Request for consultation

Thanks for your request. You’ll soon be chatting with a consultant to get the answers you need.
{{formPostErrorMessage.message}} [{{formPostErrorMessage.code}}]
First Name is required. 'First Name' must contain at least 0 characters 'First Name' cannot exceed 0 characters Please enter a valid First Name
Last Name is required. 'Last Name' must contain at least 0 characters 'Last Name' cannot exceed 0 characters Please enter a valid Last Name
Institution is required.
Discipline is required.
Why are you contacting us today? is required. 'Why are you contacting us today?' must contain at least 0 characters 'Why are you contacting us today?' cannot exceed 0 characters Please enter a valid Why are you contacting us today?

Scén@rios: Pédagogies du virtuel 1st Edition

Michèle Magnin, Véronique Flambard Weisbart

  • Published
  • 224 Pages


This all-in-one grammar, reading, writing, and multimedia program features creative activities designed to keep students on their toes. With global simulation multimedia activities and scenarios that enrich the knowledge of French culture and language, SCÉNARIOS creates platforms for an increase of vocabulary for conversation and debates in class, which in turn improves style and content of writing. The authors' commitment to the integration of creativity, literary text, communicative activities, and multimedia exercises into the classroom provides for a more encompassing and intriguing way of learning.

Michèle Magnin, University of San Diego

Michèle Magnin is currently a full professor of French at the University of San Diego and coordinator of the French program. She received her PhD from the University of California, San Diego in 1986. She started lecturing and leading workshops on "teaching languages with technology" in 1991 with Minitel, and 1995 with Internet, mostly in the western states from Alaska to Hawaii, but also in Chicago, Indiana, Tokyo, Beijing, and more recently Brussels, Grenoble, and Québec. Previously, she was Director of the Faculty and Curriculum Diversity Program at USD (1998-2001), President of San Diego chapters of AATF and Alliance Française. Articles published in: The French Review, Le Français dans le Monde, Dialogues et Cultures (FIPF), The Dong-Eui International Journal (Korea), Simulation and Gaming (Sage Publishing), Women in French (WIF), International Journal of Learning (Common Ground Publishing Pty, Ltd).

Véronique Flambard Weisbart, Loyola Marymount University

Véronique Flambard-Weisbart is a full professor of French in the Department of Modern Languages and Literatures, and the Director of the European Studies Program at Loyola Marymount University, Los Angeles. She received her PhD from the University of California, Los Angeles in 1990. Her research interests focus on contemporary French novel, cyberfiction, film studies, and global simulation pedagogy. Her recent and forthcoming publications include 'The Channels of Time: A Global Simulation Scenario for the French Civilization Classroom' International Journal of Learning, Ed. Mary Kalantzis & Bill Cope, Australia: Common Ground Publishing Pty Ltd, Volume 10 (2003): 285-295, 'Voyage au bout de la nuit: une poétique de l'extravagance' Céline et la démesure. Paris : Société d'Etudes Céliniennes, (2003): 127-135, 'Potential Readers/ Potential Writers: Global Simulations in the French Literature Classroom', Modern French Literary Studies in the Classroom: Pedagogical Strategies, Edited by Charles J. Stivale, MLA Press, (Fall 2004), and 'Hollywood enters the Dragon', World Weavers: Globalization, Science Fiction, and the Cybernetic Revolution, Edited by Wong Kin Yuen, Gary Westfahl, and Amy Chan Kit Sze, Hong Kong University Press (Fall 2004).
  • SCÉNARIOS is divided into ten structures including "Structure préliminaire: vers la simulation" which presents the idea of Global simulation and prepares the students for the term's role play activities. The text selection allows students to gather background knowledge so that they are able in turn to write creatively with a significantly enriched style in the following structures. The next four Structures explore a linguistic function and/or genre necessary for the simulation to come to life and to progress.
  • The book-specific website ( includes integrated cultural activities for the book's ten Structures, as well as biographical or contextual information that enrich the reading activities of the literary texts, links and general directions for the Activités multimedia, and composition evaluation forms that can be downloaded and printed. For instructors, the site provides the corrections of grammar exercises found in the Appendice section of the textbook as well as pedagogical tools, links, and additional instructional aids.
  • To aid students with the grammar review and practice included in the text, Système-D 4.0 Writing Assistant Software is available for packaging at a reduced cost. This best-selling software helps students develop critical thinking skills by learning to read, analyze, see word associations, and understand the link between language functions and linguistics structures in French.
  • The "Structure intermédiaire: Vers l'écriture collaborative" presents the culminating writing project done in collaborative fashion. Each student contributes his/her individual participation to the group project. In a collaborative effort, students also insure that their individual participation is valuable to the group and coherent with other students' goals.
  • The last four Structures offer more linguistic functions and/or genres and lead to the end of the simulation.
  • This program offers a wide range of exercise and writing formats, including form-focused, teacher-initiated exercises, partner and small-group creative and editing activities, and structured and free-writing assignments for individual work.
  • Guided structure for solid Internet research and online enrichment is provided allowing greater flexibility in classroom organization and management.
Georges PÉREC, Espèces d''espaces. Lecture analytique: OULIPO et l''écriture sous contraintes. Au-delà du texte: La contrainte pour se libérer et se retrouver. En guise de conclusion: Jeux d''écriture sous contraintes. Journal préliminaire.
Michel LEIRIS, L''âge d''homme. Lecture analytique: Le Portrait. Au-delà du texte: L''autoportrait. En guise de conclusion: Style et structure du portrait. Journal 1: Ebauche d''autoportrait. Description socio-culturelle des étages. Le portrait sous tous ses angles. Le portrait physique. Le portrait moral. Composition 1: L''autoportrait de votre personnage.
Alain Fournier, Le Grand Meaulnes. Lecture analytique: Le Milieu. Au-delà du texte: L''espace. En guise de conclusion: Manipulation du point de vue. Journal 2: Regards sur les voisins. Le Récit. Caractéristiques du récit. Techniques du récit. Composition 2: Portrait d''un personnage autre que le vôtre.
Marcel Proust, Du côté de chez Swann. Lecture analytique: À la recherche du décor et des souvenirs. Au-delà du texte: La carte conceptuelle. En guise de conclusion: La vie des locataires d''un immeuble. Vocabulaire: Les substituts du mot. Journal 3: Personnel et extérieur. Créer des images. La comparaison. La métaphore. La métonymie. Fête chez un voisin.
Frédéric Mistral, Mémoires et Récits. Lecture analytique: Récit événementiel et voix de la narration.Au-delà du texte: La suspension de l''incrédulité. En guise de conclusion: La réalité dépasse la fiction. Journal 4: Un souvenir marquant de votre personnage. Raconter des événements. Le discours direct. Le discours indirect. Le discours indirect libre. Composition 4: Récit d''un événement.
Raymond QUENEAU, Exercices de style. Lecture analytique: Préparation aux exercices d''expansion. Au-delà du texte: Exercices de style. En guise de conclusion: Le polar. Ecriture Collaborative.
Guy de Maupassant, L''inutile beauté. Lecture analytique: Fiction personnelle. Au-delà du texte: Le récit enchâssé. En guise de conclusion: « Les rêves sont la littérature du sommeil » Jean Cocteau. Journal 5: Une découverte inattendue. Comprendre et utiliser la mémoire. Composition 5: Un chapitre du polar.
Madame de Sévigné, Lettre à Madame de Grignan du 29 juillet 1676. Lecture analytique: La lettre reportage. Au-delà du texte: La correspondance ou l''échange épistolaire. En guise de conclusion: La correspondance au gré des m�urs. Journal 6: La Mystérieuse missive. Themes et possibilites d''exploitation de la littérature epistolaire et du journal intime. Composition 6: La Lettre personnelle ou officielle.
Jean Anouilh, Le Voyageur sans bagage. Lecture analytique: Les dialogues au théâtre. Au-delà du texte: L''art de la conversation. En guise de conclusion: Autres formes d''interaction. Journal 7: Conversations téléphoniques. La conversation dans l''écrit. Composition 7: Le Polar monte sur scène.
JulesVerne, Paris au XXe siècle. Lecture analytique: Littérature d''anticipation, futurisme. Au-delà du texte: Le voyage dans l''espace et le temps. En guise de conclusion: Urbanisme contemporain. Journal 8: Déménagement forcé. Souhait et regret. Composition 8: Adaptation du polar ou autoréflexion.
Appendice I.
Appendice II.

"…what is appealing about this approach is that it forces students to interact in a meaningful way, without sacrificing close reading and the development of advanced writing skills."

"There are no superfluous exercises, no excess of any kind or in any direction: it is an ultra-classic product with the perfect dosage and mixture of originality and rigor that any ultra-classic material implies."

"The overall flow of the class is extremely well thought-out, leading from simple descriptive tasks to much more complex world-building activities that will not only push the students to use ever-richer French but that will ultimately result in enormous pride of creation and ownership of the collaboratively-created world."

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.


Instructor's Edition

ISBN: 9781413016017
The Instructor's Edition includes a "Notes pour le professeur" section which offers pedagogical suggestions and possible answers to the textual analysis questions throughout each of the Structures.