Synopsis
Early one morning, as the bird family gets out of bed, the radio announces that a storm is moving into the region. When the storm comes, the lights go out and the bird family searches throughout the house for candles. Finally, Papa Bird finds a candle and lights it just as the electricity comes back on. The storm ends, the beautiful weather returns, and the bird family bids us farewell.
NOTE TO THE TEACHER: Give the synopsis in the target language.
Un matin trés tôt quand la famille des oiseaux se lève, on annonce à la radio qu'une tempête s'approche de la région. La tempête arrive, l'électricité manque, et la famille cherche des bougies partout dans la mansion. Papa trouve enfin une bougie juste au moment où la lumière reveient. La tempête est passée, le beau temps revient et les oiseaux disent au revoir.
Linguistic Content
Characters:
Les oiseaux
Maman, Papa et Babette
Spatial Relations:
en haut
sur
ici
à droite
derrière
à coté de
en bas
sous
là-bas
là gauche
devant
en face de
Nouns:
le temps
le soleil
le nuage
le pluie
la région
la maison
le salon
la cuisine
la salle de bains
la chambre
la salle à manger
l'électricité
la lumière
Verbs:
faire
nager
pleuvoir
chercher
trouver
arriver
rentrer
aller
tomber
être
voir
avoir
tourner
descendre
avancer
s'approcher **
** You may wish to introduce the use of the reflexive verbs to your more advanced students.
Expressions:
Bonjour
ne tombe pas
ma chérie
maintenant
il y a
Enfin!
ne ... rien
Expresions With:
1. Avoir
-peur
2. Faire
-beau
trés mauvais
-attention
Interrogatives:
Où es-tu?
Où êtes-vous?
Où sont-elles?
C'est toi? C'est moi?
Ça ira?
Qui est-ce? Qui est-là?
Qu'est-ce que tu fais?
Acquisition Activities
The following activities are suggested to help students acquire the vocabulary and structures that appear in the video. You will note that these activities require no oral production. They stress aural comprehension and usually require physical responses or short one-word answers.
Activity 1:
The teacher will present the following terms with flash cards of on an overhead or blackboard: BEAU, TEMPS, VENT, TEMPETE, NUAGE, PLEUT. He/she will then ask the students to make a chart including these terms. The video will be replayed and the students will place an "X" under the vocabulary term each time they hear it on the video.
Sample Chart:
BEAU TEMPS VENT TEMPETE NUAGE PLEUT
Activity 2:
The teacher will ask the students to distinguish the order of events in the story by choosing which action comes first. The students will number self-made answer sheets from 1 to 6. The teacher will read aloud two sentences lettered A and B. The students will write alongside the appropriate number the letter of the action which came first in the story.
Which happens first?
1. A. Babette nage. (1)
B. La tempête arrive.
2. A. Maman cherche les bougies.
B. Il n'y a pas d'électricité. (1)
3. A. Babette a peur. (1)
B. Papa trouve les bougies.
4. A. La famille écoute la météo. (1)
B. La famille retourne à la maison.
5. A. Il y a du vent. (1)
B. Il pleut.
6. A. Le beau temps est revenu.
B. Le tempête est finie. (1)
Activity 3:
The students will number a self-made answer sheet from 1 to 10. The teacher will read the following statements. The student will mark "T" if the statement is true and "F" if the statement is false.
1. Il pleut. (T)
2. Maman cherge les bougies. (T)
3. Il n'y a pas d'électricité. (T)
4. Il ne va pas pleuvoir. (T)
5. Babette est en haut dans la salle de bains. (F)
6. Papa et Babette sont dans la salle à manger. (F)
7. Babette trouve les bougies. (F)
8. Maman descend. (T)
9. L'&eaute;lectricité revient. (T)
10. La tempête est finie. (T)
Production Activities
The following activities are suggested to help students acquire the vocabulary and structures that appear in the video. You will note that these activities require oral production.
Activity 1:
Student A asks student B what the weather is like. Student B respnods and then asks student C the same question. Student C will have to respond using a different answer and then ask student D the question.
Example:
Student A: "Quel temps fait-il?"
Student B: "Il fait soleil." to student C: "Quel temps fait-il?"
Student C: "Il fait maivais." to student D: "Quel temps fait-il?"
Etc.
Activity 2:
Using two sets of cards representing weather expressions, the students will match the action cards with the appropriate statements.
Statements:
Il fait chaud
Il fait du vent
Il fait nuit
Il fait jour
Il fait beau
Il pleut
Il y a des nuages
Il y a une tempête
Il fait du vent
Il fait mauvais
Activity 3:
The student will find the nouns and verbs listed under LINGUISTIC CONTENT in the puzzle. The student will circle the words as they appear in the puzzle.
Measurement Activities
Any of the above activities may also be used to evaluate student or class progress with the ABC video series.
DANS LA FORET LOINTAINE
Dans la forêt lointaine on entend le coucou.
Du haut de son grand chêne il répond au hibou.
Hou-hou, hou-hou, hou-hou, hou-hou, hou-hou.
Cou-cou, cou-cou, cou-cou, cou-cou, cou-cou.
Synopsis:
One beautiful day, a member of the ant family overhears that the family of the house where he "lives" is planning to go on a picnic in the country. He tells his ant family and they decide to hide in the picnic basket and go along. In the car, the young ants, like all children, become restless and the mother ant has them sing a counting song to pass the time. When they arrive in the country, the ants crawl out of the basket and they boys try several sports, while the girls go sun-bathing. Later, the mother ant calls them to eat. The ants enjoy the food, but all too soon, it is time to go home. The ants rush back into the picnic basket where, exhausted and full, they all agree that a picnic in the country is great fun!
NOTE TO THE TEACHER: Give the synopsis in the target language.
Par une belle journée, un membre de la famille La Fourmi entend que la famille de la maison où il habite a l'intention de faire un pique-nique dans la campagne. Il le dit à sa famille, et ils décident de se cacher dans le panier de pique-nique et de les accompagner. Dans la voiture, les jeunes fourmis, comme tous les enfants, s'impatientent et leur mère leur demande de chanter une chanson pour passer le temps. Lorsqu'ils arrivent, les fourmis sortent du panier et les fourmis-garçons s'amusent à faire du sport et les fourmis-filles vont prendre un bain de soleil. Plus tard, la mère les appele pour manger. Ils aiment la nourriture mais, bien trop tôt, c'est l'heure de retrere à la maison. Les fourmis se cachent à nouveau dans le panier où, fatigués mais contents, ils s'exclament qu'un pique-nique à la campagne, c'est formidable!
Linguistic Content
Nouns:
la famille
le cinéma
le pique-nique
la grand-mère
le grand-père
la fourmi
la tante
l'oncle
la voiture
le panier
le chien
les toilettes
l'heure
le foot
le gardien de but
l'alpinisme
le bain de soleil
la journée
la campagne
le sandwich
les chips
les boissons
les biscuits
les bonbons
Verbs:
pouvoir
aller
pique-niquer
faire
dire
avoir + faim/soif.
arriver
devoir
jouer à + sports
être
nager
prendre
s'en aller
Expressions:
C'est chouette!
C'est l'heure
Bonne idée
Depêche-toi!
Vite!
Hourra!
Attention!
A l'attaque!
Ça à l'air bon!
En avant!
Oh! pardon
Oh! la la
En route!
Allo?
C'est toi?
C'est moi
Allons-y!
Oh! quel dommage
Et dis donc
Aujourd'hui
Formidable
En voiture!
Tout le monde!
Tiens
Nous voila
Faire - beau
- attention
Avoir - faim
- soif
Mourir de -- faim
Interrogatives:
Est-ce que + verb
Ça te dit + verb in infinitive form
Combien de temps encore?
Qu'est ce qu'on fait?
Où est "X"?
Adjectives:
beau/belle
bon/bonne
Negative Expressions:
pas toi
pas encore
pas longtems
Characters:
Humans:
La Famille Bonhomme
Antoine, Brigitte
The Ants:
Les Fourmis, la grand-mère et le grand-père (La) Fourmi,
la Tante Catherine, l'Oncle Guillaume, Maman, La Fourmi André et
les autres fourmis.
Acquisition Activities
The following activities are suggested to help students acquire the vocabulary and structures that appear in the video. You will note that these activities require no oral production. They stress aural comprehension and usually require physical responses or short one-word answers.
Activity 1:
Provide a picnic basket filled with your own pictures of items from the picnic such as characters, foods, or numbers. A child pulls a picture out of the basket. The teacher shows the picture to the class and asks a "oui/non" question.
Examples:
1. C'est Brigitte?
2. C'est André?
3. C'est un panier?
4. Fait-il de l'alpinisme?
5. Papa nage?
6. C'est le numero douse?
Activity 2:
Using the same pictures prepared for the activity above, try a few Total Physical Response commands. As the pictures are drawn from the basket and identified, place them along the chalkboard or another place clearly visible to all. Then give the students commands using the cards or pictures.
Examples
1. Marchez vers l'image d'André.
2. Monrez l'image d'André à la classe.
3. Donnez le numero douze au professeur.
4. Indiquez la fourmi qui porte des lunettes.
Activity 3:
The teacher will ask the students to distinguish the order of events in the story by choosing which action comes first. The students will number self-made answer sheets from 1 to 6. The teacher will read aloud two sentences lettered A and B. The students will write alongside the appropriate number the letter of the action which came first in the story.
Students may do this activity as an aural comprehension exercise simply by answering aloud in class as a group, by using thumbs-up to indicate sentence A, thumbs-down for sentence B.
1. A. André fait de l'alpinisme.
B. La famille Bonhomme va pique-niquer en famille (1)
2. A. Les enfants ont faim. (1)
B. La famille arrive au pique-nique.
3. A. Grand-mère et Grand-père vont au pique-nique. (1)
B. Les fourmis filles nagent et prennent un bain de soleil.
4. A. La famille Bonhomme mange.
B. La famille Bonhomme arrive au pique-nique. (1)
5. A. La famille Fourmi joue. (1)
B. La famille Fourmi mange.
6. A. Les Bonhommes arrivent au pique-nique. (1)
B. LEs Bonhommes s'en vont.
Activity 4:
Have the students perform the True/False activity in the video.
Activity 5:
Have the students perform the "Oui/Non" activity in the video.
Activity 6:
This activity may be done as an aural comprehension exercise with thumbs up/down for answering.
Have students number a self-made answer sheet from 1 to 10. Ask students to place the letter A next to the number if they think a member of the Bonhomme family is speaking, or place the letter B next to the number if they think a member of the La Fourmi family is speaking.
A - Les Bonhommes
B - La Fourmi
1. Maman, on va nager et prendre un bain de soleil. (B)
2. Oui, Anotine, c'est moi. (A)
3. Je vais le dire à Tante Catherine et Oncle Guillaume. (B)
4. Ah! non, pas toi! Pas de chien au pique-nique. (A)
5. En voiture tout le monde! En route! (A)
6. Bonne idée! Moi, je suis le gardien de but. (B)
7. Dépêche-toi André. Vite! Vite! (B)
8. Tu as le panier? (A)
9. Oh la la! et si on chantait. (B)
10. Les Bonhommes s'en vont. (B)
Activity 7:
This activity may be done as an aural comprehension exercise with thumbs up/down for answering.
Have students number a self-made answer sheet from 1 to 10. Tell the students:
If you hear a sentence referring to what is happening now, mark a "P" for "present" next to the number. If you hear a sentence referring to what is going to happen, mark an "F" for "future" next to the number.
P - present (happening now)
F - future (is going to happen
1. Il fait beau aujourd'hui. (P)
2. On va pique-niquer en famille. (F)
3. Tu as le panier? (P)
4. La famille Bonhomme va faire un pique-nique. (F)
5. Je vais le dire à grand-mère et à grand-p&egravbe;re la Fourmi. (F)
6. Je fais de l-alpinisme. (P)
7. On va nager et prendre in bain de soleil. (F)
8. J'ai faim. (P)
9. J'ai soif. (P)
10. Est-ce qu'on va manger? (F)
Production Activities
The following activities are suggested to help students acquire the vocabulary and structures that appear in the video. You will note that these activities require oral production.
Activity 1:
Use a variation of acquisision Activity 1. Have a student pull a picture or card from the picnic basket. Only this time, ask a question which demands more than a "oui/non" answer.
Examples:
1. Rather than "C'est André?" ask "Qui est-ce?"
2. Rather than "Fait-il de l'alpinisme?" ask "Que fait-il?"
3. Rather than "Elle nage" ask "Qu'est-ce qu'elle fait?"
Activity 2:
Use the video activities but without the sound. Ask the questions, and have the students respond with complete phrases or sentences if possible. The negative can also be practiced here.
Activity 3:
This activity is similar to Acquisition Activity 3. While playing the video, pause at certain scenes and ask students to create their own dialogue.
Examples:
1. Voila la fourmi-gar¸on qui parle. Qu'est-ce qu'il dit à la famille?
2. Voila les enfants Fourmis dans la voiture. Qu'est-ce qu'ils disent?
Activity 4:
Allow students to draw a family tree with the individuals from "la famille Fourmi." Have them label their pictures and describe them orally, giving each ant's relationship to the others. Make up a list of names if necessary.
Activity 5:
Play the video completely through without the sound. Ask the class as a whole, and then ask individual students, to re-create the dialoque.
Activity 6:
Pair the students to draw another scene to add to the story of the picnic. The scene (cartoon) should be original and the students should be able to insert it at an appropriate time during the story. The complexity of the dialogue which accompanies the scene should be based on the students' level of proficiency in French.
MEASUREMENT ACTIVITIES
Any of the above activities may also be used to evaluate student or class progress with the ABC video series.
--------------------------------------------------------------------------------
WORD SEARCH
S C H I P S T E V N O T P M Y G
L I A M O L A P O L D H I J K R
C N A V L P A N I E R S Q H O A
H I Q U E D M Z T C H K U S B N
I P N E M B I L U P B S E L U D
E R G E T O H R R B O L N G Z P
N E F A M I L L E M N P I S C E
Q N O U S A L L E R B A Q K P R
O D U M Y F A L S K O L U N D E
D R R I N K T L T E N Y E A Z L
S E M P O R B I P A S K M G E F
C B I S C U I T S I N P I E N O
A R R I V E R K L O N T U R B O
O N C L E M Y F R I E I E N D T
S A M O R B O I S S O N S L A P
K R I G B L I T Z E R O A M E N
G R A N D M E R E F O G N I E K
T H U R S D F A I R E A Y L P B
Answer Key
C H I P S V P G
O I R
C P A N I E R Q A
H I D T U N
I P N I U B E D
E R E R R O N P
N E F A M I L L E N I E
N O U S A L L E R B Q R
D U A O U N E
R R L T N E A
E M P A S G F
B I S C U I T S I N E O
A R R I V E R N T R O
O N C L E I E T
B O I S S O N S
M
G R A N D M E R E E
F A I R E
--------------------------------------------------------------------------------
ALLONS DANS LES BOIS
Un, deux, trois
Allons, dans les bois,
Quatre, cinq, six
Cueillir des cerises.
Sept, huit, neuf
Dans un panier neuf,
Dix, onze, douze
Elles seront toutes rouges.
The letters of the French alphabet appear on screen as they are presented orally. Each letter is presented again along with an object, the name of which begins with that letter. The object is then presented in a sentence ("It is a/an ________"). The alphabet letters are re-entered a third and final time, followed by a test of the recognition of each object previously presented to represent the letters of the alphabet. 
Art & Travel Auction 2013_thumb.png)
Sunshine by the Stars: Celebrating Louisiana Music
Capitol Beat
Against the Tide: The Story of the Acadian People
Forever LSU
Morris Lessmore and the Amazing World of Moonbot Studios
