Communicative Competence in the Context of Communicative ...
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TableofContents
AbouttheModule........................................ 1
Foundations............................................. 4
AboutTask-BasedLanguageTeaching.............. 5
AboutStrategicCompetence........................ 8
AboutCultureInstruction........................... 10
SuggestedReadings................................. 13
AdditionalWorksCited............................. 15
LessonPlans............................................. 17
Lesson#1:Pourquoilefrançais?..................... 18
Lesson#2:Bonjour!................................. 20
Lesson#3:Vousettu................................ 23
Lesson#4:Lesphrasesdebase...................... 25
Lesson#5:Lasalledeclasse......................... 27
Lesson#6:Lescouleurs............................. 29
Lesson#7:Chasseautrésor......................... 30
Lesson#8:Pioche!.................................. 32
Lesson#9:Lesnuméros............................. 34
Lesson#10:Lesanniversaires........................ 36
Lesson#11:Ladate................................. 38
Lesson#12:Lespronomspersonnels................. 40
Lesson#13:L’automne.............................. 42
Lesson#14:Lescélébrationsetlestraditionsdel’hiver44
Lesson#15:Lestraditions........................... 46
Lesson#16:Lestraditionsetcélébrationsdemafamille47
Lesson#17:LeCanadaetleQuébec................... 49
Lesson#18:Fairedelatire........................... 51
Lesson#19:L’hiver................................... 53
Lesson#20:Révisionaveclesmotscroisés............ 56
Lesson#21:Révision................................. 57
Lesson#22:Lesadjectives........................... 58
Lesson#23:Ladescription........................... 60
Lesson#24:Lesémotions............................ 62
Lesson#25:Lesquestions........................... 63
Lesson#26:Lesinterviewsdescélébrités............. 64
Lesson#27:Lafamille............................... 67
Lesson#28:Lespréférences.......................... 69
Lesson#29:JoyeuseSaintValentin................... 71
Lesson#30:Lespaysfrancophone.................... 73
Lesson#31:Lesdirectionsetl’endroit................. 75
Lesson#32:Lesdirections............................ 77
Lesson#33:Leprintemps............................. 79
Lesson#34:Pioche:Lesactivitésdeprintemps........ 81
Lesson#35:Quelleheureest-ilM.Loup?............... 83
Lesson#36:Lesfêtesetlescélébrations............... 85
Lesson#37:LafêtedeSt.JeanBaptiste................ 87
Lesson#38:L’été..................................... 88
Lesson#39:Lanégation.............................. 91
Lesson#40:Révisiondevocabulairedelasalledeclasse93
Lesson#41:Révisiondel’interrogation................95
Lesson#42:Révisionaveclejeu“HeadsUp!”........... 97
Lesson#43:Révisiondesnuméros..................... 99
Lesson#44:Fairedesmotscroisés.................... 100
Lesson#45:Révision:lesphrasesintrus............... 103
Lesson#46:Révisiondesdirections................... 103
Lesson#47:Révisiondesadjectives................... 105
Lesson#48:Projetfinal:Quisuis-je?.................. 106
Lesson#49:Célébrationd’apprentissage.............. 108
OutcomesfromAlbertaProgramofStudy.............. 109
Resources................................................... 116
Quepréfères-tusurvey(Lesson1)..................... 117
CharadesList(Lesson4)............................... 118
ClassroomLabels(Lesson5)........................... 120
LabelingList(Lesson5)................................121
ClassroomScavengerHunt(Lesson7)..................123
ClassroomMatchingGame(Lesson7)..................129
Pioche!–ClassroomItems(Lesson8&39).............131
BINGOCards(Lesson9&43)...........................135
LesnumérosMatchingGame(Lesson9)................152
CountinginFrenchVideo(Lesson9)................... 160
BirthdaySurvey(Lesson10)........................... 161
CalendarLabels(Lesson11)........................... 163
PersonalPronounsMatchingWorksheet(Lesson12)...175
FallMemoryGame(Lesson13)........................ 176
FallPictureSentences(Lesson13)..................... 183
WinterHolidayMatching(Lesson14).................. 184
HolidayBuildaSentence(Lesson14).................. 185
TraditionsSortingWorksheet(Lesson15)..............188
FamilyTraditionsSurvey(Lesson15).................. 189
Mesphrases(Lesson16)...............................190
ComparingwithQuébec(Lesson17)...................191
Fairelatire(Lesson18)............................... 192
PartySurvey(Lesson19).............................. 193
WinterProjectOutline(Lesson19).................... 196
CrosswordReview(Lesson20)........................ 197
RiddleSheets(Lesson20)............................. 199
GalleryWalkSheet(Lesson20)........................ 214
JanuaryReviewWordFamilies(Lesson21).............215
SortingRaceAdjectives–Rounds1to4(Lesson22).... 216
EmotionsCrossword(Lesson24).......................228
CharadesList(Lesson24)............................. 230
FindyourMatch(Lesson25)........................... 231
Microphones(Lesson26).............................. 236
NewspaperWorksheet(Lesson26).................... 237
FamilyMemoryGame(Lesson27)..................... 238
FamilyMemberWorksheet(Lesson27)................ 243
FamilySurvey(Lesson27)............................. 244
LikesandDislikesWorksheet(Lesson28)..............245
PartnerDrawingActivity(Lesson31)..................247
OddOneOutSpringWorksheet(Lesson33)............251
GoFish–SpringActivities(Lesson33&34).............252
VerbSortingWorksheet(Lesson34)...................254
ClockWorksheet(Lesson35)..........................255
SampleItinerary(Lesson36)...........................256
SampleItinerary–Teacher’sCopy(Lesson36).........257
QuebecoisMatchingWorksheet(Lesson37)........... 258
SpottheDifferences(Lesson38)........................260
NegationMatchingWorksheet(Lesson39).............262
ClassroomWordJumble(Lesson40)...................264
Q&AWorksheets(Lesson41).........................265
OddPhraseOut(Lesson45)............................266
MapsofParis(Lesson46)..............................268
ParisLandmarks(Lesson46).......................... 274
AdjectiveMatchingGame(Lesson47)..................276
SelfPortrait(Lesson47)................................282
RansomNote(Lesson48)..............................283
Quisuis-je?GuessingPage(Lesson48).................284
MonDictionnairePersonnel.................................286
MyPersonalLanguagePortfolio..............................325
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About the Module
Thismodule-consistingof49lessonplans,apersonaldictionary,apersonal
languageportfolio,avideolocatedonYoutube,andhandouts,worksheets,andother
materialstosupportimplementationofthelessons-wasdevelopedtosupportteachersin
introducinglearnerstotheFrenchlanguageusingatask-basedapproach.Itisassumedthat
thelearnersparticipatinginthismodulewillhavehadminimalexposuretotheFrench
languageand,therefore,emphasishasbeenplacedupondevelopinglearners’vocabulary,
foundationalcommunicativeskills,willingnesstotakerisksincommunicatinginasecond
language,andawarenessaboutlinguisticandculturaldifference.Themodulecouldbeused
withanybeginnergroupofyoungFrenchlanguagelearners;however,explicitlinkshave
beenmadetotheAlbertaFrenchasasecondlanguage(FSL)programofstudyto
demonstratehowthemodulecouldbeusedtodeliverFrenchinstructiontogradefour
studentsintheCanadianprovince.
Emphasisinthemodulehasbeenplacedondevelopingtheabilitytocommunicate
intheFrenchlanguageinanincreasinglyglobalizedworld.Asaresult,themodulefocuses
ondevelopinginterculturalcommunicativecompetence1withaFrenchfocus.Assuch,a
strongformofcommunicativelanguageteaching(CLT)2hasbeenadopted.Astrongformof
CLTviewscommunicationnotasanendinthelearningprocess,butratherthemeansto
developcommunicativecompetence.Inotherwords,communicatinginmeaningful
1 Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. 2 Wesche, M.B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R.B. Kaplan (Ed.), The Oxford handbook of applied linguistics. Oxford: Oxford University Press.
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contextsisviewedastheprimarydrivingforceforlanguagedevelopment.Hence,the
moduleisstructuredaroundengaginglearnersinFrenchlanguageusageinincreasingly
morecomplexgamesandactivities.Asthemodulehasbeendesignedforyounglearners
whoarebeingintroducedtotheFrenchlanguageforthefirsttime,fun,engagingtaskshave
beenemphasizedratherthanexplicitgrammarinstruction.Thefollowingassumptions
aboutsecondlanguagepedagogyhavebeenembeddedintothedesignofthemodule:
1) Languagelearningshouldbefunandengaging
2) Themainfocusofinstructionshouldbeonusinglanguagetoexpressmeaningand
completetasksratherthananalyzinglanguage
3) Communicationreliesuponlinguisticandculturalknowledge
4) Learningvocabularyandkeyphrasesrequiresrepetitiveexposureusingmultiple
modalities
5) Acquiringasecondlanguageisanon-linear,organicprocessthatfollowsadifferent
timelineforeachindividual
6) Languagelearningandtheabilitytocommunicateeffectivelyarefacilitatedbythe
useofstrategies
Themodulecouldbeusedinamultitudeofways,butwasdevelopedwiththreepotential
usesinmind:
1) The module could be used by a teacher as created to instruct beginner French
learners. The lessons and accompanying materials have been carefully sequenced to
scaffold learning. The lessons and lesson sequence could be simply followed by a
teacher to create an engaging, communicative learning environment that addresses the
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outcomes from the Alberta FSL program of study.
2) Specific activities or portions of the module could be used by teachers with other
parts adapted to meet the needs of the specific students in the class.
3) The module provides an exemplar of how a task-based approach could be adopted in
teaching a beginner level second language class to create an engaging,
communicative language learning experience. For French teachers at other levels or
teachers of a different second language, the module provides a guide for adopting a
task-based approach in their own teaching and exemplars of numerous tasks that
could be utilized in different contexts.
Wehopeyouwillfindutilityinthetasksthathavebeendevelopedandthatthemodule
willinspireyoutoexperimentwithtask-basedlanguageteachinginyourownsecond
language-teachingcontext!
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About Task-Based Language Teaching
Task-basedlanguageteaching(TBLT)isapedagogicalapproachsupportedby
secondlanguageacquisition(SLA)research.1SLAresearchdemonstratesthatpracticedoes
notleadtoperfectionandlanguageacquisitionisanorganicprocessnotdirectlycorrelated
withinstruction;2therefore,attemptstodictatelanguageacquisitionthroughexplicit
instructionondiscretelinguisticelementsmaynothavethedesiredresults.Conversely,
TBLTviewslanguagelearningasbeingfacilitatedbyengaginginmeaningful
communicationinthetargetlanguage.Asaresult,TBLTfosterslearningopportunities
throughthecompletionoftasks,ratherthanusingteachingpoints(e.g.,grammatical
forms)asthebasisforinstruction.Thecentralconceptintheapproach,‘task,’hasbeen
definedintheliteratureinnumerousways;3however,corecharacteristicsexistbetween
definitionsthatactasthebasisforhow‘task’isdefinedinthemodule.Theseinclude:
• Meaningisprimary• Acommunicationproblemorinformationgapexists• Learnersusetheirownlinguisticresourcestocompletetasks(theyarenot
givenotherpeople’slanguagetoregurgitateormandatedtouseparticularforms)
• Thedesiredoutcomeistaskcompletion,ratherthanaccurateusageofparticularlanguage(practicingaparticularlinguisticfeature)
Thefocusofplanningandinstructionwhenusingatask-basedapproachisthetaskitself.
Asaresult,allaspectsofthepedagogicalexperienceemergefromtasks,astasksprovide
1 See Ellis (2003) and Long (2015) for an elaboration on how research has informed TBLT 2 See Lightbown and Spada (2006) and Lightbown (2000) 3 For examples of different definitions refer to Long (1985), Prabhu (1987), Willis (1996), Skehan (1998), Ellis (2003), or Samuda (2005)
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the‘what’and‘how’oftheteaching-learningprocess.ThisdifferentiatesTBLTfrom‘task
supportedlanguageteaching’,alsoknownasPPP(presentation–practice–production),in
whichcommunicationisviewedastheendintheinstructionalsequencetosolidify
previouslytaughtlinguisticfeaturesandinwhichthecontent(what)andprocess(how)of
instructionwouldbedeterminedseparately.
Oneissuearisingfromtheuseofanapproachthatfocusesonmeaningful
communicationistheneedtoattendtoaccuracyandcomplexityinadditiontofluency.In
ordertofacilitatethedevelopmentoflinguisticfluency,accuracy,andcomplexity,scholars
havepostulatedseveralapproaches:
• Taskrepetition–greaterfocusonaccuracyandcomplexitywillresultfromcompletingataskasecondtime4
• Provisionoftime–additionaltimetocompleteand/orprepareforataskwillfacilitategreaterattentiontotheaccurateandmorecomplexuseoflanguage5
• Anintegrativeapproach–theuseofaninstructionalsequenceinwhichafocusontheaccurateandcomplexuseoflanguageoccursinapost-taskbasedondifficultiesexperiencedwhilecompletingatask6
Inthismoduleanintegrativeapproachhasbeenadopted.Asaresult,alllessonshavebeen
designedusingapre-task/task/post-tasksequence.Thepurposeofthepre-taskisto
activatebackgroundknowledge,motivatelearners,andpreparethemforcompletingthe
task.Inessence,thepre-taskhasbeenusedasamechanismtoensurescaffoldinghasbeen
embeddedwithinthedesignoflessons.Duringthecompletionofthetask,theinstructor
shouldnotinterveneunlessabsolutelynecessaryandonlytosupportlearnerswith
logisticalissues,nottodictatethelanguageused,asthiswouldcreateafocusonthe
4 See Bygate (2001) 5 See Skehan (1998) 6 See Willis (1996)
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languageusedratherthanmeaningfulcommunication.Conversely,theinstructorshould
monitorstudentprogressandmakenoteofdifficultiesexperiencedincompletingthetask,
inparticularinrelationtolanguageusage.Thiswouldthenbecomethefocusofthe
languageanalysisthatwouldtakeplaceduringthepost-task.Inthisway,TBLTisstudent-
centeredinthatexplicitgrammaticalinstructionisbasedonlearners’experiences/needs
ratherthanpre-determinedbytheteacherorcoursesyllabus.Asthemodulehasbeen
designedwithyounglearnersinmind,itisnotanticipatedthatasignificantamountof
explicitgrammarinstructionwilltakeplaceduringthepost-taskstageoflessons.
Nonetheless,thepost-taskisanexcellenttimetohavestudentssharetheir
accomplishmentsandreflectuponthecontentofthelessonandthelearningprocess.
Althoughsuggestionshavebeenprovidedforwhatcouldbedoneinthepost-task,itisup
totheteachertodeterminetheexactcompositionofthepost-taskbasedonthelearnersin
theparticularcontext.
Theliteratureincludesavarietyoftasksthatcanbeusedinthesecondlanguage
classroom.7Forexample,JaneWillisdevelopedalistoftasksthatsheclassifiedintosix
categories:
1) Listing–brainstorming,factfinding2) OrderingandSorting–sequencing,ranking,categorizing,classifying3) Comparing–matching,findingdifferencesandsimilarities4) ProblemSolving5) SharingPersonalExperiences6) CreativeTasks
AsthemodulehasbeendevelopedforyounglearnersbeingexposedtotheFrench
languageforthefirsttime,thetasksselectedforinclusionaresimplerincharacter.Asa
7 See for example Willis (1996), Pica, Kanagy, and Falodun (1993), or Willis and Willis (2007)
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result,theyareprimarilydrawnfromthefirstthreecategoriesandinvolveanelementof
playtoengagelearnersinthelanguagelearningprocess.Itisassumedthatlearnerswillbe
exposedtoincreasinglymoredifficulttasks(intermsofthecontentandrequirementsto
completethetasks)astheyacquiregreatercompetenceinthelanguageandprogress
throughfutureFrenchmodules.
About Strategic Competence
Inanincreasinglyglobalizedworldinwhichlanguagesarecommonlyusedacross
nationalboundariesandinsettingswhereneitherinterlocutorisanativespeaker(e.g.,asa
linguafranca),interculturalcommunicativecompetence(ICC)hasbecomethegoalof
secondlanguageinstruction.ICCiscomprisedoffivesub-competences–grammatical
competence,discoursecompetence,socio-linguisticcompetence,strategiccompetence,and
interculturalcompetence.8Thefirstthreecompetencesaredirectlyrelatedtolinguistic
knowledge,whilethelastcompetenceinvolvesanindividual’sabilitytoeffectivelynavigate
culturaldifferenceininteractions.Theremainingcompetence,strategiccompetence,is
uniqueinthatitrelatestotheabilitytoeffectivelyusestrategiestoenhance
comprehensionandsolvecommunicationproblems.Asaresult,secondlanguage
instructionshouldassistlearnersnotonlyindevelopinglinguisticandculturalknowledge
(bothdeclarativeandprocedural),butalsoinusingvariousstrategiestosupportthe
learningandcommunicativeprocess.
8 For more details about the five competences refer to Canale and Swain (1980) and Byram (1997)
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RebeccaOxfordhasdevelopedaStrategyInventoryforLanguageLearning(SILL)in
whichsheidentifies50strategiesthatfitwithinsixcategories.9Thesixcategoriesare:
1) Memorystrategies
2) Cognitivestrategies
3) Compensationstrategies
4) Meta-cognitivestrategies
5) Affectivestrategies
6) Socialstrategies
Thevariousstrategiessupporteachotherinpreparinglearnerstotacklethecomplextask
oflearninghowtocommunicateusinganalternativelinguisticandculturalcode.
StrategiesinstructionhasbeenembeddedinthebeginnerFrenchmoduleintwo
ways.First,strategiesinstructionhasbeenintegratedintolessonsthroughoutthe
module.10Asaresult,learnerswillbeintroducedtoanumberofdifferentstrategies
throughoutthecourseandhavetheopportunitytoexperimentwithvariousstrategieson
anon-goingbasis.Second,strategiesinstructionhasbeenincorporatedintothePersonal
LanguagePortfolio.Sectionthreeoftheportfolioincludesalistofstrategiesadaptedfrom
Oxford’sSILLthataremostlikelytobeusedbyyounglanguagelearners.Italsoincludesa
sectionforlearnerstoreflectuponthestrategiestheyfindmosteffectiveandtoidentify
strategiestheywouldliketoexperimentwith.Regularinstructionaboutstrategyusageand
reflectionuponcurrentandfuturestrategyusageshouldbeencouragedthroughoutthe
coursetoensurelearnersaredevelopingstrategiccompetencetoassistincommunicating
usingtheFrenchlanguage.
9 A list of the specific strategies within each category can be obtained from Oxford (1990) or Brown (2001) 10 Strategic competence has been incorporated into lessons 1, 4, 15, 16, 21, 24, 25, 29, 33, 41, 45, 48 and 49
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About Culture Instruction
Cultureisacomplex,abstractconceptthatisdifficulttopreciselydefine.Various
scholarshaveattemptedtocapturethecomplexityofcultureusingvariousmodelsand
metaphors.Forexample,the3Pmodelofcultureconsistsofthreeinterwoven,
interdependentaspectsofculture–perspectives,products,andpractices.11Incontrast,the
onionmetaphorportrayscultureasaconceptconsistingofvariouslayersofcomplexity
withassumptionsatthecorefollowedbynormsandvalues,etc.12Similarly,theiceberg
metaphorhighlightsthedifferencebetweentangible,objectiveelementsofculture(big‘C’
Culture)thatareapparentabovethesurfaceandabstract,subjectiveelementsofculture
(little‘c’culture)thatdefinehowwethinkandbehavebutarenoteasilyidentified.13Inthis
module,cultureisunderstoodasincludingtangibleelementssuchastraditions,food,and
geographicallandmarks,butalsomoresubtleelementsincludingbodylanguage,notionsof
politeness,andworldviews.
Cultureandlanguageareviewedascomplementaryconceptsthatareinterrelated-
cultureformsthefoundationonwhichcommunicationtakesplace,whilelanguageactsas
themediumthroughwhichcultureisestablishedandshared.Languageandcultureare
alsounderstoodasmutuallyeffectingcommunication.AsSmith,PaigeandSteglitznoted:
“Understanding what is said does not always help you understand what is meant.”14 In other
words, communication is fostered through an understanding of linguistic codes and context – a
11 Tang (2006) 12 TrompenaarsandHampden-Turner(1998) 13 Weaver(1986) 14 Smith, Paige, & Steglitz (2003), p. 101
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context that is provided by culture. As a result, culture is viewed as an essential component of
instruction in the second language classroom.
While culture is a complex concept that influences interaction in various ways, it is often
taken up in the second language classroom with a focus on objective elements of culture related
to a specific cultural group (e.g., Quebecois culture). The problem with this approach is that it
leads to superficial exploration of culture presented as a static, monolithic entity and ignores
heterogeneity within cultures. In other words, it presents culture as facts to be learned, leading to
a disposition of confidence in ‘knowing the other,’ rather than fostering a disposition of curiosity
and openness to better understand cultural diversity in perspectives, products and practices. In
order to foster a principled approach to culture instruction, the following pedagogical
understandings and practices are encouraged:
• The teacher should assume the role of facilitator of cultural exploration rather than purveyor of information
• Stereotypes and over-generalizations should be explicitly discussed and challenged
• Instruction on specific cultures should be complemented by culture general instruction in which the influence of culture on how people think and act is explored
• Culture instruction should touch on both tangible and abstract elements of culture (i.e., big ‘C’ Culture and little ‘c’ culture)
• Learning about cultural difference should be experiential as much as possible • Learners should be recognized as cultural beings that bring a cultural identity
and prior cultural knowledge to the classroom
Culture instruction has been incorporated into the module in two key ways. First,
elements of culture have been explicitly included in the structure of a number of lessons.15 For
example, in lesson three learners are encouraged to reflect on polite language usage in French,
15 Cultural content is explicitly included in the following lessons: 1, 3, 5, 10, 14, 15, 16, 17, 18, 30, 37, and 46
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thus prompting greater understanding about different cultural perspectives on the subject.
Furthermore, in lesson 46 students use their knowledge of the French language to give directions
to navigate Paris. As they arrive at various destinations, they will learn about various landmarks
that constitute an important part of French history. Second, learners will be encouraged to
explore their cultural knowledge, experiences and identity using the Personal Language
Portfolio. In completing the portfolio, learners will be encouraged to reflect upon how culture
influences them, helping them to better understand cultural diversity as they are exposed to
French cultures throughout the course. The hope is that by incorporating an intercultural
approach, which recognizes the interplay between multiple cultures in the second language
classroom, learners will be encouraged to explore cultural fault lines,16 thus fostering greater
understanding about themselves and the world around them.
Although deep cultural exploration is recognized as an important part of second language
learning, it has not been extensively promoted in the module. This has been consciously done for
two reasons. First, as the module represents learners’ first exposure to the French language, it
was deemed necessary to primarily focus on developing their vocabulary and foundational
communication skills to assist with language learning in future years. Second, as the module is
designed for young learners, deep cultural exploration was viewed as problematic because the
learners lack the cognitive maturity to explore such an abstract concept in depth. Nonetheless, it
is hoped that cultural exploration throughout the module will provide basic knowledge about
culture, leading to more substantial exploration and sophisticated understandings about cultural
themes in future French courses. It is also hoped that teachers will apply the aforementioned
16 Kramsch (1993)
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principles to encourage intercultural exploration when they see fit within their particular context
as teachable moments arise.
Suggested Readings about Task-Based Language Teaching
Ellis,R.(2003).Task-basedlanguagelearningandteaching.Oxford:OxfordUniversity
Press.
Long,M.(2015).Secondlanguageacquisitionandtask-basedlanguageteaching.West
Sussex:WileyBlackwell.
Ogilvie,G.,&Dunn,W.(2010).Takingteachereducationtotask:Exploringtheroleof
teachereducationinpromotingtheutilizationoftask-basedlanguageteaching.
LanguageTeachingResearch,14,161-181.
VandenBranden,K.(ed.)(2006).Task-basedlanguageeducation:Fromtheorytopractice.
Cambridge:CambridgeUniversityPress.
VandenBranden,K.,Bygate,M,&Norris,J.M.(eds.)(2009).Task-basedlanguageteaching:
Areader.Amsterdam:JohnBenjamins.
Willis,D.,&Willis,J.(2007).Doingtask-basedteaching.Oxford:OxfordUniversityPress.
Suggested Readings about Strategic Competence
Dornyei,Z.,&Thurrell,S.(1991).Strategiccompetenceandhowtoteachit.ELTJournal,45,
16-23.
Oxford,R.(1990).Languagelearningstrategies:Whateveryteachershouldknow.Boston:
HeinleandHeinle.
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Suggested Readings about Culture Instruction
Alptekin,C.(2002).TowardsinterculturalcommunicativecompetenceinELT.ELT
Journal,56,57-64.
Byram,M.(1997).Teachingandassessinginterculturalcommunicativecompetence.
Clevedon:MultilingualMatters.
Coulby,D.(2006).Interculturaleducation:Theoryandpractice.InterculturalEducation,
17,245-257.
Fantini,A.E.(ed.)(1997).Newwaysinteachingculture.Alexandria:TeachersofEnglishto
SpeakersofOtherLanguages.
Gorski,P.C.(2008).Goodintentionsarenotenough:Adecolonizingintercultural
education.InterculturalEducation,19,515-525.
Kramsch,C.(1993).Contextandcultureinlanguageteaching.Oxford:OxfordUniversity
Press.
Kramsch,C.(1998).Theprivilegeoftheinterculturalspeaker.InM.Byram,&M.Fleming
(eds.),Languagelearningininterculturalperspective:Approachesthroughdrama
andethnography(pp.16-31).Cambridge:CambridgeUniversityPress.
Lange,D.L.,&Paige,R.M.(eds.)(2003).Cultureasthecore:Perspectivesonculturein
secondlanguagelearning.Greenwich:InformationAgePublishing.
Liddicoat,A.J.(2009).Communicationasaculturallycontextedpractice:Aviewfrom
interculturalcommunication.AustralianJournalofLinguistics,29(1),115-133.
Ogilvie,G.(2013).Promotingprincipledinterculturaleducationinsecondlanguage
pedagogy:Ananalysisofvariousconceptualizationsofintercultural.InS.May(ed.),
LED2011:RefereedConferenceProceedingsofthe3rdInternationalConferenceon
Language,EducationandDiversity(pp.1-30).Auckland,NewZealand:Universityof
Auckland.
Ogilvie,G.(2015).Investigatinginterculturalhabits:Miniresearchprojectaboutthe
frequencyofbehaviourindifferentsettings.InM.Lewis,&H.Reinders(eds.),New
WaysinTeachingAdults(2ndEdition)(pp.126-130).Alexandria:Teachersof
EnglishtoSpeakersofOtherLanguages.
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Risager,K.(2006).Languageandculture:Globalflowsandlocalcomplexity.Clevedon:
MultilingualMatters.
Risager,K.(2007).Languageandculturepedagogy:Fromanationaltotransnational
paradigm.Clevedon:MultilingualMatters.
Sercu,L.(2006).Theforeignlanguageandinterculturalcompetenceteacher:The
acquisitionofanewprofessionalidentity.InterculturalEducation,17,55-72.
Shaules,J.(2007).Deepculture:Thehiddenchallengesofgloballiving.Clevedon:
MultilingualMatters.
Additional Works Cited
Bygate,M.(2001).Effectsoftaskrepetitiononthestructureandcontroloflanguage.InM.
Bygate,P.Skehan,&M.Swain(eds.),Task-basedlearning:Languageteaching,
learningandassessment(pp.23-48).London:Longman.
Brown,H.D.(2001).Teachingbyprinciples:Aninteractiveapproachtolanguagepedagogy
(2ndEdition).WhitePlains:Longman.
Canale,M.,&Swain,M.(1980).Theoreticalbasesofcommunicativeapproachestosecond
languageteachingandtesting.AppliedLinguistics,1,1-47.
Ghosh,R.(2004).PubliceducationandmulticulturalpolicyinCanada:Thespecialcaseof
Quebec.InternationalReviewofEducation,50,543-566.
Lightbown,P.M.(2000).ClassroomSLAresearchandsecondlanguageteaching.Applied
Linguistics,21,431-462.
Lightbown,P.M.,&Spada,N.(2006).Howlanguagesarelearned(3rdEdition).Oxford:
OxfordUniversityPress.
Long,M.H.(1985).Inputandsecondlanguageacquisitiontheory.InS.Gass,&C.Madden
(eds.),Inputandsecondlanguageacquisition(pp.377-393).Rowley:Newbury
House.
Pica,T.,Kanagy,R.,&Falodun,J.(1993).Choosingandusingcommunicationtasksfor
secondlanguageresearchandinstruction.InG.Crookes,&S.M.Gass(eds.),Tasks
16
andlanguagelearning:Integratingtheoryandpractice(pp.9-34).Clevedon:
MultilingualMatters.
Prabhu,N.S.(1987).Secondlanguagepedagogy.Oxford:OxfordUniversityPress.
Ryoo,J.J.,&McLaren,P.(2010).SeekingdemocracyinAmericanschools:Countering
epistemicviolencethroughrevolutionarycriticalpedagogy.InF.Salili,&R.Hoosain
(eds.),Democracyandmulticulturaleducation(pp.99-127).Charlotte:Information
Age.
Samuda,V.(2005).Expertiseinpedagogictaskdesign.InK.Johnson(ed.),Expertisein
secondlanguagelearningandteaching(pp.230-254).NewYork:Palgrave
MacMillan.
Skehan,P.(1998).Acognitiveapproachtolanguagelearning.Oxford:OxfordUniversity
Press.
Smith,S.L.,Paige,R.M.,&Steglitz,I.(2003).Theoreticalfoundationsofintercultural
trainingandapplicationstotheteachingofculture.InD.L.Lange&R.M.Paige
(eds.),Cultureasthecore:Perspectivesoncultureinsecondlanguagelearning(pp.
89-125).Greenwich:InformationAgePublishing.
Trompenaars,A.,&Hampden-Turner,C.(1998).Ridingthewavesofculture:Understanding
culturaldiversityinglobalbusiness.NewYork:McGrawHill.
Weaver,G.R.(1986).Understandingandcopingwithcross-culturaladjustmentstress.In
R.M.Paige(ed.),Cross-culturalorientation:Newconceptualizationsandapplications
(pp.111-145).Lanham:UniversityPressofAmerica.
Wesche,M.B.,&Skehan,P.(2002).Communicative,task-based,andcontent-basedlanguage
instruction.InR.B.Kaplan(ed.),TheOxfordhandbookofappliedlinguistics.Oxford:
OxfordUniversityPress.
Willis,J.(1996).Aframeworkfortask-basedlearning.Harlow,UK:AddisonWesley
Longman.
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Lesson#1-Pourquoilefrançais?WhyFrench?
Grade4FSL Duration:1h-1.5hSpecificLearnerOutcomes:
LearningObjective:
Assessments:
3.1,3.3,3.7,4.1,4.5 ThestudentswillbeabletorecognizefamiliarFrenchwords.ThestudentswillbeabletoexplainwhytheyarelearningFrench.
Formativeassessmentofpriorknowledgedonethroughclassdiscussion/brainstorming.Formativeassessmentduringobservationsbyteacher.
Preparationrequired:Printoff“Queprefères-tu?”handout,bringinorhaveitemsreadytoshowbilinguallabels.
Introduction(15-20minutes):Hook/Attentiongrabber:Bonjour!Whocanspeakmorethanonelanguage?Introduction:Classdiscussionaboutlanguages,andaboutwhywewouldwanttolearnFrench?Howcanithelpus?Whatdoesitmeantobebilingual?IsCanadabilingual?WhatdoweknowaboutQuebec?(takethisopportunitytoshowbilinguallabelsonitems)Pre-task(10-15minutes):LetstudentsbrainstormFrenchwordsthatstudentsalreadyknowintheirdeskgroups/inpairs.Thenhavestudentssharewhattheybrainstormedandwriteontheboard.YoucanthenintroducetheideathattherearealotofFrenchwordsthatweactuallyuseinEnglish-askquestionsandgivehintstohelpstudentscomeupwithsomeofthesewords.Thefollowingisalistofwordsthatstudentsmaycomeupwith,andthatasateacheryoucanbringup/givepromptsfor:
• Bonjour• aurevoir• merci• jem’appelle• oui• non• poutine• café• r.s.v.p.• chic• cliché• baguette• déja-vu• haut-couture• mirage
• crèmebrûlée• crêpe• cul-de-sac• croissant• matinée• encore• souvenir• décor• eaudetoilette• fiancé• éclair• entrée• àlacarte• escargot• façade
• bonappétit• bonvoyage• c’estlavie• grandprix• ballet• bouquet• boutique• horsd’hoeuvre• enroute• mardigras• motif• mousse• omelette• silhouette• vinaigrette
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Task(35-45minutes)Task#1:StudentswillsortthelistofFrenchwordsthathavebeenbrainstormedintotwogroups:food,andother/notfood.Studentsmayworkinpartnersorindividually.Assessment/Differentiation:Theteacherwillwalkthroughouttheclassandmakeobservations.Oncestudentshavecompletedthisactivityyoucanhavestudentsshareanswers.Task#2:Studentswilleachcreatetheirownsurveyusingthehandout.Studentswillchoosetwoitemsfromthelistofwordsthatwerebrainstormed(ex:caféandbaguette),andgoaroundtheclassandaskwhichonestudentspreferex:caféoubaguette?Option:Dependingonyourjudgementofstudents’priorknowledgeofFrench,youcanincreasethedifficultybyhavingstudentsaskinstead,“Quepréfères-tu,caféoubaguette?”Studentscanthenaccordinglyfillintheirsurveybasedontheirclassmates’answersusingthehandout.Thisisagreatstartingpointtocreateanatmosphereinyourclassthatpromotescommunication.Assessment/Differentiation:Theteachercanparticipateinthesurveywithstudents.DuringinteractionswithstudentstheteachercanensurestudentsarespeakinginFrench(caféoubaguette)Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Have students share what they learned (Que-préfère la class? La class préfère…).Encouragerisk-taking-it’sokifyouraccentisnotperfect!
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Lesson#2-Bonjour!Greetings
Grade4FSL Duration:1hSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 ThestudentswillbeabletocommunicateinFrenchusingbasicgreetings.
Formativeassessmentofconversationsandobservationsduringtask.Formativeassessmentofclassdiscussionreflectingonactivitiesduringthepost-task.
Preparationrequired:Printoff“Mondictionnairepersonnel”foreachstudent-itisrecommendedtoputthisinaduotangasitwillbeusedallyear.
Introduction(5-10minutes):Hook/Attentiongrabber:Bonjour!Introduction:Review:Whatdoesitmeantobe“bilingue?”FrenchwordsthatwealreadyknowPre-task(25minutes):Whatisnormallythefirstthingwewouldsaytosomeonewhenwemeetthem?Hi,mynameis…,howareyou?SowewillbelearninghowtosaythisinFrench.DoesanyoneknowhowtosayhelloinFrench?Doesanyoneknowhowtosay“mynameis..”.Doesanyoneknowhowtosay“Howareyou?”Studentsmayalreadyknowhowtosaysomeofthesethings,iftheydothat’sgreat,andthenyoucanhavethewholeclassrepeattheword/phrase.Ifnot,noworries,youwilllearnallofthistoday!Introducethepersonaldictionaries:Throughouttheyearstudentswillbeaddingwordstotheirownpersonaldictionary,whichtheycanuseduringactivities.TheFrenchwordsarealreadyinthedictionary,andasaclasswewillgothroughsomewordseachweek,discusswhattheymean,andtheneachstudentwillwritedownthetranslationintheirownwords(theteachercanmodelontheboard).Next,handoutpersonaldictionariestostudents.Youwillthengothroughthefollowinglistofwords/phrases.StudentswillwritedownthecorrespondingEnglishwordintheirpersonaldictionaries.
Bonjour-“Weknowthatthismeanshi/hello,soyoucanwritethatnexttobonjour”
Commentt’appelles-tu?-“Whorememberswhatthismeans?Whohasaguessforwhatthismeans?Thisisasking,whatisyourname.Caneveryonerepeatafterme:Commentt’appelles-tu?”
Jem’appelle..–“Anyguessesforthis?Thismeans:mynameis…Repeatafterme:Jem’appelle…”
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Thisisagreattimetostopandhavesomestudentsmodelthisinteraction(Commentt’appelles-tu?Jem’appelle…).Haveafewdifferentpairsofstudentsmodelthisconversation.
Commentçava?–«Doesanyonehaveaguessforwhatthismeans?Thisisasking:howareyou?”Caneveryonerepeat:Commentçava?”
Çavabien.–«Anyguessesforwhatthismeans?“Thismeans:I’mgood/I’mdoingwell.”
Çavamal.–“Thisoneissimilartothelastone,butmeanssomethingdifferent.Anyguesses?Thiswouldbeawayofsaying:I’mnotdoinggood/I’msad.”
Thisisagreattimetostopandhavesomestudentsmodelthesenewsentences(Commentçava?Çavabien/mal.)Haveafewdifferentpairsofstudentsmodelthisconversation.
Ettoi?–Thisishowwewouldsay:andyou?SoifforexampleIamtalkingwith_____(chooseastudent),he/shewouldsay“commentçava?”,Icouldanswer“Çavabien.Ettoi?”,andthenthestudentcouldanswer(promptstudenttoansweroutloud)“Çavabien/mal.”
Aurevoir–“Andwhocantellmewhatthislastonemeans?Bye/Goodbye.”
Onceagainhavesomestudentsmodelthis(Commentçava?Çavabien/mal,ettoi?Çavabien/mal.)Haveafewdifferentpairsofstudentsmodelthisconversation.Task(20minutes):Nowthatwehavelearnedallthesenewwords,weareactuallygoingtousethem.TodayyouaregoingtogetthechancetogoaroundandhaveconversationsinFrenchwithyourclassmates.Wearegoingtodosomethingcalleda“Standup,handup,pairup.”OnceIamdoneexplainingyouwillfirststandup,andthenputyourhandup.Findsomeoneelseintheclasswhoalsohastheirhandup,andthenyouwillbecomeapair.Afteryourconversationisover,youwillbothputyourhandsbackup,andfindanewpartner.ForyourconversationsyouwillbeusingtheFrenchsentenceswelearnedtoday.Youcouldsaybonjour,andthenaskthemtheirname,youcouldsaybonjourandaskthemhowtheyare,andthenmaybetheywillaskyouback.Sothisisanopenconversation.Nexthavesomestudentscomeupandmodelwhataconversationcouldlooklike.Andthenaskanotherpairofstudentstocomeshowaconversationthatisabitdifferent.Giveyourstudents5-10minutestodothishandup,standup,pairupactivity.Youastheteachercanalsoparticipateinthisactivityandcanbemakingobservationsandformativeassessment.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
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Thepost-taskforthislessonmightaddressthefollowing:• Classdiscussion/reflection:wasthiseasyorhard?• Havesomestudentsmodelconversations• Discusswhatelsestudentsmightwant/needtolearninFrench.• Youmightwanttotakeinthedictionariesattheendsincetheywillbeusedyearlong.
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Lesson#3-VousettuManners
Grade4FSL Duration:30minSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,3.8 Thestudentswillbeabletorecognizethedifferencebetweenaformalandinformalsituation.
Formativeassessmentofclassdiscussion,andobservationduringrole-play.
Preparationrequired:Havepersonaldictionariesready,andcontactyourprincipalifyouwouldlikehimorhertostopbyforavisit(soyourstudentscanshowoff/useformalconversations)
Introduction(1minute):Hook/Attentiongrabber:Bonjour!Commentçava?Introduction:Today,wearegoingtobetalkingaboutmannersinFrench.Pre-task(20minutes):Classdiscussionaboutmanners:whyaremannersimportant?WhendoweusemannersinCanada?(please,thankyou).InFrench,it’salsoimportanttoknowhowtosaypleaseandthankyou,butthereisalsoacertainwayoftalkingtopeopledependingonifit’sacasualsituationoramoreformalsituation.Formorecasualsituationswecantalktosomeoneusing“tu”(whichmeansyou),butinmoreformalsituationswehavetouse“vous”(whichisthefancywayofsaying‘you’orawaytosay‘youguys/agroupofpeople’).Thendiscussandaddthefollowingwordstothedictionaries:Merci–ThankyouS’il-teplait-Please(informal)S’il-vousplait-Please(formal)Etvous?–Andyou?(formal)Studentswillgetthechancetoroleplayformalandinformalsituations.Brainstormasaclassformalandinformalsituations.Ex:
Ifwearestudents
Informal:-talkingwithafriend-talkingwithmyfamily-talkingwithclassmates-someoneyouknowwell
Formal:-talkingtoaprincipal,apoliceofficeror
someoneincharge-talkingtosomeonemucholderthanyou
-astranger
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Next,modelwhataformalandinformalconversationwouldlooklike.FormalPrincipal:Bonjour,commentçava?Student:Çavabienmerci,etvous?Principal:Çavabienmerci.Student:Aurevoir.InformalFriend:Bonjour,commentçava?Student:Çavabienmerci,ettoi?Friend:Çavabienmerci.Student:Aurevoir.Task(5minutes):Forthistaskeachstudentwillchooseacharactertoplay(ex:Iamagrade4student,Iamabrother/sister,Iamafriend,Iamtheprincipal,Iamafirefighter,Iamaseniorcitizen).Studentsmustfindapartner,telleachotherwhotheyareandthenhaveaconversation(formalorinformaldependingontherole-playcharacterschosen).Notethatiftheyhavebothchose“formal”character,wewillassumethattheydon’tknoweachotherverywellanditisaformalsituation.Post-task(4minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Have some students model an informal conversation, and have some students model aformalconversation.
• Asafunsurpriseforyourstudents,askyourprincipalorvice-principaltocomeinandsayBonjour! Let your kids show offwhat they learned and have a formal conversationwithhim/her.
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Lesson#4-LesPhrasesdebaseBasicPhrases
Grade4FSL Duration:1hSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15,4.1 Thestudentswillbeabletorecognizevocabularyrelatedtobasicphrasesandsomeclassroomitems.
Formativeassessmentandobservationduringcharades.
Preparationrequired:Printoffandcutthe“CharadesList”-oneforeachgroup.Youmaychoosetocreategroupsof4or5aheadoftime,oryoucanallowstudentstochoosetheirowngroups.Havethepersonaldictionariesready.Haveblankpaperorwhitescrappaperreadyforcharades/pictionary.
Introduction(10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:Reviewphraseslearnedsofarbycallingonstudentsandaskingthemhowtheyare,orwhattheirnameis(inFrench).Reviewthedifferencebetweenaformalandinformalsituation(weuse“tu”forpeoplethatweknowwell,andweuse“vous”whenitissomeonewedon’tknowverywell/isanauthorityfigure).Pre-task(15minutes):Forthepre-taskyouwillgothroughthefollowinglistofwordsinthedictionaries.ReadouttheFrenchwordandthenseeifstudentsareabletoguessorknowwhatitmeans.Iftheydonotknowyoucantellthemwhatitmeans.Havestudentsrepeatwordsoutloud.Makesuretoaskstudentshowtheyfiguredoutwhataword/phrasemeant(whatstrategydidtheyuse?).
Puis-jeallerautoilette?-«Doesanyonehaveaguessforwhatthismeans?CanIgotothebathroom”Havestudentsrepeatthisphrase.
Puis-jeallerboiredel’eau?-«Thisoneislikethelastone-anyguesses?CanIgogetadrinkofwater.”Havestudentsrepeatthisphrase.
Lesétudiants-“Whatareyouguys?Students”
L’enseignant(e)-“AndwhatamI?Theteacher.”
Allez-y!-“Thisonemeanslet’sgo!”
Laporte-“Cananyoneguesswhatthisis?Thisisadoor.”
Unpupitre-“Thisisanobjectinourclass-anyguesses?Adesk.”
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Letableau-“Thisissomethingwhitethatyoucanseeintheclass.Thewhiteboard”
Letapis-“Thisisacarpet.”
Unefenêtre-“Thisissomethingtransparentintheclass.Awindow”Task(20-25minutes):Splityourclassintogroupsof4or5students.Studentwilltaketurnspickingaslipofpaperandthenmustactoutordrawtheword.Allstudentscanusetheirdictionariesduringthisactivityiftheyneedto-butencouragethemtochallengethemselvestousethedictionaryaslittleaspossible.Theotherstudentsmustguesswhatthepersonisactingout/drawing-justlikePictionaryorcharades.InorderfortheguesstocountitmustbeinFrench.Ifstudentsfinishearly,theycangothroughthelistagain.Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewsomeofthevocabularythatstudentshaddifficultywith
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Lesson#5-LasalledeclasseTheClassroom
Grade4FSL Duration:30-45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.10,2.14,2.15,3.3,4.1 Thestudentswillbeabletolabelclassroomitems.
Formativeassessmentofstudents’presentationofitems,andformativeassessmentofclassdiscussions.
MaterialsandEquipment:Printoff“ClassroomLabels.”HaveFrench/Englishdictionariesavailable(asmanyaspossible).Printoffthe“LabellingList”andcutout.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:WhatdowedoifthereisawordinFrenchandwedon’tknowtheanswer?(Asktheteacher,askafriend,lookinourpersonaldictionaries,orlookinaFrench/Englishdictionary.Theseareallexamplesofstrategiccompetence)Pre-task(15minutes):FirstwearegoingtolearnhowtouseanEnglish/Frenchdictionary.Explaintostudentshowthedictionaryisdividedintwoparts-onesidestartswiththeFrenchword,andonesidestartswiththeEnglishword.Practicebygivingyourstudentsawordtolookup(Ex:howwouldIsay“flower”inFrench.)Next,assigneachstudentoneoftheitemsfromthe“LabellingList”(ifneededyoucangivemultiplestudents“lepupitre”or“lafenêtre”).Eachstudentmustlookuptheirwordinthedictionarytofindoutwhatitis,andthenwritethatwordonalabel.Iftheyhaveenoughtimetheymayalsodecorate.Theselabelscanbekeptuparoundtheclassroomfortherestoftheiryear.Task(5-10minutes):Eachstudentwillhavetheopportunitytotape/placetheirlabelonthecorrespondingitemintheclass,andremainstandingbesidetheiritem.Youwillthengoaroundtheclassandeachstudentwillpresenttheiritemoutloudtotheclass:“Voicile/la…”(Hereis…).Afterstudentshavepresentedtheiritemhavetherestoftheclassrepeatthewordoutloud.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
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• Did anyone notice that somewordswere le _____ and some used la _____.Why is that? InFrench thereare twoways tosay ‘the’: ‘le’or ‘la’.That isbecauseallwords inFrenchareeither masculine or feminine, and so when we talk about themwe have to use le or la,dependingonwhatworditis.Ittakesareallylongtimetolearnwhateverysinglewordis-sodon’tworryaboutthatnow,aslongasyoucanunderstandthedifference.
• Cover up labels one at a time and ask students if they can rememberwhat it is called inFrench. You can also give students time to quickly discuss in table groups or pairs beforeanswering.
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Lesson#6-LescouleursColours
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.10,2.14,2.15,3.3 ThestudentswillbeabletorecognizecoloursinFrench.
Formativeassessmentof4Corners:Coloursedition
Preparationrequired:Havedictionariesready.Bookyourschoolgymorplanthislessontooccurduringyourgymperiod(Thislessoncouldalsobemodifiedtobedoneoutside).
Introduction(7minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:Reviewsomeclassroomvocabulary.Whatisadesk?Whatisthewhiteboard?Etc.Pre-task(8minutes):Withtheclass,brainstormcoloursinFrench.Oncestudentsarestuck,givethemthehinttolookattheirpencilcrayonsoratmarkers.ThenopenpersonaldictionariesandwritedowntheEnglishtranslationsforthecoloursinFrench.Task(30minutes):Gotothegym(oroutside)andplay“Fourcorners:Coloursedition”.Assigneachcornerasacertaincolour(Ex:bleu,rouge,vert,jaune).Whentheteachercallsoutacolour,studentsmustruntothecorner.Switchitupandallowstudentstohaveaturntocalloutcolours.Atthehalf-waypoint,assignfourdifferentcolourstothecorners(Ex:orange,violet,rose,blanc)Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewcolours
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Lesson#7-ChasseautrésorClassroomScavengerHunt
Grade4FSL Duration:1hSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.10,2.14,2.15 Thestudentswillbeabletonameitemsintheclassroom
Formativeassessmentofscavengerhunt.Formativeassessmentwhenstudentssharewhattheyfound.
Preparationrequired:Printoffandcutoutthe“ClassroomMatchingGame,”enoughforeachpair.Printoff“ClassroomScavengerHunt.”
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:Reviewsomeoftheclassroomvocabularythatstudentsalreadyknow(letableau,letapis,laporte)Pre-task(20minutes):Studentswillworkinpairs,orgroupsof3toplayamatchinggame.StudentsmustmatchtheEnglishwordwiththeFrenchword.Oncetheyhavecompletedthistheycancomparewithanothergroup.Nextasaclassgothroughthematchingpairs.Task(20minutes):Forthistaskyoucansplityourclassintogroupsof4or5.Giveeachgroupalistfromthe“ClassroomScavengerHunt”-notethateachlistisslightlydifferent(onegroupislookingforaredcrayon,anotherislookingforabluecrayon,etc.)Post-task(15minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Have each student share one thing that they found: Voici un/une ______ (object) _____(colour)
• Whatdidstudentsnoticeaboutthescavengerhuntlist?InFrench,whenwearedescribingthecolourofsomething,weputthecolourattheend.Ex:Uncrayonbleu.
• Add translations in the personal dictionaries for the classroom items: “Who can tell mewhat_____________is?”
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o Uncrayondecouleur-Apencilcrayon
o Unlivre-abook
o Uncrayon-apencil
o Uncahier-anotebook
o Unfeutre-amarker
o Unetaillecrayon-apencilsharpener
o Unstylo-apen
o Unpapier-paper
o Uncartable-abinder
o Unegomme-aneraser
o Dessciceaux-scissors
o Unbatondecolle-agluestick
o Unsacàdos-abackpack
o Unerègle-aruler
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Lesson#8-Pioche!GoFish!
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.13,2.15 Thestudentswillbeabletoaskquestionsusingclassroomobjectsandcolours.
Formativeassessmentandobservationduring“GoFish!”
PreparationRequired:Printoffandcut“Pioche!–ClassroomItems”(enoughforeachgroup),haveacamera/ipadavailableforteacheruse.
Introduction(2minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:TodaywewillbeplayingGoFish...butinFrench!Pre-task(8minutes):Forthispre-task,teachstudentshowtoaskthequestion“Doyouhavea…”(Est-cequetuasun/une…).Studentscananswerwithyesorno(ouiounon).Modelwhatthiswilllooklike(Q:Bob,est-cequetuasunstylobleu?R:Oui/Non).Havestudentsrepeatafteryou.Notethatboththeitemandthecolourmustmatch.Task(30minutes):ForthistaskstudentswillbeplayingGoFishinFrench.Buttomixthingsup,insteadofhavingnumbersonthecards,therearedifferentclassroomobjectsinvariouscolours.Studentsmayusetheirdictionariesifneeded.HowtoPlay:Ingroupsof4,studentswillusetheplayingdeckandeachbedealt5cards.Theywilltaketurnsaskinganopponentforacardinordertomakeapairwithsomethingthattheyhaveintheirhand.Iftheopponenthasthecardinquestiontheymusthanditover.Onceyouhaveapairyoucansetittotheside,andtheplayercancontinuetoasksomeoneelseforadifferentcard.Iftheopponentdidnothavethecardinquestion,thentheplayermustdrawacardandtheirturnisover.Ifaplayerrunsoutofcardstheywilldraw5cardsfromthedrawpileinordertohaveafullhandagain.Thegamecontinuesuntilallcardsaregone.Thepersonwiththemostpairswins.*NowthatstudentshavehadafewweeksofFrenchclasses,thisisagreatopportunitytouseacameraoripadtorecordsomeoftheclassactivities(focusingonstudentcommunicationinFrench).Thisisagreatassessmenttool,aswellassomethingthatcanbeusedattheendoftheyeartoseetheprogressthatstudentshavemade.Weencourageyoutorecordstudentcommunicationduringactivitieswheneveryouseefit!Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
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Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• The teachercanaskcertainstudentsquestionsaboutwhat theyhave in theirdesk(usingthesamequestionsfromGoFish).Ex:Jane,est-cequetuasuncrayondecouleurvert?
• Reviewclassroomvocabulary
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Lesson#9-LesnumérosNumberBINGO
Grade4FSL Duration:Day1–30minutesDay2–45minutes
SpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Thestudentswillbeabletorecognizeandrecitenumbersupto50.
Formativeassessmentofobservationsthroughoutlesson(matchinggame,BINGO,classdiscussions).
PreparationRequired:Havedictionariesready,printoff“BINGOCards,”printoffandcutout“LesnumerosMatchingGame”(onepergroup),haveyoursmartboardorprojectorreadytoshowthevideo,“CountinginFrench”:
Lesnumérosde1à20-https://www.youtube.com/watch?v=pWImW4lfulk&feature=youtu.be
Introduction(2minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:TodaywearegoingtolearntocountinFrench!Pre-task(15minutes):DiscusswithyourclassiftheyalreadyknowsomenumbersinFrench?Nextyouwillplaythe“CountinginFrench”video.Ifneededyoumaywanttoplaythevideomorethanonce.Nextinpairs,studentswillplaythematchinggamefornumbers(atthispoint,studentswillonlybeprovidedthenumbers1-20).StudentsmustmatchthenumbersymbolwiththeFrenchnumberword.Oncestudentshavesuccessfullycompleted,theycancompareanswerswithanothergroup.Task(10minutes):Forthistask,studentswillbeplacedingroupsoffourorfivesittinginacircle.Theywilltaketurnsgoingaroundthecirclecountingupfrom1–20.Thefirsttworoundsstudentsmaylookattheirdictionariestohelpthemrememberthenumbers.Afterthefirsttworoundsstudentswillgeta‘mark’iftheyareunabletorememberthenumberandmustlookattheirnotes.Thestudentswiththeleastnumberof‘marks’attheendoftheactivityarethewinners.EndofDay1Introduction(2minutes):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:TodaywearegoingtoplayBINGO!
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Pre-task(15minutes):Playthe“CountinginFrench”videoandreviewnumbers1-20.Usingthepersonaldictionariesintroducestudentstonumbers21-50,makingsurethatstudentsrepeattheproperpronunciationafteryou.Nextinpairs,studentswillplaythematchinggamefornumbers(includingnumbers1-50).StudentsmustmatchthenumbersymbolwiththeFrenchnumberword.Oncestudentshavesuccessfullycompleted,theycancompareanswerswithanothergroup.Task(20minutes):ForthistaskyouwillplayBINGO.EachstudentwillhaveaBINGOcardwithnumbers.Astheteacheryouwillrandomlydrawnumbersandcallthemout(youdonotneedtocallouttheBINGOletter).Ifstudentshearoneoftheirnumberscalledout,theycancrossitoffontheirpaper.Thefirststudenttogetalinewins.Youcancontinuetoplayuntilsomeonegetstwolines,anL,orablackout.Post-task(8minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewnumbersasaclass.Youcouldgoaroundinacircleandeachstudentsaysthenextnumber.
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Lesson#10-LesanniversairesBirthdays
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15,3.10 Thestudentswillbeabletodiscusswhentheirbirthdayis.
Formativeassessmentofclassdiscussion,observationsduringtask.
Preparationrequired:Printoff“BirthdaySurvey”andhavethepersonaldictionariesready.
Introduction(1minute):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:Todaywearegoingtotalkaboutbirthdays.Pre-task(15minutes):FirstyoucanbeginbyreviewingnumbersinFrench.NextyouwillgoovermonthsinFrench.Ex:JanuaryinFrenchisjanvier.CananyoneguesswhatFebruaryis?January-janvierFebraury-févrierMarch-marsApril-avrilMay-maiJune-juinJuly-juilletAugust-aoûtSeptember-septembreOctober-octobreNovember-novembreDecember-décembreNextyouwillgooverthefollowingphrases.Makesuretohavestudentsrepeatafteryou,modelwhatthequestionsandanswerssoundlike,andalsoaskforafewvolunteerstomodelthequestionandapossibleanswer(pretendyourbirthdaywasMay5th-howwouldyousaythisinFrench?Monanniversaireestlecinqmai).Addtheseinthedictionariesaswell.Quelleestladatedetonanniversaire?–Whenisyourbirthday?Monanniversaireestle_________(numéro)__________(mois).(Mybirthdayis…)
Ex:Monanniversaireestle28décembre.
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Task(10minutes):Forthistaskstudentsmustgoaroundtheclassandaskatleast10classmateswhentheirbirthdayis.StudentswillwritedownanswersontheBirthdaySurveysheetundertheappropriatemonth.Post-task(4minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Have students share some birthdays. Who can tell me when Bob’s birthday is? “Sonanniversaireestle…”
• Teachstudentshowtosaytheirage.“Quelleageas-tu?”(Howoldareyou?)“J’ai____ans”(Iam____yearsold).
• Classdiscussion:inEnglish,wealwayscapitalizemonthsbutinFrenchwedon’t.
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Lesson#11-LadateTheDate
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Thestudentswillbeabletosaythedate.Thestudentswillrecognizedaysoftheweekandnumbers.
Formativeassessmentofinclassdiscussionsandformative(orsummative)assessmentofcalendar.
Preparationrequired:Prepareandprintoffmonthlycalendars**,printandcutout“CalendarLabels.”Havepersonaldictionariesready.
**Tocreateacalendarforagivenyear,openMicrosoftWord,click“File,”“New,”andthenasearchboxfortemplateswillappear.Search“Calendar,”selectastylethatyoulike,andtheninserttheyearforwhichyouwouldlikethecalendar.
Introduction(1minute):Hook/Attentiongrabber:Bonjour,commentçava?Introduction:Todaywearegoingtolookatthecalendarandhowtosaythedate.Pre-task(10-15minutes):Beginbyreviewingthemonthsoftheyear(janvier,fevrier,mars,avril,mai,juin,juillet,août,septembre,octobre,novembre,décembre).Nextyouwillgooverthedaysoftheweekinthepersonaldictionaries.Monday-lundiTuesday-mardiWednesday-mercrediThursday-jeudiFriday-vendrediSaturday-samediSunday-dimancheNextexplaintostudentsthattosaythedateinFrench,weusethefollowingsentencestructure.“C’est_________(day),le_______(number)______________(month).”Ex:C’estlundi,le7(sept)décembre.Havestudentrepeatthedateafteryou.Letstudentsknowthatfromnowon,youwillbegineveryFrenchlessonbyaskingthedate(Quelleestladateaujourd’hui?).Practicethisbyaskingafewstudents“Quelleestladateaujourd’hui?”Task(10-15minutes):Forthistaskstudentswillworkin12differentgroups(soprobably2or3studentsineachgroup)tocorrectlylabelacalendarforagivenmonthintheupcomingyear(ex:if
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itisOctoberof2017,youcancreateacalendarforJanuary-Decemberof2018).Eachgroupwilldoonemonthoftheyear.Studentsmustworktogethertocorrectlylabelthedaysoftheweek(theywillgluethecorrespondingFrenchwordontopoftheEnglishword),andtocorrectlylabeleachnumberwiththecorrespondingFrenchnumberword.Post-task(4minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Students can now add their own birthday to the calendar, and you can put them up todecoratetheclass.
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Lesson#12-LespronomspersonnelsPersonalPronouns
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.8 Thestudentswillbeabletorecognizepersonalpronouns.
Formativeassessmentofpronoungame,andoflabellingworksheet.
PreparationRequired:Printoff“PersonalPronounsMatchingWorksheet”(oneforeachstudent).
Introduction(2minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?(C’est______le___novembre)*Notethatyourdailyroutineshouldnowincludeaskinghowstudentsaredoing,andaskingthedate.Introduction:Todaywearegoingtobelookingatpersonalpronouns-whicharethewordsthatweusetoshowwhoisdoingsomething.Pre-task(20minutes):“InEnglish,ifIwantedtotalkaboutsomeonewhoisswimming,IuseacertainwordtoshowwhoIamtalkingabout.Forexample,Icouldsay“Iamgoingswimming”,orIcouldsay“Youaregoingswimming”orwhatelsecouldIsaydependingonwhoisgoingswimming?Heisgoingswimming.Sheisgoingswimming.Wearegoingswimming,ortheyaregoingswimming.It’simportanttoknowthesewordsinFrenchtoosothatyouknowwhowearetalkingabout.Je-ITu-YouIl/Elle-He/she(itcanalsomean‘it’)
Nous-WeVous-“Youguys”/You(plural)Ils/Elles-They
Nextyouwillplaythe“PronounGame.”Theteacherwillcalloutapersonalpronoun(Je,Tu,Il/Elle,…),andthestudentsmustmakethecorrespondingaction-almostlikeaSimonSaysgame.Je-pointtoyourselfTu-Findapartnerandpointtothem.Il-Pointtoaboyintheclass.Elle-Pointtoagirlintheclass.Nous-Findatleastoneotherpersonandlinkarmsorholdhandswiththem.Vous-Findatleastoneotherpersonandpointtoanothergroupthatisbesideyou.Ils-Alltheboyswillgotoonesideoftheclassandallthegirlswillgototheothersideoftheclass.Thegirlsmustpointtotheboys.Elles-Theboysgotoonesideoftheclass,andthegirlsgototheotherside.Theboyspointtothegirls.
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Task(6minutes):Forthistaskstudentswillcompletethe“PersonalPronounsMatchingWorksheet”bycorrectlymatchingtheappropriatepersonalpronouninFrenchwithitsEnglishcounterpart.Discussresultsasawholeclass.Post-task(2minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Whatifitisamixedgroupofgirlsandboys?Doweuseilsorelles?InFrenchifitisamixedgroupweuse“ils”becauseitreferstomasculine,butalsotomixedgender(boysandgirls).
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Lesson#13-L’automneFall
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Studentswillbeabletorecallbasicsentencesrelatedtoweatherandactivities.
Formativeassessmentandobservationduringmemorygame,andpartnerpicturepractice.
Preparationrequired:Printoffandcutout“FallMemoryGame”(oneforeachpair),printoff“FallPictureSentences”(enoughforeachstudenttohaveoneofthesenteces),havedictionariesready.
Introduction(5minute):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?(C’est___le___)*Notethatyourdailyroutineshouldnowincludeaskinghowstudentsaredoing,andaskingthedate.Introduction:Todaywearegoingtobetalkingallaboutfall!Pre-task(30minutes):First,youwillgothroughthedictionarieswiththeclassforfallweatherandforfallactivities.Havestudentsrepeatthephrasesafteryou.Beforegivinganswersseeifstudentscanguessthemeaning(andask“howdidyoufigurethatout?”).Ilfaitduvent-It’swindy.
Ilfaitbeau-It’sniceout.
Ilfaitdusoleil-It’ssunny.
Ilfaitcommesicommeça-It’sokay.
Ilfaitfrais-It’salittlecool.
Ilfaitfroid-It’scold.
Ilyadesnuages-Thereareclouds.
Ilyadesfeuillesjaunesetbrunes-Thereare
yellowandbrownleaves.
Il/ellejoueaubaseball-He/she’splaying
baseball.
Il/ellejouedanslesfeuilles-He/she’splayingin
theleaves.
Il/ellejouedansunlabyrinthedemaïs-
He/she’splayinginacornmaze.
Il/ellefaitdelapêche-He/she’sfishing.
Il/ellefaituncitrouilled’halloween-He/sheis
makingajack-o-lantern.
Next,studentswillplayagameofmemoryingroupsof3or4.Makesurestudentsreadthesentencesoutloudthatareonthecards.Howtoplay:Beginwithallcardsfacedown.Onyourturnyouwillfliprightsideuponecard,readthesentenceoutloud,andthenflipupanothercardandreaditoutloud.Youaretryingtomatchthesentencewiththecorrespondingpicture(whichalsohasthesentencewrittenunderneathinasmallerfont).Ifthecardsmatchyouhave“won”thatpairandremovethemfromthegame,and
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thenyoumaytryagaintomakeanotherpair.Ifthecardsdonotmatchyoumustturnthembackoveranditisthenextplayersturn.Useyourmemoryskillsonyourturntotryandgetasmanymatchingpairsaspossible.Task(20minutes):Studentswillgetinpartners.Onestudentwillreceiveadescriptionofaweatherscenewhichtheywillreadtotheirpartner,andtheirpartnermustdrawthescene.Thedrawingdoesnotneedtolookperfect,aslongasithasthecorrectelements.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:• Reviewvocabularythatstudentsfounddifficult• Reviewpronunciationofsomewords/phrases.Remindstudentsthatit’sokthattheydon’t
haveperfectpronunciation-themostimportantthingisthattheytry!• Letstudentsknowthatfromnowonatthebeginningofeachclassyouwillaskthemwhat
the weather is like (Quel temps fait-il?) and they will need to describe the weather inFrench.Practicebyasking“Queltempsfait-il?”andstudentscanrespondwithone(ortwo)statementsabouttheweather.
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Lesson#14Lescélébrationsetlestraditionsdel’hiverWinterCelebrationsandTraditions
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15,4.1 Thestudentswillbeabletorecognizeandusebasicvocabularyrelatedtowinterholidaysandtraditions.
Formativeassessmentofmatchingworksheetandstudentsentences.
Preparationrequired:Printoff“WinterHolidayMatching”worksheet(oneforeachstudent),printoff“HolidayBuildaSentence”handouts(oneforeachpair)andcutthevariousboxesout,haveblankpiecesofpaperreadyforstudentstowritetheirsentenceson.
Introduction(10-15minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?(C’est___le___)Queltempsfait-il?(Ilfait…duvent/dusoleil/etc)*Notethatyourdailyroutineshouldnowincludeaskinghowstudentsaredoing,askingthedate,andaskingstudentstotellyouwhattheweatherislike.Introduction:Whatisaholiday?Whydowecelebrateholidays?Pre-task(10-15minutes):Haveyourstudentsdoa«Think-Pair-Share»todiscusswhatcelebrationsortraditionstheyhaveintheirfamilies.Nextstudentswillcompleteamatchingsheet.Makesuretodiscusswithyourstudentssomestrategiestheycanuseiftheydon’tknowwhatawordmeans(strategiccompetence).Guess,seeifitisclosetoanEnglishword,discusswithafriend,etc.Afterwardsyoucancorrecttheworksheetasaclass.Task(25minutes):Forthetaskstudentswillbemakingsentencesusingpre-madesentencestarters,middlesandends(green,yellowandred).Studentswillmakeasmany(true)sentencesaspossiblemixingandmatchingusingthelabels,andthenwritethemdownontheirworksheet.Beforeallowingstudentstostartcreatingtheirsentences,havethemlookatthesentencestarters(green)andsentencemiddles(yellow).Whatdothesemean?Discusswiththeclassthemeaningoftheseandthenstudentsmaybegincuttingouttheworksheetandcreatingtheirsentences.Thistaskisalsoagreatopportunitytouseacameratorecordthestudentsworking.
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Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Addkeyphrasesintothedictionarythatwereaddressedduringtoday’sclass.• Havestudentssharetheirsentenceswithapartner• Havestudentssharesentenceswiththewholeclass.
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Lesson#15-LestraditionsTraditions
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.2,2.14,4.9 Thestudentswillbeabletodifferentiateatraditionfromaholiday.Thestudentswillbeabletorecognizebasicvocabularyrelatedtoholidaysandtraditions.
FormativeassessmentofTraditionsworksheet.
PreparationRequired:Printoff“TraditionsSortingWorksheet”(oneforeachstudent)and“FamilyTraditionsSurvey.”
Introduction(10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?(C’est___le___)Queltempsfait-il?(Ilfait…duvent/dusoleil/etc)*Notethatyourdailyroutineshouldnowincludeaskinghowstudentsaredoing,askingthedate,andaskingstudentstotellyouwhattheweatherislike.Introduction:Whatisatradition?Howisitdifferentfromaholiday?Pre-task(5-10minutes):Haveaclassdiscussiontobrainstormdifferenttraditions(inEnglish).Task(10-15minutes):Forthetaskstudentswillfilloutaworksheettosortwhatisatradition,andwhatisnotatradition.Oncestudentshavefinishedthistheycanwritedownothertraditionsthattheyknowof.Ashomework,studentswillbringhomethe“FamilyTraditionsSurvey”tofilloutwithaparentorfamilymemberwhichneedstobefilledoutandbroughtbackforthenextFrenchlesson.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewanyvocabularythatthestudentsfounddifficult/didn’tunderstand• Review/correcttheTraditionsSortingWorksheet.
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Lesson#16-LestraditionsetcélébrationsdemafamilleMyFamily’sTraditionsandCelebrations
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.4,4.1,4.2,4.4 Thestudentswillbeabletowriteabouttheirowntraditions.Thestudentswillbeabletolookupinadictionaryunknownwords.
Summative(orformative)assessmentofstudentsentences.
PreparationRequired:HaveasmanyFrench/Englishdictionariesavailableaspossible,andhavedictionariesready.Printoff“Mesphrases”foreachstudent.
Introduction(10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtoworkwiththesurveysyoufilledoutwithyourfamilies.Didanyonelearnsomethingnewabouttheirfamily?Pre-task(10minutes):Forthetaskstudentswillbewritingtheirownsentences,butofcoursetherewillbewordsthattheydonotknowinFrench.Sointhepre-taskitisimportanttogooverstrategiesthatstudentscanuse(strategiccompetence).Sowhatdoyoudoifthereisawordyoudonotknow?Youcanaskafriend,youcanlookinyourpersonaldictionary,oryoucouldlookinaFrench/Englishdictionary.Reviewwithstudentshowtolookupawordinthedictionary.Cananyoneremember?Task(25minutes):Forthetaskstudentswillbewritingatleastonesentence(moreiftheycanthough)abouttheirfamily’straditionsandholidays.Discusswithstudentswheretheycanlookforexamplesorideas:theycanmakeuseoftheirowndictionaries,theirsentencestheymadeaboutholidays,theholidaymatchingsheet,thetraditionsworksheetandthesurveyfilledoutwiththeirfamiliestohelpthemcreatesentences.Modelstepbystepwhatthestudentswillneedtodoforthistask.
1. Getoutoftheirowndictionaries,theirsentencestheymadeaboutholidays,theholidaymatchingsheet,thetraditionsworksheetandthesurveyfilledoutwiththeirfamilies.
2. Brainstormideas/decidewhatyouwanttowriteabout.Lookthroughyourdictionaryandtheotherworksheetsforthewordsyouwanttouse.
3. WritedownthesimplesentenceinFrench.Ifthereareanywordsthattheydon’tknowinFrenchtheycanunderlinetheEnglishword.Forexample,ifIwantedtosay“WeeatchickeneveryChristmas.”Imightwritedown:“OnmangechickenchaqueNoël.”
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4. LookupinanEnglish/Frenchdictionaryanywordsthattheydidn’tknow,andthenputitintheirsentence.
5. Readoverthesentenceonelasttime.Aftermodellingthewritingprocess(5-10minutes),distributethe“Mesphrases”worksheet.Studentsshouldhaveabout15minutestowritetheirownsentences.Thisisthestudents’veryfirsttimewritingtheirownsentences-bepatientandencouragethemtoasktheirpeersiftheyarestuck.Understandthatthismaybealittlenerve-rackingforstudents,butencouragethemtotaketheriskandtrytheirbest.Post-task(15minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudentsteachapartneranynewwordstheylearned/lookedup.• Havestudentswriteanynewwordstheylearnedintheirdictionaries• Havestudentssharesentenceswiththeclassorwithapartner.• Haveaclassdiscussiontoreflectonthisactivity:wasthiseasyorhard?Whatdidtheydoif
theywerestuck?
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Lesson#17-LeCanadaetleQuébecCanadaandQuébec
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15,3.2 ThestudentswillbeabletorecognizeQuebecoistraditions.
Formativeassessmentofsortingsheets.
PreparationRequired:Havedictionariesready,printoff“ComparingwithQuebec”worksheet.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtocontinuetalkingabouttraditions.Whorememberswhatatraditionis?Pre-task(30minutes):Classdiscussionusingthefollowingquestions:Doeseveryonehavethesametraditions?AretraditionsthesameallacrossCanada?Asaclassyoucangothroughthedictionariesforthefollowingwords-encouragediscussionandofferexplanationsfortermsthestudentsdonotknow.Youmayalsowanttohavepicturesonasmartboard/projectortoshowstudents.Pèrenoël:Santa/FatherChristmasLeréveillon:Abigfeast/dinnerthenightbeforeChristmas,normallycelebratedwithfamily.Many
Frenchspeakingcountriesfollowthistradition.(Doesyourfamilyliketohaveabigmealduringwinterbreak?)
Bûchedenoël:Achocolatelog,eatenfordessert.(Whatdoesyourfamilyliketohavefordessertafterabigmeal?)
Latourtière:Ameatpieofteneatenduringtheholidays.(DoesanyonehavesomethingspecialthattheyalwayseatatChristmas?)
Laguignolée:Thetraditionoffillingabasketwithdonationstogivetocharity.(Doesanyoneheredonatetocharityduringtheholidays?)
Labenedictionpaternelle:Ablessing/prayergivenbythefatherorfamilymembertogivethefamilygoodwishesfortheNewYear.
Task(20minutes):StudentswillcompleteaworksheetwheretheymustsortwhichthingsaretraditionsinQuebecandtherestofCanada,andwhichthingsareonlyQuebecoistraditions.Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
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Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Classdiscussion:Whydidwelearnthis?Whyisthisimportant?Whatdoesthistellus?
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Lesson#18-FairedelatireMakingMapleTaffy
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.2,2.14,2.15 Thestudentswillbeabletodiscuss(inEnglish)festivalsandholidaysinAlberta.Thestudentswillbeabletorecognizetheprocessusedtomake“latire.”
Formativeassessmentofclassdiscussion.Formativeassessment,throughobservationandconversations,ofstudents’abilitytocorrectlyorder(andunderstand)sentencesusedinthetask.
PreparationRequired:Printoff“Fairelatire,”andhavedictionariesready.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtotalkaboutfestivals.Whoknowswhatafestivalis?Pre-task(40minutes):BrainstormdifferentfestivalsinAlberta(ex:JasperinJanuary,SnowDaysinBanff,Globalfest,FestivalofLights,Winterfest,IceonWhyte,CalgaryStampede,K-Days,Whoop-Updays,StreetWheelers/CarFestivals,etc)TodaywearegoingtolookatafestivalcalledJasperinJanuary.Youmaychoosetoshowstudentsthewebsite:http://www.jasperinjanuary.travel/Whatisit?Itisafestivalthatiscelebratedduring3weekstocelebratewinter.Whenisit?January(janvier)Whereisit?ItisinJasper(YoumaywanttoshowthisonamapofAlberta)Whocango?Everyone.WhydowehaveJasperinJanuary?JasperinJanuaryiscelebratedtocelebratewinter,tohavefunintheoutdoors,andtolearnmoreaboutartandculture.DiscussdifferentactivitiesdoneatJasperinJanuary,andthenaddtodictionaries(*notethateveryyearactivitiesvaryatJasperinJanuary,sothesearesomeactivitiesthatmaybedone,butyouwillalsoneedtolookonthelinkprovidedabovetoseeifthereareotherkeyactivitieswhichyouwouldliketoincludeinthislist,oritemsfromthislistwhichyouwouldliketoremove):Faireunesculptureenglace-MakingicesculpturesFairedelaraquette-SnowshoeingFairedupatinage-IceskatingFaireunbonhommedeneige-Makingasnowman
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Lacabaneàsucre-«Sugarshack»(makingmapletaffysuckerswithmaplesyrup)https://www.youtube.com/watch?v=pUmKAbSK0-MLatire-MapletaffyTask(10minutes):Forthistaskstudentswillworkindividuallytoputinthecorrectorderthestepstakentomakemapletaffy.Haveaclassdiscussionaboutstrategiesthatcanbeusedtohelpunderstandthesentences(strategiccompetence).Showthevideoaboveonemoretimeafteryouhaveexplainedtheactivityandhandedouttheworksheet.Afterstudentshavecompletedtheirlist,letthemcomparewithapartner.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Discussionaboutstrategiesusedtohelpfigureoutwhateachsentencemeant• Discussionaboutwhatthedifferentsentencesmeanandgooverkeyverbs.
J’ai-IhaveIlya-thereisJ’attends-IwaitJemange-Ieat.Reviewanswers.
• Reviewanswers.1. J’aidusiropd’érable.2. Lesiropd’érableestchaud.3. Ilyadelaneige.4. Lesiropd’érablechaudestsurlaneige.5. J’attends.6. J’utiliseunbâtondeglace.7. J’aiunetire.8. Jemangematire!
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Lesson#19-L’hiverWinter
Grade4FSL Duration:3hoursSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Thestudentswillbeabletodiscusswinteractivitiesandweather.
Summative(orformative)assessmentofproject.Formativeassessmentofclassdiscussion,andobservationsduringworktime.
Thisprojecthasbeendesignedtobeflexiblyworkedonovernumerousworkperiodsleadinguptothewinterbreak.
PreparationRequired:Havedictionariesready,haveposterpaperandotherartsuppliesready,printoff“PartySurvey”and“WinterProjectOutline.”
Introduction(10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Wearegoingtostartoffbyreviewingdifferentwaystotalkaboutweather.Pre-task(45minutes):Haveaclassdiscussion/brainstormaboutdifferentsentencesorwordsaboutweatherthattheyknow.Nextaddafewmorewinterspecificweatherphrasestothedictionaries.Don’tforgettohavestudentsrepeatthesentencesafteryou.Ilneige–It’ssnowingIlyaunetempêtedeneige–Thereisasnowstorm.Ilyadelaneige–Thereissnowontheground.Ilfaittrèsfroid!–Itisverycold!WhatisweathernormallylikeinDecember?Sometimesit’sniceoutwithabitofsnow(Ilfaitbeauetilyadelaniege),othertimesitmightbeverycoldandtherecouldbeastorm(Ilyaunetempêteetilfaittrèsfroid).Imagineifyouweretryingtoplananoutdoorparty-whatwouldyoudo?Youwouldneedtoplanforthebothpossibilities(havingnicewinterweather,orhavingbadweather).Next,havestudentsdoa“BrainstormTrain”(inEnglish)tobrainstormwinteractivitiesthatwecandooutsideorinside.Eachstudentmustthinkofoneactivityintheirhead,andthenthestudentswillgoaroundtheclassandsharetheirideawithsomeoneelse.Iftheyhavethesameideatheywilllinkarmsandcontinuetogethertojoinupwithotherstudentstoshareideas.Ifthestudentshavedifferentideastheycontinueseparately.Intheend,studentswillbeinatrainorlinkedarmswith
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otherstudentsthathadthoughtofthesameideaasthem.Remindstudentsthatit’sgreatiftheyhaveanoriginalideathatnooneelsethoughtofthough!Afterstudentshavedonea“BrainstormTrain”tothinkofwinteractivities,havestudentssharetheseideasasaclass,andgoovertheirFrenchtranslationandfilloutthedictionaries.Fairedutoboggan-Togotobaganning
Faireunbonhommedeneige-Tomakeasnowman
Fairedupatinage-Togoiceskating
Faireunangedanslaneige-Tomakeasnowangel
Faireunebatailledeboulesdeneige-Tohaveasnowballfight
Faireunigloo-Tomakeaningloo
Faireunemaisonenpaind’épice-Tomakeagingerbreadhouse
Fairedesfloçonsdeneigeenpapier-Tomakepapersnowflakes
Faireunrandonnéd’hiver-Togoforawinterwalk
Jouerauhockey-Toplayhockey
Joueraucartes-Toplaycards
Joueraujeuxdesociétés-Toplayboardgames
Boireduthé-Todrinktea
Boireduchocolatchaud-Todrinkhotchocolate
Regarderunfilm-Towatchamovie
Décorerunarbredenoël-Todecorateachristmastree
Task(80minutes):Youwillnowintroducetheproject:studentswillworkinpartnertocreateaplanforapossibleoutdoorwinterparty,andapossibleindoorwinterpartyiftheweatherisnotgood.Theywillhavetheopportunitytoplantogetheraspartners,todoasurveywiththeclasstohelpthemdecideononeoftheactivities,andthenintheendtheywillcreateposterstosharetheirpartyplanswiththeclass.Fornow,studentswillbeginbyhaving5minutestochoosepartners,andthendiscusswhattheywillsurveytheclassabout.Forthesurveystudentswillasktheirclassmateswhichactivitytheywouldpreferoutofalistof4activitiesthattheyhavechosen.Thesurveyresultsmayhelpstudentsplantheirparty,buttheydonotnecessarilyneedtofollowtheadviceoftheirclassmates.(25minutes)
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Nextstudentswillworkwithapartnerandpickwhichactivitiestheywouldliketohaveattheiroutdoorparty,andwhichactivitiestheywouldplanforanindoorparty.Oncestudentshavechosentheiractivitieshandoutthe“WinterProjectOutline”andexplainthatstudentswillbemakingposterthatshowtheindoorpartplanandtheoutdoorpartyplan.Studentswillusethesentencestarter“Onvafaire/jouer/boire...”(5minutes)Studentswillfirstwritearoughdraftoftheirsentences,andthenmakeagoodcopyonposterpaperanddecorateitastimeallows.(45minuts)Thiscouldbeagoodtimetorecordthestudentsworkingontheirprojects,ortorecordthestudentswhentheirpresenttheirpartyplansduringtheposttask.Post-task(20-40minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudentssharetheirpartyplanwiththeclass.• Givestudentstimetofillouttheirlanguageportfolios.
Ø Havestudentsgothroughtheaccomplishmentssectionandseewhattheycanmarkoff(Lookatallthestuffthatyoucandonow!).
Ø Havestudentslookatthestrategiessectionandwritedowntimeswhentheyusedthosestrategiesinclass.Youmaywanttoallowstudentstotalkwithpartnersforthisparttothinkofexamplesofwhentheyusedthedifferentstrategies.
Ø Askstudentstoaddatleasttwooftheirworksheetsintotheevidenceattheback(whataretheyproudof?)
Nowthatstudentshaveputinalltheworktoplanparties,itwouldbeareallyfuntimetoactuallydosomeofthesethingsasaclasspartybeforethewinterbreak!
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Lesson#20-RévisionaveclesmotscroisésCrosswordReview
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Thestudentswillbeabletorecallvocabularyrelatedtoschool,weather,holidaysandcelebrations.
Formativeassessmentofcrossword,summativeassessmentofstudentriddles/hints.
PreparationRequired:Printoff“CrosswordReview,”“RiddleSheets,”and“GalleryWalkSheet.”
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtodoacrossword,andalltheanswerscanbefoundinyourdictionaries!Thiswillbeagreatwaytohelpusrememberwhatwelearnedbeforethewinterbreak.Pre-task(15minutes):Remindstudentsthatinfrontofmostwordstheyneedtoincludele/launlessitiswrittendifferentlyinthedictionary.Studentsthencompletethecrosswordindividuallyorinpartners.Task(55minutes):Forthetask,studentswillgettomaketheirownhint,justlikeinthecrossword.Theanswermustbeinthedictionaries.Yourhint/riddlecouldbeassimpleasaskingforwhattheFrenchwordisforsomething,ormaybeaskingwhataFrenchwordisinEnglish,ormaybeyouwillhaveasentenceandtheymustfillintheblank…becreative!Youcan’tusethesamewordsasthecrosswordwealreadydid,andtryyourbesttopicksomethingthatnoneofyourfriendshavepicked.Studentswillwritetheirhint/riddleontheriddlesheets.Modelforthestudentshowyoumightgoaboutmakingahintforawordorshortphrasefromtheirdictionaries.Onceallthestudentshavecreatedtheirhint,postthemuponthewallsaroundtheclassorondifferentdeskandhavestudentsgoaroundforagallerywalkandtrytosolveasmanyoftheriddlesastheycan.(Eachstudentwillhavebeengiventheriddlesheetwithanumber1-30,thenasstudentsgoaroundtheymustwritetheansweronthecorrespondingnumber.Ifduringyourgallerywalkyousolveriddle#7,writetheansweron#7onyouranswersheet.)Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.Thepost-taskforthislessonmightaddressthefollowing:
• Solve any hints/riddles which the students found difficult or go through and correct allriddles.
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Lesson#21-RévisionReview
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,4.1 Thestudentswillbeabletorecognizewordfamilies.
Formativeassessmentofclassdiscussionandsorting.
PreparationRequired:Havedictionariesready,printoff“JanuaryReviewWordFamilies”(oneforeachstudent).
Introduction(8minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:WhorememberswhatwedidinFrenchclassbeforethewinterbreak?Pre-task(5minutes):Allowstudentsacoupleofminutestocomparetheirdictionarieswithapartnerandreviewsomeofthevocabulary-isthereanythingtheyaremissingthatshouldhavealreadybeenfilledout?Task(12minutes):Forthistaskstudentswillworkinpartnerstosolvewhichsentenceisthe“OddoneOut.”Studentsmayusetheirdictionaries,butchallengethemtoseeiftheycandoitwithout.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewanyvocabularywhichstudentsstruggledwithduringthetask.• Reviewanswers:whichoneistheoddoneoutandwhy.
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Lesson#22-LesadjectivesAdjectives
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.6,2.14,2.15 ThestudentswillbeabletodifferentiatebetweenbasicmasculineandfemininedescriptiveadjectivesinFrench.
Formativeassessmentduringclassdiscussionsandactivities.
PreparationRequired:Havepersonaldictionariesready,haveposterpaperreadyforsortingrace-takeposterpaperanddivideinhalfvertically:onesideformasculin(masculine)andtheotherforféminin(feminine)-printoffandcutoutlistofadjectivesfrom“SortingRaceAdjectives”(oneforeachgroup).
Introduction(5minute):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtotalkaboutadjectives.Pre-task(25minutes):Discuss“whatisanadjective?”BrainstormabrieflistofsomeexamplesofadjectivesinEnglish.NextyouwillexplainanddiscusswithstudentshowjustlikewordsinFrenchareeithermasculineorfeminine(leorla/unorune),withadjectivesthereisalsomasculineorfeminine.Ifthenoun(person,placeorthing)youaretalkingaboutismasculine,youmustusethemasculineformofanadjective,butifthethingyouaretalkingaboutisfemininethenweuseafeminineversionoftheadjective.Nextgothroughthelistofadjectivesinthepersonaldictionaries.SomeoftheadjectivesareverysimilartotheEnglishwords,canstudentsguesstheseones?Emphasizethedifferencebetweenthemasculineandfeminineformoftheadjectives.Task(25minutes):Forthistaskthestudentswillbedoingasortingrace.Splityourclassintogroupsof5studentseach.Therewillbefourroundsforthisgame.Eachgroupwillbesetupatatableordesk,andtheirpileofadjectivewillbeatthefrontormiddleoftheclasswiththeteacher.Toplaythisgame,eachgroupwillhaveapostersplitintotwosides,masculineandfeminine.Oneatimeagroupmemberwillrunuptothefrontandgrabanadjectivefromtheirpileandthenoncebackwiththeirgroup,decidewhetheritismasculineorfeminineandplaceitontheposteraccordinglywithtapeorglue.Oncetheadjectiveisontheposterthenextgroupmemberwillgoupandgetanotheradjective.
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Aftereachroundyouwillgothroughthecorrectanswersasaclass.Eachcorrectanswerearnsyourteam1point.Theteamtofinishfirstwins5extrapoints.Eachroundthescoreboardiswipedclean.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Didthestudentsnoticeanypatternsforwhatmakesanadjectivemasculineorfeminine?
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Lesson#23-LadéscriptionDescription
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.10,2.14,2.15 Thestudentswillbeabletousebasicdescriptiveadjectivestodescribeclassmates.
Formativeassessmentduringactivities,summativeassessmentofClassmateDescriptionsheet.
PreparationRequired:Prepareaclasslistwithaspacebesideeachstudent’snameandprintoffacopyofthisforallstudents;haveblankpaperready.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Whocanremindus,whatisanadjective?Pre-task(15-20minutes):Wearegoingtodoanactivitycalleda“PatontheBack.”Eachstudentwillreceiveablankpieceofpaper,tracetheirhandonitandtapethepapertotheirback.TheneveryonewillgoaroundandwriteawordinFrenchthatdescribesthem.Tomakethisabiteasier,weareallgoingtoprepareaheadoftimewhatwewanttowriteoneachperson’sback(andyoucanuseyourdictionariestohelpyoudecide).Ifthereareotherwordsthataren’tinyourdictionarythenyoucanlookinadictionary.(Givestudents5-10minutestopickanadjectiveforeachstudentintheclassandwriteitdownontheircopyofaclasslist).Oncestudentshavechosentheiradjectives,youwillgiveeachstudentablankpieceofpaperonwhichtheywilltracetheirhand,andwritetheirnameinthemiddle,andthentapethispapertotheirback.Studentswillthengoaroundandwritetheiradjectivesontheirclassmates’backs.Task(15minutes):Forthistaskstudentswillgetinpartners.Eachstudentwillneedtopickatleast4adjectivesthatdescribetheirpartner.Oncestudentshavebeengiventimetochoosetheirdescriptivewords,theywillpairupwithanothergroup,andeachstudentwilltakeaturnpresentingtheirpartner“Il/elleest….“Ex:IampartnerswithSophie.Iwillpick4adjectivestodescribeher:intelligente,sympathique,sportive,travailleuse.(Sophiewillalsopick4adjectivestodescribeme).Next,wemeetupwithanothergroup.Wewillallpresentourpartnerstoeachother.“VoiciSophie.Elleestintelligente,sympathique,sportiveettravailleuse.”ThenSophiewillintroduceme,andtheothergroupmemberswillpresenteachotheraswell.
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Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Didanyonelookupnewadjectivesinthedictionaries?Canyousharethenewwordswithus.
• Havesomestudentssharebypresentingtheirpartnertotheclass.
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Lesson#24-LesémotionsEmotions
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.4,2.15,4.5 Thestudentswillbeabletodescribebasicemotions.
Formativeassessmentduringactivities.Summativeassessmentofcrossword.
Preparationrequired:Printoff“EmotionsCrossword,”printoffandcutout“CharadesList.”Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:WhenIaskyou“Commentçava?”sofarwereallyonlyknowtwoanswers(çavabien/mal),butdoesthatgiveusenoughinformation?Todaywearegoingtolookathowtoexpresshowwearefeeling.Pre-task(35minutes):Reviewadjectives,andreinforcetheideaofmasculineandfemininewords(gentilvs.gentile,etc.).Justlikeadjectives,whenwearedescribingemotionsweneedtousethefeminineformofthewordifweareagirldescribingourselvesorifwearetalkingaboutagirl(oftenthismeansaddinganextra‘e’attheendoftheword).Next,inpartnersorgroupsof3,havestudentslookatthelistofemotionsintheirdictionaries.Givestudents5minutestodiscusswhattheythinkthesewordsmean.Aftertheyhavediscussedandmadeguesses,theycantaketurnstousetheFrench/Englishdictionariestolookupthewords.Afterthestudentshaveallfilledouttheirdictionariestheywillworkonthe“EmotionsCrossword.”Beforebeginningthetask,allowafewminutestogoovertheanswersforthecrossword.Task(15minutes):Forthistaskstudentswillbeplayingcharades.Studentswillbeingroupsof4or5,andtaketurnspullingapieceofpaperfromanenvelopeorhat,thestudentwillthen,withoutshowinganyonewhichemotiontheypicked,actout(withoutusingwords)theemotion.ThefirststudenttoguesscorrectlyinFrench(Tuest…)wins.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.Thepost-taskforthislessonmightaddressthefollowing:
• Findapartnerandsharehowyouarefeelingtoday.Ex:Commentçava?Jesuisfatigué(e).• Reviewanyvocabularythatstudentsstruggledwith.
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Lesson#25-LesquestionsQuestions
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.11,2.15,4.1 Thestudentswillbeabletorecognizequestionwords.
Formativeassessmentofconversationsandobservationsduringactivities.
Preparationrequired:Printoffandcutout“FindyourMatch,”andhavepersonaldictionariesready.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:TodaywearegoingtolookathowtoaskquestionsinFrench.Pre-task(5-10minutes):Whoknowswhatthe5W’sare?(Who,what,where,why,when,plushow).Next,gothroughthequestionwordsinthedictionaries.Don’tforgettohavestudentsrepeatquestionwordsafteryoutoimprovepronunciation.Task(25minutes):Forthistaskeachstudentwillreceiveacardthateitherhasanansweroraquestiononit.Studentmustgoaroundandreadouttheircardtootherclassmates-theirgoalistofindthecorrespondingquestionoranswertotheircard.Alotofthesewordsstudentsmighthaveseenbefore,butsomeofthismightbeabitnew.ExplaintostudentsthatareallygoodstrategytouseinFrenchistoguesswhatsomeofthewordsmean,basedonthewordsaroundit.Anotherhintisthatoftentheanswerwillhavesomeofthesamewordsthatthequestionhadinit.Oncestudentshavefoundtheirmatch,theymustdiscusstogetherwhatthequestionmeans(theymayusetheirpersonaldictionariesforthis,oraFrench/Englishdictionary).Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudentssharetheirquestionsandanswers,andreviewpronunciation.• Reviewanyvocabularythatstudentsdidnotunderstand/struggledwith.• Studentsmayaskwhatta/tonmeans,andwhatma/monmeans.(Your,my)
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Lesson#26-LesinterviewsdescélébritésCelebrityInterviews
Grade4FSL Duration:90minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.3,2.14,2.15 Thestudentswillbeabletoaskandrespondtosimplequestions.
Formativeassessmentofconversationsduringinterview.Summativeassessmentof“Newspaper.”
Preparationrequired:HaveYoutubevideo(exampleofacelebrityinterview)readytoplay,printoff“Microphones,”printoff“NewspaperWorksheet,”andhaveacamera/iPadavailableforteacheruse.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?(C’est___le___)Queltempsfait-il?(Ilfait…duvent/dusoleil/etc)Introduction:Today,youareallgoingtogettoplaytheroleofacelebrityandwearegoingtodored-carpettypeinterviews.Everyonewillgetachancetobeacelebrity,andalsotobeaninterviewer.Showyoutubevideoofaredcarpetinterviewofafamousactor/actress,singer,athlete,etcthatyourstudentsmayenjoy.Hereareacoupleofexamples:Drakeinterview:https://www.youtube.com/watch?v=osDDTB9EF-IEmmaWatsoninterviewingMalalaYousafzai:https://www.youtube.com/watch?v=x1h462hOAGwPre-task(50minutes):Gothroughlistofcelebrityprofessions,andtheFrenchtranslations.Studentswillgettochoosetheirowncharactertobe(Jesuisun/une…).Remindstudentsthatmalesuse“un”,andfemalesuse“une.”Forexample,amalewouldsay“Jesuisunmusicien”,butafemalewouldsay“Jesuisunemusicienne.”Actor/actress-acteur/actriceProfessionalsportsplayer-Joueurprofessionnelde/joueuseprofessionnelle…(basketball/baseball/etc)Singer-Chanteur/chanteuseMusician-Musicien/musiciennePolitician-Politicien/politicienne.Next,brainstormtogethersomequestionsinFrenchthatstudentsalreadyknowthattheycouldask(youmayneedtogivehintsorremindersforsomeofthesequestions).Don’tforgettoreviewhowyouwouldanswerthesequestions.Repeatthequestionsafewtimesbyaskingdifferentstudentstogivetheiranswer.
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Commentçava?(Çavabien/mal)Commentt’appelles-tu?(Jem’appelle…)Quelâgeas-tu?(J’ai____ans)Quepréfères-tu,______ou_______?(Jepréfère…)Ex:Quepréfères-tu,crèmebrûléeoupoutine?Quelesttoncouleurpréféré?(Moncouleurpréféréestle…)Quandesttonanniversaire?(monanniversaireestle…)Someotherquestionstoteachstudents,sincetheyshouldalreadyknowthevocabularyrequiredtoanswerthesequestions:Qu’est-cequetufais?(Ex:Jesuisuneactrice)–Whatdoyoudo?Iamanactor/musician/hockeyplayer/etc.Quelesttonpersonalité?(Ex:Jesuissportif/généreux/patient/aimable/etc)-Whatisyourpersonality?Next,givestudents10-15minutestoprepareacharacterforthemselves,andchooseattributes/answerstoallthepossiblequestionstheywillbeasked.Studentswillfilloutthetopportionofthe“NewspaperWorksheet”forthis.Nextgivestudents5minutestochoosetwoquestionstoaskwhentheyareplayingtheroleoftheinterviewer.Goovertheinterviewformatwithstudents.Halftheclasswillbeginasaninterviewer,whiletheotherhalfarebeingthecelebrities.Theinterviewerswillformaline(likeared-carpet),andthecelebritieswillmatchupwithaninterviewer.Theinterviewerswillbeginwith“Bonjour,commentçava?(Bienmerci,ettoi?)Commentt’appellestu?”andthentheinterviewerwillaskthetwoquestionsthattheychose.Theinterviewermustwritedowntheresponsesonthe“NewspaperWorksheet”.Haveastudentvolunteercomeuptohelpyoumodelwhatthiswouldlooklike:Interviewer:Bonjour,commentçava?Celebrity:Çavabien/mal,merci.Ettoi?Interviewer:Çavabien/mal,merci.Commentt’appellestu?Celebrity:Jem’appelle…Interviewer:Asktheirtwoquestions.Celebrity:Respondstoquestions.Interviewer:Merci,aurevoir!Next,givestudentsthemicrophonecutouttotapeontoapencilormarkerthattheycanusewhiletheyaretheinterviewer(whiletheyarethecelebritytheydonotneedit).
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Task(25minutes):Halftheclasswillbeginasaninterviewer,whiletheotherhalfarebeingthecelebrities.Studentswillhave2minutesforeachinterview(duringwhichtheinterviewersmustalsowritedowntheanswersinbetweeneachquestion).Afterthefirstroundiscomplete,thecelebritieswillallmoveonepartnertotheright/leftandholdanother2minuteinterview.Andthenagainstudentswillmovedownthelinetocompleteathirdinterview.Oncethecelebritieshavecompleted3interviews,theroleswillswitch,andtheywillbecometheinterviewers,andtheinterviewerswillbecomethecelebrities.Youwillneedtogivestudentsacoupleofminutestoswitchroles.Ifneeded,givestudents5minutestopolish/finishwritingintheir“NewspaperWorksheet.”*ThisagreatopportunitytouseacameraoriPadtorecordstudentcommunicationinFrench.Thisisagreatassessmenttool,aswellassomethingthatcanbeusedattheendoftheyeartoseetheprogressthatstudentshavemade.Weencourageyoutorecordstudentcommunicationduringactivitieswheneveryouseefit!Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudentssharetheircelebritycharacter(name,occupation,andoneotherthingaboutthemselves).Ex:Jem’appelleFrancine.Jesuisunechanteuse.Jesuiscréative.
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Lesson#27-Lafamille(2DayLesson)Family
Grade4FSL Duration:Day1-30minutesDay2-45minutes
SpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.7,2.14,2.15 Thestudentswillbeabletorecallandusevocabularyrelatedtofamilymembers.Thestudentswillbeabletorecognizetheuseforma/mon,ta/tonandsa/son.
Formativeassessmentofobservationsandconversationsduringmatchinggameandduringtask.Formativeassessmentof“FamilyMemberWorksheet.”
PreparationRequired:Havedictionariesready,printoffandcutout“FamilyMemoryGame”(oneforeachgroup),printoffthe“FamilySurvey”(oneforeachstudent)andthe“FamilyMemberWorksheet.”
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtobetalkingaboutourfamilies.Pre-taskDay1(25minutes):Beginbygoingthroughthepersonaldictionariessectionforfamilymembers.Cananyoneguesswhatthewordsmean?Whyisitwrittencousin/cousine?(Cousinewithan“e”isforafemalecousin).Nexthavestudentsplaymemoryingroupsof4or5.Allcardswillbefacedownandstudentmustflipcardsover,tryingtomakeapair.Ifthestudentcorrectlymakesapair,theywillkeeptheirpair,andthenfliptwocardsagain.Ifthestudentdoesnotmakeapair,thenthecardsareflippedbackover.Studentsmustusetheirmemorytorememberwhichwordsarewhere.Studentswillthenbegivenasurveytotakehomeandfilloutwithafamilymember-theycanchooseanyfamilymembertheywish.EndofDay1Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtoworkwiththesurveysthatyoufilledoutathome.Pre-taskContinuedDay2(25minutes):Nextyouwilldiscusswithstudentsthedifferencebetweenma/mon.Thesearebothwaystosay“my”-doesanyoneknowthedifference?Ifwearetalkingaboutapersonorobjectthatisfeminineweuse“ma”,andifitismasculineweuse“mon”.Forexample,ifIwastalkingaboutmybrotherIwouldsay…?(Monfrère).Nowcananyoneguess
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what“ta”and“ton”mean?“Ta”and“ton”areusedtosay“your”formasculineorfeminine.Forexample,howdowesaymyuncle?Mononcle.Whocanguesswhat“sa”and“son”mean?Thisislike“his”or“hers”-becarefulthough:itdoesn’tmatterwhotheperson/thingbelongsto,thepartwehavetopayattentiontoisthesecondword.Forexample,howwouldIsay“herdad”.Sonpère(becausepèreismasculineweuse“son”.Itdoesn’tmatterthatit’sherdad)Whatifweweretalkingabouthisdad?Wewouldstillsay“sonpère”becausepèreisstillmasculineandthatisthepartthatmatters.Anotherexamplecouldbeifwearetalkingabouthisfavouritecolour.InFrenchwesay“Sacouleurpréférée”becausetheword“colour”isfeminine.Thesameconceptisusedforma/monandta/ton-theimportantwordisthesecondword(thethingwearetalkingabout).
Sonpère(Thiscanmean“hisdad”or“herdad”)
Sacouleurpréférée(Hisfavouritecolour/Herfavouritecolour)
Mamère(Mymom)
Tonfrère(Yourbrother)Next,usingtheinformationfromthesurveytheydidwithafamilymember,studentswillnowfilloutthe“FamilyMemberWorksheet.”Atthebeginningoftheworksheet,theymustwritewhotheyaretalkingabout(ex:monpère,matante,etc.).TheywillhavetofillintheinformationinFrenchusingtheirdictionariesasneeded,aswellaschoose2adjectives(fromtheirdictionaries)todescribetheirfamilymember.Task(10minutes):Forthistaskstudentswillbeinpairstoreadouttheirinformationcardabouttheirfamilymemberonelineatatime,andtheirpartnerwillrepeattheinformationbacktothem-howeverthepartnerwillrepeattheinformationusing“ta”or“ton”.Ex:Mamères’appelleJoanne.Tamères’appelleJoanne.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudents shareabout their familymembers (out loud to thewholeclass, oryoucanhavestudentspairupwithdifferentstudentsandshare).
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Lesson#28-LespréférencesLikesandDislikes
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.14 Thestudentswillbeabletostatetheirlikesanddislikes.
Formativeassessmentofobservationsandconversationsduringtask.
PreparationRequired:Printoff“LikesandDislikes”worksheet,andhavedictionariesready.Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtolearnhowtotalkaboutourpreferences-ourlikesanddislikes.Pre-task(10-15minutes):Firstaddtothedictionariesthekeyphrasesfortoday.J’aime-IlikeJen’aimepas-Idon’tlikeJ’adore-IloveJ’aimeça-Ilikethat.Jepréfère-IpreferNext,givestudentsthe“LikesandDislikes”worksheet.Theywillneedtogothroughandsortitemsbynotingwhethertheylikeordislikedifferentitemsonthelist.Remindthemthattheymayusetheirdictionariesorconsultwithclassmatesiftheydon’tknowwhatsomethingmeans.Ask:whatotherstrategiescanyouuse?Task(30-35minutesminutes):Forthistaskstudentswillbepairedupwitharandompartner(someonethattheydon’tnormallyworkwith),andtheywillbecomparingtheirlikesanddislikes.Studentswillsitbacktobackandgothroughthelistoneitematatimestatingwhethertheylikeordisliketheitem(takingturnswhogoesfirst).Theywillthenmarkdownwithastar(orhighlighter)itemstheybothlike.Modelwhatthismightlooklike.Ex:PartnerA:J’aimelebleu.PartnerB:Jen’aimepaslebleu.PartnerB:J’aimelesoccer.PartnerA:J’aimelesoccer.(Nowbothpartnerswillmarkoffontheirsheetthattheybothlikesoccer)
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Afterstudentshavegonethroughthewholelist,pausetheactivitytohaveashortclassdiscussion.Didyouhavemanythingsincommon?Havesomestudentssharesomeoftheirlikes.Next,studentsmustworktogetherwiththeirpartnerstodecideiftheycouldonlypickonethingfromtheirlistofmutuallikes,whichitemwouldtheyselect?“Qu’est-cequetuadores?”Modelwhatthismightlooklike.Ex:PartnerA:Jepréfèrelesoccer,laneige,etlireleslivres.PartnerB:Jepréfèrelevert,lireleslivresetfaireunbonhommedeneige.PartnerA:Onadorelireleslivres.Onceagainpausetheactivitytohavestudentssharewhichthingfromthelistwastheirtopchoice:“Qu’estcequetuadores?”“Onadore…”Finally,studentsmustworktogethertodecidewhichitemfromthelisttheydislikethemost.Finishbyonceagainhavingstudentssharetheirconclusions:«Qu’estcequetun’aimespas?«Onn’aimepas…»Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Haveaclassdiscussiontoreflectonthisactivity.Wasiteasyorhard?• Whatstrategiesdidyouusetofigureoutwhatalltheitemonthelistmeant?
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Lesson#29-JoyeuseSaintValentinHappyValentine’sDay
Grade4FSL Duration:½hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.4,2.4,2.15,4.4,4.5 Thestudentswillbeabletowriteabouttheirclassmates’attributesthattheylike.
Formativeassessmentofstudentcards.
PreparationRequired:Printofflistofstudentnamesandcutouteachonetoputinahat.Havepaperandartsuppliesavailabletomakecards.
Introduction(5minute):Hook/Attentiongrabber:JoyeuseSantValentin!Commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtobewritingcardstoourclassmateswithcompliments.Pre-task(5minutes):Beginwithaquickreviewofmasculineandfeminineadjectives(sportifvs.sportive,intelligentvs.intelligente,etc)Task(15-20minutes):Forthistaskstudentswillbewritingacardtoaclassmatewithcompliments/thingsthattheylikeaboutthem.Whatstrategiescanstudentsuseifthereisawordthattheydon’tknow?Discussandwriteafewsentencestartersontheboardforstudents:À…(To…)Cher(foraboy)orChère(foragirl)…(Dear…)De…(From…)Tuest…(Youare…)J’adorequetuest…(Ilovethatyouare…)J’aimequetuest…(Ilikethatyouare…)J’aimefaire…avectoi.(Iliketodo…withyou)J’aimejouer…avectoi.(Iliketoplay…withyou)J’adorefaire…avectoi.(Ilovetodo…withyou)Nextstudentswillalldrawaclassmate’snamefromthehat,andtheywillthenmakeacardwheretheywriteatleast2sentencesaboutthatperson.Iftimepermitsstudentscouldalsodecoratethecards.
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Post-task(5minutes):
Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Allowstudentstimetoreadthecardgiventothem.
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Lesson#30-Lespaysfrancophones“PintheTail”ontheFrancophoneCountry
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.1,2.5 ThestudentswillbeabletonamesomeFrenchspeakingcountries.Thestudentswillbeabletogiveandrespondtobasicdirections.
Formativeassessmentofclassdiscussion.Formativeassessmentofobservationsandconversationsduringmapactivity.
PreparationRequired:PrintoffFrenchworldmaps(oneforeachpair)-http://fr.mapsofworld.com/world-maps/grande-carte.html-andhavedictionariesready.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:WheredopeoplespeakFrench?Pre-task(20minutes):ClassdiscussionaboutcountriesintheworldthatspeakFrench(morethanjustQuebecandFrance).Showthemapofcountriesthataremembersof“OrganisationInternationaledelafrancophonie”(thisdoesnotmeanthatitisanofficiallanguageorthatmuchFrenchisspokenthough)http://robertbaxter.org/us/wp-content/uploads/2011/02/carte_monde_francophonie_2008hd.jpgIncontrast,thismapshowscountries,andplaceswhereFrenchisthefirstlanguage,whereFrenchisoneofthelanguages,andwherethereisalotofFrenchspoken.http://lakeelkhornmiddle.wikispaces.hcpss.org/file/view/pays_fr.gif/270847422/559x322/pays_fr.gifForthetaskstudentswillhavetoplayaversionofPintheTailontheDonkeyinpartners,andsotheyneedtoknowhowtogivedirections.Gothroughthedictionariestodiscussdirections.Vaàladroite-GototherightVaàlagauche-GototheleftVaenhaut-GoupVaenbas-GodownArrête-StopTask(5-10minutes):Forthistaskstudentswillbeinpairs.Onestudent(partnerA)willbegivingdirectionstoacountrychosenfromahat/bucket,andtheotherpartner(partnerB)willplacehis/herpencildownonyourcity’sroughlocationonthemapandlistentohis/herpartner’sdirectionstoendupinthespecificcountrychosen.
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Ex:IfIhaddrawnBelgium(PartnerA),Iwouldbegivingdirectionslike“Vaàladroite,vaenhaut,vaàladroite,etcuntilmypartner’spencilhadreachedBelgium.PartnerBdoesn’tknowwhatcountryIhavechosenuntilIsay“arête”andthentheycanseewhatcountrywearein.AfterwardspartnersswitchrolesandpartnerBwouldselectacountrytoguidepartnerAto.Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Classdiscussion:Wasthiseasy?Wasthishard?• Havestudentssharewhichcountriestheywenttousing“Jesuisalléen….”• Discussion: Is French the sameeverywhere?DodifferentFrench speaking countrieshave
differentaccents?JustlikeinEnglish,Frenchisalittlebitdifferentineverycountry.• Ifstudentsinquire,youmaywanttoteachthemnord(north),sud(south),est(east),ouest
(west).
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Lesson#31-Lesdirectionsetl’endroitDirectionsandLocation
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.1,2.15 Thestudentswillbeabletogiveandrespondtodirectionsregardinglocation.
Formativeassessmentbasedonobservationsduring“Jacquesadit”andduringdrawingactivity.
PreparationRequired:Havethedictionariesreadyforthislesson.Printoutthedrawingsforthe“PartnerDrawingActivity”(2differentdrawingsperpair).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:TodaywearegoingtolearnsomenewvocabularyaboutlocationPre-task(20minutes)Introducenewvocabularywordstostudents.Youcanwritethemdownontheboard,andhavestudentsfollowalongintheirDictionnairePersonnelVocabulary:Au-dessus-aboveEn-dessous-underneathDevant–infrontofDerrière-behindÀlagauchede–totheleftofÀladroitede–totherightofOncestudentshavefilledinthecorrecttranslationsintotheirdictionaries,getsetupfor“Jacquesadit.”Studentswillusetheirdesksastheirlocator.Theteacherwillbe“Jacques”andwillcalloutthedirections.Ex:Jacquesdit,vaàlagauchedetonpupitre.Jacquesdit,vaderrièretonpupitre.Whenyouarecallingoutthedirections,modelthemovementsforthestudentsatfirst.Then,graduallystopdoingtheactionsandonlygivethedirections.Playthisuntilyoubelievestudentshaveagoodunderstandingofthedirections.Task(25minutes):PartnerDrawingActivityStudentswillgetintopartners.Onestudentwillhaveadrawingwithobjectsonit,theotherstudentwillhavethesamedrawingbutwithoutcertainobjects.Thefirststudentwillgivedirectionsto
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describewheretheobjectsareinthepicture.Theotherpartnerwillhavetodrawtheseobjectsbasedonthedirectionsgiven.ThestudentsarepermittedtouseEnglishwhendescribingwhattheobjectsare,butmustuseFrenchwhentheyaregivingthedirections.Ex:Thecircleisen-dessousthesquare.Eachpartnerwillhaveaturngivingdirections,andlisteninganddrawing.(Eachpairwillhave2differentdrawings.)Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• At theendof this task, studentsshouldcompare theirdrawings to theoriginal.Theywillcompareandseehowsimilarordifferenttheylook.
• Ifthereistime,discussthisactivityasaclass.Wasthiseasyorhard?Didtheyhaveenoughvocabulary for this?What strategies did students use if they did not know/understand aword?
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Lesson#32-LesdirectionsDirections
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.1,1.3,2.15 Thestudentswillbeabletogiveandrespondtodirections.
Formativeassessmentofcompletionoftask.
PreparationRequired:Havedictionariesready.
Introduction(5-10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtotalkabouthowtogivedirections.Next,reviewdirectionslearnedfromthepreviousclass.Pre-task(5minutes):Forthepre-taskyouwillgooverthelistofdirectionsinthepersonaldictionaries.Don’tforgettohavestudentsrepeatafteryou.Toutdroit-Straight(don’tconfusethiswith‘droit’whichmeans‘right’).Ex:Vatoutdroit.Vers…-Towards.Ex:Vaversletable.(Gotowardsthetable)Par-By.Ex:Vaparlebureau.(Gobythedesk)Arrête-StopJusqu’à-Upto/until.Ex:Vajusqu’àlasalledeMmeLevesque.(GoupuntiltoMme.Levesque’sclass)Task(20-25minutes):Forthistaskstudentswillbeinpartnersandtaketurnsgivingdirectionstoeachother.PartnerAwillchoosealocationintheschool,forexampletothegymortothelibrary,andgivedirectionstoPartnerBwhodoesn’tknowwheretheyaregoing.Oncetheyhavesuccessfullyreachedthelocation,theywillreturntotheclassandthenswitchroles,withPartnerBpickingalocationtoleadpartnerAto.Alternatively,astheteacheryoucouldchooselocationsforthestudentsandhavethempickoutofahat.Rules:studentsmustgivedirectionsinFrench.IfyouhearanotherteamgivingdirectionsinEnglish,theymustreturnbacktothestart(theclassroom).It’sofcourseokifastudentisaskingforclarificationinEnglish,butthedirectionsmustbedoneinFrench.Studentsmayusetheirdictionariesifneeded,butchallengethemtotryandcompletethistaskusingtheirdictionariesaslittleaspossible.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
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Thepost-taskforthislessonmightaddressthefollowing:• Reviewvocabularyassociatedwithdifferentplacesintheschool.Ex:Bibliotèque(library),
gymnase(gym),salledemusique(musicroom),salledeMonsieur/Madame…(MrorMrs.X’sclass),etc.
• Havestudentssharewheretheywentintheschool.Ex:«Ouest-cequetuestallé?»(Wheredidyougo?)«Jesuisalléau…»(Iwentto…)
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Lesson#33-LeprintempsSpring
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15,4.1 Thestudentswillbeabletorecognizevocabularyrelatedtospringweatherandactivities.
Formativeassessmentofmemorygame.Formativeassessmentofdiscussionandobservationsthroughoutlesson.
PreparationRequired:Printoff“GoFish–SpringActivities”(oneforeachgroup),and“OddOneOutSpringWorksheet.”Havedictionariesready.
Introduction(5minute):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:Todaywearegoingtobelookingatspringweatherandactivities.Whocanremembersomeoftheweatherwordsandphrasesthatwealreadyknow?Pre-task(20minutes):Forthepre-taskstudentswillplayagameofmemoryingroupsof4usingthe“GoFish–SpringActivities”cards.Allcardswillbefacedown,andstudentwillflipovertwocardsatatime,tryingtomakeamatch.Ifthecardsmatch(onehasasentence,andtheotherhasapicturewiththesentencebelow),thenyoukeepthosecardsandthenplayagain.Ifthecardtodonotmatchyoumustturnthembackoverandyourturnisover.Afterstudentshaveplayedmemory,youwillgothroughthedictionariesandaddthefollowingwordstothelist.Studentsmaybeabletogivemanyoftheanswersalreadyafterhavingplayedmemory.Jouerausoccer-ToplaysoccerJoueraufrisbee-ToplayfrisbeeJouerdanslesflaques-ToplayinthepuddlesJoueràlamarelle-ToplayhopscotchAllerauzoo-TogotothezooAllerauparc-TogototheparkFairedelabicyclette-TorideabikeFairedujardinage-GardeningFairedelarandonnée-TogoforawalkFaireunpic-nique-TohaveapicnikTask(20minutes):Forthistaskstudentwillworkinpartnerstocompletethe“OddOneOutSpring”worksheettodecidewhichsentenceistheoddoneout.Studentsmayusetheirdictionaries.
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Post-task(15minutes):
Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Shareanswers,readsentencesoutloud,discusswhyasentenceistheoudoneout.• Talkaboutstrategiesusedtodecidewhatsentencesmean• Discussthemeaningofdifferentsentences
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Lesson#34–Pioche:LesactivitésdeprintempsGoFish-SpringActivities
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.9,2.14 Thestudentswillbeabletoidentifyvocabularyrelatedtospringactivitiesandweather.
FormativeassessmentbasedonobservationsandconversationsduringGoFish.Formativeassessmentofverbsortingactivity.
PreparationRequired:Printoffandcutoutthe“GoFish-SpringActivities”worksheet(oneforeachgroup).Printoff“VerbSortingWorksheet.”
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladateaujourd’hui?Queltempsfait-il?Introduction:Today,wewillcontinuelearningaboutandsolidifyourunderstandingofspringactivities.Pre-task:(10minutes)Studentswillfilloutthe“VerbSortingWorksheet”,andwillsorteachactivityintotheappropriateverbcategory.The3categoriesare:“jouer”,“aller”,and“faire”Studentswilltaketheirverbworksheet,andplacethespringactivitywiththeappropriateverb.Ex:leFrisbeewouldbeplacedundertheverb“jouer”(JouerleFrisbee)Labicyclettewouldbeplacedundertheverb“faire”(Fairedelabicyclette.)TheactivitiesarealreadysortedunderthecorrectverbinthePersonalDictionaries.Encouragestudentstocompletetheircategorizationwithoutusingtheirdictionaries;however,theymaywishtolookandseeiftheyhavecompletedtheworksheetcorrectlyafterwards.Task(10-15minutes)Ingroupsof4,studentswilltakeonesetof“GoFish”(Pioche)cards.Thistimewhenplaying,studentsmustusecompletesentences.Thegamehasbeenslightlymodifiedfortoday’sactivity.Insteadofaskingwhetherastudenthasacertaincard,studentswillpretendtheyareaskingsomeonetodothatactivitywiththem.Theotherstudentwillrespondwhethertheywill“do”thatactivitywiththemornotbasedoniftheyhavethematchingcard.Toaskforacard:“Est-cequetuveux_________________”(Here,thequestionisasking“Wouldyouliketo”)Tosayyes:“Oui,jeveux_________”(Yes,Iwouldliketo)Tosayno:“Non,jeneveuxpas__________”(No,Iwouldnotliketo)Example:“Est-cequetuveuxjouerdanslesflaques?”
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“Oui,jeveuxjouerdanslesflaques” OR “Non,jeneveuxpasjouerdanslesflaques” “Est-cequetuveuxfairedujardinage?” “Oui,jeveuxfairedujardinage.” OR “Non,jeneveuxpasfairedujardinage.”Ifthestudentyouaskedhasthematchingcardyouwilltakehis/hercardtomakeapairandthenyoumayaskanotherplayerforacard.Iftheotherplayerdoesnothavethematchingcard,youmustpickupacardfromthedrawpile.Eachstudentisdealt4cardsatthebeginningofthegameandtheremainingcardsarepartofthedrawpile.Onceallthecardsaregone,theplayerwiththemostmatchedpairswins.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Reviewusageofverbs.Whatisaverb?(Anactionword)• Review how to form questions («Est-ce que tu veux…»), and how to answer («Oui je
veux…»or“Non,jeneveuxpas…»)
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Lesson#35-Quelleheureest-ilM.Loup?WhatTimeisitMr.Wolf?
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15 ThestudentswillbeabletotelltimeinFrench.
Formativeassessmentofclassdiscussionandofobservationsduring“Quelleheureest-ilM.Loup.”
PreparationRequired:Printout“ClockWorksheet”forstudents.Itisbestifthetaskinthislessoniscompletedoutsideorinthegym.
Introduction(10minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Queltempsfait-il?Introduction:TodaywearegoingtolookathowtotelltimeinFrench.Sincewealreadylearnedournumbers,thiswillbeagreattimetoreviewthem,andalsolearnhowtotelltimeinFrench!BeforewestarttellingtimeinFrench,wefirstneedtoreviewhowtotelltimeinEnglish.Reviewthiswiththeclass.ThisisagreatopportunitytoincorporatemathintoyourFrenchlesson.Pre-task(20minutes):Studentsshouldtakeouttheirdictionaries,andasyouexplaintellingtimeinFrench,theycanfilloutsomeofthekeywords.HowdowetelltimeinFrench?It’sactuallyquiteeasy.Ifwewanttosay,“Itis3o’clock,”wewouldsay:“Ilesttroisheures.”Ifwewanttosay:“Itis4:15”wewouldsay:“Ilestquatreheuresetquinze”OR“Ilestquatreheuresetquart,”whichmeans:“Itisquarterafter4.”“Itis2:30”=“Ilestdeuxheuresettrente”OR“Ilestdeuxheuresetdemi.”“Itis7:45”=“Ilestseptheuresquarante-cinq”OR“Ilesthuitheuresmoinsquart”(whichtranslatesto“Itisquarterto8”).NB:1o’clockisuneheure.Thereisno“s”attheendofheure,becauseitisonly1hour.Howcanwetellifwearetalkingaboutmorning,afternoonorevening?“Itis6o’clockinthemorning”=“Ilestsixheuresdumatin.”“Itisnoon”=“Ilestmidi.”“Itislunchtime”=“Ilestl’heuredudiner.”“Itis2o’clockintheafternoon”=“Ilestdeuxheuresdel’après-midi.”“Itis9o’clockintheevening”=“Ilestneufheuresdusoir.”Passtheclockworksheetsouttostudents.StudentswillneedtomatchtheclockwithcorrecttimeinFrench.Itmaybeagoodideatodothefirstquestiontogetherasaclass.Ifyouknowthereare
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studentsthatstrugglewithtellingtime,youcanputtheminpartners,sothattheycanhavesupportfromaclassmate.Task(25minutes):Oncestudentshavecompletedtheirclockworksheet,andyoufeelconfidenttheyhaveagoodunderstandingofhowtotelltimeinFrench,itistimetorelocateoutside,ortothegym.Youwillneedlotsofspaceforthisactivity.Askstudentsiftheyhaveeverplayed“WhattimeisitMr.Wolf?”(InFrench,itiscalled“Quelleheureest-ilM.Loup?”)Ifsomestudentshave,youmayaskthemtoexplainittotheclass,oryoumaywishtoquicklyexplainit.Hereisalinkwithinstructionsonhowtoplaythegame:http://www.kidspot.com.au/things-to-do/activities/whats-the-time-mr-wolfTheteachershouldstartbybeingM.Loup.Thestudentswilllineup,andwhentheyareready,theywillsay:“Quelleheureest-ilM.Loup?”M.Louprepliesbysaying:“Ilest(chooseanhour)heure(s).”ex:“Ilestquatreheures.”Thenthestudentswouldtake4stepsforward.Eachstepthestudentstake,theyneedtocalloutthenumber.Ex:“Un,deux,trois,quatre.”Whenyoudecidetosay:“It’sdinnertime!”,insteadyoushouldsay“Ilestl’heuredudiner!”(Whichtranslatesto“It’slunchtime!”).Dothisasmanytimesaspossible,makingsuretosupportthestudentsincasetheyneedhelprememberingwhattosay.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Thisisagreatopportunitytotalkabouthowsomepeopleusea12-hourclock,andQuébecusesa24-hourclock.Itisnotnecessaryforthemtobeabletotelltimeona24-hourclock,butitisinterestingtopointoutthatwetelltimedifferentlyindifferentpartsofCanada.
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Lesson#36-LesfêtesetlescélébrationsHolidaysandCelebrations
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15 Thestudentswillbeabletorecallandusevocabularyrelatedtoholidaysandcelebrations.
Formative(orsummative)assessmentofitinerary.
PreparationRequired:Printoffone“SampleItinerary”foreachstudent.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Sofarthisyear,wehavelookedatsomewinterholidaysandfestivals.Nowwearegoingtolookatotherholidaysthatwefindduringtherestoftheyear.Pre-task(20minutes):Asaclass,brainstormholidaysandfestivalsthatwecelebrateinspringandsummer.Theteachershouldbewritingthesedownsomewherestudentscaneasilysee.Studentsmayrequiresomeprompting,sohereisalistofpossibleholidaysandcelebrations:
• Easter• Mother’sDay• Father’sDay• AboriginalDay• St.JeanBaptisteDay• CanadaDay• Thanksgiving• CalgaryStampede• K-Days(Edmonton)• HeritageFestival(Edmonton)• Whoop-UpDays(Lethbridge)• StreetWheelers(Lethbridge)
Passthesampleitineraryouttoallstudents.Together,youwillgothroughtheitineraryanddiscusswhateachlinemeans.Task(25minutes):Usingthesampleitineraryasaguide,studentswillcreatetheirownitineraryforwhattheyliketodoorwhattheynormallydoduringaspecificfestivalorholiday.Theywillchooseoneoftheholidaysorfestivalsfromthelistthatwasbrainstormedinthepre-task.
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Theitineraryshouldincludeaminimumoffouractivities.Studentsarealsoencouragedtousetheirdictionariestowriteouttheiractivities(ItwouldbeagreatideatolookattheSpringActivitiessectionoftheirdictionary).Post-task(15minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• When students have finished their itinerary, theywill share it with a partner. If there istime, theycansharewithanotherpartner.Whentheyaresharing their itinerary, this isagreattimeforstudentstopracticetheiroralproductionandlisteningcomprehensionskills.Eachstudentwillreadouttheiritinerarytoatleastonepartner.
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Lesson#37-LafêtedeSt.JeanBaptisteQuébec’sNationalHoliday
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15,3.2 ThestudentswillbeabletodiscussaspectsofQuébecoisculture.
Formativeassessmentofclassdiscussions.Formative(orsummative)assessmentofstudentsentences.
PreparationRequired:Printoff“QuébecoisMatchingWorksheet”forstudents.Displayapicture,orbringinaflagofQuébectoshowstudents.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:InthislessonwewillbeexploringQuébecoisculture.WhatdowealreadyknowaboutQuébec?WhataresomeQuébecoistraditionsthatwelearnedaboutbeforewinterbreak?Pre-task(25minutes):Haveadiscussionwiththeclass:WhatisLaFêtedeStJeanBaptiste?ItisQuébec’snationalholidaythathappenseveryyearonJune24th.ItiscelebratedmainlyinQuébec,andinotherFrenchCanadianareasinthecountry.WhydoesQuébechaveitsownnationalholiday?QuébecisanationwithinCanada,whichmeanstheyhavetheirowndistinctculture,butarestillapartofaunitedCanada.StJeanBaptisteDayislikeCanadaDayinQuébec.ThisisalsoagoodtimetotalkabouttheQuébecflag,whichiscalledLeFleurdelisé.Whatarethecolours?Bleuetblanc.Whatsymbolsdoweseeontheflag?Thereisacross,whichrepresentstheCatholicChurch,andtherearefourfleurdelys,whichisasymboloflafrancophonie.WhatmakesQuébecspecial?Passoutthematchingworksheettoeachstudent.Thestudentswillneedtolookatthewordsontheworksheet,andmatchthemwiththeEnglishword.Studentsareencouragedtousetheirdictionaries.Youmayalsowishtohavestudentsworktogetherduringthepre-task.Task(25minutes):Fromtheworksheetthatstudentshavecompleted,theywillchoose3wordsthattheyfeeldescribesQuébecthebest.Studentscanalsousetheirdictionariestofindotherwords(lookatadjectives)thatmightalsodescribeQuébec.Studentswillunderlineorhighlightthe3wordstheychooseontheworksheet,oraddwordsfoundintheirdictionaryatthebottomoftheworksheet.Whenstudentshavepickedtheir3words,theymustthinkaboutwhytheychosethosewords.Ifneeded,studentscanwritetheirjustificationsonthebackoftheirworksheet(inEnglish),butthisisnotnecessary.Whentheyareready,students
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willfindapartnerandsharewhatFrenchwordstheythinkbestdescribeQuébec,andjustify(inEnglish)whytheychosethose3words.Ex:Ichoose“bleuetblanc”asoneofmywordsthatbestsuitsQuébec.IchosethisbecausetheQuébecflagis“bleuetblanc.”ThispartoftheactivityisdoneinEnglish.Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Afterstudentshavesharedtheirwords,theywillhandintheirworksheets.Gotohttp://www.wordle.net/createtocreateaWordleofthewordsthestudentschose.Typeinthe3wordsfromeachstudentandseewhattypeofwordcloudiscreated.Lookatitasawholeclass,andaskstudentswhattheythink.Whatweresomeofthemostcommonwordschosenbytheclass?Why?
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Lesson#38-L’étéSummer
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.1,1.2,2.14,2.15 Thestudentswillbeabletodescribeimages.Thestudentswillbeabletousevocabularyrelatedtosummerweatherandactivities.
Formativeassessmentofclassdiscussions.Formativeassessmentofstudentconversationsduringtask,andabilitytocompletethetask.
PreparationRequired:Printoutthe“SpottheDifferences”worksheetforsummerweatherandactivities.Ifyouwanttoreusetheprintouts,puttheminsheetprotectors.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Today,wearegoingtobelearningaboutsummerweatherandactivitiesthatwecandointhesummertime.Pre-task(20minutes):StudentswilltakeouttheirdictionariesandturntoLaMétéo.Therearetwonewweathertermstheywillbelearningtoday.Gooverthesewiththeclass
• Ilfaittrèschaud–Itisveryhotout• Ilyaunorage–Thereisastorm
TurntoLesActivitésinthedictionary,andcontinueaddingnewterms.Ifyouwish,youcanaddthetermstogetherasaclass,oryoucanhavestudentsworktogethertomakeguesses,andlookupthewordsinthedictionary.
• Joueraufootball–Playfootball• Alleràlapiscine–Gototheswimmingpool• Alleràlaplage–Gotothebeach• Allerenvacances–Goonholidays• Jouerdehors–Playoutside• Mangerdelacrèmeglacée–Eaticecream• Mangerdumelond’eau–Eatwatermelon• Fairedocamping–Gocamping• Lireunlivre–Readabook
Togetherasaclassyoushouldgooverthepronunciationofthewords(havestudentsrepeatafteryou),andmakesureeveryonehasthecorrecttranslations.
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Task(25minutes):Studentswillgetintopartners.Eachpairwillhavetwodifferentimages.Itisimportantthattheydonotlookateachother’simages,asitwilldefeatthepurposeoftheactivity.Takingturns,thestudentswilldescribe,inFrench,whattheyareseeingintheimage.Studentscanusetheirpersonaldictionariestohelpthemdescribetheimage.Whentheyspotadifference,theyshouldcircleitontheimage.Beforebeginning,youshouldmodelhowtheconversationshouldgo.Example:Student1:Dansmonimage,ilyadesnuages.Student2:Dansmonimage,ilyadesnuages.Student1:Dansmonimage,ilmangedelacrèmeglacée.Student2:Dansmonimage,ilmangedumelond’eau.(Thisiswherethestudentswouldcirclethedifferences)Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Have students find another pair and compare their results. Did they find the samedifferences?Iftheyfounddifferentones,whatarethey?
• Review any vocabularywhich students struggledwith or ask students if they rememberhowtosaydifferentwordsinfrench.
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Lesson#39-LaNégationNegation
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Thestudentswillbeabletousenegationinsimplesentences.
Formativeassessmentofobservationsandclassdiscussions.Formativeassessmentof“NegationMatchingWorksheet.”
PreparationRequired:Prepare“Pioche!–ClassroomItems”cardsets(1pergroup).Printout“NegationMatchingWorksheet”(1perstudent).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Todaywearegoingtolearnaboutnegation.Insteadofgivingtherulesofnegationtostudents,wearegoingtoworktogetherasaclasstocomeupwithrules,basedonwhatwealreadyknowaboutFrench.Pre-task(25minutes):HandouttheNegationMatchingWorksheettoeachstudent.Togetherasaclass,wewillgothrougheachphrasetounderstandwhattheymean.Thisisagreattimeforstudentstousetheirdictionariestohelpthemfigureoutthephrases.Whattypesofphrasesareontheworksheet?Somesentencesareaffirmative,andsomearenegative.Whatdotheynoticeaboutthenegativesentences?Isthereapatternthatwecansee?(Inanegativesentenceweput“ne”infrontoftheverband“pas”aftertheverb).Togetherasaclass,writeout(inEnglish)aruleforrememberingnegation.Usingthenewrulethattheclasscameupwith,thestudentswillnowhaveanopportunitytowriteouttheaffirmativeornegativeformofeachphraseontheworksheet.Forexample:Ifthephraseis“Ilyadesnuages”–Weknowthisisanaffirmativesentence,thereforeweneedtowriteoutthenegativesentence.“Iln’yapasdenuages.”–Here,youcanseethatthe“e”in“ne”isreplacedbyanapostrophe.Why?Becauseitdoesn’tsoundgoodtosay“Ilneyapasdenuages.”Wetakeawaythe“e”sothatthereisanicerflowtothesentence.Task(20minutes):NowstudentsaregoingtopracticeusingnegationwhileplayingGoFishingroupsof4.Before,whenwehaveplayed,ouranswershavebeenasimple“oui”or“non.”Now,wearegoingtousecompletesentences.Hereisanexample:“Est-cequetuasuncrayonbleu?”
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Theotherstudentsmustnowanswerinanaffirmativeornegativeway.Affirmative:“Oui,j’aiuncrayonbleu.”ORNegative:“Non,jen’aipasuncrayonbleu.”StudentscanplayGoFishinpairsoringroups.Post-task(10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Studentswillreturntotheirdesksandtakeouttheworksheetthattheycompletedearlierinclass.Now,togethergothroughtheanswers.Thisisagoodtimetocalluponstudentstosaythephrasesoutloudsothattheycanpractisetheiroralproductionskills.
• Ifitappearsthatstudentsdonothaveafirmunderstandingofnegation,dosomemoreexampleswiththeclassandfocusontheaspectthattheyarenotunderstanding.
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Lesson#40-RévisiondevocabulairedelasalledeclasseClassroomVocabularyReview
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15 Thestudentswillbeabletorecallanduseawiderangeofvocabularyassociatedwiththeclassroom.
Formativeassessmentof“ClassroomWordJumble.”Formativeassessmentofconversationsthroughoutsurveyactivity.
PreparationRequired:Printout“ClassroomWordJumble”sheets(1perstudent).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Thisyear,ingrade4French,wehavelearnedsomuch!Nowitistimetorevisitwhatwelearnedtomakesurethatwestillremembereverything.Oneofthemostimportantpartsaboutlearninganewlanguageispractice,practice,practice!Today,wearegoingtoreviewsomeclassroomvocabulary.Pre-task(10minutes):HandouttheClassroomWordJumbleWorksheetstoeachstudent.Individually,studentswillunscramblethewordstofigureoutwhichclassroomvocabularyworditis.TheymayusetheirDictionnairePersonnelifneeded.Whentheyhavecompletedtheworksheet,getthemtosharetheiranswerswithanelbowbuddy.Iftherearesomethataren’tthesame,getstudentstolookattheirdictionariestogethertofigureoutthecorrectanswer.Task(15minutes):ClassSurvey:Studentswilleachcomeupwiththeirownsurveyquestiontheywouldliketoask.Thesurveyquestionshouldbeginwith“Est-cequetuaimes”,andthestudentswillchooseaclassroomvocabularywordtocompletethesentence.Ex:“Est-cequetuaimesl’horaire?”Studentswillanswerbysayingeither“Oui,j’aimel’horaire”or“Non,jen’aimepasl’horaire”.Eachstudentwillmarkdownthenumberofstudentsthatsaid“Oui”and“Non.”Studentswillgoaroundandaskasmanyclassmatesastimepermits.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
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Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:• Thisisagreattimeforstudentstosharetheirsurveyresults.
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Lesson#41-Révisiondel’interrogationQuestioningReview
Grade4FSL Duration:½hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15,4.1 Thestudentswillbeabletounderstandbasicquestionsandprovideanswers.
Formativeassessmentof“Q&A”worksheet.
PreparationRequired:Printout“Q&AWorksheets”(1perstudent).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Today,wearegoingtoreviewhowtoaskandanswerquestions.Doesanybodyremembersomequestionwords(lesmotsinterrogatifs)?Pre-task(5minutes):Studentswilltakeouttheirdictionariesandturntothesection“LesMotsInterrogatifs.”Reviewwhatthewordsmean.Task(15minutes):HandouttheQ&Aworksheet.Inpartners,studentswillcompletetheworksheet.(Eachstudentmustcompletetheirownworksheet).Studentswillneedtomatchthecorrespondingquestiontothecorrectanswer.Duringthetask,askstudentstousetheirdictionariesonlyifnecessary.*Iftheydonotremembercertainwords,discusssomestrategiesthattheycanuseinsteadoflookingintheirdictionary(strategiccompetence).Theycanlookattheotherwordsinthesentenceandtrytomakesenseofit.Whatotherstrategiescanthestudentsthinkof?Afterthestudentshavefilledouttheworksheet,eachstudentwillbehandedonecardthathaseitheraquestionsorananswerfromtheworksheet.Studentsmustgoaroundtheclass(readingtheircardoutloudwhenmeetingwithotherstudents)totryandfindtheircorrespondingquestionoranswer.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
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Thepost-taskforthislessonmightaddressthefollowing:
• If thereistimebeforetheendofclass,gooverandcorrecttheworksheetstogether.Howdidthestudentsdo?Askstudents tohand intheirsheets,sothatyoucanmakesuretheyunderstand“LesMotsInterrogatifs.”
• Makesureifstudentsstilldon’tunderstandsomewords,theylookthemupinadictionary.
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Lesson#42-Révisionaveclejeu“HeadsUp!”HeadsUp!Review
Grade4FSL Duration:40minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14,2.15 Studentswillbeabletodefinevariousbasicvocabulary.
FormativeassessmentofconversationsandobservationsduringHeadsUp!
PreparationRequired:Preparestickynoteswithavocabularywordforeachstudentandhavethepersonaldictionariesready.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:TodayforreviewwearegoingtoplayagamecalledHeadsUp!Usingvocabularyfromthewholeyear,studentswillhavetoask‘yes’or‘no’questionstofigureoutwhattheyare.Pre-task(10minutes):Wearegoingtoplayareallyfungametohelpusreviewvocabularylearnedthroughouttheyear.Inordertowinthisgameyouneedtobeabletoguesswhatyourwordis-whichmeansyouneedtobefamiliarwiththeFrenchwordsandtheirdefinition/whattheymean/howtodescribethatword.ExplainhowtoplaythegameofHeadsUp!Studentswillreceiveastickynotewithawordonitthatwillbestucktotheirforeheadorback.Studentscannotlookattheirownstickynote!Studentswillgoaroundtheclassandaskoneyesornoquestionperstudentaboutthewordontheirforeheadorback,andcanhaveoneguessperquestion.StudentsareallowedtoasktheirquestionsinEnglish,butwhentheyguesswhatitemtheyare,theymustguessinFrench.Whenrespondingtotheguess,studentsshouldsay“Oui”or“Non.”Whenstudentsareguessing,theyshouldsay:“Est-cequejesuis_________________?”Havestudentspracticesayingthisbeforetheybeginthetask.Handoutthestickynotesthatstudentssticktotheirforeheadsoryoumaychoosetoputthestickynotesonthestudents’backs(Itisuptoyoutodecidehowyouwantthestudentstodisplaytheirplayingcard).Makesuretheydon’tcheat!Beforethislessonyoumustpreparethestickynotes,eachwithonewordonit(seenextpage).
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Belowisalistofpossiblewords:LetableauLepupitreL’enseignant(e)UnlivreLasalledeclasseLevertLajauneLesnuagesLesfeuillesUnecitrouilleNoëlJourdel’anLescadeauxUnetradition
FairedupatinageChocolatchaudLaneigeUnetempêtedeneigeTravailleur/travailleuseSportif/sportiveBeau/belleLafleurdelysFièreBilingueFrancophoneLagaucheToutdroit
Task(20minutes):Whenstudentsareready,theycanbegingoingaroundtotheirclassmatesaskingyesornoquestions.Doasmanyroundsastimepermits.Studentscanalsousetheirdictionariestohelpthemproperlyanswerthequestions.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Askstudentstosharesomeoftheirwords.Weresomewordshardtoguess?Whichones?
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Lesson#43-RévisiondesnumérosNumbersReview
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.14 Thestudentswillbeabletorecognizeandusenumbersupto50.
FormativeassessmentofobservationsduringBINGOand‘Quelleheureest-ilM.Loup?’
PreparationRequired:Thepre-taskactivityshouldbedoneoutsideorinthegym.Prepare“BINGOCards”beforeclassbegins.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Continuingwithourreview,todaywearegoingtoreviewnumbers.Pre-task(15-20minutes):Ifyoufeelitisnecessary,youmaywanttoshowthenumbervideostothestudentsforaquickreview.Whentheclassisready,takethemoutsideorinthegymtoplay“Quelleheureest-ilM.Loup?”(WhattimeisitMr.Wolf?)Task(Duration:15-20minutes):GiveeachstudentaBINGOgamecardandbuttons(ordabber).YoucanbetheBINGOcaller,oryoucancallonstudentstocallthenumbers.Thiswillgivethemmorepracticesayingthenumbers.WhenastudenthasgottenBINGO,theymustcalloutallofthenumbersbeforetheycanwinthatround.Playasmanyroundsastimepermits.Post-task(Duration:5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Somenumbersmaybemoredifficulttosay,ortoremember.Iftheyarehavingahardtimepronouncing,focusonhowthemouthisformedwhensayingthatspecificnumber,andgetstudentstopractice.
• Iftheyarehavingdifficultiesrememberingsomenumbers,comeupwithanactionthatcanhelpthemremember.
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Lesson#44-FairedesmotscroisésCreateYourOwnCrossword
Grade4FSL Duration:2hours(over2days)SpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.4,2.15 Thestudentswillbeabletodefinevocabularywords.Thestudentswillbeabletorecallvocabularywords.
Formative(orsummative)assessmentofstudents’crossword,andofstudents’abilitytocompletetheirpeers’crosswords.
PreparationRequired:Youwillneedtobookthecomputerlaboralaptopcartforthesecondpartofthislesson.Studentswillneedtheirdictionaries,andtobringtheCrosswordPuzzlefromearlierintheschoolyeartolookatwiththeclass.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Overthenexttwoclasses,youaregoingtocreateyourowncrosswordpuzzles,usingalloftheFrenchwehavelearnedthisyear.Pre-task(15minutes):Discusswithstudentsthattheywillbemakingtheirveryowncrosswordpuzzles.Doanyofthemremembertheonewedidearlierintheyear?(Bringoutthecrossword).Gooverwhatkindofclues/questionswereaskedinthecrossword.Brainstorm,withstudents,otherwaystheycanmakeclues/questions.Studentswillbewritingtheirclues/questionsinEnglish,butcanchallengethemselvestowritetheminFrenchforcertainquestions.OnlytheiranswersneedtobeinFrench.Oncestudentshavewrittentheircrosswordtheywillgettotypeitonthecomputerandthentheywillgettosharetheircrosswordswiththeirclassmates.Task(1hour20minutes):Inthefirstpartofthetaskstudentswillneedtowriteout10clues/questionsfortheircrosswordpuzzles,withtheaccompanyinganswers.Beforetheycanmoveon,studentsmustgetthemapprovedbytheteacher(theteachershouldensurethatspellingiscorrectandthatthequestionsmakesense).Whentheyhavecompletedtheirroughdraft,studentscanbegintypinguptheircrosswords.Studentswillneedtogotothiswebsitehttps://worksheets.theteacherscorner.net/make-your-own/crossword/lang-fr/tocreatetheircrosswords.Itmaybeagoodideatogothroughthestepswiththeclass,beforetheybegin.Studentscannowtypeuptheircrosswords.Beforetheysaveandprint,itisagoodideatocheckthemoverfirsttomakesuretherearenoerrors.
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Post-task(Duration:25minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Whenstudentshavesavedandprintedofftheircrosswords,theycantradetheircrosswordwithanotherstudent,sothattheycansolveeachothers’puzzle.Ifthereistime,theycandothiswithanotherpartneraswell.
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Lesson#45-Révision:lesphrasesintrusReview:OddPhraseOut
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.4,2.14,4.1 Thestudentswillbeabletorecognizewordfamilies.
Formativeassessmentofobservationsandconversationsduringthetask.
PreparationRequired:Printout“OddPhraseOut”worksheet.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Todayisanotherreviewclass,goingovermorevocabularyfromthewholeyear.Today,studentswillbegivengroupsofsentences,andtheymustdecidewhichonedoesn’tfit.Then,theywillcreatetheirowngroupofsentenceswithonethatdoesn’tbelong.Pre-task(20minutes):ReviewdifferentstrategiesthatstudentsuseiftheydonotunderstandsomethinginFrench.Iftimeallows,studentscanalsolookatthestrategiessectionintheirlanguageportfoliostoencouragethemtotrynewstrategiesthattheyhaven’tusedyet.Inpartners(oringroups),havestudentscompletethe“OddPhraseOut”worksheet.Theymayusetheirdictionariesbutshoulddotheirbesttofigureoutthesentencesbyusinglanguageandcomprehensionstrategiesthattheyhavelearnedthroughouttheyear.Studentsmustdeterminewhichsentencefromeachsetistheoddoneoutandwhy.Task(20minutes):Nowitistimeforthestudentstocreatetheirown“OddPhraseOut.”Atthebottomoftheirworksheet,thereisaspaceforthemtocreatetheirownsentences.ThisisagoodtimeforstudentstousetheirDictionnairePersonnelasitwillhelpthemcreatetheirsentences.Post-task(15minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
• Reviewanswerswithstudents.Howdidtheyknowwhichphrasewastheoddoneout?• Havestudentssharetheirworkwithapartnertoseeiftheycan5indthe“OddPhraseOut”
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Lesson#46-RévisiondesdirectionsDirectionsReview
Grade4FSL Duration:45minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.1,1.3,2.15 Thestudentswillbeabletogiveandreceivedirections.
Formativeassessmentofobservationsandconversationsduring“Jacquesadit”andduringdirectionsactivity.
PreparationRequired:Printoff“MapofParis”(oneforeverystudent).Eachstudentshouldgetablankmap,and1of5mapswithastartandendpoint(eachpairhas:twoblankmaps,andtwomapswithastartandendpoint).Printoff“ParisLandmarks”handoutandmakeonecopyforeachpair.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Today,wearegoingtoreviewgivingdirections.Pre-task(10-15minutes):First,havestudentsbrainstorm/discussdirections.Whatdotheyremember?Intheclass,or(preferably)outside,playagameof“Jacquesadit”usingvocabularyforgivingdirections.Forexample:“Jacquesadit,marcheràlagauche,”“Jacquesadit,allertoutdroit,”“Jacquesadit,arête!”Task(15-20minutes):Nexthavestudentsgetintopairs.Handoutmapsandthelandmarksdescriptionstostudents.Eachstudentshouldhavetwomapsandeachgroupshouldhaveonesetoflandmarkdescriptions.Makesuregroupsdonotlookatthelandmarkdescriptionsuntilafterthedirectiongivingactivity.Onemapisblank:Thisistheonetheywillusewhentheyarefollowingthedirections.Thesecondmaphasastartingpointandanendingpointindicated.Thisisusedwhengivingthedirections.Takingturns,onestudentwillgivedirectionstotheirpartnertogetfromthestartpointtotheendpoint.Whileonepartnerisgivingdirections,theotherwillfollowthedirectionsandtracethepathfromthestartingpointtotheendpoint.Makesurestudentsdon’tshoweachothertheirmapsuntiltheyhavecompletedthetask.ThisisagreatwaytoexplorethecityofParisandimportantlandmarks.Eachstudentshouldgetachancetogivedirectionsandfollowdirections.Afterwardstheyshouldreadthelandmarkdescriptionsandlocateeachlandmarkonthemap.Ifstudentsfinishearly,theymaychoosefromtheothermapsandcontinuetheactivity.
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Post-task(5-10minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
• Havestudentslookatandcomparetheirmaps.Didtheygive/followdirectionswell?Dothemapslookthesame?
• What did students learn about Paris?Were there landmarks that they recognized?Whatelse do the students know about Paris? This is a good opportunity to talk more aboutFrenchculturesoutsideofCanada.
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Lesson#47-RévisiondesadjectivesAdjectiveReview
Grade4FSL Duration:30minutesSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.4,2.14 Thestudentswillbeabletouseadjectivestodescribethemselves.
Formativeassessmentofself-portrait.
PreparationRequired:Printoff“SelfPortrait”sheets,printoffandcutout“AdjectiveMatchingGame”(oneforthewholeclass).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Todaywearegoingtodoabitofreviewaboutadjectives.Pre-task:Reviewthedifferencebetweenmasculineandfeminineadjectives-cananyoneremember?Forfeminineadjectivessometimesweaddan‘e’attheend,andsometimeswechangetheending.Ex:Patientvs.patiente,sportifvs.sportive,travailleurvs.travailleuse.Next,giveeachstudentoneadjective(makesureyou’vemixedthemup),andthenstudentsmustgoaroundtheclasstryingtofindtheirmatchingEnglishorFrenchadjective.Task(Duration:25minutes):Forthetaskstudentsmustchooseatleast5adjectivestodescribethemselves.Ex:Jesuissportif/sportive.Studentsmustpayattentiontousingtheappropriatemasculineorfeminineadjective.Oncestudentshavefinisheddecidingwhichadjectivesbestdescribethemselves,askstudentstoputtheadjectivesinorderfromtheirmostdominanttotheirleastdominantquality.Post-task(Duration:5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• Havestudentssharetheirself-portraitwithaclassmate
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Lesson#48-Projetfinal:Quisuis-je?FinalProject:WhoAmI?
Grade4FSL Duration:3hours(over3ormoredays)
SpecificLearnerOutcomes:
LearningObjective:
Assessments:
1.2,1.4,2.14,2.15,4.1,4.4 Thestudentswillbeabledescribethemselves.Thestudentswillbeabletoguessmeaningfromclues.
Summativeassessmentof‘WhoAmI’poem.Formativeassessmentofstudentanswersforpoems.
PreparationRequired:Prepareyourown‘Quisuis-je’RansomNoteriddle,printoff“Quisuis-jeGuessingPage,”andblankcopiesofthe“RansomNoteQuisuis-je”(oneforeachstudent).
Forthisactivity,youwillneedtofillouttheRansomNote(whichincludestheanswerstoyoursentencestarters).Ifyoucan,getanotherteacheroradministratorinvolvedbyhavingthemfillouttheinformationintheransomnote.Beforethestudentsentertheclassroom,removeanitemthatstudentswouldnoticeismissing.Initsplace,leavethe“RansomNote.”Whenstudentsentertheclass,tryanddirecttheirattentiontothemissingitemandtheRansomNote.
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:Anobjectfromtheclassismissing,andsomebodyleftaransomnote!Let’sreadittogethertofindoutifwecanfigureoutwhostoletheobject!Pre-task(10minutes):Asaclass,youwillreadtheransomnotetogether.Ateachline,makesurestudentsunderstandtheinformationthatisgiven(thisshouldbeareviewforthestudents,astheyhaveseenandworkedwiththisvocabularyallyear).Canyouguesswhostoletheobject?Havestudentsdoa“Think-Pair-Share”toseeiftheycanguesswhothethiefis!Asaclass,seeifyoucanfigureoutwhotooktheobject!Task(2-2.5hoursovermultipleperiods):Now,thestudentsaregoingtocreatetheirownQuisuis-jeriddle.Passoutacopyoftheransomnotetoeachstudent,asthiswillhelpguidethemwhiletheyarecreatingtheirownsentences.Thestudentswillneedtocreateaminimumof10sentencesfortheirriddle.Theymustalsobesurenottogivetoomuchaway,aswewillallbeguessingwhoseriddleiswho’sattheendofthisassignment.Studentsareencouragedtousetheirpersonaldictionariestohelpthemcreatetheirsentences.Studentswillneedtowritetheirsentencesdownonapieceofpaperfortheirroughdraft.
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Whenyouhavecheckedovertheirsentencestomakesuretheyarecorrect,thestudentswillthencreatetheirgoodcopy.Itisagoodideatohavestudentstypetheirriddlesonthecomputer.Thisway,nobodywillbeabletorecognizeanybody’shandwriting.Studentsshouldfollowthesametemplateasthe“RansomNote.”Post-task(30minutes-1hour):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
Thepost-taskforthislessonmightaddressthefollowing:
• During the post task, studentswill do a gallerywalk. Youwill display the good copies of thestudents’ riddles around the classroom. You will want to number each riddle so that thestudentscaneasilyrecordtheirguessesonthe“Quisuis-jeGuessingSheet.”
• During thegallerywalk, studentswill take theirguessingsheet,and read througheach riddle.Basedontheinformationintheriddles,theywillwritedownthenameofthepersontheythinkwrotetheriddle.
• Attheend,studentswillsharetheirguesses. • Hereare somegooddiscussionquestions toask the students:Was itdifficult toguess?What
informationledyoutobelieveitwasaparticularstudent?
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Lesson#49-Célébrationd’apprentisageCelebrationofLearning
Grade4FSL Duration:1hourSpecificLearnerOutcomes:
LearningObjective:
Assessments:
2.15,4.6 ThestudentswillbeabletoreadsentencesaloudinFrench.
Summative(orformative)assessmentofpronunciationofpoems.
PreparationRequired:Havestudents’LanguagePortfoliosreadytobefilledin.Haveatabletreadysothatstudentscanrecordtheir‘Quisuis-je’poems.Setupstationswherestudentscandoavarietyofactivities(GoFish,BINGO,memorygames,crossword,etc.).
Introduction(5minutes):Hook/Attentiongrabber:Bonjour,commentçava?Quelleestladate?Quelleheureest-il?Queltempsfait-il?Introduction:TodaywearegoingtocelebratealloftheFrenchwelearnedthisyear.Wearegoingtolookatsomeoftherecordingsfromthroughouttheyear,andfinishfillinginourLanguagePortfolios.Pre-task(15minutes):Havestudentscometogethertolookatsomerecordingsofstudentsfromtheyear.PassoutLanguagePortfoliosandhavestudentsfillintheiraccomplishments.Studentswillbeabletoseehowmuchprogresstheyhavemade,andseehowmuchFrenchtheyhavelearned.Task(25minutes):Onebyone,havestudentsgointoaquietareaandrecordtheir‘QuiSuis-Je’poemonthetablet(forSummativeAssessment).Whileotherstudentsarewaitingtorecordonthetablet,theycangotothedifferentactivitycenters(GoFish,BINGO,memorygame,crosswordetc.)setuparoundtheroom.Post-task(5minutes):Duringthepost-task,itisuptoyouastheteachertodeterminewhatelementsstudentsstruggledwithorwerebroughtupinthetask.Examplesincludevocabulary,pronunciation,orgrammaticalelements.
Thepost-taskisalsoagreattimetohavestudentssharetheiraccomplishmentsfromthetask.
• Thisisagreatopportunitytotalkabouttheyear,andhowthestudentsfeelaboutlearningFrench.Didtheyenjoyit?Whyorwhynot?Whatwouldtheydodifferently?Whatdidtheylikethemost?
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GeneralOutcomes:Grade4FSL
GLO1Communication:StudentswillusetheirknowledgeofFrenchtounderstandand/ortoexpressamessageeffectivelyinvarioussituationsforavarietyofpurposes.
GLO2Language:Studentswilluse,withaccuracy,knowledgeoflinguisticelementsoftheFrenchlanguagetofulfilltheircommunicativeintents.
GLO3Culture:StudentswillusetheirknowledgeofdifferentFrancophoneculturesandtheirownculturetobeabletointeractappropriatelywithinthesecultures.
GLO4LanguageLearningStrategies:StudentswillusetheirknowledgeofstrategiestoenhancelearningandtocommunicateinFrench.
GLO1Communication
SLO1.1ListeningComprehension:demonstrateunderstandingofkeywordsandideascontainedinsimple,concreteoraltextsbyrespondingwithphysicalactions;byansweringinEnglish;byusinggraphicrepresentations,yes/nostatements,simpleidentificationatthewordlevelorglobalexpressionsSLO1.2ReadingComprehension:demonstrateunderstandingofkeywordsandideasinsimple,concreteadaptedorauthenticwrittentextsbyrespondingwithphysicalactionsorbyunderlining,highlighting,matching,drawingorusingEnglishSLO1.3OralProduction:expresssimpleoralmessagesbyusinggestures,onewordutterances,memorizedglobalexpressionsorsimple,concretesentencesbasedonavailablemodelsSLO1.4WrittenProduction:expresssimplewrittenmessagesbycopying,labelling,substitutingwordsorusingsimpleconcretesentencesbasedonavailablemodels.GLO2LanguageKnowledgeofLanguageConceptsSLO2.1associateeachletterofthealphabetwithitscorrespondingsoundSLO2.2•state,orallyintheirownwords,thatanounisawordthatnamesaperson,placeorthing(concreteorabstract)SLO2.3•state,orallyintheirownwords,thatnounscanbesingularorpluralSLO2.4•state,orallyintheirownwords,thatnounsinFrenchareeithermasculineorfeminine
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SLO2.5•state,orallyintheirownwords,thattherearetwogroupsofarticles—definiteandindefiniteSLO2.6•state,orallyintheirownwords,thatanadjectiveisawordthatdescribesaperson,placeorthingSLO2.7•statethattherearethreedifferentwordstoindicateownershipfor“my”(mon,ma,mes)and“your”(ton,ta,tes)SLO2.8•state,orallyintheirownwords,thatprepositionsofplacearewordsthatindicatethepositionofaperson,placeorthinginrelationtoanotherperson,placeorthingSLO2.9•state,orallyintheirownwords,thataverbisawordthatnamesanactionorastateofbeing(e.g.,sauter,être)SLO2.10•statethatvoiciandvoilàareusedtopointoutapersonorathingSLO2.11•distinguishastatementfromaquestionSLO2.12•statehowtoformaquestionfromastatementusingintonation
SLO2.13•statehowtoformaquestionfromthestructureEst-ceque…
KnowledgeofVocabulary
SLO2.14demonstrateanunderstandingofvocabularyassociatedwith:–introductions–greetings–leave-taking–politeness–stateofbeing–approvalorpraise–classroomroutines–importantpeopleintheclassroom–elementarystudentschoolsupplies–elementaryclassroomsuppliesandfurniture–numbers0–69–symbolsforthefourarithmeticoperations(+,–,x,÷)–measurement–selected2-and3-dimensionalshapes–age–partsofthebody–physicalandpersonalitytraits–likesanddislikes
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–familymembers–familypets–daysoftheweek–monthsoftheyear–dates–seasons–statutoryholidays–weather–temperature–anAlbertawintercelebration–holidaygreetingsandwishes–commonholidaysymbols–basiccolours–questions–placeorposition
ApplicationofVocabularyandLanguageConcepts
SLO2.15usethefollowinglinguisticelements,mainlyorallyandsometimesinwrittenform,inmodelledsituations,tocommunicateasimplemessage:–namesofthelettersoftheFrenchalphabet–vocabularyformakingintroductions(e.g.,Jete/vousprésente…/C’estmonamiJohn./Commentt’appelles-tu?Jem’appelle…/Monnomest…)–greetings(e.g.,Bonjour,madame./Salut,Peter.)–leave-takingexpressions(e.g.,Aurevoir,monsieur./Àdemain.)–expressionsofpoliteness(e.g.,Merci,John./S’ilvousplaît./Excusez-moi.)–selectedquestionsandexpressionsrelatedtostateofbeing(e.g.,Commentçava?Çava(très)bien./Pasmal.)–vocabularyassociatedwithapprovalandpraise(e.g.,C’estcorrect./Bien!/Bravo!)–vocabularyassociatedwithclassroomroutinesandinteractions(e.g.,Est-cequejepeuxallerauxtoilettes?/Répétez,s’ilvousplaît.)–vocabularyrelatedtoimportantpeopleinstudents’schoollife(e.g.,ami(e),professeur,camaradedeclasse,directeur/directrice)–vocabularyforelementaryschoolsupplies,classroomsuppliesandclassroomfurniture(e.g.,deuxstylosbleus,unebrosseetdelacraie/C’estunpupitre.)–thenamesofthenumbers0–69–wordsrelatedtothesymbolsneededforarithmeticoperations(plus[+],moins[–],multipliépar[x],divisépar[÷],font[=])–writtennumberwords0–31–thenamesfortheunitsofmeasurementmmandcm–vocabularyforselectedshapes(e.g.,untriangle,unrectangle,uncône)theexpressionforage(e.g.,J’aineufans.)–vocabularyforpartsofthebody(e.g.,lamain,latête)–vocabularyrelatedtophysicalandpersonalitytraits(e.g.,petit,grand,
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fort,joli,intelligent,honnête,sympa,yeuxbruns)–vocabularyassociatedwithlikesanddislikes(e.g.,J’aimelesoccer./Monpèredétestelevert./Macouleurpréféréeestlebleu.)–vocabularyforfamilymembers(e.g.,monpère,masoeur)–thenamesofcommonfamilypets(e.g.,unpoissonrouge,unechienne)–thenamesofthedaysoftheweek–thenamesofthemonthsoftheyear–thedate–theordinalnumberpremier–thenamesoftheseasons–thenamesofCanadianstatutoryholidays(e.g.,lafêteduCanada/l’Actiondegrâces)–commonweatherexpressions(e.g.,Ilpleut./Ilfait(du)soleil.)–expressionsoftemperature(e.g.,Latempératureestde22°C./Ilfait–10°C.)–vocabularyassociatedwithanAlbertawintercelebration(e.g.,cabaneàsucre)–thenamesoftraditionalholidays(e.g.,laSaint-Valentin)–thecoloursassociatedwiththeseholidays(e.g.,laSaint-Valentin–lerougeetleblanc)–symbolsassociatedwiththeseholidays(e.g.,unefleur/unerose,cupidon)–vocabularyrelatedtospecificholidaygreetingsandwishes(e.g.,Bonnefêtedesmères!)–vocabularyforbasiccolours(e.g.,lerouge,l’orange,lebleu)–indefinitearticles(un,une,des)–definitearticles(le,la,les)–prepositionsofplace(e.g.,dans,sur,devant,derrière)–thepossessiveadjectivesmon,ma,mes,ton,ta,tes(e.g.,C’estmarègle./C’esttonami?)–theprepositionsvoiciandvoilà–singularformsoftheverbavoir(e.g.,J’aiunstylo./Tuasuncrayon?)–singularandthirdpersonpluralformsoftheverbêtre(e.g.,Lelivreestbleu./Jesuisunélève./MmeBrownestprofesseure./Mescamaradesdeclassesont…)–singularformsoftheverbmesurer(e.g.,Lagommemesure60mm.)–singularformsoftheverbaimer–singularformsoftheverbadorer–singularformsoftheverbdétester–theexpressionilya(e.g.,Ilyauntableaudanslasalledeclasse.)–routinequestions(e.g.,Qu’est-cequec’est?/Queltempsfait-il?/Queljourest-ce?/Quiest-ce?)–questionsformedwithintonationandEst-ceque…–correctpronunciationofknownwords.
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GLO3Culture
GLO3.1identifyreasonsforlearningasecondlanguageandmorespecifically,FrenchGLO3.2•recognizethatlearninganotherlanguageanddevelopingknowledgeaboutotherculturesisalifelonglearningprocessGLO3.3•recognizeelementsofFrancophoneculturesintheclassroomGLO3.4•recognizethatthereareoftenequivalentsinFrenchforcommonEnglishfirstnames(e.g.,Pierre=Peter;Marie=Mary)GLO3.5•recognizethatthesong“HappyBirthday”variesfromculturetoculture(e.g.,BonnefêteinCanada/JoyeuxanniversaireinFrance/GensdupaysinQuébec)GLO3.6•identifyFrenchsongs,nurseryrhymesorcountingrhymes(e.g.,Savez-vousplanterleschoux?)GLO3.7•beabletoidentify,inEnglish,–examplesofFrenchusedintheimmediateenvironment(e.g.,bilingualinformationonlabels,bilingualdictionaries)–thefactthatcalendarsinFrancetypicallydisplayMondayasthefirstdayoftheweekGLO3.8•statethattuandvousareusedtoaddresspeopleinspecificsocialsituations(e.g.,Commentt’appelles-tu?vsCommentvousappelez-vous?)GLO3.9•recognizethatwordprocessingprogramsareavailableinFrenchGLO3.10•demonstrateawarenessofthefollowingculturalcharacteristicsoftheFrenchlanguage:–greetings–leave-takingexpressions–addressingpeople–thedate–theabbreviationforpremier(1er)–daysoftheweekandmonthsoftheyear–metricmeasurements–age–measurementoftemperatureindegreesCelsius.
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GLO4LanguageLearningStrategies
ComprehensionStrategiesGLO4.1•developandusecomprehensionstrategiestofacilitatetheunderstandingofanoralorwrittenmessageGLO4.2–guessthemeaningofanunknownwordorexpression–usevisualclues(e.g.,pictures,gestures,illustrations)andauditoryclues(e.g.,streetnoises,intonation,sighs)–associateagesture,asymboloranillustrationwithamessage–identifycognates(e.g.,forest–forêt;carnival–carnaval)–identifywordfamilies(e.g.,étudiant,étude,étudier)–activatepriorknowledgeandexperiences–predictwhatinformationatextmaycontain–activatefirstlanguagelisteningandreadingskills–representmeaningbyusingmentalimages,illustrationsorgraphicrepresentations–userepetition(e.g.,listenagaintoatextorrereadatextthatiscausingdifficulty)GLO4.3–participatewillinglyinFrenchlanguagelearningexperiences–taketherisktolistentoorreadanewtextinFrench–askquestions,inthefirstlanguage,toclarifyorverifythatamessagehasbeenunderstood–tolerateambiguity—acceptthatitisnotnecessarytounderstandeverywordinordertogleanmeaning–collaboratewithotherstobuildconfidenceandexchangeinformationGLO4.4–focusattentionontheactivitytobecarriedout–activatepredictionskillsbasedonpreviousknowledgeandexperience–verifypredictions–focusattentionontherequiredinformation–focusattentiononwhatisknownandignorewhatisunknownProductionStrategiesGLO4.5•developanduseproductionstrategiestoproduceasimpleoralorwrittenmessageGLO4.6–repeataword,anexpression,apattern,apresentation,etc.,silentlyoraloud–usemodelstocreateasimilartext–usereferencematerials(e.g.,vocabularyandexpressionspostedintheclassroom)–activatepriorknowledgeandexperiences–prepareadraftofthemessage
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–findadifferentwayofconveyingamessage(e.g.,gestures,drawing,pointingtoanexample,usingadifferentwordorexpressiontoapproximatemeaning)
GLO4.7–taketherisktosayorwritesomethinginFrench–askquestionstoclarifyunderstanding–askthespeakertorepeatthemessage–askthespeakertoexplainwhatwassaid–askthespeakertospeakmoreslowly–encourageclassmatesusingexpressionsofapprovalorpraise(e.g.,Bravo!)–askthespeakertospelloutordrawtheunknownword–indicatetothespeakerthatthemessagewasnotunderstood–usefacialexpressionsormimetogetthemessageacross–seekassistancefromtheteacherorapeertoclarifyinstructions,wordmeaning,etc.–collaboratewithotherstobrainstorm,resolveproblems,rehearseandcommunicatemessagesGLO4.8–readinstructionsthoroughlybeforebeginningatask–askforclarificationofataskbeforebeginning–developaplan,inEnglish,tocompleteaclassproject(e.g.,createatimelineforcompletingresearchorforthepreparationofapieceofwritingorartwork)–usechecklists,writteninEnglish,toverifythework–reflectonandarticulate,inEnglish,whattheyhavelearnedandcandemonstrateinFrench–articulatetheirunderstandingofthegrade-specificKnowledgeofLanguageConceptsMemoryStrategiesGLO4.9•developandusememorystrategiestolearn,retainorrecallvocabularyorgrammaticalstructures–combinenewlearningofvocabularywithpreviouslylearnedvocabulary–practiseaword,anexpressionoragrammaticalpattern–repeatanewwordorexpression,silentlyoraloud–repeatanewwordsilentlyandassociateitwithanimage–repeatanewwordsayingthelettersorsyllablesthatmakeuptheword–usephysicalactionsinconjunctionwithnewvocabulary–createarhymeorasongtohelpremembervocabulary,expressionsorgrammaticalrules.
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Que préfères-tu?
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_________________ ou _________________
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Bonjour!
Le tableau
Je m’appelle…
Le tapis
Au revoir
Le Québec
Les étudiants
Bilingue
L’enseignant(e)
Ça va mal.
Allez-y!
Poutine
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Ça va bien!
La porte
Une fenêtre
Un pupitre
Puis-je aller à la toilette?
Puis-je aller boire de l’eau?
S’il-vous plait
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Classroom Labelling List Lesson 5
Print off, and give each student a word to label. You may be required to give multiple students the same word. (multiple word lists are provided below)
le tableau la chaise le pupitre le bureau le tapis l’ordinateur l’horloge la fenêtre la porte la carte le calendrier l’étagère la poubelle le babillard le recyclage l’horaire la téléphone
le tableau la chaise le pupitre le bureau
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le tapis l’ordinateur l’horloge la fenêtre la porte la carte le calendrier l’étagère la poubelle le babillard le recyclage l’horaire la téléphone
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur orange Un livre bleu Un crayon Un cahier vert Un feutre jaune Une taille crayon Un stylo rouge Du papier rose Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur violet Un livre rouge Un crayon Un cahier jaune Un feutre orange Une taille crayon Un stylo noir Du papier vert Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur jaune Un livre vert Un crayon Un cahier rouge Un feutre rose Une taille crayon Un stylo bleu Du papier orange Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur vert Un livre orange Un crayon Un cahier bleu Un feutre rose Une taille crayon Un stylo rouge Du papier jaune Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur rouge Un livre jaune Un crayon Un cahier rose Un feutre bleu Une taille crayon Un stylo noir Du papier vert Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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Chasse au trésor! Scavenger Hunt
In your group, collect these items:
Un crayon de couleur rose Un livre violet Un crayon Un cahier rouge Un feutre vert Une taille crayon Un stylo bleu Du papier orange Un cartable Une gomme Des ciseaux Un bâton de colle Un sac à dos Une règle
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An eraser
A pencil crayon
Scissors
A book
A glue stick
A pencil
A backpack
A notebook
A ruler
A marker
Des ciseaux
A pencil sharpener
Un bâton de colle
A pen
Un sac à dos
Paper
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Une règle
A binder
Un cahier
Un crayon de couleur
Un feutre
Un livre
Une taille crayon
Un crayon
Un stylo
Un cartable
Du papier
Une gomme
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quatre
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Video for Beginner French Module
Les numéros de 1 à 20 - https://www.youtube.com/watch?v=pWImW4lfulk
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les anniversaires QUELLE EST LA DATE DE TON ANNIVERSAIRE?
>janvier>
>février>
>>>mars>>>
>>avril>>
>>>mai>>>
>>>juin>>>
Ex: Bob Smith- le 13 janvier
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>juillet>
>>>août>>>
>septembre>
>octobre>
>novembre>
>décembre>
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Janvier
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Fevrier
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Mars
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Avril
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Mai
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Juin
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Juillet
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Aout
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
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Septembre
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
172
Octobre
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
173
Novembre
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
174
Decembre
sept un dix-neuf dix vingt-deux
vingt-quatre
quinze
cinq treize trente seize trois onze vingt-sept
vingt vingt-trois
neuf trente et
un douze quatre
vingt et un
quatorze six vingt-six vingt-neuf
dix-huit vingt-huit
vingt-cinq
dix-sept huit deux
Samedi Lundi Mercredi Dimanche Vendredi Mardi Jeudi
175
Nom:
Les personnes
Match the French word with the corresponding English term.
a) Je
b) Tu
c) Il
d) Elle
e) Nous
f) Vous
g) Ils
h) Elles
1) She
2) I
3) He (or it)
4) You (one person)
5) We
6) They (all girls)
7) You (group of people)
8) They (all boys or mixed group)
176
Il fait comme si
comme ça.
Il fait beau.
Il fait du vent.
Il fait du soleil.
177
Il fait frais.
Il fait froid.
Il y a des feuilles
jaunes et brunes.
Il y a des nuages.
178
Elle joue au
baseball.
Il joue dans les
feuilles.
Il fait de la pêche.
Elle joue dans un
labyrinthe
De maïs.
179
Elle fait une
citrouille
d’halloween.
Il fait du vent.
Il fait du soleil. Il fait beau.
180
Il fait comme si comme ça. Il fait frais.
Il fait froid. Il y a des nuages.
181
Elle joue au baseball. Il y a des feuilles jaunes et brunes.
Elle joue dans un labyrinthe de maïs. Il joue dans les feuilles.
182
Il fait de la pêche. Elle fait une citrouille d’halloween.
183
Il fait du vent. Il fait froid. Elle fait une citrouille
d’halloween. Il y a des feuilles rouges.
Il fait beau. Il fait du soleil. Il joue au baseball. Il y
a des feuilles jaunes.
Il fait du soleil. Il y a des nuages. Il fait frais. Il fait
de la pêche. Il y a des feuilles oranges.
Il fait du vent. Il fait frais. Elle joue dans les
feuilles brunes.
184
Winter Holidays
1. Noël
2. Noël ukrainien
3. Nouvel an
4. Nouvel an chinois
5. Jour de famille
6. Jour de souvenir
7. Les décorations
8. Un arbre de noël
9. Des cadeaux
a. Remembrance Day
b. New Year's
c. A Christmas tree
d. Ukranian Christmas
e. Gifts
f. Christmas
g. Family Day
h. Decorations
i. Chinese New Year
New words that I learned:
185
Moi et ma famille, Dans ma famille
Dans notre class Chaque année
nous célébrons nous avons
beaucoup de traditions.
peu de traditions.
des décorations. un arbre de noël.
avec beaucoup de nourriture.
avec des cadeaux.
186
avec des chocolats.
le Noël ukranien.
le Noël. le Hanukkah.
le Kwanzaa. le nouvel an.
le nouvel an chinois.
le jour de St. Valentin.
le jour de famille. le jour de souvenir.
le solstice d`hiver. `Boxing Day``
187
de la dinde.
188
Les traditions
What is a tradition? Sort the list by cutting and gluing them under the columns below as “Un tradition” or “Pas un tradition”.
Chaque année on mange de la dinde. Nous faisons du toboggan.
Chaque hiver nous célébrons le jour de famille.
Tous les jours de St. Valentin nous avons des chocolats.
Chaque noël moi et ma famille jouons au hockey.
Nous avons des décorations.
Nous avons beaucoup de nourriture. Tous les nouveaux ans chinois nous
avons des cadeaux.
Nous célébrons le Noël. Chaque année nous avons un arbre
de noël.
Are there any other things you can add to the list of traditions?
Un tradition Pas un tradition
189
Nom :
Nos traditions-Our traditions
What winter holidays do we celebrate?
Le noël
Noël ukrainien
Le hannukah
Le nouvel an
Le nouvel an chinois
Le Kwanzaa
Le jour de St. Valentin
Le jour de famille
Le jour de souvenir
Le solstice d’hiver Other winter holidays and celebrations:
Do we have any traditions?
Yes No What are some of our traditions?
190
Mes phrases
Mes phrases
191
Québec vs. Canada
Can you tell which of these traditions happen across Canada
and which of these are Quebecois?
Québec Canada
Un arbre de noël
La tortière
Père noël
Les cadeaux
Le réveillon
Hannukah
La bûche de noël
Manger de la dinde
La guignolée
Être avec la famille
La benediction paternelle
192
How do you make maple taffy? Number each step from “un
à huit” so that you can have the recipe in the right order to
make maple taffy!
Le sirop d’érable est chaud.
J’ai du sirop d’érable.
J’attends.
Je mange ma tire!
Il y a de la neige.
J’utilise un bâton de glace.
J’ai une tire.
Le sirop d’érable chaud est sur la neige.
193
Que préfères-tu? – Party Survey
Write down four activities you would like for the winter party
Now ask your classmates which one they prefer
Nom
(Name)
Préférence (Preference)
194
195
196
Winter Project Outline In groups of two, you will plan an indoor winter party and an outdoor winter party. Here’s what you will do:
1. Party Survey: You will come up with 4 party activity ideas (your dictionary might help you here!). Next, you will survey your classmates, asking them which activity they would prefer to do. Record your answers on your survey sheet.
2. Party Planning: Based on the results from your survey, you will plan your winter parties. You do not have to use the results from your survey, but it might be a good idea!
a. You will need to plan 2 different parties. 1 party that can be held outdoors, and 1 party that can be held indoors.
b. You and your partner will write down your party plans in sentences. You will need to write a rough draft first, to make sure that your sentences are correct. You will need to write 4 sentences for each party. Here are a few sentence starters to help:
On va faire On va jouer On va boire
**Be sure to use your “Dictionnaire Personnel” to help you create your sentences. **
3. Poster: Now that your sentences are complete, you will write them on a poster and include drawings that illustrate your winter party ideas.
197
198
199
#1
Par:
#2
Par:
200
#3
Par:
#4
Par:
201
#5
Par:
#6
Par:
202
#7
Par:
#8
Par:
203
#9
Par:
#10
Par:
204
#11
Par:
#12
Par:
205
#13
Par:
#14
Par:
206
#15
Par:
#16
Par:
207
#17
Par:
#18
Par:
208
#19
Par:
#20
Par:
209
#21
Par:
#22
Par:
210
#23
Par:
#24
Par:
211
#25
Par:
#26
Par:
212
#27
Par:
#28
Par:
213
#29
Par:
#30
Par:
214
Classroom Crossword
#1 #16
#2 #17
#3 #18
#4 #19
#5 #20
#6 #21
#7 #22
#8 #23
#9 #24
#10 #25
#11 #26
#12 #27
#13 #28
#14 #29
#15 #30
215
Nom:
Which sentence doesn’t belong?
For each set of sentences below, which sentence is different than the rest? Can you explain why?
Je m’appelle Jacques.
Ça va bien, merci. Et vous?
Voici un crayon bleu.
Bonjour, comment ça va?
Voici des ciseaux.
Il y a 3 livres.
J’ai un sac à dos.
Il y a de la neige.
Nous célébrons le nouvel an.
Il joue au baseball.
Il y a des décorations.
Chaque année on mange la dinde.
216
Beau
Grande
Sportive
Calme
217
Patient
Sérieux
Mignon
Blond
218
Travailleur
Créative
Joli
Fier
219
Belle
Grand
Intelligent
Patiente
220
Sérieuse
Gentil
Vielle
Drôle
221
Positive
Forte
Généreux
Passionnée
222
Intelligente
Courageux
Gentille
Blonde
223
Fort
Travailleuse
Jolie
Amusant
224
Petit
Jeune
Timide
Fière
225
Mignonne
Créatif
Amusante
Positif
226
Courageuse
Sympathique
Sportif
Petite
227
Vieux
Généreuse
Aimable
Passionné
228
229
230
Fâché(e)
Triste
Calme
Fatigué(e)
Frustré(e)
Confus(e)
Effrayé(e)
Choqué(e)
Mal à l’aise
Ennuyé(e)
Heureux(Heureuse)
Nerveux(Nerveuse)
231
Qui est le premier
ministre?
Qui est un étudiant?
Quel est ton
couleur préféré
Justin Trudeau est le premier ministre.
Je suis un étudiant.
Mon couleur préféré est le
rouge.
232
Qu’est-ce que tu fais?
Quel est la date?
Quel est ton personnalité?
Je fais de la pêche.
Aujourd’hui c’est le seize novembre.
Je suis intelligente et courageuse.
233
Qu’est-ce que tu as?
Quand est ton anniversaire?
Quand est l’halloween?
J’ai un stylo vert.
Mon anniversaire
est le cinq septembre.
L’halloween est le
trente et un octobre.
234
Qu’est-ce que tu joues?
Quel est ton numéro préféré?
Qui a mon cahier?
Je joue au basketball.
Mon numéro préféré est vingt-
cinq.
Jacques a ton cahier.
235
Qui joue au baseball?
Quand est l’automne?
Qui parle le français?
Francine joue au
baseball.
L’automne est en octobre.
Je parle le français!
236
237
Le Quotidien Édition: Célébrités
Autographe:
Interview #1
Nom :
Interview #2
Nom :
Interview #3
Nom :
Voici .
Il/elle est .
Il/elle a ans.
Son couleur préféré est le .
Son personnalité est .
238
Memory- La famille
Père
Frère
Grand père
Mère
239
Grand mère Soeur
Tante
Demi-soeur
Cousin/Cousine
Oncle
240
Tuteur/Tutrice
Demi-frère
Beau-père
Guardian Cousin
Belle-mère
241
Mom Brother
Dad
Grandma Grandpa
Sister
242
Uncle Aunt
Step-mom
Half brother
Step-dad
Half sister
243
Nom :____________________________
Ma famille Voici _________ __________________________ . (mon/ma) (membre de la famille)
__________ s’appelle ______________________________ . (Il/Elle) (nom)
Son anniversaire est le _______ ____________________ . ( # ) ( mois)
Sa couleur préférée est le ____________________ . (couleur)
________ est ______________________ et ____________________ . (Il/Elle) (adjective) (adjective)
244
Nom:
Relationship:
Son anniversaire (birthday):
Sa couleur preferee:
Nom:
Relationship:
Son anniversaire (birthday):
Sa couleur preferee:
245
Likes and Dislikes Worksheet Read each of these phrases carefully. Write down “J’aime” or “Je n’aime pas” in the right hand column. Write “J’aime” for the ones that you like Write “Je n’aime pas” for the ones that you dislike
la couleur bleu
la couleur jaune
la couleur rose
l’hiver
l’été
l’automne
le printemps
le mois de septembre
le Noël
les vendredis
les lundis
jouer au baseball
246
faire de la pêche
jouer aux cartes
faire des batailles de boules
de neige
faire du toboggan
faire du patinage
le chocolat
les cheveux longs
les yeux bruns
les cheveux bouclés
247
Les directions et l’endroit
Directions and Location
248
Les directions et l’endroit
Directions and Location
249
Les directions et l’endroit
Directions and Location
250
Les directions et l’endroit
Directions and Location
251
Il fait du soleil
Il y a des fleurs
Il joue dans les flaques
Il pleut
Elle joue au frisbee
Il fait du vent
Je fais de la raquette
Je vais au zoo
Il fait beau
Je fais de la bicyclette
Il y a une tempête
Je joue dehors
Je joue à la marelle
Je fais du jardinage
Il grêle
Nom :
Date:
Le printemps Spring
« Odd one Out »
Read each group of sentences. Circle or underline the sentence that doesn’t belong with the others.
252
GO FISH-PIOCHE
Les activités de printemps-Spring Activities
Directions Print 6 copies for one full card set.
Print on cardstock
253
un pique-nique
le parc
la bicyclette
le soccer
la marelle
le frisbee
le jardinage
le zoo
les flaques
254
Nom :
Date :
Les activités de printemps Spring Activities
Verb Sorting Activity
Match the activity with the correct verb
La banque de mots - Word Bank
La marelle Un piquenique La bicyclette
Le jardinage Le zoo Le soccer
Le frisbee Les flaques
Le parc
jouer aller faire
255
Nom:
Date: Quelle heure est-il?
What time is it?
Il est cinq heures Il est midi Il est douze heures et trente Il est six heures Il est deux heures Il est sept heures et quart Il est neuf heures moins quart Il est huit heures moins quart Il est trois heures et demie
Images from google.com
256
Lesson 36 – Les fêtes et célébrations Holidays and Celebrations
A Day at Heritage Fest
1. À neuf heures je mange le petit déjeuner.
2. À dix heures et demi je fais de la bicyclette jusqu’au centre-ville.
3. À midi je fais un pique-nique avec mes amis.
4. À une heure je vais au parc.
5. À deux heures moins quart je mange de la crème glacée.
6. À deux heures je vais à un concert de musique.
7. À trois heures et quart je mange de la Bannock.
8. À quatre heures je vais à la maison.
9. À cinq heures et demi je mange le souper.
10. À huit heures, je bois du thé, et je lis un livre.
257
Lesson 36 – Les fêtes et célébrations
Holidays and Celebrations Sample Itinerary: Teacher’s Copy (with English translations)
A Day at Heritage Fest 11. À neuf heures je mange le petit déjeuner. – At nine o’clock, I eat breakfast. 12. À dix heures et demi je fais de la bicyclette jusqu’au centre-ville. – At ten thirty, I
ride my bike to downtown. 13. À midi je fais un pique-nique avec mes amis. – At noon, I have a picnic with my
friends. 14. À une heure je vais au parc. – At one o’clock, I go to the park. 15. À deux heures moins quart je mange de la crème glacée. – At quarter to two (one
forty-five), I eat ice-cream. 16. À deux heures je vais à un concert de musique. – At two o’clock, I go to a music
concert. 17. À trois heures et quart je mange de la Bannock. – At quarter after three, I eat
Bannock. 18. À quatre heures je vais à la maison. – At four o’clock, I go to my house. 19. À cinq heures et demi je mange le souper. – At five thirty, I eat supper. 20. À huit heures, je bois du thé, et je lis un livre. – At eight o’clock, I drink tea and I
read a book.
258
Nom: Date:
Québecois Matching Worksheet
La Fête de la St. Jean Baptiste
Match the French term to the correct English term 1. Francophone
2. Bilingue
3. La Fête Nationale
4. La poutine
5. Les prairies
6. Nation dans une Nation
7. Les montagnes Rocheuses
8. Passionné(e)
9. Fier/fière
10. La cabane à sucre
11. La tourtière
12. Le Fleurdelisé
13. Une feuille d’érable
14. Le sirop d’érable
15. Les maritimes
16. Bleu et blanc
17. Rouge et blanc
A. The Maritimes
B. Sugar Shack
C. Passionate
D. Francophone
E. Red and white
F. Tourtière
G. Québec flag
H. Bilingual
I. The Rocky Mountains
J. National holiday
K. Blue and white
L. Nation within a Nation
M. Poutine
N. Maple Syrup
O. Proud
P. Maple leaf
Q. The Prairies
259
Words that describe Québec
Mots Pourquoi?
260
Spot the Differences
261
Spot the Differences
262
Nom: Date:
La Négation – Negation
Write the affirmative or negative sentence below.
Ex: Il y a des nuages Il n’y a pas de nuages
1. Il fait beau.
2. Je n’aime pas la poutine.
3. Il ne joue pas au football.
4. Elle mange de la crème glacée.
5. Il ne pleut pas.
6. J’aime faire du camping.
7. Il va à la piscine.
8. Elle n’aime pas le melon-d’eau
9. Il y a un orage.
10. Il ne fait pas très chaud.
263
Can you spot a pattern? Write down your own rule for using negation.
264
Nom:
Date:
Dans la salle de classe Unscramble the following words:
un lievr
nu canyor
nu iercah
un efrtue
nu stlyo
nu rapiep
un realabct
enu mmego
des sicxeau
lse dtnatuési
l’ ntenginsae
el eablatu
el iupeprt
265
Nom :
Date :
Q & A Matching Review
1. Qui est le premier ministre?
2. Qui est un étudiant?
3. Quel est ton couleur préféré?
4. Qu’est-ce que tu fais?
5. Quel est la date?
6. Quel est ton personnalité?
7. Qu’est-ce que tu as?
8. Quand est ton anniversaire?
9. Quand est l’Halloween?
10. Qu’est-ce que tu joues?
11. Quel est ton numéro préféré?
12. Qui a mon cahier?
13. Qui joue au baseball?
14. Quand est l’automne?
15. Qui parle le français?
A. L’automne est en octobre.
B. Je joue au basketball.
C. J’ai un stylo vert.
D. Justin Trudeau est le premier ministre.
E. Je suis intelligente et courageuse.
F. Jacques a ton cahier.
G. L’halloween est le trente et un octobre.
H. Je suis un étudiant.
I. Je parle le français.
J. Je fais de la pêche.
K. Mon couleur préféré est le rouge.
L. Aujourd’hui c’est le seize novembre.
M. Mon anniversaire est le cinq septembre.
N. Mon numéro préféré est vingt-cinq.
O. Francine joue au baseball.
266
un stylo
un papier
un crayon
la tire
Je joue au hockey
Tu fais de la raquette
Il joue à la marelle
Elle fait du toboggan
Il est heureux
Je suis fâché
Elle est frustrée
Je suis triste
vert
treize
bleu
rose
Révision: Les phrases intrus Review: Odd Phrase Out
Underline the phrase or word that does not belong with the others.
mars
mercredi
novembre
août
267
Your turn!
Create your own set of “Phrases intrus.” Use your “Dictionnaire personnel” if you need help.
268
269
270
271
272
273
274
Paris Landmark Descriptions
L’Arc de Triomphe
The construction of this landmark was ordered by
Napoleon Bonaparte to celebrate the accomplishments of his army. The names of 128 battles and the generals who
led French soldiers in the battles are listed on the arc.
The monument took thirty years to complete. The arc was part of a larger project to make the capital the most
beautiful city in the world.
Basilique du Sacré Coeur
The basilica was built after the French defeat in the Franco-Prussian war of 1870. French leaders believed a
lack of spirituality had contributed to the defeat, so the
basilica was built to develop the spirituality of the French people. The landmark was built at the top of a
hill; the name of this place of worship is a reference to
Jesus’ divine love for humanity.
La Tour Eiffel
This landmark was built in 1889 for the Paris Exposition
but was not intended to be a permanent landmark. It was
supposed to be demolished in 1909, but was instead used as a giant radio antenna. The tower has been nicknamed
“La Dame de Fer” or “the Iron Lady” because it was
constructed using iron. The Eiffel Tower was the tallest human-constructed structure until the Chrysler Building
was built in New York in 1930.
275
Le Louvre
The Louvre is the largest museum in the world
containing over 35,000 pieces of artwork from
prehistory to the 21st century. The museum is housed in a palace originally built as a fortress in the late 12th
century. The museum was opened in 1793 and continues
to welcome millions of visitors every year to view famous artwork such as Leonardo da Vinci’s ‘Mona Lisa.’
Stade Roland Garros
Roland Garros Stadium is the most famous tennis
complex in France. It is home to the French Open, one of four Grand Slam events held every year (the other three
are the Australian Open, the U.S. Open, and Wimbledon).
The stadium was named after Roland Garros, a pioneer aviator, engineer, and World War I hero.
Cathédrale Notre-Dame de Paris
Notre-Dame is a medieval Catholic cathedral located on a
natural island in the Seine River, which runs through
Paris. The cathedral is considered to be one of the finest
examples of French Gothic architecture and is one of the
most well known church buildings in the world. Notre
Dame was also made famous by the popular fictional
character, the Hunchback of Notre Dame.
276
Les adjectives Find the person in the class with the matching English or
French adjective.
Beau/Belle Pretty/
Handsome
Sérieux/
Sérieuse Serious
Petit/Petite Small or short
Grand/Grande Big or tall
277
Intelligent/
Intelligente Smart
Sportif/
Sportive Athletic
Sympatique Nice or kind
Calme Calm
Patient/
Patiente Patient
278
Courageux/
Courageuse Courageous
Gentil/
Gentille Nice or kind
Mignon/
Mignonne Cute
Vieux/
Vielle Old
Drôle Funny
279
Blond/
Blonde Blonde
Aimable Likeable
Jeune Young
Positif/
Positive Positive
Fort/
Forte Strong
280
Timide Shy
Travailleur/
Travailleuse Hard working
Créatif/
Creative Creative
Généreux/
Généreuse Generous
Joli/jolie Pretty or nice
281
Amusant/
Amusante Fun
Fier/fière Proud
Passionné/
Passionnée Passionate
282
Je suis…
283
Qui suis-je?
Ma couleur préférée est .
J’aime faire .
J’aime jouer .
J’aime .
Je n’aime pas .
J’ai ans.
Dans ma famille j’ai frères et
sœurs.
Ma saison préférée est .
Mon personnalité est .
Mon pupitre est près de .
Ma fête préférée est .
Mon anniversaire est dans le moi de .
En hiver, j’aime .
En été, j’aime .
Au printemps, j’aime .
En automne, j’aime .
Qui suis-je?
284
Qui suis-je Guessing Page
# Nom Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
285
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
MON DICTIONNAIRE PERSONNEL
Beginner French Module
A printable personal dictionary for your students
to use. Includes a list of vocabulary, with empty space for students to write in as you progress
through the year.
Printing Instructions: 1. This document is formatted to fit into a
duo tang. 2. For formatting purposes, certain pages have
been left intentionally blank. 3. Do not include cover page when printing.
4. Print Two-sided.
Je m’appelle __________________
(Blank Page)
D-1
Les Phrases
Bonjour
Comment ça va ?
Ça va bien
Ça va mal
Comme si, comme ça
Comment t’appelles-tu ?
Je m’appelle
Et toi ?
Et vous?
Au revoir
Merci
De rien
S’il te plait
D-2
Les Phrases
S’il vous plait
Puis-je aller aux
toilettes?
Puis-je aller boire de l’eau?
Voici…
Quelle est la date aujourd’hui?
Quelle est la date de
ton anniversaire?
Mon anniversaire est le…
Quel âge as-tu? How old are you?
J’ai _______ ans Dans ma famille…
Moi et ma famille…
Dans notre classe…
Chaque année…
D-3
Les Phrases
J’aime…
Je n’aime pas…
D-4
Dans la salle de classe
les étudiants the students
l’enseignant(e) the teacher
le tableau the board
le pupitre the desk
le tapis the carpet
l’horloge the clock
la porte the door
le calendrier the calendar
la poubelle the garbage
le recyclage the recycling
la table the table
la chaise the chair
le bureau the teacher’s desk
D-5
Dans la salle de classe
l’ordinateur the computer
la fenêtre the window
la carte the map
l’étagère the shelf
le babillard the bulletin board
l’horaire the schedule
les devoirs homework
la téléphone the telephone
un crayon de couleur
un livre
un crayon
un cahier
un feutre
D-6
Dans la salle de classe
un stylo
un papier un cartable
une gomme
des ciseaux un bâton de colle
un sac à dos
une règle la taille crayon
l’agrafeuse
D-7
Dans la salle de classe
D-8
Les couleurs
rouge
orange jaune
vert
bleu violet rose
blanc noir
gris
brun
D-9
Les numéros
un 1
deux 2
trois 3
quatre 4
cinq 5
six 6
sept 7
huit 8
neuf 9
dix 10
onze 11
douze 12
treize 13
D-10
quatorze 14
quinze 15
seize 16
dix-sept 17
dix-huit 18
dix-neuf 19
vingt 20
vingt et un 21
vingt-deux 22
vingt-trois 23
vingt-quatre 24
vingt-cinq 25
vingt-six 26
D-11
vingt-sept 27
vingt-huit 28
vingt-neuf 29
trente 30
trente et un 31
trente-deux 32
trente-trois 33
trente-quatre 34
trente-cinq 35
trente-six 36
trente-sept 37
trente-huit 38
trente-neuf 39
D-12
quarante 40
quarante et un 41
quarante-deux 42
quarante-trois 43
quarante-quatre 44
quarante-cinq 45
quarante-six 46
quarante-sept 47
quarante-huit 48
quarante-neuf 49
cinquante 50
cinquante et un 51
cinquante-deux 52
D-13
cinquante-trois 53
cinquante-quatre 54
cinquante-cinq 55
cinquante-six 56
cinquante-sept 57
cinquante-huit 58
cinquante-neuf 59
soixante 60
soixante et un 61
soixante-deux 62
soixante-trois 63
soixante-quatre 64
soixante-cinq 65
D-14
soixante-six 66
soixante-sept 67
soixante-huit 68
soixante-neuf 69
D-15
Les mois
janvier
février
mars
avril
mai
juin
juillet
août
septembre
octobre
novembre
décembre
Il y a douze mois dans l’année.
D-16
Les jours de la semaine
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Il y a sept jours dans la semaine.
D-17
Les pronoms personnels
Je
Tu
Il/Elle
Nous
Vous
Ils/Elles
D-18
Les mots interrogatifs
Qui
Quel
Où
Quand
Pourquoi
Comment
D-19
Les activités d’automne
Je joue… I play…
au baseball
dans les feuilles
dans un labyrinthe de maïs
Il/Elle fait… He/She does…
de la pêche
une citrouille d’halloween
Les activités d’hiver
Je joue…
au hockey
aux cartes
aux jeux de société
D-20
Il/Elle fait… He/She does…
une ange dans la neige
une bataille de boules
de neige
un igloo
une maison de pain d’épices
des flocons de neiges en papier
une randonnée d’hiver
de la raquette
une sculpture en glace
du toboggan
un bonhomme de neige
du patinage
Il/Elle boit… He/She drinks…
du chocolat chaud
du thé
D-21
Regarder un film
Décorer un arbre de Noël
Les Activités du printemps Jouer…
au soccer
au frisbee
dans les flaques
à la marelle
Faire…
de la bicyclette
du jardinage
un pique-nique
Aller…
au parc
au zoo
D-22
Les activités d’été Jouer…
au football
dehors
Aller…
à la piscine
à la plage
en vacance
Manger…
de la crème glacée
du melon d’eau
Faire…
du camping
Lire un livre
D-23
Les saisons et la météo
l’automne
l’hiver
le printemps
l’été
Il fait…
beau
du vent
frais
froid
comme si, comme ça
du soleil
très chaud
D-24
Les saisons et la météo
Il neige
Il pleut
Il grêle
Il y a…
des nuages
des feuilles
une tempête
de la neige
des fleurs
un orage
D-25
Les fêtes et célébrations
fête holiday
célébration celebration
les décorations
un arbre de Noël
beaucoup de nourriture
les cadeaux
les chocolats
la tourtière
la Guignolée
la bûche de Noël
la tire
la cabane à sucre
D-26
Les fêtes et célébrations
faire du patinage
D-27
Les adjectifs
beau/belle beautiful/handsome
petit(e) small/little/short
grand(e) big/tall
intelligent(e) intelligent
sportif/sportive athletic/sporty
sympathique nice/kind
patient(e) patient
courageux/ courageuse
brave/courageous
sérieux/ sérieuse
serious
gentil/ gentille
nice/kind
mignon/ mignonne
cute
vieux/vieille old
amusant(e) fun
D-28
Les adjectifs
joli(e) pretty
drôle funny
blond(e) blond
aimable well liked
jeune young
positif/ positive
positive
fort(e) strong
timide shy
travailleur/ travailleuse
hard worker
créatif/ créative
creative
généreux/ généreuse
generous
fier/fière proud
passionné(e) passionate
D-29
Les adjectifs
Les cheveux… Hair
lisses smooth
bouclés curly
longs long
courts short
Les Adjectifs Possessifs mon/ma
ton/ta
son/sa
D-30
Les sentiments
heureux/
heureuse
fâché(e)
triste
calme
nerveux/ nerveuse
fatigué(e)
frustré(e)
confus(e)
effrayé(e)
choqué(e)
mal à l’aise
ennuyé
D-31
La famille une mère
un père
un frère
une sœur
une grand-père
une grand-mère
un beau père
une belle mère
un cousin
une cousine
un tuteur
une tutrice
une demi-sœur
D-32
La famille
un demi-frère
un chien dog
un chat cat
un poisson fish
D-33
Quelle heure est-il?
Quelle heure est-il? What time is it?
Il est _____ heure(s)
midi
minuit
du matin
de l’après-midi
du soir
l’heure du dîner
et quart
et demi
moins quart
D-34
Les directions
au-dessus
en-dessous
devant
derrière
dans/dedans
à la gauche de…
à la droite de…
tout droit
par
vers
arrête
jusqu’à
D-35
Les autres mots ou phrases
My Personal Language
Portfolio
Je m’appelle:
Contents 1. My Language & Culture
2. KWL Chart
3. My Strategies
4. My Accomplishments
5. My Evidence of Learning
P-1
Section 1
My Language & Culture
P-2
Name: Age:
My travel experiences in Canada:
My travel experiences outside of
Canada:
The language(s) I speak at home is:
P-3
Other languages that I can speak:
Other languages that I know some
words or phrases in:
Word or Phrase: Language:
P-4
My family and I are part of these
cultures:
Ex: My grandparents are from Ukraine so we
make Ukrainian Easter eggs.
P-5
My cultural experiences:
Ex: I have been to a cultural festival, tried
food from a different country, and met people
from other countries and cultures.
P-6
Section 2
KWL Chart
P-7
What do you know about the French
language or about French Culture?
What I know
I want to know
What I learned
P-8
Section 3
My Strategies
P-9
Strategies that I can use:
Here is a list of strategies that you can
use to help you learn French. Place a check
mark next to the strategies that you use.
I can make connections between what I learn in French and what I already know in English.
I use new French words in sentences to help me remember them.
I use pictures, rhymes or flashcards to help me remember new words.
I act out new French words to help me remember them.
I remember new words by remembering their location on the page or the whiteboard.
P-10
I say or write new French words several times to help me remember.
I try to have the same accent as a native speaker by practicing the sounds.
I use French words that I already know in different ways.
I start conversations in French or write messages to my friends in French.
I watch TV or movies in French, and I enjoy reading in French.
I first quickly glance over sentences in French, and then I go back and read them carefully.
I look for words in my own language that are similar to French.
I try to find patterns in French.
P-11
I find the meaning of a French word by dividing it into parts that I already understand.
I try not to translate word for word.
I make a summary of information that I hear or read in French.
I make a guess when I see a new word.
I can make gestures when I don’t know a word in French.
I make up a new word if I don’t know a word in French.
I can read in French without looking up every single new word.
I try to guess what someone will say next in French.
P-12
If I don’t know a word in French I use another word that means the same thing.
I notice my mistakes in French and then try and fix them.
I try to find out how to be a better learner in French.
I look for people that I can talk to in French or things I can read in French.
I have goals for improving my French and I think about my progress.
I try to relax and not be afraid when I’m learning French.
I speak French even if I am afraid of making a mistake.
I give myself a reward or feel proud when I have done well in French.
P-13
I write down my feelings in a language learning diary or talk to someone else.
If I don’t understand something in French, I ask the person to slow down or to say it again.
I ask questions in French.
I try to learn about the culture of French speakers.
Which strategies work best for you?
P-14
Some strategies that I haven’t
used yet, but I would like to try:
P-15
Section 4
My Accomplishments
P-16
I can statements…
Throughout the year, go through this list
and place a star next to the things that
you can do in French! You can look back on
this at the end of the year and be proud
of all that you have accomplished!
I can explain in English what bilingual means.
I can ask about preference.
I can say my name.
I can ask a friend how they are doing.
P-17
I can discuss how I am doing.
I can understand and use ‘tu’ and ‘vous’ based on social situations.
I can name items in the classroom.
I can name colours.
I can describe items in the classroom.
I can recognize and use numbers up to 20.
I can recognize and use numbers up to 50.
P-18
I can say my birthday.
I can say the months of the year in French.
I can say the date.
I can recognize the difference between je, tu, il, elle, nous, vous, ils, et elles.
I can talk about fall weather and activities.
I can build sentences using winter tradition and celebration words.
I can make my own sentence(s) about my traditions.
P-19
I can recognize Quebecois traditions.
I can put sentences in order.
I can discuss winter weather and activities.
I can recognize word families (words that are related).
I can recognize masculine and feminine adjectives.
I can use adjectives to describe my friends.
I can describe emotions.
P-20
I can create and respond to questions in French.
I can use question words.
I can talk about my family.
I can discuss my likes and dislikes.
I can explain what I like about my friends.
I can give and receive directions.
I can discuss spring weather and activities.
P-21
I can tell time.
I can describe some attributes of Quebecois culture.
I can discuss summer weather and activities.
I can use negation.
I can describe myself in detail.
I can gather information and solve questions in French.
P-22
Other things that I can do in French:
P-23
My language learning goals:
Ex: I would like to get better at using directions.
1.
2.
3.
P-24
Section 5
My Evidence of Learning
P-25
Insert any worksheets, projects, writing or
videotapes at the back of this folder as
evidence of your learning and progress.
1. Date:
2. Date:
3. Date:
4. Date:
5. Date:
6. Date:
7. Date:
8. Date:
9. Date:
10. Date: