FREN 5301 – Fall 2014SOPI for FREN 2302Rachel Hicks

Emilie Mathis

SOPI Explanations

Warm up activity – In the warm up activity we chose relatively simple questions to get the student accustomed to the format of the OPI. The questions will also help the student start thinking about ideas and vocabulary that will be used in the activities that follow.

Activity 1 – We chose this activity to address the following goals as stated in the FREN 2302 syllabus:

· Students will be able to speak in basic terms about nature, environment, and ecological problems.

· Students will be able to speak about basic terms about professions, offices and the process of seeking employment.

· Students will be able to pronounce the language with a level of accuracy sufficient to allow him/her to be understood by most native speakers.

· Students will be able to situate orally activities in terms of the hypothetical.

Through this activity students should be able to use the conditional grammar tense when talking about his professional experience and career goals as stated in chapter 13 of Espaces: 2nd Edition. The student should also be able to use the subjunctive when proposing ecological solutions. Students should demonstrate knowledge of ecological and environmental vocabulary as stated in chapter 14 of Espaces: 2nd Edition.

Activity 2 – We chose this activity to address the following goals as stated in the FREN 2302 syllabus:

· Students will be able to function in a variety of contexts and situations likely to arise while travelling or living in an area where the language is spoken.

· Students will be able to describe experiences and events, dreams, hopes, and ambitions, and briefly give reasons and explanations for opinions and plans.

· Students will be able to express negation orally

· Students will be able to provide orally descriptions of a typical town and will be able to give and understand directions relative to finding one’s way around town.

Through this activity students should be able to use the future tense when talking about what they will do and see around the city of Montreal as stated in chapter 12 of Espaces: 2nd Edition. Students should also be able to express negation when talking about which activities they would rather avoid doing. Furthermore, students should be able to correctly formulate questions when asking the tourism agent which places they should go and which activities they should do.

Activity 3 – We chose this activity to address the following goals as stated in the FREN 2302 syllabus:

· Students will be able to function in a variety of contexts and situations likely to arise while travelling or living in an area where the language is spoken.

· Students will be able to identify and express orally past-tense activities in terms of aspect (passé compose versus imperfect), using the correct past-tense grammatical forms with an accuracy rate of at least 50% in contexts calling for past-tense grammatical forms.

· Students will be able to pronounce the language with a level of accuracy sufficient to allow him/her to be understood by most native speakers.

This activity was targeted at getting the students to narrate in the past. Students should be able to successfully utilize both the passé compose as well as the imparfait. They should also be able to talk about their likes and dislikes when talking about their summer trip in Montreal.

Activity 4 – We chose this activity to address the following goals as stated in the FREN 2302 syllabus:

· Students will be able to describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

· Students will be able to identify and express orally past-tense activities in terms of aspect (passé compose versus imperfect), using the correct past-tense grammatical forms with an accuracy rate of at least 50% in contexts calling for past-tense grammatical forms.

· Students will be able to pronounce the language with a level of accuracy sufficient to allow him/her to be understood by most native speakers.

· Students will be able to speak about arts and culture.

Students should once again be able to successfully narrate in the past tense. They should also be able to successfully use vocabulary about arts and culture as stated in chapter 15 of Espaces: 2nd Edition.

SOPI Script

Warm Up

1. Comment tu t’appelles? (5 seconds – BEEP)

2. De quelle ville viens-tu ? (8 seconds – BEEP)

3. Où se situe ta ville ? Est-ce qu’elle est grande ou petite ? (10 seconds – BEEP)

4. Quelles activités fais-tu dans ta ville ? (20 seconds – BEEP)

5. Quelle était ton activité préférée quand tu étais petit ? (30 seconds – BEEP)

6. Est-ce que tu aimerais voyager dans une autre ville ? Explique pourquoi. (30 seconds – BEEP)

7. J’aimerais en savoir plus au sujet de tes voyages, mais à l’instant je dois partir ! À bientôt ! (5 seconds – BEEP)

Activity 1

Job interview in Montreal.

Take one minute to read over the prompt:

After graduation from University, you travel to Montreal, Quebec for a job interview. You have been selected as a possible candidate as a summer camp counselor at the “Parc Nationale des Iles-de-Boucherville.” As a camp counselor, you will be expected to teach adolescents the awareness of environmental issues and the importance of preserving national parks. Explain to your interviewer why you are interested in the position, and why you would make a good candidate. Make sure to explain what you think the greatest environmental issue is today, and how you would propose to solve it.

You will have 2 minutes to organize your ideas and practice your response, and 5 minutes to conduct the interview. Elaborate your responses as much as possible.

Activity 2

Take one minute to read over the prompt:

Congratulations! You received the position as summer camp counselor! After working all summer long, you need a vacation! You decided to visit the “Office du tourisme” to get information of places to explore around the city of Montreal. After looking at the map of the city center, tell the tourism agent what you will do on your tour, and which activities you would rather avoid. Ask the tourism agent which places you should go to do certain activities. Make sure to use the future tense when talking about your plans.

You will have 2 minutes to organize your ideas and practice your response, and 5 minutes to talk about your plans. Elaborate your responses as much as possible.

Activity 3

Take one minute to read over the prompt:

After spending a summer in Montreal, you return home to your family. They are excited to hear about your experience. Describe the main highlights of your trip, and explain what you missed the most about being away from home.

You will have 2 minutes to organize your ideas and practice your response, and 5 minutes to talk about your summer. Elaborate your responses as much as possible.

Activity 4

Take one minute to read over the prompt:

Your family is fascinated by your stories from your summer in Montreal. They are curious to know which part was your favorite from the summer. You decide to tell them about an Arts Festival you attended in downtown Montreal that included many different artistic domains. Tell your family what you saw and the activities you participated in at the festival. Use the pictures below to help you get ideas of what you might have seen.

You will have 2 minutes to organize your ideas and practice your response, and 5 minutes to talk about the Arts Festival. Elaborate your responses as much as possible.