Show your skills!
Warning: As you progress through this course, you may start to do research on the Internet where you will certainly find online translators. These computer apps are not always right, and you won’t learn anything by using them. It will be obvious to your teacher if you are using a translator, and in college or high school language classes, doing so can lower your grade or even be considered cheating.
Online dictionaries are a different matter entirely, and you should use them whenever you choose. The difference is that an online dictionary allows you to look up one word at a time and gives you all the possible options and meanings for a word. You do the work to pick the right meaning. An online translator picks the meaning for you. Do you really want a computer to decide what meaning is best for you?
In this activity you will speak French and submit it to your teacher. For this activity, you will write out your sentences first and then you will read them. Both the written sentences and the recorded audio will be submitted and graded. Below is the prompt for you to respond to in French:
In this speaking assignment, you will need to pick a goal or something you want to achieve. It could be learning a dance move. It could be être un bon étudiant ou chanteur. It could be to improve your grade or réussir un examen (pass a test) or voyager en France.
Once you pick your goal, create 4-5 sentences in French about what you should do to achieve it.
Your sentences should include…
- Your goal... étre un docteur, jouer dans le Superbowl.
- The verb devoir.
Your sentences might look like this.
- Pour voyager en France, je dois étudier le français.
- Pour voyager en France, je dois travailler.
- Pour voyager en France, je dois aller à l’aéroport.
- Pour voyager en France, je dois prendre un avion.
- Pour voyager en France, je dois faire une réservation à l’hôtel.
When you are satisfied that your final draft meets all the lesson’s requirements, submit it to your teacher. Your work on this assignment will be graded using the rubric below.
| Strong | Good | Developing | Emerging |
|---|---|---|---|
| Vocabulary | |||
| Strong range of appropriate vocabulary | Good range of appropriate vocabulary | Basic range of appropriate vocabulary | Limited range of appropriate vocabulary |
| Language Control | |||
| Few errors when using practiced structures, time frames and word order | Some errors when using practiced structures, time frames and word order | Errors in practiced material may require interpretation | Errors in practiced material often impede communication |
| Pronunciation | |||
| Accurate pronunciation, with native sounds | Mostly accurate pronunciation, with many native sounds | Some accurate pronunciation, with occasional native sounds | Pronunciation errors often impede communication |
| Fluency | |||
| Rate of practiced speech is consistent, with few hesitations | Rate of practiced speech is appropriate to the level | Some unnatural hesitations or pauses | Many unnatural hesitations or pauses |
