Stf Elem Salle Classe 2001

7/30/2019 Stf Elem Salle Classe 2001

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Grades 1 and 4 Core French Model Unit

2 0 0 1

P102.10

Teaching Materialsf rom the

Stewart Resources Centre

La salle de classe


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Table des matires

Suggested Vocabulary............................................................................................................................. 1

Field of Experience : The Second Language Classroom................................................................... 5

1. Establish a classroom routine.....................................................................................................62. Introduce greetings through various songs and activities...................................................... 93. Introduction/Revision of classroom objects and discussion of experiential goal..............104. Introduction/Revision of colours ...............................................................................................15

5. Create and present a game to the class with a partner .......................................................176. Become familiar with classroom expressions ........................................................................18

7. Create a booklet of classroom expressions to be used throughout the year....................208. Reflect on the unit.......................................................................................................................22

Annexes

1. Welcome/Accueil........................................................................................................................252. Welcome/Accueil Chansons..................................................................................................26

3. Welcome/Accueil Activits.....................................................................................................274. Welcome/Accueil Activits.....................................................................................................285. Welcome/Accueil Cartes clair.............................................................................................29

6. Calendar/Le calendrier Affichage .........................................................................................307. Calendar/Le calendrier Affichage .........................................................................................318. Calendar/Le calendrier ..............................................................................................................32

9. Calendar/Le calendrier Chanson..........................................................................................3310. Weather/La mto Cartes clair...........................................................................................34

11. Weather/La mto Chansons ...............................................................................................3512. Weather/La mto Activits...................................................................................................3613. Weather/La mto Activits...................................................................................................37

14. Weather/La mto Jeu...........................................................................................................3815. Weather/La mto Pantomime .............................................................................................39

16. Numbers/Les numros Comptines.......................................................................................4017. Numbers/Les numros Chansons ........................................................................................41

18. Numbers/Les numros Comptines.......................................................................................4219. Numbers/Les numros Activits ...........................................................................................4320. Numbers/Les numros Jeux .................................................................................................44

21. Numbers/Les numros Jeux .................................................................................................4522. Numbers/Les numros Jeux .................................................................................................4623. Numbers/Les numros Jeux .................................................................................................47

24. Numbers/Les numros ..............................................................................................................4825. Numbers/Les numros ..............................................................................................................49


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26. Colours/Les couleurs Cartes clair ......................................................................................50

27. Colours/Les couleurs .................................................................................................................5128. Colours/Les couleurs Chansons ...........................................................................................5229. Colours/Les couleurs Activits..............................................................................................53

30. Combien de fois est-ce que jai parl en franais ? ..............................................................54

31. Letter to parents..........................................................................................................................5532. Comment a va aujourdhui ?...................................................................................................5633. Comment a va aujourdhui ?...................................................................................................5734. Cartes clair ................................................................................................................................59

35. Cartes clair ................................................................................................................................6036. Cartes clair ................................................................................................................................61

37. Cartes clair ................................................................................................................................6238. Cartes clair ................................................................................................................................6339. Cartes clair ................................................................................................................................64

40. Cartes clair ................................................................................................................................6541. Cartes clair ................................................................................................................................66

42. Cartes clair ................................................................................................................................6743. Cartes clair ................................................................................................................................6844. Cartes clair ................................................................................................................................69

45. Cartes clair ................................................................................................................................7046. Jeu Mon sac dos ...............................................................................................................71

47. Grille dobservation Le travail coopratif .............................................................................7348. Grille dobservation.....................................................................................................................74

49. Est-ce que cest masculin ou fminin ?...................................................................................7550. Colour Wheel...............................................................................................................................7751. Fiche anecdotique ......................................................................................................................78

52. Une activit dcoute..................................................................................................................7953. Activit dcoute : pour llve ..................................................................................................8054. Activit dcoute : pour lenseignant.e .....................................................................................81

55. Activit Internet : O est Sophie ? (pour llve) ...................................................................8256. Activit Internet : O est Sophie ? (pour lenseignant.e)......................................................84

57. Jeu Clique-doigts ..................................................................................................................86

58. Clique-doigts : Feuille dvaluation....................................................................................8759. Cartes clair : Expressions .......................................................................................................88

60. Expressions .................................................................................................................................8961. Expressions .................................................................................................................................90

62. Expressions .................................................................................................................................9163. Expressions .................................................................................................................................9264. Cartes clair : Directions ...........................................................................................................93

65. Directions .....................................................................................................................................94


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66. Directions .....................................................................................................................................95

67. Directions .....................................................................................................................................9668. Cartes clair : Questions ...........................................................................................................9769. Questions.....................................................................................................................................98

70. Questions.....................................................................................................................................99

71. Questions...................................................................................................................................10072. La Phrase magique ..................................................................................................................10173. Tic Tac Toe................................................................................................................................10274. Grille daccompagnement/Planning Sheet...........................................................................103

75. Liste de vrification A ...............................................................................................................10576. Liste de vrification B ...............................................................................................................106

77. Suggested Evaluation Criteria................................................................................................10778. Letter to Parents .......................................................................................................................10879. Fiche dauto-valuation...........................................................................................................109

80. Fiche dauto-valuation (franais)..........................................................................................11081. Fiche dauto-valuation (anglais) ...........................................................................................111

82. Mes rflexions ...........................................................................................................................11283. Mes rflexions : pour lenseignant.e ......................................................................................11484. Est-ce que je peux................................................................................................................115

85. Graphique ..................................................................................................................................11686. Graphique ..................................................................................................................................117

87. Graphique ..................................................................................................................................11888. Classroom Display Calendar ..................................................................................................119

Suggested Resources .........................................................................................................................120

List of Distributors.................................................................................................................................123


6/131iv - La salle de classe, Core French Model Unit

It is important to read this page before teaching the unit!

This model unit has been designed to be used at several levels of language expertisedepending on the students experiences with the French language.

Core French is a locally determined option in the Saskatchewan school system. This meansthat individual boards decide if Core French will be offered and at what level they will begin theprogram. As a result, depending on the school division, Core French programs begin atseveral different grades in our province (ex. Gr.1, Gr.4, Gr.7, Gr.9). The SaskatchewanEducation Core French curriculum guides have been developed on a Grade 1 throughGrade 12 continuum. In order to meet the objectives of the entire curriculum, students wouldbegin studying French in Kindergarten/Gr. 1 and continue through to the end of Gr.12.

Due to the diversity of the starting point of Core French programs, individual teachers mayhave to adapt the curriculum and supporting model units to meet the needs of their students.For example, if the Core French program begins in Grade 4, the teacher would have to adaptfor age appropriateness and language ability material and units for Grades 1-3 to give thestudents the necessary background before beginning the Grade 4 units in the curriculumguide.

In an attempt to facilitate the adaptation process for the teacher, this unit has been developedwith activities targeting several levels.

Throughout the unit, activities have been developed that would be age appropriate for youngerstudents and other activities have been developed for older students. Although two or morespecific grade levels have often been targeted because of correlation to the objectives in thecurriculum guide, the unit may be adapted for any grade at the elementary level depending onthe students needs and abilities.

Teachers will choose the activities throughout the unit that are age and language levelappropriate for their students regardless of grade levels mentioned in the unit as these wereused primarily to provide an example of how the unit might be taught.

This unit was developed following the curriculum guidelines by :Lisa Avram-McLeanCore French TeacherW.H. Ford School, Regina S.D. No.4


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Guide


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Suggested Vocabulary

This page is for the teachers use and is not intended as a student handout.

Greetings

Bonjour! helloSalut! hi

Au revoir!/Salut! Good-bye!

Comment a va? How are you?a va bien I am fine.a va comme ci comme a I am O.K.a va mal I am not doing well

Une fille / les filles girl(s)

Un garon / les garons boy(s)Un ami / les amis male friend(s)Une amie / les amie(s) female friend(s)

Comment tappelles-tu? What is your name?Je mappelle ______________. My name is ______________.

Classroom objects

Le stylo pen

Le crayon pencilLa colle glueLa porte doorLcran screenLes lves studentsLe bureau teachers deskLenseignant, lenseignante teacherLe lecteur de disques compactes C.D.

playerLa poubelle garbage canLa craie chalk

Le marqueur markerLes cahiers notebooks

Les casiers lockers

Le tableau chalkboardLes crayons de cire crayonsLe papier paperLes ciseaux scissorsUne trombone paper clipLe directeur/la directrice male

principal/female principalLe ruban adhsif tapeUne agrafeuse staplerLe liquide correcteur white outLa gomme eraser

La brosse chalk brush


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Classroom Expressions

Comment dit-on _______ en francais? How do you say _________ in French?Je ne peux pas voir (entendre) I cant see (hear).

Je nai pas de livre (stylo, cahier) I dont have a book (pen, notebook).Je ne sais pas I dont know.Je ne comprends pas I dont understand.Est-ce que je peux . . . May I . . .

emprunter un stylo (crayon)? borrow a pen (pencil)?boire de leau ? have a drink of water?effacer le tableau? erase the chalkboard?retourner ma salle de classe pour _______? return to my classroom for ________?aller aux toilettes? go to the washroom?tailler mon crayon? sharpen my pencil?travailler lordinateur? work on the computer?

Pardon? pardon.Excusez-moi excuse me.Sil te/vous plat please.Que veut dire . . . ? What does . . . mean?

Jai fini Im finished.Je nai pas fini Im not finished.

Merci thank you.De rien you are welcome.Je comprends I understand.

Je ne comprends pas I dont understand.Quel est le mot franais pour _______? What is the French word for _________?

Voici mon travail here is my work.Daccord okay.Cest facile its easy.

Cest difficile its difficult.Cest quand, le test? When is the test?

Pourquoi? Why?O est ____? Where is _______?

Rptez sil vous plat. Repeat that please.Quest-ce quon fait aujourdhui? What are we doing today?On peut chanter une chanson? Can we sing a song?

Cest quand le prochain cours de franais? When is the next French class?Nous allons lire . . . We are going to read . . .Mets tes souliers Put your shoes on.

Range tes affaires Put your things away.Cest quand, la rcration? When is recess?

Cest la fanfare maintenant Its time for band.



Directions

Dessinez drawcrivez write

Regardez lookcoutez listenChantez sing

Asseyez-vous sitLevez-vous standMarchez walkCourez run

Sautez jumpAvancez move forward

Reculez move backwardDansez danceFermez closeOuvrez openLevez raiseBaissez lowerRptez repeat

Teaching Notes : To reinforce the direction words, it may be helpful to have the students actout the words as you call them out.

Prepositions

Sur onSous underDans inDevant in front ofDerrire behind

gauche de to the left of droite de to the right of

ct de beside

Colours

Rouge redBleu(e) blueVert(e) greenRose pinkJaune yellow

Blanc(he) whiteNoir(e) blackViolet(te) purpleBrun(e) brownOrange orange



Numbers

Un oneDeux two

Trois threeQuatre fourCinq fiveSix sixSept sevenHuit eightNeuf nineDix ten

Onze elevenDouze twelve

Treize thirteenQuatorze fourteenQuinze fifteenSeize sixteenDix-sept seventeenDix-huit eighteenDix-neuf nineteenVingt twenty

Months

janvier Januaryfvrier Februarymars Marchavril Aprilmai May

juin June

juillet Julyaot Augustseptembre Septemberoctobre Octobernovembre Novemberdcembre December

Days of the week

lundi Mondaymardi Tuesday

mercredi Wednesdayjeudi Thursday

vendredi Fridaysamedi Saturday

dimanche Sunday

Suggested structures

PresentCest ___________Ce nest pas ___________

Pronouns(je, tu, il, elle)

Imperative(dessinez, coloriez)

NegationNe __________ pas

Articles(definite, indefinite)

Possessive adjectives(mon, ma, mes, ton, ta, tes)

Prepositions(sur, sous, dans)

Interrogative

Quest-ce que cest ___________?De quelle couleur est ___________?Quel temps fait-il?Est-ce quil y a ___________?Comment tappelles-tu?Comment a va?Combien de ___________?



Field of experience : The Second Language Classroom

Topic to be Developed : La salle de classe

Experiential Goal : To create a reference booklet to be used throughout theyear for classroom objects, expressions, questions and

directions.

Suggested Steps :

1. Establish a classroom routine.

2. Introduce greetings through various songs and activities.

3. Introduction/Revision of classroom objects and discussion of experiential goal.

4. Introduction/Revision of colours.

5. Create and present a game to the class with a partner.

6. Become familiar with classroom expressions.

7. Create a booklet of classroom expressions to be used throughout the year.

8. Reflect on the unit.

Learning Objectives :

The students will : participate in a variety of language activities on the topic of the Core French classroom

identify various aspects of the Core French classroom implement these aspects in the classroom throughout the year

design and organize a classroom expression booklet

present a game incorporating classroom expressions clique doigts

work individually and cooperatively on various activities

demonstrate a positive attitude towards second language learning

foster parental support to aid in the enhancement of the French program

develop cooperative and presentation skills

communicate ideas clearly (written and verbal)

realize that learning a second language is a continual process

participate in a reflection process at the end of unit



Field of experience : The Second Language Classroom

Topic to be Developed : La salle de classe

Experiential Goal : To create a reference booklet to be used throughout theyear for classroom objects, expressions, questions and

directions.

Suggested Step :

1. Establish a classroom routine.

Teaching Notes

Activities/Songs :

1.1 Begin the class with a series of warm up motivationalactivities concerning various themes that should bereinforced all year . This activity kit trousse

dactivits should include songs, comptines andactivities on themes such as greetings, date, months,days of the week, numbers and the alphabet.

Teaching Notes : Starting the class with a song is avery efficient way to begin a class as it gives thestudents the opportunity to shift their focus to thelanguage while having fun and helps to settle theclass. After singing the song, proceed with otherdaily activities such as the date : What is the datetoday? Quelle est la date aujourdhui? and ask

students to raise their hands if they know the answer.The teacher will then circulate through the classroomand ask other students the same question and thestudents repeat the answer. Repetition helps toreinforce the structures and vocabulary used insecond language learning. Questions about theweather could follow as well as any activity on atheme that the teacher wants to reinforce. Numberactivities as well as alphabet activities should bereinforced in order to complete the French game inSuggested Step 5. These should be done during the

warm-up activities at the start of class.

Refer to Annexes 1 to 29 for activities toestablish a classroom routine and to thesuggested song list for alphabet songs.



Supplementary Resources :

Greetings Bonjour , Une Salade de Fruits, Alexandre Bonjour Ma Cousine , Flic Floc, Suzanne Pinel

Au revoir , Le Loup du Nord, Matt Maxwell Au revoir , Une Salade de Fruits, Alexandre Comment a va? , Une Salade de Fruits,

Alexandre Comment a va? , Comment a va?, Matt

Maxwell En disant Au revoir , Lunettes de Soleil, Gregg

LeRock Jespre que a va? , Cinquante petites chansons

chouettes, Karen Barnstable

ABCs, Numbers and Colors ABC , Bravo, Suzanne Pinel Arc-en-ciel , Une Salade de Fruits, Alexandre Bingo , Comme moi, Suzanne Pinel Les cochons , Comme moi, Suzanne Pinel Les Couleurs , Cinquante petites chansons

chouettes, Karen Barnstable Ma tante a perdu un poulet , Quand tu seras

grand, Matt Maxwell Oui Monsieur, oui Madame , Une Salade de

Fruits, Alexandre

Un petit, deux petits , Bravo, Suzanne Pinel Zo , Bravo, Suzanne Pinel

Le Calendrier et le Temps Bonhomme de neige , Une lune, Suzanne Pinel Clown Samuel shabille , Nol, Suzanne Pinel Combien de jours? , Quand tu seras grand, Matt

Maxwell Flic Floc , Flic Floc, Suzanne Pinel Jai du soleil , Un cadeau pour toi, Suzanne Pinel La ballade des saisons , Je mappelle Marie Soleil

Bonjour, Suzanne Pinel La neige tombe sur mon nez , Une girafe

lcole, Suzanne Pinel Les jours de la semaine , Cinquante petites

chansons chouettes, Karen Barnstable Les Quatre saisons , Cinquante petites chansons

chouettes, Karen Barnstable Lunettes de Soleil , Lunettes de Soleil, Greg

LeRock

Teaching Notes



Quel temps fait-il? , Une Salade de Fruits,Alexandre

Soleil , Suzanne Pinel, Bravo

Le Calendrier Core French, A Curriculum and Resource Guide for the

Elementary Level Au Manitoba, on samuse en franais, Maternelle et la

1re anne Acti-Vie 1 Dcouvrons Notre cole Le Franais Sans Souci A Bit of Everything Games, Activities and Cue Cards for

Introducing French to Young Children Prt commencer, Jocelyn Drozda-Daunheimer Jacquot : On Change On Bouge, Videocassette Carte Blanche, Addison Wesley

Teaching Notes

1.2 Teaching Notes :

Set up the classroom with reference charts forthe students to use all year long and include acalendar with visuals for the days of the week les jours de la semaine and the months of theyear les mois de lanne . Students areencouraged to speak in French parlez enfrancais as much as possible and can use theself-monitoring checklist provided in Annexe 30

to record when they have used French in theclassroom during an activity, song, or to ask aquestion. As an incentive to use French moreoften, the students could hand in their sheetsonce they are complete for a draw tirage for aprize such as a music gift certificate in Decemberand in June.

Student evaluation is done on a continual basisand should consist of a combination of oral,written, participation and attitude marks. The

students are required to participate orally in themajority of activities and to exhibit a positiveattitude. Students will also be required tocomplete written exercises as well. Both oral andwritten activities should be done. For example :What is this? Quest-ce que cest? ; It is blue. Cest bleu.



Using pictures as a visual clue next to Frenchwords is a good way for students to learnvocabulary. Putting the French word with apicture next to it encourages the child to usedecoding and deciphering skills.

Sending out a letter at the beginning of the schoolyear is an excellent way to establish communicationwith the parents and to promote the Core Frenchprogram. An example is included in Annexe 31.

When arranging a seating plan, use small stickynotes with students names on them, arranged in afile folder in the corresponding spot for eachstudent and for each class. If a student is moved,all the teacher has to do is rearrange the stickynotes.

Suggested Step :

2. Introduce greetings through various songs andactivities.

2.1 Songs Bonjour Mes Amis and Comment ava? in Une Salade de Fruits by Alexandre.

Teaching Notes : Play the songs and do the actions and encourage

the students to join in when they feel comfortable Play the songs a second time and encourage all

students to participate (do the actions : bonjourmes amis = wave arm , a va bien = thumb up,a va mal = thumb down, etc.)


Bonjour mes amis Au Manitoba, on samuse bien, Maternelle et la 1re

anne

2.2 Annexe 32. Survey the students to see how manyof "Its going well" a va bien , "Its going badly" a va mal , "Its going so-so" a va comme cicomme a comparing the girls les filles andthe boys les garons and have them answer thefollowing questions : "How many girls answered itsgoing well? " Combien de filles ont rpondu a vabien? etc. Responses could be recorded on agraph or chart.

Teaching Notes

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2.3 Reflection activity about the survey. Students arequestioned about the survey and are asked to graphthe answers.

Teaching Notes : Annexe 33. The teacher could put

this sheet up on the overhead and fill it in along withthe students who would also have a copy of thesheet or do this activity orally with no writtencomponent.

2.4 Jeu des noms (The Name Game)

Teaching Notes : Toss a soft ball or bean bag to astudent and say Hello. My name is _____. What isyour name? Bonjour, je mappelle _____.Comment tappelles-tu? The student responds by

saying Hello. My name is _____. Bonjour, jemappelle _____. and gentlytosses the ball back tothe teacher and the game continues. Gradually moreinformation could be added to this dialogue such asstudents age, favorite colours, food, sports,television programs.


Le franais sans souci, pp. 1-10

Suggested Step :

3. Introduction/Revision of classroom objects anddiscussion of experiential goal.

3.1 Discuss experiential goal with the students andexplain that all of the activities they are going to bedoing will help them successfully achieve the goal.

Teaching Notes : It is important for the students tounderstand that they will be evaluated continually

throughout the unit.

Supplementary Activity :

3.2 Begin with a song such as Dans ma salle declasse in Une salade de fruits by Alexandre. Thestudents listen for objects and make a list as a classactivity.

Teaching Notes



Teaching Notes : This list may be done in the students notebook

and the teacher could write a master list on theoverhead or on chart paper to be used as areference for later.

A list of classroom objects is provided in theSuggested Vocabulary section.

Suggested Instructions : Now we will listen to thesong and make a list of objects found in a classroom. Maintenant, on va couter la chanson Dans masalle de classe et on va faire une liste des objetsdans la salle de classe . Write the title Objects in aClassroom Les objets dans la salle de classe andthe students copy it into their notebooks cahiers .


Song La salle de classe in Chez moiby tienne.


3.3 A classroom song by Jacquot Quest-ce quecest? Cest incroyable. . Using the flashcards cartes clair provided in Annexes 34-43, hold upthe appropriate classroom object card as you hearthe object mentioned in the song. Once the studentshave practiced the song, the teacher could distribute

the cards to the students and have them hold themup at the appropriate time during the song.

Teaching Notes : An easy way to select students tohold the cards is to hold them up individually and askthe students What is this? Quest-ce que cest ? and have them respond It is a/an _____. Cestun/une _____. If the student responds correctly ,he/she is given a card to be held up at theappropriate time during the song.

Photocopy flashcards onto coloured constructionpaper using the same colour for each theme orhave classroom helpers colour each card andmount it on coloured construction paper using onecolour per theme. The cards could then belaminated.

If the teacher wants the words on the back of theflashcards, make a double-sided copy as the wordorder corresponds with the visual order as well.

Teaching Notes

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3.4 Annexes 44-45. Concentration games linking writtenwords with pictures of classroom objects.

Teaching Notes : To assemble a concentrationboard, you will need :

a) a piece of bristol board;b) adhesive pockets used inside library books (ask

your librarian for 16 pockets);c) coloured markers;d) coloured construction paper cut into various

shapes to decorate your game board (optional).

Method : Number the pockets from 1 to 16 withnumbers large enough for the students to see fromthe back of the room and place the pockets randomlyon the bristol board and decorate the board with

coloured shapes. You may wish to laminate thegame board and use an exacto knife to slit open thepockets. This will help lengthen the life of thegameboard.

Photocopy the pictures as well as the correspondingword cards from Annexes 44-45. Select 8 pairs ofcards (word and visual) and place them randomly inthe pockets with the picture/word facing inward. Thestudents are divided into teams and take turns tryingto find a pair by using the following structure: Is this

number 1 and 16? Est-ce que cest numro un etnumro seize? . The teacher turns over the cardsand says what they are. Once the students are morefamiliar with the vocabulary they may also berequired to say the words in French.

If a student finds a pair, his/her team receives a pointand that team continues to guess devinez untilthey are unable to find a pair and then the other teamhas a turn. If the student is required to say the wordfor his/her pair and cannot, his/her teammates may

help. If the team is unable to say the correct wordthen the opposing team has a chance to steal thepoint volez le point .

Teaching Notes : Number vocabulary activities areprovided in vocabulary lists and number activities areprovided in Annexes 16-25.

Teaching Notes



3.5 Jeu. What is in your backpack? Qu est-ce qu il ya dans ton sac dos?

Teaching Notes : Using the classroom objectreference list developed previously, have each

student select three objects and write them on theback of the game sheet (Annexe 46). The studentswork with a partner and sit back to back and try toguess devinez what object their partner put intheir backpack by asking the question using theappropriate structure: Is there a/an _____ in the backpack? Est-ce ce quil y a un/une _____ dans le sac

dos? Yes, there is a/an _____ in mybackpack. Oui, il y a un/une _____ dans monsac dos. or

No, there is not a/an _____ in my backpack. Non, il na pas de _____ dans mon sac dos .

Annexes 46-48. If the student guesses correctly,his/her partner checks the item off the list. Once allthree items are checked, the game is over and theprocess can be repeated using a different partnerand selecting different items. The students could alsocolour and design the front of this activity and theteacher could use the completed sheet as an

evaluation tool, as well as completing observationalchecklists while circulating around the classroom asthe students are participating in the activity.

3.6 Preparation forLe jeu LOTTO. Using the LOTTOcards in Annexe 44, students are asked to colour, coloriez , label crivez and cut coupez their cards in preparation for the activities. Studentsare encouraged to use the reference sheets in theclassroom to assist them in completing this activity.While the students are completing this activity, ask

them to think about the words they are writing on theback of their game pieces and what is different aboutthem.

Color the card, turn it face down and write the nameof the picture. Coloriez les cartes puis tournez lescartes la face et crivez le mot qui correspondavec limage .

Teaching Notes


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3.9 Jeu 7 Haut (7up). Using flashcards cartes clair ,seven students are given classroom objectflashcards and circulate in the classroom to touchseven people touchez sept personnes . When thestudents stand up levez , they must use the

appropriate structure to guess who touched them.Structure : Is this the board? Est-ce que cest letableau? and the student must use the appropriatestructure to respond Yes, thats correct. Oui, cestcorrect or No, that is not correct. Non, ce nestpas correct . Yes, that is the _____. Oui, cestle/la _____ or No, that is not the _____. Non, cenest pas le/la _____.

Suggested Step :

4. Introduction/Revision of colours.


4.1 Song Les Couleurs in On chante et on bouge byJacquot or La danse des Couleurs in La dansedes couleurs by Alexandre. Have students listen tothe song and hold up coloured crayons when theyhear certain colours in the songs.

Teaching Notes : Annexes 26-29. Colour activities

fromAu Manitoba, on samuse bien, Maternelle et1re anne.

4.2 Jeu Quatre Coins (four corners) :

Teaching Notes : Place coloured markers orconstruction paper in each corner and have studentswalk around the classroom in a square while themusic is playing. When the music stops the studentsstop while the teacher tries to guess who is in acertain corner. Teacher should not watch while

students walk around the classroom. Is it the colorred? Est-ce que cest la couleur rouge? and anystudent who is in that corner must sit down. Thisgame is played until only one student is remaining.

To review numbers, the person who is guessingcould count out loud instead of playing the music.Students who are out of the game could alsocount aloud.

Teaching Notes

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4.3 Jeu Touchez! (Touch game). Students areinstructed to touch something in the classroom thatis a certain colour and the last student to touch thatcolour must sit down. The game is played until thereis only one student remaining. Touch the color green

Touchez la couleur verte etc. The students wouldtouch something green like the chalkboard.


4.4 Annexe 50. Colour Wheel. Students color coloriez the wheels using predetermined coloursand label the back of the wheel with the appropriatecolour word.

Once the colouring is complete, the student is given

a spinning arrow to be fastened at the center of thewheel with a butterfly clip. With a partner, eachstudent takes a turn spinning the arrow and asking aquestion using the appropriate structure : What coloris this? Cest quelle couleur? and the otherstudent responds with the structure Its blue. Cestbleu etc. Annexe 51. The teacher could circulate inthe classroom and complete oral/anecdotalevaluations during the activity.

4.5 Annexes 52-54. Listening activity for

classroom objects. Students will listen toa dialogue on CD called Ive lost mybackpack Jai perdu mon sac dos and listen for specific information tocomplete the activity sheet.

4.6 Annexes 55-56.Enrichment activity. Using thewebsite www.caslt.org :

Click on For L2 Teachers (menu on left-handside of the page), then

Click on FSL Learning Activities Choose O est Sophie? in the scroll down

menu under par ordre alphabtique , then Click on allez to the right of the menu box.

Students will complete the activity Where isSophie? O est Sophie? and try to findSophie while answering questions.

Teaching Notes :



Suggested Step :

5. Create and present a game to the class with apartner.

5.1 Annexe 57. Clickers Les Cliques Doigts . Thisgame consolidates the review of colours, numbersand classroom objects. Material required : one 8.5" x11" sheet of plain white paper cut into an evensquare. Give these instructions to the students inFrench en franais . Fold the paper like this andcut the paper. Watch me fold the paper. Pliez lepapier comme a, puis coupez le papier. Regardez-moi, pliez le papier encore etc.

5.2 Written activity. Students could play the following

game with a parent at home. Have parents send anote to confirm that their child has played the game.

Once the clickers clique doigts are constructed,the students will place colours of their choice on theoutside and label in French. On the inside, thestudent will place numbers from 1 to 10 and underthe numbers, classroom objects labelled in French.Students are to follow the model on the overhead orchart paper. Structure :A : Choose a color Choisissez une couleur

B : Blue Bleu A : Spell out the color B. L. E. U. (The clicker

is moved vertically and horizontally for eachletter called out.)

B : Choose a number Choisissez un numero A : Four Quatre B : Un. Deux. Trois. Quatre .The student then looks under number 4 and asks thequestion What is it? Quest-ce que cest? and theother student looks at the object and responds It is anotebook Cest un cahier. For extra challenge,

have the student make a sentence using theinformation. Example : There are four bluenotebooks Il y a quatre cahiers bleus.

5.3 Oralactivity. Students practice the game with apartner. This activity is a pair activity and the teachercan use it for evaluation purposes.

Teaching Notes


26/131



Is it number 4 and 10? Est-ce que cest le numro4 et le numro 10? . Yes, thats correct. Oui,cestcorrect or No, thats not correct. Non, ce nestpas correct .

If the student guesses correctly, his/her team has achance to guess again devinez encore and if thestudent guesses incorrectly, the other team has aturn.

6.5 Cartes mystres (mystery cards). Severalflashcards are hidden in separate envelopes withquestion marks on them and are set out along thechalkboard ledge while the teacher has another setof flashcards and holds them up. The student who

correctly reads out the card tries to match it with themystery card la carte mystre at the front of theclass. The game is played until all cards arematched.

6.6 La Phrase magique (the magic phrase). As a class,create three sentences to compliment the theme :le cahier est dans la salle de classele crayon est sous le pupitrela chaise est sur la table

Annexe 72. The teacher selects the magic phrase la phrase magique by choosing a componentfrom each of the three columns.

Example : The pencil is in the desk. Le crayon estdans le pupitre. The students take turns trying toguess the sentence. The teacher uses check marksand xs beside the choices to indicate which parts ofthe sentence are correct or incorrect. The studentwho guesses the correct form of the sentence has achance to create his/her own magic phrase phrase

magique with a new set of sentences that arebrainstormed by the class.

Teaching Notes : If the students require somereinforcement of the prepositions, have them usetheir hands to mime the preposition. Example : Thestudent would put one hand inside the other for thepreposition dans .

Teaching Notes



Supplementary Activities :

Song Prposition in Cinquante Petites ChansonsChouettes by Karen Barnstable.

6.7 Hot Potato. Flashcards are placed in a bag andmusic related to the theme is played. Students passthe bag up and down the rows (or circle) until themusic stops. The student who has the bag selectsone of the cards and tries to say what is on the cardorally and the game continues until all of theflashcards are gone.

6.8 Tic Tac Toe. Can be played on the overhead usingthe visuals on a grid and mini Xs and Os cut out ofoverhead plastic. Annexe 73. The class is divided

into teams and the student who correctly names acertain square may place an X or an O on thatpicture. The game continues until one of the teamshas a row of Xs or Os.

6.9 Secret Square. Using the same overhead, theteacher selects a secret square carr secret andthe students try to guess devinez by using theproper structure : Is it _____ ? Est-ce que cest

_____? and the teacher responds Yes it is _____. Oui, cest _____. or No it is not _____. Non, ce

nest pas _____ . The student who guessescorrectly goes to the front and selects a secretsquare carr secret .

Teaching Notes : The games and activities in thisunit can be adapted for any theme throughout theyear.

Suggested Step :

7. Create a booklet of classroom expressions to be

used throughout the year.

7.1 Experiential Goal/FinalProject. Students aredivided into four groups and are given a specificheading such as objects, questions, expressions ordirections. Using the chart of classroom expressionsalready developed as a reference, the students willrecord the appropriate expressions under theirspecific headings and present them to the class.Peer editing of the work will help determine whether

Teaching Notes



or not the expressions have been placed under theappropriate headings.

Teaching Notes : The teacher can do oralevaluations during this step by asking each student

in the group to present part of the list.

Students will create their own booklet livret ofclassroom expressions using the categories objects,questions, expressions and directions. This bookletwill serve as a student resource throughout the yearand should be kept in their binder where newexpressions may be added on an ongoing basis.

Teaching Notes : A wall display with all of the expressions should

be created in the classroom for student referenceas well. Annexes 84-87 have suggested visualaids for this display as well as visuals fromAnnexes 59-71.

A blank spaceship is included in order forteachers to select specific vocabulary they wantto include for their own classroom. The visualsfrom Annexes 59-71 may be inserted into thespaceship to complete the wall display.

7.2 Activity using the classroom directions list as a

reference. Divide the students into four groups andhave them develop a rap or chant with actions todemonstrate the meaning of the direction. These rapcharts will be presented to the class.Example : Draw De-ssi-nez , Look Re-gar-dez or Jump Sau-tez .The students would mime the action as they sayeach direction. Oral evaluation sheets are included inAnnexe 58.

7.3 Annexe 74. Students are given a checklist of criteria

to include in their reference booklets. Brainstormideas about how they can make these booklets.Options could include printing by hand, using thecomputer, drawing pictures by hand or by computeror using visuals from magazines. The teacher maychoose a shape for booklet pages. Example :spaceship shape. A suggested evaluation format forthe final project is included in Annexes 75-77.

Teaching Notes



Teaching Notes : Using colored paper for booklet willmake it easier to see and access throughout theyear.

7.4 Students are asked to share their booklet with a

parent as part of the project. A letter for this purposeis included in Annexe 78.

Annexes 79-81 can be used for students to self-evaluate their booklets and the unit.

Teaching Notes : Students could also present theirbooklets to a reading buddy for extra practice andthe senior student could assist student with program.


For an added challenge, students could be required to usethe website www.puzzlemaker.com to create a word puzzleusing some of the vocabulary in their booklet and includethe puzzle as part of the booklet. Teachers may alsoinclude colour, number, month, days of the week or weatherreferences as they are studied.

Suggested Step :

8. Reflect on the unit.

8.1 Class will discuss what they learned during the unitand the teacher could record their ideas on theoverhead or on chart paper for future reference.

8.2 Annexe 82. Students complete a unit reflectionsheet.

Teaching Notes

8.3 Annexe 83. The teacher completes a reflectionsheet.



Annexes



Teaching Note : Please note that the activities from Annexes 1 to 29

are adapted fromAu Manitoba, on samuse en franais, M et 1reanne septembre, Ministre de lducation du Manitoba, 2000.Audio cassettes are available for these activities and teachers canobtain them by purchasing the complete Manitoba kit from theLearning Resources Distribution Centre : (306) 787-5987,Catalogue # 2988 at a cost of $51.65



Annexe 1Welcome/Accueil

Adapted fromAu Manitoba, on samuse en franais, M et 1re anne septembre, Ministre de lducation du Manitoba,2000, page 5


34/13126 La salle de classe, Core French Model Unit

Annexe 2Welcome/Accueil - Chansons



Annexe 3Welcome/Accueil - Activits




Annexe 4Welcome/Accueil - Activits



Annexe 5Welcome/Accueil Cartes clair




Annexe 6Calendar/Le calendrier - Affichage


Objectiv : To be used throughout the year to introduceand practice the months of the year, days of theweek, numbers and weather as they arise and areneeded.

Material : A display calendarFile folders

Method : The activity calendar should be an integralpart of the French classroom at the elementarylevel. It has multiple purposes as a learning center :the display calendar should reflect the variousmonthl themes. To kee the drawin s of monthl



Annexe 7Calendar/Le calendrier - Affichage




Annexe 8Calendar/Le calendrier



Annexe 9Calendar/Le calendrier - Chansons




Annexe 10Weather/La mto Cartes clair

Teaching Notes:Weather website www.weatheroffice.com. Students could search this website for informationregarding weather. A worksheet could be designed with questions pertaining to weather invarious parts of the country.



Annexe 11Weather/La mto - Chansons




Annexe 12Weather/La mto - Activits




Annexe 13Weather/La mto - Activits




Annexe 14Weather/La mto - Jeu




Annexe 15Weather/La mto - Pantomime




Annexe 16Numbers/Les numros - Comptines




Annexe 17Numbers/Les numros - Chansons




Annexe 18Numbers/Les numros - Comptines




Annexe 19Numbers/Les numros Activits




Annexe 20Numbers/Les numros - Jeux




Annexe 24Numbers/Les numros




Annexe 25Numbers/Les numros




Annexe 26Colours/Les couleurs Cartes clair




Annexe 27Colours/Les couleurs




Annexe 28Colours/Les couleurs - Chansons




Annexe 29Colours/Les couleurs - Activits




Annexe 30Combien de fois est-ce que jai parl en franais?

Combien de fois est-ce que jai parl? (pos une question, rpondu un question, etc.)

Nom de llve : _______________________________________

Teaching NotesStudent self monitoring checklist for using French in classroom



Annexe 31Letter to parents

September 2000

Cher parents/guardians,

Bonjour! My name is (Teacher Name) and I will be teaching your childGrade Four Core French this year. Based upon the 1995 K-5Saskatchewan Core French Curriculum and using the Visages 1 and

Acti-Vie 1 programs, your child will be studying the following units thisschool year : Introduction, Numbers, Colours, School, Physical Activity,

Halloween, Clowns, Christmas, Environment, Clothing, Animals, Easter,Food and Travel. Please note the number, the order, as well as theunits taught may be changed in order to meet the students needs andinterests.

In each unit, the students work through a number of steps to achieve aspecific goal. The goal may include an oral presentation, a collage orbooklet, a class album, a music video, etc. Each unit will be taught usingthe communicative/experiential approach that encourages the studentsto communicate in French about experiences that are relevant and areof interest to them. Grammar concepts are incorporated into each unit of

study in order to develop a whole language approach. The experientialapproach encourages the students to develop an understanding and anappreciation of French-Canadian language and culture.

Students will be evaluated throughout the units on their performance,their achievement, their participation, their attitude and their behavior.

If you have any questions, please feel free to call me at school at(School Phone Number). I look forward to meeting you at parentinformation night!

bientt!

Core French TeacherSchool Name



Annexe 32Comment a va aujourdhui?

a va trs bien

CCa va bien

Ca va comme ci

comme a

D

a va mal

DDLes filles

Les garons

Total de laclasse

Teaching Notes :Make an overhead of the survey Sondage and begin by asking How is it going today? Comment a va aujourdjui? . Show me Montrez-moi . Teacher should use gestures

such as a thumbs up for Its going good a va bien or thumbs down for Its going so-so a va comme ci comme a , etc. Now, raise your hand if its going very well Maintenant, levez la main si a va trs bien. Count Comptez . One, two, three Un, deux, trois etc. Have students could with you and record number. Now, for howmany girls is it going very well? Maintenant, combien de filles a va trs bien? andrepeat the process.

Repeat this process until all sections are complete. Note students must all vote once. Thismay be verified by counting the total of the class at the bottom.



Annexe 33Comment a va aujourdhui?

1. a va trs bien pour combien de filles? ______

2. a va trs bien pour combien de garons? ______

3. a va bien pour combien de filles? ______

4. a va bien pour combien de garons? ______

5. a va comme ci comme a pour combien de filles? ______

6. a va comme ci comme a pour combien de garons? ______

7. a va mal pour combien de filles? ______ 8. a va mal pour combien de garons? ______

9. Qui sont plus heureux, heureuses? Les garons ou les filles?

Les __________________ sont plus heureux, heureuses.



Annexe 33 (continued)Graphing Results

Nombre

dlv

es

avatrs

bien

avab

ien

av

a

comm

eci

commea

avamal

ava

trs

bien

avab

ien

av

a

comm

eci

commea

avamal

3029

28272625242322212019181716

151413121110

987

654321

Filles Garons



Annexe 34



Annexe 35

unstylo

uncrayon

unlivre

uncahier



Annexe 36



Annexe 37

unegomme

unergle

une

craie

une

chaise



Annexe 38



Annexe 39

unpupitre

unbureau

un

ordinateur

un

tableau



Annexe 40



Annexe 41

unetable

unebote

crayons

unebrosse

unefeuille

de papier



Annexe 42



Annexe 43

unsac

dos

untaille-

crayon

une

agrafeuse

de la

colle



Annexe 44



Annexe 45

unlivre

craie

un

ordinateur

uneagrafeuse

unebrosse

un

tableau

unefeuille depapier

de lacolle

unetable

un

pupitre

unsac dos

un

bureau

unebote crayons

untaille-crayon

unegomme

unergle

unechaise

uncahier

unstylo

uncrayon

une


79/131



Annexe 46 (continued)Jeu Mon sac dos

Quest-ce quil y a dans ton sac dos?

cris le nom de 3 objets dans ton sac dos.

Moi

Dans mon sac dos il y a

1.________________________

2.________________________

3.________________________

Dans mon sac dos il y a

1.________________________

2.________________________

3.________________________

Mon Partenaire

Dans le sac dos de mon partenaireil y a

1. ________________________

2. ________________________

3. ________________________

Dans le sac dos de mon partenaireil y a

1. ________________________

2. ________________________

3. ________________________

Structure :Q : Est-ce quil y a un/une ________________ dans ton sac dos?R : Oui, il y a un/une _______________ dans mon sac dos.R : Non, il ny a pas un/une _______________ dans mon sac dos.

Regarde les cartes de LOTTO ou les listes de vocabulaire pour le nomdes objets.



Annexe 47

Grille dobservation Le travail coopratif

Grille dobservationLe travail coopratif

Date : Critres observer :

Nom deslves

Suit lesdirectives

Collaboreavec son(sa)partenaire

Complte letravail

Communiqueen franais



Annexe 48

Grille dobservation

Nom des lves



Annexe 49Est-ce que cest masculin ou fminin?

Un/le = masculinUne/la = fmininLes = pluriel

cris les objets suivants dans la colonne approprie. Dessine lobjet ct du mot.lvesgommestylo

sac doscrayoncraie

tableciseauxtableau

agrafeuse

Masculin Fminin PlurielExemple :

1.

La porte

2.

3.

4.

5.



6.

7.

8.

9.

10



Annexe 50Colour Wheel

Les tapes : (coche4

les activits)1. Colorie2. cris le nom de la couleur3. Coupe4. Attache la flche5. Pratique avec un/une partenaire.

Q : Cest quelle couleur?R : Cest _rose_ .

$



Annexe 51Fiche anecdotique

Fiche anecdotique

Activit : __________________ Date : _______________

Nom de llve : __________________________

_____________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________

Fiche anecdotique

Activit : __________________ Date : _______________

Nom de llve : __________________________

_____________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________



Annexe 52Une activit dcoute

Dialogue Jai perdu mon sac dos

coute le dialogue Jai perdu mon sac dos et cris quel sac dosappartient quel lve.

Aujourdhui les lves de lcole Bon apprentissage vont au parc. Ils doivent apporter leur sac dos mais certains lves ont perdu leur sac dos.- O sont nos sacs dos? demandent les lves.- Monique, de quelle couleur est ton sac dos?

- Mon sac dos est rose. - Quest-ce quil y a dans ton sac dos?

- Dans mon sac dos il y a une rgle, un cahier de franais, un dictionnaire et uncrayon.

- Ton sac dos est sous ton pupitre.

- Ah oui! Merci. - Danielle, est-ce que ton sac dos est bleu?

- Oui, il est bleu.

- Est-ce quil y a un stylo, un dictionnaire, un cahier de maths et un disque compact danston sac dos?

- Oui, a cest mon sac dos.

- Paris Lafrance, est-ce que ton sac dos est violet? - Oui et jai une rgle, un crayon, un magazine et un cahier de franais dans mon sac dos.

- Voil ton sac?

- Merci.

- Jacques Trsfort, o est ton sac dos?

- Mon sac dos est noir et jai des marqueurs, un cahier, un crayon et une rgle dans monsac dos. Ah! Il est sur mon pupitre.

- Sylvie, quelle couleur est ton sac dos?

- Il est jaune. Jai une brosse, une gomme, un crayon et un tlphone cellulaire ma mre

dans mon sac dos. - Quoi! Un tlphone cellulaire! Drring. Drring.- coutez sonner le tlphone. Drring. Drring.- Il est dans le casier de Jacques Trsfort.

- Euh, voil ton sac dos Sylvie. Drring. Drring.

- Merci Jacques. (Giggle, giggle)


88/131



Annexe 54Activit dcoute : pour lenseignant.e

coute le dialogue Jai perdu mon sac dos et dcide quel sac dos appartient quellve.

A. cris le numro dans la bote qui correspond avec le sac dos de la personne.

rMonique LafleurrJacques Trsfort

rParis Lafrance

rDaniel LechiffrerSylvie Labellefille1. Une rgle, un cahier, un crayon, un dictionnaire.2. Un stylo, un dictionnaire, un cahier de maths, un disque compact.3. Une brosse, une gomme, un crayon, un tlphone cellulaire.4. Une rgle, un crayon, un magazine, un cahier de franais.

5. Des marqueurs, un cahier, un crayon, une rgle.

B. coute le dialogue encore une fois et colorie les sacs dos avec la couleur approprie.

1. Rose Monique Lafleur 2. Bleu Daniel Lechiffre3. Jaune Sylvie Labellefille4. Violet Paris Lafrance5. Noir Jacques Trsfort

1

5

42

3



Annexe 55Activit Internet : O est Sophie? (pour llve)

Consulte le site web www.caslt.org et rponds aux questions suivantes.

O est Sophie?

Coche 4 la bonne rponse.

1. Est-ce quelle est dans la classe de franais?

r oui J

rnon

L

2. Est-ce quelle est dans la salle des ordinateurs?

r oui J

r non L

3. Est-ce quelle est dans le gymnase?

r oui J

r non L

4. Est-ce quelle est dans son casier?

r oui J

r non L

5. O est Sophie? Elle est dans r la fontaine.

r le bureau.

r le pupitre.

6. Sophie est une fille?

r oui J

r non L



7. Quest-ce que cest Sophie? Sophie est r un dinosaur.

r un reptile.

r un monstre.

8. De quelle couleur est Sophie? Sophie est r brun.

r vert.

r gris.

9. De quelle couleur est le drapeau du Qubec?

r bleu et blanc

r bleu, blanc, rouge

r vert, blanc, bleu

10. O est Sophie?

r Dans la classe de musique.

r Dans la fontaine deau.

r Dans le pupitre.

Bravo! Tu as trouv Sophie. Sophie est un _____________________________.



Annexe 56Activit Internet : O est Sophie? (pour lenseignant.e)

Consulte le site web www.caslt.org et rponds aux questions suivantes.

O est Sophie?

Coche 4 la bonne rponse.

1. Est-ce quelle est dans la classe de franais?

r oui J

r non L2. Est-ce quelle est dans la salle des ordinateurs?

r oui J

r non L

3. Est-ce quelle est dans le gymnase?

r oui J

r non L

4. Est-ce quelle est dans son casier?

r oui J

r non L

5. O est Sophie? Elle est dans r la fontaine.

r le bureau.

r le pupitre.

6. Sophie est une fille?

r oui J

r non L

4

4

4

4

4

4



7. Quest-ce que cest Sophie? Sophie est r un dinosaur.

r un reptile.

r un monstre.

8. De quelle couleur est Sophie? Sophie est r brun.

r vert.

r gris.

9. De quelle couleur est le drapeau du Qubec?

r bleu et blanc

r bleu, blanc, rouge

r vert, blanc, bleu

10. O est Sophie?

r Dans la classe de musique.

r Dans la fontaine deau.

r Dans le pupitre.

Bravo! Tu as trouv Sophie. Sophie est un ___serpent____________________.

Teaching Notes :This activity provides an extra challenge for more advanced students. It might be used insplit grades or with students from an immersion background. The following is a list ofsupplementary websites for similar activities pertaining to the second-language classroom.www.puzzlemaker.com Students could create their own puzzle on a given theme using thissite.www.weatheroffice.comwww.bureaumeteo.com Students could complete an activity on the weather across Canada

www.caslt.org Technology activitieswww.sasked.gov.sk.ca/schools.html Saskatchewan schools

Students could earn extra participation marks after completing such an activity and couldalso shade in a square on his/her French participation checklist.

Classroom teachers could also be given this website and could verify that a studentcompleted the activity during regular class time or during computer time.

4

4

4

4



Annexe 57Jeu Clique-doigts

1. 8 x 11

Prends une feuille de papier 8 x 11

2.Plie la feuille de papier et coupe le papier pour faire un carr de 8 x 8 .

$

3.

Plie les coins de la feuille de papier vers le centre.

4.

Retourne le carr et plie les coins de ce ct vers le centre.

5.

Plie le clique-doigts en deux et insre le pouce et lindex de

chaque main dans les poches qui se sont formes.

Teaching Notes :

The students enjoy making and presenting these games and should be encouraged to takethem home and share them with a family member. See Annexe 78 for a letter toparents/guardians.



Annexe 58 Clique-doigts : Feuille dvaluation

Evaluation for the Teacher

Nom : ________________________________

Le message 5 4 3 2 1 0La grammaire 5 4 3 2 1 0La prononciation 5 4 3 2 1 0La clart 5 4 3 2 1 0Leffort/La participation 5 4 3 2 1 0

Commentaires : ________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Evaluation de la tche finale

Nom : ________________________________

Le message 5 4 3 2 1 0La grammaire 5 4 3 2 1 0La prononciation 5 4 3 2 1 0La clart 5 4 3 2 1 0Leffort/La participation 5 4 3 2 1 0

Commentaires : ________________________________________________________

_____________________________________________________________________

_____________________________________________________________________



Annexe 59Cartes clair : Expressions

PardonExcusez-moi Sil te/vou

plat

J ai fini

Je nai pas

fini MerciVoici mon

travailDaccord Cest

facile

Cestdifficile

Cest quandle test?

Pourquoi?

O es_________?

Rptez silvous plat

Quest-cequon fait

auourdhui?

On peutchanter?



Annexe 60Expressions

Pardon? Excusez-moi

Silte/vous

plat

Jai fini




Je nai pasfini

Merci

Voicimon

travail

Daccord




Cestfacile

Cestdifficile

Cestquand le

test?

Pourquoi?




O est_________?

Rptez silvous plat

Quest-cequon fait

aujourdhui

On peutchanter?



Annexe 64Cartes clair : Directions

crivez Regardez coutezDessinez

Asseyez-vous Levez-vous MarchezChantez

Sautez Avancez ReculezCourez

Fermez Ouvrez LevezDansez

RptezBaissez



Annexe 65Directions

Dessinez crivez

Regardez coutez

Chantez Asseyez-vous



Annexe 66Directions

Levez-vous Marchez

Courez Sautez

Avancez Reculez



Annexe 67Directions

Dansez Fermez

Ouvrez Levez

Baissez Rptez



Annexe 68Cartes clair : Questions

avoir une

trombone?

tailler mon

crayon?

ouvrire la

fentre?

aller autoilettes?

emprunteune rgle?

aller moncasier?

aller boire? emprunte

tonagrafeuse?

emprunte

un stylo?

travailler

lordinateur?

avoir unefeuille de

papier?

emprunte

un crayon?



Annexe 69Questions

Avoir unetrombone?

Tailler moncrayon?

Ouvrir la

fentre?

Aller aux

toilettes?



Annexe 70Questions

Travailler lordinateur?

Avoir unefeuille de

papier?

Emprunter un

crayon?

Emprunter

un stylo?



Annexe 71Questions

Emprunterton

agrafeuse?

Allerboire?

Aller moncasier? Emprunterune rgle?



Annexe 72La Phrase magique

La phrase magique

Regarde les fiches de rfrence pour les ides

Structure : le/la __________ est dans le/la __________.sous

sur

devant

derrire

ct de

Exemple : r Le cahier est r dans r la salle de classe.

r Le crayon est r sous r le pupitre.

r La chaise est r sur r la table.

La phrase magique est : _______________________________________

r est r r

r est r r

r est r r


r est r r

r est r r

r est r r


4

4 4



Annexe 73Tic Tac Toe

X X X

X X X

O O O

O O O



Annexe 74Grille daccompagnement/Planning Sheet

Checklist of Criteria for Projet final

Nom : _____________________________________ Date : ____________________

Mon livret : Vocabulaire de la salle de classe

r Coche la bote quand tu as complt la tche suivante.

Page 1

r Un titre Vocabulaire de la salle de classe

r Un dessin

r Nom

r Anne

r Enseignant

Page 2

r Un titre Les objets

r Une liste des objets

r Les dessins qui illustrent les objets

Page 3

r Un titre Les questions

r Une liste des questions

r Les dessins qui illustrent les questions

Page 4

r Un titre Les expressions

r Une liste dexpressions

r Les dessins qui illustrent les questions

4



Page 5

r Un titre Les directives

r Une liste de directives

r Les dessins qui illustrent les directives

Page 6

r Activit optionnelle

r www.puzzlemaker.com

r Mots croiss avec le vocabulaire de la salle de classe

Attention!

r Mes mots sont bien crits.r Jai vrifi dans les fiches de rfrence .

r Jai vrifi avec un/une ami/e.

r Jai vrifi avec lenseignant/lenseignante.

r Jai prsent mon livret mes parents.



Annexe 75Liste de vrification A

Teacher Checklist of Criteria for Final Project

Liste de vrificationNom : Date :

Communication Commentaires de lenseignant/e

Dans son livret, llve a :

r donn un titre appropri pour chaquepage.

r fait une liste et un dessin approprispour le titre.

Langue

Dans son livret, llve a :

r utilis un bon vocabulaire.

r bien crit les mots.

Stratgies

Llve a :

r utilis des fiches de rfrence.r utilis la grille daccompagnement(checklist).

r vrifi son travail auprs des autreslves.

r prsent le livret ses parents.



Annexe 76Liste de vrification B

Teacher Checklist of Criteria for Final Project

Liste de vrificationNom : Date :

Commentaires de lenseignant, de

lenseignante



Annexe 77Suggested Evaluation Criteria

Title Page

Les expressions de la salle de classe

Title page should include the title (correctly spelled)

Creative representation of the title as well as relevant graphic material on the front.

Students name, grade, teacher :

Nom : _____ Anne : _____ Enseignant.e : _____

The following categories should be correctly and creatively displayed at the top of each page :

Classroom objects : Les objets de la salle de classe

Classroom questions : Les questions de la salle de classe

Classroom expressions : Les expressions de la salle de classe

Classroom directions : Les directives de la salle de classe

The student will correctly categorize the vocabulary into the correct section of the booklet

livret using the charts as a reference.

The words/phrases should be recorded creatively and accurately.

Each entry should be written in French and include a visual next to it.



Annexe 78Letter to parents

Date

Dear Parent or Guardian :

The Grade _____ class has been very busy learning about the

Core French classroom. We have sung songs and participated

in various activities about the French class including making

up a rap about classroom instruction. Currently, we have justcompleted our Livret des expressions de la salle de classe ,

classroom expression booklet, which we will be using as a

reference throughout the year. As part of this unit, each

student is required to read their livret to a parent/guardian

and return this letter with a parent signature by

__________________.

Thank you for supporting your childs educational experience.

Merci,

Teacher Name

Grade

I have listened to my child read his/her livret.

Parent/guardian signature : ____________________

Teaching Notes :

1. Present the booklet livret to a parent and have them verify (by signing) that they

have listed to their child read the booklet.

2. Share with a reading buddy.



Annexe 79Fiche dauto-valuation

Auto-valuation Un livret

Nom :______________________________________ Date : __________________________

Jaime mon livret.

__________ aime/aiment mon livret.

Mon livret est : Excellent Bon Insatisfaisant

J K L

Reflection activity for booklet

When making a booklet, it is important to :

a) include all

Documents

Stf Elem Salle Classe 2001