  Des metiers.

  Quels métiers sont appleés dans cette poésie?

Front work.

3

The main part of the lesson. Generalization of lexical material on the topic "Professions"

FROM onnaissez-vous bien les mé tiers?Verifications! Je vous montre des images et vous me dîtes une profession.

Sur le tableau plusieurs professions sont cachees. Devinez ces metiers.

Travaillez en paires!

Students are shown pictures with types of professions. They call this profession.

Purpose: to test knowledge on the topic. Front work.

Several pictures are closed. Students need to guess what kind of profession they are. They are given leaflets with the task to determine the profession according to its description.

Work in pairs.

Purpose: development of reading skills, development of guesswork, control of vocabulary.

4

Updating knowledge on the topic "Professions"

Tres bien. Nous connaissons beaucoup de professions. Et encore il y a quelques mé tiers. nous voyons les dans vos livres. Ouvrez vos livresà la page 10, ex. 4. Il faut complè ter les phrases.

Travaillez en paires!

The words , to be inserted :

1. jardinière (jardinier)

2.horology

3.couturier

4.serrurier

5. chauffeur

6. pompiers

7.crè miè re

8. é picière (vendeuse)

9. vitriers

10. masseur

Work with the textbook. Words denoting professions are selected.

Work in pairs.

Purpose: development of skills in reading with full understanding (short phrases), development of a language guess based on known vocabulary.

5

Dynamic pause

Tres bien. A votre avis quelles sont les professions les plus populaires (non pas inté ressants, moins attractive).

Students divide professions into two groups: very interesting (popular, attractive) and not very interesting.

The stage of the lesson is also a dynamic pause, because students need to place the picture in the right row.

Front work.

Purpose: Removing fatigue, consolidating vocabulary.

6

Improving speaking skills

Pourriez-vous me dire quel métier aimez-vous?

Qui voulez-vous devenir? Et pourquoi?

Quelles qualites sont necessaires pour cette profession?

Interview with students. They say what profession they like and why, what qualities are needed for this profession?

Front work.

Goal: improving speaking skills.

7

The stage of informing students about homework

A la maison je vous proposefaire un petit recit sur une profession. 8-10 phrases.

Students are offered homework: to tell about the profession.

8

The stage of summing up the lesson. Reflection of educational activity

Notre lecon va finir. Nous avons fait beaucoup de choses.

Rappelez-vous ce quiétait intéressant dans la leçon, ce que vous avez fait et évaluez vos activités. Analysez votre travail en classe.

Il y a quelque phrases.

Maintenant je connais…

J´ ai appris…

J´ aime travailler…

J´ ai pris plaisir…

Vous avez bien travaillé pendant notre leçon. Je vous mets de ... notes. Merci pour votre travail.

Au revoir!

Students answer how they liked the lesson, evaluate their work in the lesson.

Purpose: formation of personal responsibility for the results of activities.

Maintenant je connais beaucoup de mots.

J´ ai appris les professions.

Je sais parler de professions.

Je connais les professions les plus attractive (inté ressantes).

J´ aime travailler en paires.

J´ aiprisplaisir(I like it)…

J´ ai pris plaisir une poé sie.

J´ ai pris plaisir des images.

Appendix to the lesson

Devinettes sur les professions

Il dirige une banque. I est...

Il vend des produits dans un magasin. I est...

Il travaille sur l "ordinateur, il invente des programs de jeux.C "est un passionne d" informatique. Il est..

Celui qui prepare a manger est...

Celui qui travaille au chantier, construit des maisons est...

Elle enseigne les enfants. Elle est...

J'Aicard Les metiers

Sans le paysan, aurais-tu du pain?
C'est le blé qu'on fait la farine;
L'homme et les enfants, tous mourraient de faim,
Si, dans la vallee et sur la colline,
On ne laborait et soir et matin!
Sans le boulanger, qui ferait la miche?
Sans le bucheron, roi de la foret,
Sans poutres, comment est-ce qu'on ferait
La maison du pauvre et celle du riche?
...Même notre chien n'aurait pas sa niche!
Ou dormirais-tu, dis, sans le macon?
C'est si bon d'avoir sa chaude maison
Ou l'on est a table, ensemble en famille!
Qui cuirait la soupe, au feu qui petille,
Sans le charbonnier, qui fit le charbon?
Sans le tisserand, qui ferait la toile?
Et, sans le tailleur, qui coudrait l'habit?
Il ne fait pas chaud, a la belle etoile!
Irions-nous tout nus, le jour et la nuit?
Et l'hiver surtout, quand le nez bleuit?
Aime le soldat, qui doit te defendre!
Aime bien ta mere, avec ton coeur tendre:
C'est pour la defendre aussi qu'il se bat!
Quand les ennemis viendront pour te prendre
Que deviendrais-tu sans le bon soldat?
Aime les métiers, le mien, et les votres!
On voit bien des sots, pas un sot métier;
Et toute la terre est comme un chantier
Ou chaque metier sert a tous les autres,
Et tout travailleur sert le monde entier!

(Jean Aicard, poète, romancier, est né à Toulon en 1848. Beaucoup de ses romans nous parlent de la vie de Provence).