Course Profile
Core French, Grade 9 applied, Public
Unit 5: En Route! Visitons des pays francophones
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Oral Communication: OCV.01, OCV.04, OCV.05.
Reading: REV.01, REV.02.
Writing: WRV.01, WRV.02, WRV.03.
Oral Communication OC1.01, OC2.01, OC2.03, OC2.04, OC2.05,
OC3.01, OC3.02.
Reading: RE1.01, RE1.04, RE2.02, RE2.07.
Writing WR1.01, WR1.02, WR1.04, WR2.01, WR2.03, WR2.04.
Students become familiar with francophone countries and learn vocabulary and language structures encountered while travelling. Language elements are integrated with cultural components to reflect real-world situations. Students practise oral communication skills that lead to a final performance of the presentation of a simulated tour of a francophone city. They compose written descriptions and create visual displays to enhance their presentation.
|
Activity 1 |
Introduction: Imaginez un voyage idéal |
150 minutes |
|
Activity 2 |
On se prépare |
150 minutes |
|
Activity 3 |
À la recherche: On va visiter une ville francophone |
150 minutes |
|
Activity 4 |
Écrire une carte postale |
150 minutes |
|
Activity 5 |
La chasse au trésor: Partager et lire des cartes postales |
75 minutes |
|
Activity 6 |
À l’agence de voyage: Trouver des renseignements pour un voyage |
150 minutes |
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Activity 7 |
Une visite sensass: Faire le tour d’une ville francophone |
450 minutes |
· Position and agreement of adjectives
· Present tense of regular and irregular verbs
· Regular and some irregular verbs in the passe composé, futur simple, impératif
· Subject pronoun substitution
· Position of object pronouns
· Interrogative words: comment, où, pourquoi, quand, qui, etc.
· Location and use of resources for research
· The teacher arranges for student access to Internet and print resources for research.
· The teacher organizes a location for the oral presentation of the tour of a francophone city.
· Visualizing, brainstorming and mind-mapping to generate vocabulary
· Research skills: locating resources, selecting information, using information technology
· Writing and presenting a dialogue
· Viewing postcards (gallery tour) displayed in the classroom to gather information
· Writing process: writing a postcard, describing a site
· Preparing a visual display for a simulated tour
Activity 1: Teacher- and peer-evaluation of a poster using a checklist developed together in class
Activity 2: Teacher-prepared quiz on reflexive verbs, teacher evaluation of extension activities
Activity 3: Teacher-evaluation of information gathered, learning skills, and student participation in research activities
Student self-evaluation using checklist
Activity 4: Teacher- and student-evaluation of the postcards using criteria developed together in class
Student checklist of the use of the writing process
Activity 5: Teacher-observation of student participation in scavenger hunt
Teacher-prepared quiz on the use of the pronoun y
Activity 6: Teacher-evaluation of dialogue using criteria discussed in class
Activity 7: This unit contains a final student performance (oral presentation of a simulated tour of a francophone city) that is to be assessed using a rubric that reflects the Achievement Chart in The Ontario Curriculum. The criteria are from the categories in the Achievement Chart as well as other criteria specific to the task.
Specific references to the 4 current commercial resources are listed in each activity.
These resources are:
Destinations 3. Copp Clark Pitman Ltd., distributed by Addison-Wesley. ISBN 07730-5134-1
Entre Amis 3. Prentice-Hall Canada Inc. ISBN 0-13-287988-3
Passages 3. Addison-Wesley. ISBN 0-201-57377
Tous Ensemble: Décollage. D.C. Heath, distributed by ITP Nelson. ISBN 0-669-95367-9
Web sites are listed in the activities.
Time: 150 minutes
Students respond to an audio-visual presentation of a trip by creating a mind map of a favourite place. Vocabulary includes types of sites and descriptive adjectives.
Overall Expectations
Oral Communication: OCV.01, OCV.05
Writing: WRV.02, WRV.03
Specific Expectations
Oral Communication: OC1.01, OC3.01
Writing: WR1.01, WR2.01, WR2.04
· Prepare audio-visual materials and develop a short oral presentation of a trip to introduce the theme.
· Provide chart paper and markers for vocabulary building and mind mapping.
· Position and agreement of adjectives
· Dictionary skills
· Interrogatives
· Learning experiences used: visualization, pair work
1. Create the atmosphere of an exciting trip. Use audio-visual aids (video clips, music, pictures, maps, photographs, slides, PowerPoint, etc.) to give an oral presentation of a trip. Adjectives and vocabulary of tourist attractions are introduced in the presentation (la plage, un édifice, une galerie, un musée, des chutes, un parc d’amusement...)
The teacher leads the students in a visualization exercise of “un voyage idéal”. The teacher may wish to use music in the background and suggest a Canadian city (Québec) or a city in France (Paris).
Teacher monologue:
“Imagine un beau voyage. Tu es dans le pays de tes rêves. Ferme les yeux. Respire et pense. Qu’est-ce que tu vois? Qu’est-ce que tu entends? Est-ce que tu vois....? Est-ce que tu entends...? Qu’est-ce que tu portes? Qu’est-ce que tu manges? Est-ce qu’il fait chaud? froid? Est-ce que tu es dans une ville? à la plage? à la campagne? Qu’est-ce que tu fais? Décris cet endroit. Est-ce immense? petit? silencieux?.. Ouvre les yeux."
Introduce the vocabulary orally before doing the visualization
Lead the whole group in recording places and descriptions of places visualized. Students may use the phrase “ Comment dit-on en français...? to generate French vocabulary. The teacher records the places and descriptions on chart paper for reference throughout the rest of the activity.
In groups of four, students create mind maps of "un voyage idéal": things to see, visit, or do. Students use French-English dictionaries to find meanings and to check French spelling.
Students post mind maps around the classroom to be visited by the groups as a gallery walk. Give the instructions “Votre groupe va maintenant visiter les cartes. Chaque élève choisit cinq choses intéressantes et l'écrit dans son cahier."
Each student chooses a partner from another mind map group. In pairs, students pool their notes from the gallery tour and create three or four categories of things to see, to do (eg. la nature, les édifices, les activités, etc.). Pairs of students organize their notes on chart paper under each category.
In pairs or individually, students create a poster of sites/activities in one category. The poster includes several sites/activities (e.g., les bateaux mouches de Paris and complete sentences in paragraph form using adjectives to describe the sites).
· Teacher/peer evaluation of a poster
· Provide template of a mind map and a vocabulary list to assist students.
· To add challenge, students present the poster orally.
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6 pp. 6-19
Passages 3. Addison Wesley Longman, Cahier d’activités, ISBN 0-201-82282-2 p. 13
Tous Ensemble: Décollage. D.C. Heath, distributed by ITP Nelson, ISBN 0-669-95367-9 pp. 53-60
Time: 150 minutes
Students describe personal daily routines using reflexive verbs in the present tense.
Overall Expectations
Oral Communication: OCV.01, OCV.05
Writing: WRV.03
Specific Expectations
Oral Communication: OC2.05, OC3.01
Writing: WR2.01
· Prepare flash cards showing parts of the reflexive structure:
(e.g., Je + me + lav + e- on four cards)
· Group A: Subject pronouns (je, tu, il, on, elle, nous, vous, ils, elles)
· Group B: Object pronouns (me, te, se, nous, vous, se)
· Group C: Verb stems (lav, lèv/lev, réveill, bross, ras, prépar, douch, habill…)
· Group D: Verb endings (e, es, e, ons, ez, ent)
· Reorganize the classroom to provide adequate space for four groups and a line up.
· Learning experiences used: bodily-kinesthetic strategy (physical movement to show structure)
· The teacher assembles a suitcase with toiletries and clothing packed for a trip to a specific destination.
· Present tense of regular and irregular verbs
2. The teacher reorganizes the classroom to allow students to move about.
Divide the class into four groups (A, B, C, D). Each group represents a part of the reflexive verb structure.
Distribute flash cards to each group. Group A holds the subject pronouns, Group B holds the object pronouns, Group C the verb stems and Group D the verb endings. Each student has one flash card.
Organize the first line up in the formation of “Je/me/lav/-e”, selecting students from A, B, C, D groups as required.
Exchange the “je” student for the “tu” student. Students form the next line up, using appropriate cards to complete the sentence. The class continues forming different verb structures until all students have participated (e.g., “Tu/te/lav/-es”…).
Assist the students in consolidating their knowledge of the reflexive verbs (e.g., an inductive lesson).
Variations using the flash cards:
· Prepare multiple sets of the “verbes réfléchis” flash cards in order to provide one full set per group of students. Groups practise sorting flash cards into sentences using the “verbes réfléchis” as a timed event.
· Group 1 holds up two of the four parts (e.g.,“il” and “-e”). Group 2 fills in the two missing parts of the sentence orally.
· Group 1 mimes the action of a “verbe réfléchi” and Group 2 spells it out in written form.
Using the items in the suitcase, ask students to identify reflexive verbs associated with these items. Depending on the items chosen, students ask questions to discover the teacher destination.
Extension:
· In small groups, students prepare a backpack with specific items for specific destinations (Les Laurentides - ski goggles, mitts: Martinique - sandals, sunglasses, sun screen). Each group unpacks the bag and presents the items to the class teaching the new vocabulary. The class asks questions to discover the destination.
· Create a comic strip illustrating the verbes réfléchis.
· Produce a rap song with actions and props illustrating les verbes réfléchis.
· Written quiz on reflexive verbs
· Teacher evaluation of extension activities
· Provide a list of verbs
· See extension activities
D’accord 2. Addison Wesley Longman. ISBN 0-201-43940-9 pp. 162-174.
D’accord 2. Addison Wesley Longman. cahier d’activités, ISBN 0-201-43942-5 pp. 91-98.
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson cahier, feuilles d’exercices,
ISBN 0-669-95395-4 pp. 14, 17, 18,.
Time: 150 minutes
Students read to research and gather information about a city using a student generated list of francophone cities. This research includes the use of print resources, software and/or the Internet. Students record information on the worksheet, les villes francophones (Appendix B).
Overall Expectations
Oral Communication: OCV.01, OCV.04, OCV.05.
Reading: REV.02.
Writing: WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.03, OC2.04, OC2.05.
Reading: RE1.01, RE2.02, RE2.07.
Writing: WR1.04, WR2.04.
· Plan the research with teacher-librarian (print and computer resources).
· Make a list of francophone cities.
· Make copies of Appendix B for students and prepare observation checklist to monitor student on-task behaviour, research skills, group work, etc.
· Learning experiences used: brainstorming, researching, note-taking
· Location and use of resources: Internet, print resources, software, dictionaries
3. The whole class generates a list of cities in the world where French is spoken. Add to list in order to obtain a list of 20-30 cities.
Individually or in pairs, students generate criteria for the selection of the city.
Distribute worksheet, les villes francophones, (Appendix B) and use it as a guide to explain the task.
Each student completes the research worksheet, les villes francophones, and je vérife checklist (Appendix B)
· Teacher-evaluation of learning skills and student participation in research activity (observation checklist)
· Teacher-evaluation of information gathered on worksheet
· Checklist “Je Vérifie” (see Appendix B)
· Pair students to assist with task.
· Provide more time for some students to complete the research task.
Encarta [Computer Software]. Redmond, Washington: Microsoft. 9805222-6399
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson, ISBN 0-669-95367-9, p. 80-81
http://www.yahoo.fr
http://www.ac-noumea.nc/Lm.html
Student worksheet, les villes francophones
Time: 150 minutes
Students prepare and write a postcard from the city they have researched. They incorporate the information gathered on francophone cities in Activity 3.
Overall Expectations
Writing: WRV.02, WRV.03.
Specific Expectations
Writing: WR1.02, WR2.01, WR2.03, WR2.04.
· Ensure that completed worksheets from Activity 3 are available for this activity.
· Provide dictionaries for student use.
· The teacher and students decide on criteria for evaluation of the postcard.
· The teacher and students bring in postcards they have received.
· Learning experiences used: Writing process (generate ideas, choose a topic, develop a plan, write first draft, review and revise, edit and proofread, and produce a final copy, see The Ontario Curriculum, FSL Grades 4-8, p.10)
· Vocabulary for salutation and closing
· Verb tenses (présent, passé composé, futur simple)
4. The teacher introduces the parts of a postcard: dessin/photo, salutation, fin, adresse, timbre et contenu from the postcards brought in by the teacher and students.
The teacher elicits from the students useful verbs for postcard writing (voir: je vois, j’ai vu, je verrai; visiter: je visite, j’ai visité, je visiterai).
Students use the information about the city they have researched to write their postcard.
Students include a picture in their final copy.
· Teacher evaluation of the writing process and the product
· Use teacher conference.
· A student dictates postcard to a scribe.
· Students use model post card provided by the teacher, as a guide.
· To add challenge, students read the postcards onto an audio tape leaving out the names of the places. Students guess where the postcards are from.
Passages 3 Cahier d’Activités. Addison-Wesley Longman, ISBN0-201-82282-2, pp. 9, 21
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson, ISBN 0-669-95367-9, pp. 194-5
Tous Ensemble: Réflexions. D.C. Heath distributed by ITP Nelson, ISBN 0-669-95368-7
Time: 75 minutes
Students read classmates’ postcards to gather more information about Francophone cities, using a teacher-prepared scavenger hunt.
Overall Expectations
Reading: REV.01.
Writing: WRV.03.
Specific Expectations
Reading: RE1.01.
Writing: WR2.01.
· Collect postcards from activity 4.
· Prepare a scavenger hunt worksheet based on student postcards. These worksheets include names of students and the places they visited, with blanks for students to fill in.
e.g., Annick va à __________.
______ va à Port au Prince.
· Choose oral and written reinforcement activities for “y”.
· Learning experiences used: scavenger hunt, teacher-directed lesson
· Subject pronoun substitution
· Position of object pronouns
5. Display the student-prepared post cards.
Students circulate with scavenger hunt worksheet to find required information.
Students present oral responses based on the scavenger hunt worksheet
Use these responses to model new sentences using “y”.
Teach a lesson on the uses of “y” and provide consolidation exercises.
· Written quiz on the use of “y”
· Students work in pairs to complete scavenger hunt.
Destinations 3. Copp Clark Pitman, distributed by Addison Wesley Longman ISBN 0-7730-5134-1, p. 61
Destinations 3 Cahier d’Activités. Copp Clark Pitman distributed by Addiston Wesley Longman ISBN 0-7730-51939-2, pp. 50-51
Passages 3. Addison-Wesley, ISBN 0-201-57377-6, pp.178-181
Passages3 Cahier d’Activités. ISBN 0-201-82282-2, pp. 124-5,156-7
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson, ISBN 0-669-95367-9, p. 42-3
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson, feuilles de travail, ISBN 0-669-75394-6 pp.14, 17, 25-27
Time: 150 minutes
Students write and present a dialogue between a travel agent and a tourist. The tourist is planning a trip and needs information on what to see and do. The dialogue includes use of the vocabulary and structures from this unit.
Overall Expectations
Oral Communication: OCV.01, OCV.05, WRV.01, WRV.03.
Specific Expectations
Oral Communication: OC2.04, OC3.01, OC3.02.
Writing: WR2.01, WR2.04.
· The teacher ensures that students use prepared postcards and jot notes from research, Activity 3 are available for reference.
· Provide graph paper or a blank grid available for scrabble
· Provide computer software for creation of crosswords
· Learning experiences used: Brainstorming, role playing
· Interrogatives, futur simple
6. The whole class brainstorms questions they would ask a travel agent.
In pairs students write a dialogue about one of the cities they researched. One student plays the role of a client and the other of a travel agent. The client asks a number of questions about the city he/she wishes to visit (places to stay, what to see and do, how to get there, cost of travel). Students use the newly acquired vocabulary and language structures from this unit and present their dialogues.
Students use computer software to create a crossword puzzle. The students exchange and complete each other`s crosswords.
Extension: Students role play a situation that they may encounter while travelling (asking for the location of a site, attending an event, asking for a room in a hotel etc.)
· Teacher-evaluation of the dialogue.
· Teacher-evaluation of extension activities
· Teacher prepares a model dialogue and/or a version with blanks.
· Students present to teacher instead of whole class.
· Students use notes in presentation.
· To add challenge, students videotape their dialogue to present to the class.
Destinations 3. Copp Clark Pitman, distributed by Addison Wesley Longman, ISBN 0-7730-5134-1 p. 60
Entre Amis 3. Prentice Hall Ginn, ISBN 0-7730-51939-2, pp. 89-110
Entre Amis 3. Cahier d'activités, Prentice Hall, ISBN 0-13-288036-9, pp 80-83
Time: 450 minutes
In small groups, students conduct a tour of a francophone city. The tour is presented orally and consists of an introduction, description of the sites, and a conclusion. Students set up a visual and written display of selected sites that their classmates visit.
Overall Expectations
Oral Communication: OCV.04, OCV.05.
Reading: REV.02.
Writing: WRV.03.
Specific Expectations
Oral Communication: OC2.03, OC2.05, OC3.01, OC3.02.
Reading: RE1.01, RE1.02.
Writing: WR1.01, WR2.01, WR2.03, WR2.04.
· Allow 150 minutes booked for research (Internet use and library visits)
· Allow 150 minutes for group preparation
· Allow 150 minutes for presentation and peer evaluation
· Learning experiences used: research skills (print and information technology), group collaboration, oral presentation skills, preparation of visual display
· Position and agreement of adjectives
· Use of the pronoun “y”
· Verbs in the imperative, futur simple, and passé composé
7. Record the list of francophone cities that students have chosen.
Students identify four or five of the most interesting cities to include in the tours.
In groups of four or five, students choose a city to research in-depth.
Each group prepares a tour of at least three sites located in the city.
Groups select appropriate print and Internet resources.
In groups, students prepare visuals and written descriptions of the sites in paragraph form.
Divide tasks among group members as follows: three students describe the sites; one student presents the introduction and conclusion (with five group members, one student presents the introduction and another presents the conclusion).
Students present the tour as a carousel organized to allow participants to circulate in three groups and visit all the sites while listening to the oral presentation. The teacher circulates as part of the group.
Group members take turns presenting their section.
Extension: In preparation for a trivial pursuit game, each group prepares five to ten questions on their oral presentation. Questions are submitted with the answers to teacher to prepare the game.
· Teacher evaluation of oral presentation using evaluation rubric (see Appendix A)
· Peer evaluation of presentation using either the prepared rubric or a checklist.
· Peer assistance in group preparation
· Use of notes as prompts in oral presentation
Destinations 3. Copp Clark, ISBN 0-7730-51939-2 p.120
Entre Amis 3. Prentice Hall Ginn, ISBN 0-13-287988-3 pp. 102-104
Tous Ensemble: Décollage. D.C. Heath distributed by ITP Nelson, page 80-81
Passages 3. Addison-Wesley, ISBN 0-201-57377-6, pp. 18-19
Evaluation rubric for final student task
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Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding -
knowledge of required elements: adjectives, vocabulary of unit, and
"y" |
-
uses few of the required elements with many errors |
-
uses some of the required elements with frequent errors |
-
uses many of the required elements with occasional errors |
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uses many of the required elements with few to no errors |
|
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amount and accuracy of information |
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uses few of the required number of facts with many errors |
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uses some of the required number of facts with frequent errors |
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incorporates the required number of facts and facts are accurate |
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incorporates more than the required number of facts and the facts are
accurate |
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Thinking/Inquiry -
planning process (selecting strategies and resources) |
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little evidence of planning using few resources and strategies |
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some evidence of planning using several strategies and resources |
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clear evidence of planning using a variety of resources and strategies |
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clear evidence of planning using a wide variety of resources and strategies |
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Communication
(oral/written) -
clarity |
-
communicates information with limited clarity |
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communicates information with moderate clarity |
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communicates information with considerable clarity |
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communicates information with a high degree of clarity |
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accuracy (using required elements: adjectives, vocabulary of unit, and “y”) |
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uses few of the required elements with many errors |
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uses some of the required elements with frequent errors |
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uses many of the required elements with occasional errors |
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uses many of the required elements with few to no errors |
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Application -
presentation |
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no evidence of sequencing in the tour |
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conducts tour with some sequence |
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conducts tour sequentially |
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conducts tour sequentially, flowing naturally from one site to the next |
|
-
delivery |
-
makes many errors in pronunciation, intonation and liaison -
much use of notes |
-
makes frequent errors in pronunciation, intonation and liaison -
often uses notes |
-
makes occasional errors in pronunciation, intonation and liaison -
uses notes occasionally |
-
makes few errors in pronunciation, intonation and liaison -
uses notes rarely or not at all |
|
-
visuals |
-
little or no use of visuals |
-
uses visuals with some effectiveness |
-
uses visuals with considerable effectiveness |
-
uses visuals with a high degree of effectiveness and creativity |
Vous avez choisi une ville francophone et maintenant vous aller la visiter! Mais vous devez avoir des renseignements.
1. Cherchez des renseignements pour répondre aux questions suivantes à la bibliothèque et à l’ordinateur.
2. Prenez des notes.
3. N’oubliez pas d’écrire où vous avez trouvé les renseignements.
4. Mettez la ville sur une carte du monde.
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RENSEIGNEMENTS |
RESSOURCES |
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La ville 8. Nom de la ville? Dans quel pays est la ville? Comment voyagerez-vous pour aller à cette ville? Quelle(s) langue(s) parle-t-on dans cette ville? Quelle est l'unité monétaire? |
LIVRES TITRES 1. 2. 3. INTERNET (ADRESSES) 1. 2. 3. LOGICIELS 1. 2. |
AUTEURS pages |
5. Nommez trois (3) choses qu’un touriste doit voir ou faire quand il visite cette ville faire:
a)
b)
c)
Notez 2 autres détails intéressants:
Je vérifie
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1. |
J’ai utilisé au moins deux ressources. |
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2. |
J’ai pris des notes en francais. |
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3. |
J’ai noté les titres, auteurs (livres), adresses (internet). |
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4. |
J’ai trouvé la ville sur une carte. |
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5. |
J’ai répondu à toutes les questions. |
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