Task 1

Time 3 min

Activity Warm-up The teacher explains that they are working today with informal language. She asks students what they consider to be informal language, and for examples from English. The teacher should focus students attention on examples such as gonna, wanna or I dunno. 4 min Kyo Song Intro Students are told to listen to the Kyo song, noting when ne is used with pas. They are told to raise their hand when they hear either ne or pas used in the song. 3 min Kyo Song Discussion Teacher asks students for short, preliminary comments on what they heard, if they noticed any patterns, etc. 10 min Kyo Song Lyrics Teacher passes out lyrics to song (Appendix A), explaining task to students. They are to write down ne, n, or in each blank space based on what they hear in the song. Students listen to the song twice. 3 min Superbus Song Intro Teacher explains that they will now listen to another song, using the same activities. First, students listen to the song and raise their hand when they hear either ne or pas. 10 min Superbus Song Lyrics With the lyrics in front of them (Appendix B), students listen to the Superbus song twice, again marking ne, n, or based on what they hear. 15 min Superbus and Kyo Comparison In small groups, students discuss their findings for both songs. They compare answers and formulate hypotheses for the use of ne. Using

Purpose Students begin considering the topic with examples they fully understand. They become more aware of register issues in their own language, paving the way for more comfort with it in a foreign language. Students train their ears to listen for specific words or sounds. Students should begin to notice that they do not always hear ne and pas together. Students compare ideas about what they heard, preparing them for the next task. With written lyrics, students can more easily distinguish words and sounds. Students closely listen for patterns in the use if ne. Students use only their listening skills to notice when the ne is dropped.

Again with the lyrics in front of them, the students understanding and ability to distinguish sounds is scaffolded. Students more easily see differences between Kyo song and Superbus song. Comparing their thoughts with others allows students to recognize patterns and talk out different opinions.

15 min Superbus and Kyo Comparison In small groups, students discuss their findings for both songs. They compare answers and formulate hypotheses for the use of ne. Using the worksheet provided (Appendix C), they look for patterns in the usage and omission of ne. 12 min English Comparison In a full class discussion, students compare the patterns they found in their groups. The teacher focuses the discussion on a comparison to the English examples they came up with at the beginning of class is there really a hard and fast rule, or more a tendency?

Comparing their thoughts with others allows students to recognize patterns and talk out different opinions.

Students use their knowledge of their L1 to inform their L2 learning. Their awareness of informal language is heightened in both English and French.

Appendix A : Kyo Song Lyrics Song available at http://www.youtube.com/watch?v=wA_eBD0wgJQ Cest pas Juste Kyo Ce _____ est pas juste une histoire qui finit mal Ce _____ est pas juste les alas dune erreur sentimentale Ce _____ est pas juste, ce _____ est pas juste Ya quelque chose qui _____ tourne pas rond Cest vrai lamour a ses raisons Mais eux, labandon Je _____ vous demande pas daimer Au del du possible Je _____ vous demande pas daimer Si a vous fait souffrir Je _____ vous demande pas daimer Jusqu vivre le pire Je _____ vous demande pas daimer Mais seulement, de _____ pas les faire choisir Ce _____ est pas juste une enfance qui prend le large Ni mme une douleur de passage, une vie quils se partagent Ce _____ est pas juste, ce _____ est pas juste Elle dit je _____ peux pas men sparer Et lui moi non plus, dsol Mais eux, avez-vous pens Je _____ vous demande pas daimer Au del du possible Je _____ vous demande pas daimer Si a vous fait souffrir Je _____ vous demande pas daimer Jusqu vivre le pire Je _____ vous demande pas daimer Mais seulement, de _____ pas les faire choisir {x2}

Appendix B : Superbus Song Lyrics Song available at http://www.youtube.com/watch?v=Wg4WvcoNugw Cest pas Comme a Superbus Tu les aimes un peu mieux ds que tu les touches Tu les aimes un peu mieux ds quelles ouvrent la bouche Tu les allonges et tu y vas Tu les allonges et tu ten va Tu joues les beaux parleurs et tu sais bien y faire Tu dis toujours aux filles que tes clibataires Mais non non _____ ten vas pas Mais non non ce _____ est pas comme a Refrain: Pourquoi tu _____ arrives pas A aimer plus que a Pourqoui tu pars, pourquoi tu _____ restes pas Mais non ce _____ est pas comme a Je sais que tu _____ peux pas Pourquoi tu pars, pourquoi tu _____ aimes que toi Quand elles saccrochent tu vas vite prendre lair Tous les reproches tu _____ en a rien faire Tu laisses faire, laisses faire, laisses faire, laisses faire Refrain Mais non ce _____ est pas comme a x4 Refrain Mais non ce _____ est pas comme a

Appendix C : Ne Patterns Worksheet Based on what you heard in the songs, write examples under each of the columns below. Which column has the most examples? Do you notice any patterns within each column? Across columns? Do you notice any inconsistencies? Ne N