French Module Cover Pagetaskbasedbeginnerfrenchmodule.weebly.com/uploads/8/... · ... , emphasis has been placed upon developing learners ... communicative competence ... and instruction

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

1

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.

2

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

3

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!

5

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)

6

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)

8

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)

9

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

10

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

11

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

12

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)

13

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.

14

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.

15

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:


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:

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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:


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

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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.


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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.



• 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


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.



• 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.



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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.



• Reviewcolours

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Lesson#7-ChasseautrésorClassroomScavengerHunt


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.



• 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!


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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• 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.



• Reviewnumbersasaclass.Youcouldgoaroundinacircleandeachstudentsaysthenextnumber.

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Lesson#10-LesanniversairesBirthdays


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.



• 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


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.



• Students can now add their own birthday to the calendar, and you can put them up todecoratetheclass.

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Lesson#12-LespronomspersonnelsPersonalPronouns


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.



• 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-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


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.



• Addkeyphrasesintothedictionarythatwereaddressedduringtoday’sclass.• Havestudentssharetheirsentenceswithapartner• Havestudentssharesentenceswiththewholeclass.

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Lesson#15-LestraditionsTraditions


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.



• Reviewanyvocabularythatthestudentsfounddifficult/didn’tunderstand• Review/correcttheTraditionsSortingWorksheet.

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Lesson#16-LestraditionsetcélébrationsdemafamilleMyFamily’sTraditionsandCelebrations


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.



• Havestudentsteachapartneranynewwordstheylearned/lookedup.• Havestudentswriteanynewwordstheylearnedintheirdictionaries• Havestudentssharesentenceswiththeclassorwithapartner.• Haveaclassdiscussiontoreflectonthisactivity:wasthiseasyorhard?Whatdidtheydoif

theywerestuck?

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Lesson#17-LeCanadaetleQuébecCanadaandQuébec


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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• Classdiscussion:Whydidwelearnthis?Whyisthisimportant?Whatdoesthistellus?

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Lesson#18-FairedelatireMakingMapleTaffy


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.



• 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.



• Havestudentssharetheirpartyplanwiththeclass.• Givestudentstimetofillouttheirlanguageportfolios.

Ø Havestudentsgothroughtheaccomplishmentssectionandseewhattheycanmarkoff(Lookatallthestuffthatyoucandonow!).

Ø Havestudentslookatthestrategiessectionandwritedowntimeswhentheyusedthosestrategiesinclass.Youmaywanttoallowstudentstotalkwithpartnersforthisparttothinkofexamplesofwhentheyusedthedifferentstrategies.

Ø Askstudentstoaddatleasttwooftheirworksheetsintotheevidenceattheback(whataretheyproudof?)

Nowthatstudentshaveputinalltheworktoplanparties,itwouldbeareallyfuntimetoactuallydosomeofthesethingsasaclasspartybeforethewinterbreak!

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Lesson#20-RévisionaveclesmotscroisésCrosswordReview


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


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.



• Reviewanyvocabularywhichstudentsstruggledwithduringthetask.• Reviewanswers:whichoneistheoddoneoutandwhy.

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Lesson#22-LesadjectivesAdjectives


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.



• Didthestudentsnoticeanypatternsforwhatmakesanadjectivemasculineorfeminine?

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Lesson#23-LadéscriptionDescription


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.



• Didanyonelookupnewadjectivesinthedictionaries?Canyousharethenewwordswithus.

• Havesomestudentssharebypresentingtheirpartnertotheclass.

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Lesson#24-LesémotionsEmotions


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


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.



• Havestudentssharetheirquestionsandanswers,andreviewpronunciation.• Reviewanyvocabularythatstudentsdidnotunderstand/struggledwith.• Studentsmayaskwhatta/tonmeans,andwhatma/monmeans.(Your,my)

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Lesson#26-LesinterviewsdescélébritésCelebrityInterviews


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.



• Havestudentssharetheircelebritycharacter(name,occupation,andoneotherthingaboutthemselves).Ex:Jem’appelleFrancine.Jesuisunechanteuse.Jesuiscréative.

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Lesson#27-Lafamille(2DayLesson)Family

Grade4FSL Duration:Day1-30minutesDay2-45minutes


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.



• Havestudents shareabout their familymembers (out loud to thewholeclass, oryoucanhavestudentspairupwithdifferentstudentsandshare).

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Lesson#28-LespréférencesLikesandDislikes


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.



• 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.



• Allowstudentstimetoreadthecardgiventothem.

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Lesson#30-Lespaysfrancophones“PintheTail”ontheFrancophoneCountry


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.



• 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


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.



• 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


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


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.



• Shareanswers,readsentencesoutloud,discusswhyasentenceistheoudoneout.• Talkaboutstrategiesusedtodecidewhatsentencesmean• Discussthemeaningofdifferentsentences

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Lesson#34–Pioche:LesactivitésdeprintempsGoFish-SpringActivities


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.



• 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?


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.



• Thisisagreatopportunitytotalkabouthowsomepeopleusea12-hourclock,andQuébecusesa24-hourclock.Itisnotnecessaryforthemtobeabletotelltimeona24-hourclock,butitisinterestingtopointoutthatwetelltimedifferentlyindifferentpartsofCanada.

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Lesson#36-LesfêtesetlescélébrationsHolidaysandCelebrations


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.



• 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


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.



• Afterstudentshavesharedtheirwords,theywillhandintheirworksheets.Gotohttp://www.wordle.net/createtocreateaWordleofthewordsthestudentschose.Typeinthe3wordsfromeachstudentandseewhattypeofwordcloudiscreated.Lookatitasawholeclass,andaskstudentswhattheythink.Whatweresomeofthemostcommonwordschosenbytheclass?Why?

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Lesson#38-L’étéSummer


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.



• 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


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.



• Studentswillreturntotheirdesksandtakeouttheworksheetthattheycompletedearlierinclass.Now,togethergothroughtheanswers.Thisisagoodtimetocalluponstudentstosaythephrasesoutloudsothattheycanpractisetheiroralproductionskills.

• Ifitappearsthatstudentsdonothaveafirmunderstandingofnegation,dosomemoreexampleswiththeclassandfocusontheaspectthattheyarenotunderstanding.

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Lesson#40-RévisiondevocabulairedelasalledeclasseClassroomVocabularyReview


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-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.


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• If thereistimebeforetheendofclass,gooverandcorrecttheworksheetstogether.Howdidthestudentsdo?Askstudents tohand intheirsheets,sothatyoucanmakesuretheyunderstand“LesMotsInterrogatifs.”

• Makesureifstudentsstilldon’tunderstandsomewords,theylookthemupinadictionary.

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Lesson#42-Révisionaveclejeu“HeadsUp!”HeadsUp!Review


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.



• Askstudentstosharesomeoftheirwords.Weresomewordshardtoguess?Whichones?

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Lesson#43-RévisiondesnumérosNumbersReview


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.



• 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.



• Whenstudentshavesavedandprintedofftheircrosswords,theycantradetheircrosswordwithanotherstudent,sothattheycansolveeachothers’puzzle.Ifthereistime,theycandothiswithanotherpartneraswell.

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Lesson#45-Révision:lesphrasesintrusReview:OddPhraseOut


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.


• Reviewanswerswithstudents.Howdidtheyknowwhichphrasewastheoddoneout?• Havestudentssharetheirworkwithapartnertoseeiftheycan5indthe“OddPhraseOut”

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Lesson#46-RévisiondesdirectionsDirectionsReview


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


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.



• Havestudentssharetheirself-portraitwithaclassmate

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Lesson#48-Projetfinal:Quisuis-je?FinalProject:WhoAmI?

Grade4FSL Duration:3hours(over3ormoredays)


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.



• 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


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.


• 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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29

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27

26

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22

21

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10

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3

2

1

_________________ 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

120

121

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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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

125



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

126



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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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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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

130

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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132

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135

136

137

138

139

140

141

142

143

144

145

146

147

148

149

150

151

152

1 un

2 deux

3 trois

4 quatre

5 cinq

6 six

7 sept

153

8 huit

9 neuf

10 dix

11 onze

12 douze

13 treize

14 quatorze

154

15 quinze

16 seize

17 dix-sept

18 dix-huit

19 dix-neuf

20 vingt

21 vingt et un

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22 vingt-deux

23 vingt-trois

24 vingt-quatre

25 vingt-cinq

26 vingt-six

27 vingt-sept

28 vingt-huit

156

29 vingt-neuf

30 trente

31 trente et un

32 trente-deux

33 trente-trois

34 trente-quatre

35 trente-cinq

157

36 trente-six

37 trente-sept

38 trente-huit

39 trente-neuf

40 quarante

41 quarante et un

42 quarante-deux

158

43 quarante-trois

44 quarante-

quatre

45 quarante-cinq

46 quarante-six

47 quarante-sept

48 quarante-huit

49 quarante-neuf

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50 cinquante

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Video for Beginner French Module

Les numéros de 1 à 20 - https://www.youtube.com/watch?v=pWImW4lfulk

https://www.youtube.com/watch?v=pWImW4lfulk

161

les anniversaires QUELLE EST LA DATE DE TON ANNIVERSAIRE?

>janvier>

>février>

>>>mars>>>

>>avril>>

>>>mai>>>

>>>juin>>>

Ex: Bob Smith- le 13 janvier

162

>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

164

Fevrier


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


165

Mars


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


166

Avril


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


167

Mai


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


168

Juin


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


169

Juillet


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


170

Aout


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


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Septembre


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


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Octobre


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


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Novembre


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


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Decembre


vingt-quatre

quinze


vingt vingt-trois

neuf trente et

un douze quatre

vingt et un


dix-huit vingt-huit

vingt-cinq

dix-sept huit deux


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)

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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.

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Elle joue au

baseball.

Il joue dans les

feuilles.

Il fait de la pêche.

Elle joue dans un

labyrinthe

De maïs.

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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.

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Elle joue au baseball. Il y a des feuilles jaunes et brunes.

Elle joue dans un labyrinthe de maïs. Il joue dans les feuilles.

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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:

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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``

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de la dinde.

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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)

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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.

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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:

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#21

Par:

#22

Par:

210

#23

Par:

#24

Par:

211

#25

Par:

#26

Par:

212

#27

Par:

#28

Par:

213

#29

Par:

#30

Par:

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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



249



250



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


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


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


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:

Documents

French Module Cover Pagetaskbasedbeginnerfrenchmodule.weebly.com/uploads/8/... · ... , emphasis has been placed upon developing learners ... communicative competence ... and instruction