Les voitures du futur / Cars of the future

Webquest : Les voitures du futur /
Cars of the future

Level: Intermediate - Advanced Levels (French 3 - 4)

Pre-requisites: Have already been introduced to the simple future
tense.

Time frame: Six  90-minute
classes

Small groups of 2-3 students

Student interest: Students will learn some non-traditional
vocabulary in a French classroom setting. The subject matter is highly
appropriate for this age group. Students are motivated by the idea of driving
and getting their own vehicle. The concept car creates a positive outlet and
allows the students to learn and dream at the same time.  

General learning outcomes :

Students will be able to
create sentences using the future tense and compare the future to the
conditional.

Students will be able to
collect and organize appropriate data regarding the vocabulary of cars and cars
of the future.

Students will be able to
analyze and apply that data in order to create a concept of their own and
present it to their classmates orally in French.

Objectives (Skill based)

Students will:

• be able to use the future tense and compare it to the
  conditional form.


• classify French and English vocabulary on cars both orally and
  written.


• investigate concept and bio-friendly cars of the future by
  watching some videos to better understand the market.


• complete a homework assignment after each class.


• answer a few questions to better analyze and guide them in
  their choices.


• explore car design concepts and apply them to create their own
  design sketches.  


• choose the sketch they prefer.


• draw their chosen concept car on a large paper-board sheet.


• label their design and add color.


• write a short presentation of their concept car of the future -
  3 paragraphs maximum.




• The presentation must include a prediction using
  the conditional tense.




• be able to apply their findings by presenting their design to
  the class.


• have a silent vote on best design.


• complete a self-evaluation of their learning process.

Standards

Standards used
Maine D.O.E. World Languages: Standards and Instruction: Aligning the National Standards for learning languages with the Common Core Standards http://www.maine.gov/doe/worldlanguages/
A. Communication
1. Interpersonal : A1 b, c
b) Students exchange detailed information about cars of the future.
c) Students describe and explain their findings and choices both orally and in writing.
2. Interpretive : A2 a, b, c
a), b) and c) Students identify main ideas and specific information about cars of the future when watching videos both in French and English or reading information on websites.
3. Presentational : A3 c, d, e
c) Students paraphrase and summarize the texts they have read or heard on the webquest.
d) Students write a brief narrative for their presentation in French.
e) Students give oral presentations describing their car design and what makes it special as an ideal car of the future.
4. Language Comparisons : A4 a, b, d
a) Students compare the future to the conditional tense. As a whole group, we will also discuss and compare French and English verb forms. (Focus on finding patterns.)

B. Cultures
1. Practices and Perspectives : B1 a
2. Products and Perspectives : Students compare products in France and USA
3. Comparisons with Own Culture B3 b
Students go through a reasoning process when comparing American cars to French cars. They are asked to think about and respond to a list of questions to help guide them in discovering the reasons behind those cultural differences.

C. Connections
1. Knowledge of Other Learning Results Content Areas : C1 a, b
a. Comparing French to English - vocabulary on cars, grammar (Future and Conditional). This grammar piece will be done as a whole group and in small groups. Students will discuss and identify in small groups what the future and conditional tenses are in English. As a whole group, the teacher will describe modal verbs, the conditional and explain the future forms in English. Students may think that they know this intuitively but having them go through the thought process increases comprehension and focus. In the end, students will compare how French is conjugated in comparison to English.
2.Distinctive Viewpoints: C2 b
a.Students locate selected online media to help them describe cultural viewpoints.

D. Communities
1.Communities: D1 b
b. Students are given a list of internet resources for them to use outside of the classroom for their enjoyment and learning.