IPA Worksheet for Novice High French Students Theme : Immigration to the French Hexagon ______________________________________________________________________ French 1103: An Accelerated Introduction to French in the World is designed for students with three to four years of previous French language instruction. In this course, we will complete the entirety of our book Point de Départ in one semester. Class will meet three times a week for fifty minutes. Along with weekly assignments and unit tests, students will participate in several smaller cumulative projects and a larger presentational project at the end of the semester which explores a particular aspect of French or Francophone culture. Task Overview Week 5 cumulative project: immigration in the French and Francophone world. We have now covered the first 5 chapters of our book Point de Départ. Chapter five’s vie et culture component explored Algeria and its capital city Algiers: the weather, its geographical location, the everyday lives of those who live there, current political issues and Algeria’s status as a former French colony. In order to further develop our understanding of the lasting impact of colonization and its present day implications, we will complete a unit project which involves issues of immigration to the French Hexagon. The modern world is becoming increasingly transnational: cultivating a transnational mentality will help you evaluate current events and happenings with transparent logic, compassionate ethics and, hopefully, the ability to fight injustice through knowledge. To promote and build this transnational mentality we will first do some reading on why, and under what circumstances, people are uprooting their lives to move to the French hexagon. Next, you and a partner will share some preconceived notions you had about these topics and use new knowledge to have an informal debate about immigration. Finally, based on all your readings and activities, you and your partner will create a storybook in French about a young child from a Francophone country of your choice who has recently immigrated to France. You will present your storybooks at the local French immersion school to a group of 5th grade students. All of the exercises are to be completed in French (L2) unless otherwise specified. Can-Do Statements — I can explain some of the reasons why people immigrate to France using mostly complete sentences. — I can interpret some main ideas from an authentic source about French immigration. — I can identify key words and their meanings within a short text. — I can compare differences between French immigration and my understanding of immigration in the United States.
Interpretive In order to understand immigration at its most basic level, you will consult an infographic article from the French newspaper Le Monde entitled “Idées reçues sur les migrants”. You will find key words and phrases from the paragraphs which outline each infographic to determine the main idea of the article. It is important to note that the goal of this exercise is not to understand the article completely or translate it word for word. The goal of this exercise is to gather evidence on why foreigners are moving to France and compare/contrast your findings to your own personal knowledge on the subject.
I. Reconnaissance Mot-Clé — Trouvez dans l’article le mot français qui exprime le plus la signification des mots/expressions suivants en anglais : [ I. Key Word Recognition — Find in the article the corresponding French word which best explains the meaning of the following words/expressions in English] 1. right to asylum : ______________________________________________________ 2. to invade/overrun : ____________________________________________________ 3. residence permit : _____________________________________________________ 4. family reunification : ___________________________________________________ 5. the homeless : _______________________________________________________ 6. barracks : ___________________________________________________________ 7. contributions : ________________________________________________________ 8. to be granted : ________________________________________________________ 9. years of work experience: _______________________________________________ 10. family allowance: ____________________________________________________ II. l’Idée Principale — Fournir l’idée principale de l’article en anglais par utilisant l’information de l’article. [II. Main Idea — Provide the main idea of the article in English by using information from it.] ______________________________________________________________________
______________________________________________________________________ ______________________________________________________________________ III. Les Détails Importants— Pour chacun des suivants, • Encercler la lettre de chaque détail qui est mentionné dans l’article (pas tous sont inclus!) • Écrire la lettre du détail près du fait dans l’article • Écrire l’information qui est donné dans l’article dans l’espace près du détail comme suit [III. Important Details —For each of the following, • Circle the letter of each detail which is mentioned in the article (not all of them are included!) • Write the letter of the detail next to the corresponding fact in the article • Write the information which is given in the article in the space next to the corresponding detail below] A. Quelques migrants sont renvoyés au leur pays [A. Some migrants are sent back to their country] : ______________________________________________________________________ B. La quantité des demandes versus l’admission des migrants [B. The quantity of applications versus admission of migrants] : __________________________________ C. La quantité des migrants qui volent [C. The amount of migrants who steal] : ______________________________________________________________________ D. Les types des logements pour les migrants [D. The types of housing options for the migrants] : _____________________________________________________________ ______________________________________________________________________ E. Les stipulations pour les ressources médicales gratuites [E. The stipulations for free medical resources] : ____________________________________________________ ______________________________________________________________________
F. Les employeurs prennent des risques d’employer des migrants sans papiers [Employers take risks by employing migrants without working papers] : _____________ ______________________________________________________________________ G. Il y a beaucoup des règles pour le regroupement familial des migrants [There are a lot of rules for family reunification of migrants] : _______________________________ ______________________________________________________________________ F. Les migrants ne veulent pas apprendre le français [The migrants don’t want to learn French] : _____________________________________________________________
IV. Les Déductions — Répondez aux questions suivantes avec plusieurs exemples de l’article de supporter votre réponse. [IV. Inferences — Respond to the following questions with several examples from the article to support your response.] 1. Pourquoi est-ce que les migrants choisissez d’immigrer à la France? [Why do migrants choose to immigrate to France?] _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Quels sont les conséquences de la désinformation des migrants? [What are the consequences of disinformation about migrants?] _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ V. La Perspective de l’Auteur — Choisissez la perspective ou le point du vue que vous pensez l’auteur a adopté quand il a écrit cet article et fournissez l’évidence pour votre avis avec l’information du texte. [V. Author’s Perspective — Choose the perspective or the point of view you think the author adopted when he wrote this article and supply equivalence for your opinion with information from the text.]
A. Humaniste [Humanistic] B. Factuel [Factual] C. Historique [Historical] Votre Justification [Your Justification] : _______________________________________ ______________________________________________________________________ ______________________________________________________________________ VI. La Comparaison des Perspectives Culturelles [VI. Comparing Cultural Perspectives] 1. Quelles sont les différences entre votre idée d’immigration aux États-Unis versus les règles de France sur immigration ont présenté dans l’article? [What are the differences between your idea of immigration in the United States versus the French rules of immigration presented in the article?] ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Qu’est-ce que vous avez appris de la façon dans laquelle France s’occuper des issues d’immigration? [What did you learn about the way in which France deals with issues involving immigration?] ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ VII. La Réaction Personnelle du Texte — Décrivez votre réaction personnelle à l’article en français. Surtout, fournissez les raisons qui supportent votre réaction par utilisant l’information spécifique de l’article.
[VII. Personal Reaction to the Text — Describe your personal reaction to the article in French. Above all, give reasons which support your reaction using specific information from the article.] ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Interpersonal With the information you have gathered from the infographic, you and a partner will form opposing arguments (one for and one against stricter immigration laws) in order to debate what you have learned. Be sure to share the most interesting or surprising detail of what you read into your argument. This is a great opportunity to ask your partner questions about his or her argument on the reading using “est-ce que” and “qu’est-ce que” question forms! The topic for the debate is as follows: Does immigration help or hurt the French economy? Presentational Over the next week, you and your partner will work on a storybook about a young Francophone migrant from a country of your choice. This storybook must include: where the girl/boy is from, details of her/his life at home in her/his home country, why she/he is leaving their home country to come to France, and the initial challenges she/he face when they arrive in France. To complete this project, we will be using the following website to help create your storybook online: https://storybird.com. There are some great examples on this website of immigration stories written for children and we will be discussing several of them over the next week. Additionally, you will use information from our textbook, information from the infographic or other sources if you wish to write your
children’s story. Your storybooks will be presented to a group of 5th grade students at the local French immersion school. Be sure your content is age-appropriate. While many immigration stories are full of horrors and hardships, we will need to present a simplified version for young children.
