www.maryglasgowplus.com/fr

Teacher’s NotesSeptember / October 2011 ISSN 0007-9243

Pages 2&3 Eye on the world

News in BriefOnline extra: Do you like dangerous or extreme sports?

Pages 4&5 Star

Charlie Winston: An Englishman in Paris

Charlie Wilson’s presentation: a young British singer who found success in France.Language focus: Introduction, description of professional career, familyCulture: The world of music and showbizOnline activitiy: Questions in the present tenseOnline extra: Listen to Charlie’s songCD: Charlie Winston, from music to cinema

Pages 6, 7&8 Zoom

How arrogant! How stupid! Are Franco-Belgian stereotypes true or false?Language focus: ComparisonsCulture: The French-speaking worldOnline activitiy: ComparativesOnline extra: Give your opinion on the websiteCD: Stereotypes in the French-speaking world

Page 9 Comic

School uniformSchool uniform: for or against?Language focus: Giving your opinionCulture: School in France and EnglandCD: School uniform, for or against?

Pages 10&11 Planet

Reading in the futureDo you prefer reading from a book or from a screen? (test) Manon and Nicolas also say what they think.Language focus: Future tenseCulture: New technology and the disappearance of the bookOnline activitiy: Future tenseOnline extra: Discussion about the disappearance of the book in favor of on-screen readingCD: Reading in the future

Pages 12&13 Chat

Around the world: healthy eatingNew video: four young people tell us about their vacation and give their opinion on food in different countries.Language focus: Past tenseCulture: Young French people and foodOnline activitiy: Past tense

Content overview

Your web teacher code is: 58s66r

NEWPage 15 The web planet

You’re the reporter!Geo13 talks about her country, Greece.Language focus: Introduction, description of a place, activitiesCulture: European discovery: GreeceOnline extra: Our favorite video

Page 16 Ça Va Test

Lazy or hardworking?Special back to school test.Language focus: Present tenseCulture: How to succeed this year at school

Lesson plan 2 Introduce myselfGo to pages 2-3

Lesson plan 1 I can compareGo to page 2

Lesson plan 3 Food and ways of lifearound the worldGo to page 4

With National Standards for Foreign Language

Lesson plan 4 I navigate the French webGo to page 4

NEW

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CDOnline activities

Video Advanced activities

Teaching plan 1

Stupides ! Arrogants !Students learn about French and Belgian stereotypes and to compare countries.

Objectives• To state opinions (1.1: Interpersonal Communication)• To practice reading skills (1.2: Interpretive Communication)• To build sentences expressing sterotypes (4.1: Language Comparisons)• To compare countries (4.2: Cultural Comparisons)

Resource(s)Ça Va ? August / September 2011, pages 6&8www.maryglasgowplus.com/fr

Preparatory task Before reading the article, have your students talk about France and the French saying the fi rst things that come to their minds when they think about the French. Alternatively, give them a list of adjectives and ask them to choose the ones which correspond to their ideas of France and the French, such as: cultivé – intelligent – hospitalier – arrogant – fi er – sympathique – chaleureux – impoli – courtois – élégant – gastronome – chic – xénophobe – tolérant – sexy – patient – impatient – spontané – calculateur – travailleur – paresseux – gastronomie – éducation – intelligence – grève – manifestation – culture – mode – tourisme. Examples: Je pense que les Français sont cultivés et chics. La France est le pays de la gastronomie et du tourisme.

Main activity After your students have read the article, have them decide if the following statements are true (v), false (f) or not mentioned in the article (?): Ruben est un douanier français. (f) Il est né à Bruxelles. (?) Les plus grands mangeurs de moules sont les Belges. (f) Rien à déclarer est un grand succès en Belgique. (v) Les Belges mangent 400 000 tonnes de moules par ans. (?) Les Belges mangent plus de pain que les Français. (v) La fête de la communauté fl amande est en octobre. (?) Mylène adore les Français. (v) La plupart des Belges aimeraient être Français. (f)

Extension Divide the class into small groups. Each group writes a list of adjectives which they think relate to their country and their fellow citizens (they could re-use the adjectives from

the preparatory task). Each student then writes a sentence which would in their opinion be stereotypes of their country. The sentence could be on food and drinks, personality traits, customs, sports, music, the weather, language, religion, driving, etc. In turn, members of each group read out their sentence. At the end, students vote for the sentences which best describe their country and its people. In order to review comparatives have students choose another country to compare with their own. They should use the construction Nous + verb + plus de … et moins de ---- que dans ce pays. For example: Notre économie est plus forte que dans ce pays. Nous buvons plus d’alcool que dans ce pays. Nous fumons moins de cigarettes que dans ce pays.

Teaching plan 2

Charlie WinstonStudents talk about and learn to present information on personal identity.

Objectives • To pose and answer questions on personal identity (1.1: Interpersonal Communication)• To practice reading skills (1.2: Interpretive Communication)• To practice sentence building (4.1: Language Comparisons)• To present information about a famous French personality (1.3: Presentational Communication)

Resource(s)Ça Va ? September / October 2011, pages 4 & 5

Belgium has been going through a political crisis

for over a year. The country has been without a

government since April 2010! In Belgium, there

are around 11 million inhabitants. Some six million

are Flemish and speak Dutch, four million are

Walloons and speak French, and about one million

are German speakers. The crisis was triggered

by language tensions between the Flemish and

the Walloons about the Bruxelles region which is

bilingual. If the crisis cannot be resolved there is

a real risk of Belgium dividing into two separate

countries. Let’s hope that won’t happen...

Belgium

Culture box

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Preparatory taskBefore reading the article ask each student to choose a partner. Each student then chooses a celebrity he or she admires and knows very well (a movie star, a singer, a sports personality), and pretends to be the famous person to be interviewed by the partner. Students should start asking and answering simple questions to review personal information and introductions (Comment t’appelles-tu ? Où habites-tu ? Quelle est ta date de naissance ? Quelle est ta situation familiale ?...). Questions and answers would then be on hobbies, work, future projects and views on various topics. For example: Que fais-tu pour te détendre ? Quel est ton dernier film / album / tournoi… ? Qu’est-ce que tu vas faire cet été / après ton film / ta compétition ? Que penses-tu des Français / de la France / des problèmes d’environnement / des réseaux sociaux… ? Each student plays the part of the star and then the journalist who asks the questions.

Main activity1 After your students have read the article check

understanding by asking them to spot the mistakes in the following statements and correct them: Charlie est né en France. (en Angleterre) Il joue de la guitare. (de plusieurs instruments) C’est à Londres qu’il rencontre le succès. (à Paris) Charlie a signé avec le label français Périphériques. (Atmosphériques) Son premier album est sorti en 2010. (2009) Charlie a deux sœurs. (une sœur) Son accessoire favori, c’est la cravate. (le chapeau)2 Now give your students the following groups of words

and have them write the words in the right order to make sentences relating to the article: 1 Charlie – en – né – est – dans – d’artistes. – Cornouailles – famille – une (Charlie est né en Cornouailles dans une famille d’artistes.) 2 Paris – romantique. – qu’il – adore – trouve – Il – très (Il adore Paris qu’il trouve très romantique.) 3 sa – Charlie – Paris – ville – est – d’adoption. – pour (Paris est pour Charlie sa ville d’adoption.) 4 a – style. – Charlie – du – beaucoup – donnent – de – lui – chapeaux – qui (Charlie a beaucoup de chapeaux qui lui donnent du style.)

ExtensionHave your students prepare a presentation in French on a French artist to introduce to the rest of the class. If possible they should illustrate their presentation with photos and provide audio and video links so the class could fully appreciate the artist’s talent.

Teaching plan 3

TchatcheStudents learn to talk about past vacations and other events.

Objectives • To revise the passé composé and the imparfait (1.1: Interpersonal Communication) • To practice reading skills (1.2: Interpretive Communication)• To practice the formation of the passé composé and the imparfait more (4.1: Language Comparisons)

Resource(s)Ça Va ? August / September 2011, pages 12&13

Preparatory taskBefore reading the article, ask your students to talk about their vacation. They could mention things they saw and did, what they ate, what they loved and what they didn’t like so much. You could help them by asking questions such as: Où êtes-vous allé(e)s ? Combien de temps y avez-vous passé ? Avec qui et en quoi avez-vous voyagé ? Que pensez-vous de la cuisine du pays ? Qu’avez-vous visité ? Qu’est-ce qui vous a le plus impressionné ? Qu’est-ce que vous n’avez pas aimé ?

Main activityAfter your students have read the article, have them complete the following sentences which relate to the article: Manon est partie aux États-Unis, dans la ville de ___. (New York) Nico est allé chez ___. (sa grand-mère) La grand-mère de Nico ___ très bien. (cuisine) Dans l’Est de la France, la spécialité, c’est la ___. (choucroute) La nourriture aux États-Unis était un peu ___. (grasse) Manon fait attention à ___. (sa ligne)

ExtensionAsk your students to put the verbs in brackets in the passé composé or in the imparfait: Nous (arriver) à Paris à 18 heures. (sommes arrivés) Il (faire) très beau. (faisait) Nous (voyager) en train. (avons voyagé) Nos amis nous (attendre) à la sortie. (attendaient) Quand je les (voir), ils (téléphoner). (ai vus ; téléphonaient) Ensemble, nous (visiter) la Tour Eiffel et l’arc de Triomphe. (avons visité) Nous (aller) dans un restaurant (sommes allés) Nous (commander) le plat du jour. (avons commandé) C’(être) une blanquette de veau aux légumes. Nous (se régaler) ! (était ; nous nous sommes régalés) Je (garder) un très bon souvenir de Paris. (J’ai gardé) For homework, students choose five of these verbs in in the passé composé or in the imparfait and write sentences of their own.

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ÇA VA? Vol. 48 September/October 2011ÇA VA is published fi ve times during the school year: Sept./Oct., Nov./Dec., Jan./Feb., Mar/Apr., May/June, by Scholastic Inc.Offi ce of Publication: 2931 E. McCarty Street, PO Box 3710, Jefferson City, MO 65101-4464. Prices: $7.99 each per year for 10 or more subscriptions to the same address; $24.95 each for 1 – 9 subscriptions (student editions) per year; $29.95 each for 1 – 9 subscriptions (teacher editions) per year; $5.50 single student copy; $6.50 single Teacher’s Edition copy. Periodical postage paid at Jefferson City, MO 65101-4464 and at additional mailing offi ces. POSTMASTERS: send address changes or and communications relating to subscriptions to Offi ce of Publication, ÇA VA 2931 E. McCarty Street, P.O.Box 3710, Jefferson City, MO 65101-4464. Canadian Subscriptions: CPC Agreement No. 1471155, send address corrections to: Scholastic Canada Ltd., 175 Hillmount Road, Markham, ONL6C 1Z7. for Canadian subscription information call toll-free 1-888-752-4690. PRINTED IN THE U.S.A. by Quebecor World, 760 Fujitec Drive, Lebanon, Ohio 45036.Directeur de la Publication: Gordon Knowles

PRINTED IN U.S.A. Contains a minimum of 10% post-consumer waste

Teaching plan 4

www.maryglasgowplus.com/frStudents explore our website, read news articles and watch a video of their choice.

Objectives • To log on to our French website (5.1: School and Community)• To fi nd out about and answer questions on our website’s features (3.2: Acquiring Information | 1.1: Interpersonal Communication)• To practice reading skills (1.2: Interpretive Communication)• To practice listening skills (1.2: Interpretive Communication)• To role play a dialogue (1.3: Presentational Communication)• To build vocabulary on the topic of New Media (4.1: Language Comparisons)

Ressource(s)www.maryglasgowplus.com/frwww.maryglasgowplus.com/fr/video

Preparatory taskShow your students how to log on to the French site of Mary Glasgow – they will need their student code which is printed on the cover of Ça Va ?, a username, a password and an email address. Remind them of the basic principles of cyber safety. Never post any personal information or photos which might identify them. Give them a few tasks to undertake. For example, have them fi nd answers to the following questions: Quel est le titre principal de la page d’actualités ? Combien de points peut-on gagner en écrivant un article pour Actualités des élèves ? Que gagne l’élève qui a le plus de points à la fi n de l’année ? Quel est le sujet de la dernière vidéo ? Comment s’appelle l’élève du mois ?

Main activity1 Have students choose two versions of an article from the

Actualités page: one corresponding to their language level and the other written at a higher level. They read the articles and make notes of the differences between the two versions. Make sure they go to the Actualités page (www.mg-plus.net/actualites), not to the Actualités des élèves page.2 Hold a discussion in class: Do they think the higher level

article is much more diffi cult to understand? Could they answer the questions at the end of the article? 3 After they have fi nished, divide the class into small

groups according to the articles they have chosen and have them help each other understand the two articles without your help. Encourage them to write comments on the articles and pool the comments in class.

ExtensionNow, in small groups, have students choose a video to watch, several times if necessary. Then, they play the various roles by reading the transcript and imitating as much as possible the expressions and the accent of the people in the video. After they have fi nished, ask them to make changes to the original script by altering some words, adding their own words and expressions or writing a few complementary sentences. Finally, have the group act out their ‘new’ scripts in front of the class. For homework, provide students with defi nitions and have them fi nd the Internet words. For example: Page de présentation d’un site web (page d’accueil) ; appuyer sur le bouton de la souris (cliquer) ; ensemble de lettres ou de chiffres pour avoir accès à des informations confi dentielles (mot de passe) ; appuyer sur une touche de clavier (taper) ; transférer un fi chier depuis Internet sur son ordinateur (télécharger).

Editor: Karine Couly Author : Halim Benzine Layout: David Dutch

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➜

www.mg-plus.net/tn-french

Students can win an iPod touch on Mary Glasgow Plus!

The student who has the most points by 31st May 2012, wins an iPod touch!

Students earn points every time they use Mary Glasgow Plus. The more they use the website, the more points they earn! The sooner your students start using the website, the more time they have to earn points.

How to earn points

Start an account 10 Points

Answer ALL questions on Mon Espace 5 Points

Upload an avatar picture 5 Points

Comment on Actualités or Actualités des Élèves 2 Points

For excellent work, students get extra points:

Write an excellent comment on Actualités 10 Points

Publish a story on Actualités des Élèves 20 to 35 Points

Publish a video on Actualités des Élèves 40 to 50 Points

onlineAll teachers and students who

subscribe to ÇA VA ? magazine can

access hundreds of free

digital resources and activities

on our website.

● How to start a website account

● Safety and privacy information

● Website features and resources

● Website lesson ideas

www.maryglasgowplus.com/fr/points

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To start a new accountStart a new teacher or student account:

1. Go to www.mg-plus.net/tn-frstartEnter your email address and tick ‘I am new’.

2. The website asks for your code.Students enter their student code. Teachers enter their teacher code.

3. Follow the instructions on the screen.

4. After you have started an account, log in to the account every time you visit the website.

To reactivate an account from last year

If you already have an account from last year or an account for a different language, do not start a new account.Add this year’s French code to your old account.

1. Go to www.mg-plus.net/tn-frstart

2. Enter the email address and password for your old account.

3. After you log in to your account, go to ‘My Page’ and add your new code.

To access the website, teachers need a teacher code and students need a student code. There are two different sections to the website – Teachers and Students – so it’s important to start an account with the correct code.

Start an account or reactivate an old account

Your web teacher code is: 58s66r

Online safety

Students’ safety is important to us.• Our access code system means Mary Glasgow Plus is completely private. The only students who can register on the student site are the young learners who read Mary Glasgow magazines.

• All students on the website are anonymous. We do not show their contact details or details of their school.

• All avatar images and comments are checked. Inappropriate images or comments are deleted before they appear on the website.

• Just like in our magazines, all the content on Mary Glasgow Plus is appropriate for students of a young age.

If parents are worried about their children using Mary Glasgow Plus, we suggest that you give them a copy of the information above.

My students don’t have email addressesStudents need to enter an email address when they register. This is so that we can email them a new password if they forget the one they chose.

If students don’t have an email address, we suggest they use their parent’s email address or they create one with a free service like Hotmail or Gmail.

We will only use the email address to contact students if they request a new password. We will not use students’ email addresses for marketing.

!

Where are the student codes? Where are the student codes?

It is important that students use the correct code for their magazine. This way they will see online features that relate to their magazine articles.

Student codes are printed on the cover of every magazine.

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On the teacher site, teachers can search and download thousands of resources.

● Worksheets● Audio fi les (with listening activities)● Videos● Articles from past Mary Glasgow magazines● Images to use as vocabulary fl ash cards● Whiteboard activities

There is a free video for each magazine issue. The video relates to an article from the magazine.

Videos show real French speaking teenagers talking about their lives or topical issues.

A transcript and two comprehension activities are available with the video.Watch videos on the website or download them to watch without an internet connection. Videos are suitable for use on an interactive whiteboard.

Online activities relate to articles from the magazines. With every magazine issue we put eight new interactive activities online.

After reading the magazine articles, students can test their understanding and practice the language points. Activities can be completed on a computer screen or interactive whiteboard.

Every week we publish a topical news story, with an angle that appeals to teenagers.

There are 4 different versions of the week’s news story – from elementary to advanced level. This is great for mixed-level classes.

The story is also available in audio as an MP3 download, so that students can hear the text as they read.

Students can send written articles or videos. We publish the best ones on the website.

Here are some ideas for what your students can report on:

● an interesting hobby● something that’s happening in their school, town or country● their opinions on an issue● a holiday or school trip

GuidelinesWe prefer articles of 200 words or less.Students need to send a photo with a written article.If students are sending a video, they must upload it to a website like youtube.com or vimeo.com and send us the link. We cannot accept videos that are attached to emails.

Students send their work to the correct address for their magazine:

cava@maryglasgowplus.comThis email address is also available on the Actualités des Élèves page.

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Website lesson ideas

Here are some ideas to use the Mary Glasgow Plus website in class.

Points racewww.mg-plus.net/tn-frpointsWhy not have a competition in your class to see which student can get the most points?

1 Tell your students how to earn points (see the list on page 5). 2 At the start of a month, tell students to earn as many

points as they can before the end of the month. 3 Students can prove how many points they have by

printing a copy of their Mon Espace. 4 Give a prize to the student with the most points.

Remember, the more points they earned, the more French practice they had!

Match photos and headlineswww.mg-plus.net/tn-frnews1 Print out the Actualités page.2 Cut up the headlines and photos from the 4 stories and

give them to students to match up.3 Ask students to predict what the articles are about.4 For homework students can visit the Actualités page and

read some articles.

What’s your opinion?www.mg-plus.net/tn-frnews1 Choose a news story. Print out the correct level for your

students. If you have a mixed-ability class, print out two different versions. 2 Read the article in class. Ask all students to think of an

opinion about the article or an answer to one of the questions at the end. Discuss students’ opinions and answers as a class.3 If your students have internet access at home, tell them

to log into the website and write a comment on the news story. Or go online in class and let students do their reading and writing online.

Here is the newswww.mg-plus.net/tn-frnews1 Divide the class into small groups. 2 Give the students a role (a news reader, a live reporter,

interviewees).3 Give each group a different news story. In their roles, they

act out a report for the class.

Spot the differencewww.mg-plus.net/tn-frnews1 Print out two levels of the same news story.2 Students read both versions and spot the difference.3 What extra information is in the higher level? How is the

language different?

Someone like meThere are many Ça Va ? readers from around the world registered on Mary Glasgow Plus. Tell your students to fi nd other students who share their hobbies and interests.1 Log in to a student account. Go to Trouver des Amis then

Trouver plus d’amis. 2 Click on different students to view their profi le.3 Students send a friend request to other students who like

the same things.4 Students report back on who they found.

Example: I like football and Luca from Italy also likes football.

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