201-57 Auriga Drive - CASLT · en Français de base au Manitoba. Le projet a été élaboré pour...

440.7107127 Le Français de base au Manitoba: à vos marques, prêts, partez! A must-have guide for teachers. 2e éd.

ISBN 978-0-7711-4340-3

1. French language - Study and teachingManitoba - Handbooks, manuals, etc. I. Canadian Association of Second Language Teachers.

The Canadian Association of Second Language Teachers (CASLT)/L'Association canadienne des professeurs de langues secondes (ACPLS)201-57 Auriga DriveOttawa, Ontario, Canada K2E 8B2

This resource is also available on the CASLT/ACPLS website at <http://www.caslt.org/>

Copyright © 2008, 2009, The Canadian Association of Second Language Teachers (CASLT)

Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify CASLT.

Opinions expressed in this document are not necessarily those of the Board of Directors of CASLT.

Any websites referenced in this document are subject to change without notice. Educators are advised to preview and evaluate websites and online resources before recommending them for student use.

Use of the masculine in this publication is generic and applies to both men and women.

AVANT-PROPOS

À vos marques, prêts, partez!

À vos marques, prêts, partez! est le résultat d'une collaboration entre les conseillers pédagogiques divisionnaires du Manitoba, la Division du Bureau de l'éducation française et l'Association canadienne desprofesseurs de langues secondes (ACPLS/CASLT) afin d'appuyer les enseignants débutants et expérimentésen Français de base au Manitoba.

Le projet a été élaboré pour atteindre les objectifs suivants : - appuyer l'implantation et la planification en Français de base;- faciliter le partage d'information essentielle;- fournir de la recherche récente sur l'apprentissage du français langue seconde;- renforcer l’usage de l'approche communicative-expérientielle;- donner des pistes sur l'intégration de la culture dans l'enseignement du Français de base.

Ce guide permettra de plus efficacement communiquer avec les enseignants de la province et de mieuxappuyer l'enseignement et l'apprentissage en Français de base. Vous y trouverez de l'information au sujet de la méthodologie de l'enseignement, des ressources, des activités culturelles et des occasions dedéveloppement professionnel.

Nous espérerons que ce guide vous aidera à réfléchir sur les pratiques de l'enseignement, à collaboreravec vos collègues et surtout à enrichir l'expérience en Français de base pour les élèves du Manitoba.

Grâce à un partenariat établi avec CASLT, une version électronique de ce guide est disponible sur le siteWeb de CASLT.

http://www.caslt.org/

Le cours de Français de base vise à faire d’un élève une personne qui, après plusieurs années d’études :

- a des connaissances de base qui lui permettent d’enrichir ses habiletés en langue française et

éventuellement à devenir bilingue;

- fait preuve d’une appréciation des cultures francophones;

- voit l’apprentissage du français comme un outil de développement personnel, intellectuel et social;

- apprécie les autres langues, cultures et communautés du Canada et du monde entier.

Extrait du dépliant A Guide to French Language Education in Manitoba/Un guide pour l’éducation en langue française au Manitoba

Reproduit avec la permission de la Division du Bureau de l'éducation française, Éducation, Citoyenneté et Jeunesse Manitoba, 2009.

FOREWORD


À vos marques, prêts, partez! is the result of a collaboration between the divisional Basic French consultants of Manitoba, the Bureau de l'éducation française Division, and the Canadian Association of Second Language Teachers (CASLT) in order to support new and experienced teachers of Basic French inManitoba.

This project was developed to achieve the following goals:- Support the delivery and planning of Basic French;- Facilitate the sharing of important information;- Provide current research about learning a second language;- Reinforce the use of the communicative-experiential approach;- Give some suggestions about integrating culture into the teaching of Basic French.

This guide will allow for efficient communication with all Basic French teachers in the province and willbetter support the teaching and learning of Basic French. In the guide, you will find information regardingteaching methods, resources, cultural activities and opportunities for professional development.

We hope that this guide will help you to reflect on teaching practices for Basic French, to collaborate withyour colleagues, and above all, to enrich the Basic French experience for the students of Manitoba.

Thanks to a partnership established with CASLT, an electronic version of this guide is available on theCASLT website.

http://www.caslt.org/

The Basic French Course aims to develop students who, after many years of study, will:

- acquire a good foundation in French from which to pursue fluency and possibly become bilingual;

- demonstrate an appreciation of Francophone cultures;

- value the learning of French as a tool for personal, intellectual, and social growth;

- value other languages, cultures, and communities throughout Canada and around the world.

Excerpt taken from A Guide to French Language Education in Manitoba/Un guide pour l’éducation en langue française au Manitoba.

Reproduced with permission of Bureau de l'éducation française Division, Éducation, Citoyenneté et Jeunesse Manitoba, 2009.

REmERciEmENTS

Nous remercions les personnes suivantes de leur contribution au document, de la qualité

de leur travail et de leur professionnalisme.

Judy BILENKI Division scolaire de St. James-Assiniboia

Sandra DRzySTEK Bureau de l'éducation française

John ERSKINE Division scolaire de Winnipeg

Philippe LE DORzE Division scolaire Pembina Trails

Linda ROMEO Division scolaire de St. James-Assiniboia/

Bureau de l’éducation française

Greg SAMETz Division scolaire de Seven Oaks

Arla STRAUSS Bureau de l'éducation française

Carol HARVEy Conseillère indépendante

Robert CAMPBELL Division scolaire River East Transcona

Helen LOEB Division scolaire River East Transcona

Marie-Josée MORNEAU Division scolaire Sunrise

Nous tenons aussi à remercier :

CASLT - partenariat

Jeannette AUBIN - Bureau de l'éducation française - Révision

Maude PLOURDE - Bureau de l'éducation française - Révision

Céline PONSIN - Bureau de l'éducation française - Mise en page et illustrations

Huguette TRUDEL - Bureau de l'éducation française - Révision

Comité

Rédactrice

Collaborateurs

TAbLE DES mATièRES

Understanding Reasons and Research 3

French Language Facts 3

Benefits of Second Language Learning 4

10 Reasons to Learn French 5

Online, Print and Media Resources Related to Reasons and Research 7

Activities for Students 10

Teachers’ Corner 12

Introducing your Support Team! 15

Manitoba Education, Citizenship and youth Basic French Website 16

What Do I Need to Get Started? 17

Direction des ressources éducatives françaises (DREF) 20

Professional Development 21

Bourses pour les enseignants 22

Feuille de réflexion 23

School Self-Assessment Tool 25

The Multidimensional Approach 29

A Closer Look at the Multidimensional Approach 30

How Will I Approach My Teaching? 31

La démarche pédagogique en Français de base 32

The Diverse Needs of our Students 36

Reading and Basic French 37

La littératie en Français de base 38

Assessment and Evaluation 41

Provincial Assessment Initiative 43

Assessment of Cultural Awareness 44

Peer Assessment and Student Feedback 45

Self-Assessment 46

Section 1 RAiSONS ET REchERchE - reasons and research

Section 3 LA DémARchE PéDAgOgiquE - Methodology

Section 2 Où cOmmENcER? - Where to Begin?

INTRODUCTION

TAbLE DES mATièRES - suite

C'est le mois d'août… 49

The Itinerant Teacher 51

Coup d’œil sur l’année 52

Créer la zone française 56

Une activité pour la première semaine 63

Communication Tools for Students 67

Pourquoi les jeux? 75Dix jeux pour pratiquer les nombres 76Dix jeux pour pratiquer le vocabulaire 78Dix jeux pour communiquer 80Les jeux : feuilles reproductibles 82

The Importance of Culture 95

Comment faire vivre la culture dans la salle de classe au quotidien? 97

La lecture et la culture 101

La musique dans la salle de classe 102

Quelques ressources en musique 105

La cuisine 106

Découvrir la culture franco-manitobaine 107

Les invités spéciaux 110

Les sorties scolaires 111

Language Bursaries and Exchanges 115

Putting language learning into perspective... 116

Reference List 117

Section 4 L’ANNéE ScOLAiRE - the Big Picture

Section 6 uNE LANguE ViVANTE - culture and Basic French

Section 5 LE cOiN DES jEux - Fun and gaMes

iNTRODucTiON

Très chers enseignants,

Félicitations! Vous enseignez le Français debase. Quelle tâche formidable! En enseignantle Français de base, vous aurez l'occasiond'enrichir la vie de vos élèves en leur per-mettant d'apprendre la langue française et de découvrir les cultures francophones.Rappelons-nous que les langues façonnentnotre manière de penser et de percevoir lemonde. Connaître plus d'une langue élargitnotre vision du monde.

Que vous soyez débutant ou enseignantbien expérimenté, ce document vousfournira de l'information uti le et desressources pratiques pour vous appuyerdans l'enseignement du Français de base.

Veuillez prendre note que les symboles ci-dessous vous aideront à distinguer lesdifférents types de ressources proposées.

Dear Teachers,

Congratulations! You are teaching BasicFrench. What a terrific assignment! You willhave the opportunity to enrich your students' lives as they learn French andexperience Francophone cultures in yourclassroom. Remember that languagesshape the way we think and the way weperceive the world. Knowing languagesbroadens our world view.

Whether you are a beginner Basic Frenchteacher, or an experienced second languageteacher, this handbook will provide youwith practical information and usefulresources to support you in your teaching ofBasic French.

Please note that the symbols below willhelp you identify the different types of suggested resources.


Recherche sur InternetBaladosRessourcesLe professeur pratique

RAiSONS ET REchERchE - reasons and research

3

RAiSONS ET REchERchEreasons and research

Section 1

It is important for educators to understand the benefits of languagelearning and to be able to communicate these benefits effectively.More than ever, parents are recognizing that knowing a second language is an important skill in today's world. As educators, it isour role to help them consider the many advantages that learninglanguages provides.

This section contains information that can be shared with col-leagues, the community, parents and students. you will find Frenchlanguage facts, benefits of language learning, and useful websitesthat have activities, posters, and print materials to purchase. It isalso important for students to know why they are learning Frenchand the benefits and opportunities available to them. For this rea-son, a few activities for students have been included in this sectionas well as in section 4 “The Big Picture”.

you may wish to use the information from this section in the following contexts: a school open house, a parent advisory councilmeeting, a presentation to students, a class project, information for student agendas, newsletters, websites, blogs, wikis and parent/teacher conferences.

uNDERSTANDiNg REASONS AND RESEARch

FRENch LANguAgE FAcTS

French is spoken by more than200 million people in more than55 countries in the world.

French is spoken on each continent of the world.

French is an official language of: - The United Nations- The International Olympics Committee- The European Union.

French is one of the two official languages of Canada; it is spoken andunderstood by nearly 9.5 million people in our country.

Based on the 2006 Census data, a littleless than one Canadian in three identified himself as being able to converse in French and close to oneCanadian in four identified himself asbeing able to speak in French as the firstofficial language.

French is spoken by more than 105,000 people in Manitoba.

In 2008, there were approximately 18,500 students enrolled in the French Immersion Program in Manitoba. There were also approximately1500 Basic French teachers and 73,628 students enrolled in Basic French.

If I was going to give my child [children] something

that would last them all their life, something that

would enhance their ability to travel and enhance

their employment capacity, enhance their ability to

appreciate other cultures and make bridges of

understanding, I don't think there's a better gift

I could give my child [children] than a capacity in a

second language. Stuart Wachowicz

Edmonton Public Schools

À VOS mARquES, PRêTS, PARTEz!4

The Impact of Second Language Education study shows the benefits of learning a second language are much broader than simply the ability to speak in another language. It reports on research that affirms the importance ofsecond language education on intellectual potential, scholastic achievement, first language skills, citizenship and theeconomy.

The research conclusions in each area are as follows:

iNTELLEcTuAL POTENTiAL

l Students fluent in two languages score higher in both verbal and non-verbal intelligence. l Students studying a second language are superior in divergent thinking tasks and in memory ability

and attention span.

SchOLASTic AchiEVEmENT

l Second language students have higher test scores in reading, language and mathematics. l Each additional year of second language training created a greater positive differential compared to students

not receiving a second language.

EFFEcT ON FiRST LANguAgE

l Second language education significantly strengthens first language skills in areas of reading, English vocabulary,grammar and communication skills.

l The earlier the start, the greater the positive effect on the first language.

ciTizENShiP

l Students studying a second language have superior cross-cultural skills and adapt better to varying cultural contexts.

l Students studying a second language display greater cultural sensitivity.

EcONOmic POTENTiAL

l There is an urgent requirement for qualified speakers of languages other than English in areas of science, technology, medicine and global commerce.

Reproduced with permission from Alberta Education, "Benefits of Second Language Learning", Learning Languagesin Alberta, <http://www.education.alberta.ca/teachers/resources/learnlang/benefits.aspx> (Accessed April 4, 2008).

For further reading related to the benefits of second language learning, visit the following website: <http://www.education.alberta.ca/teachers/resources/learnlang/benefits.aspx>

bENEFiTS OF SEcOND LANguAgE LEARNiNg

uN

DEux

TROiS

quATRE

ciNq


5

1In many European countries, a second language is introduced in elementary school and a third language in middle school. Job applicants who are proficient in at least two languages will be at a distinct advantage in theglobal marketplace. When you know French, you can communicate in transactions occurring daily in French onevery continent.

2In many scientific fields at the graduate level, many Canadian institutions require reading knowledge of Frenchor German in order for scholars to be able to conduct research. France continues to be a leader and innovatorin science and technology. Civil engineering (the "Chunnel" between England and France, the TGV - the world'sfastest train, the Viaduct of Millau - the world's highest bridge), aeronautics (the Airbus 350 and the ArianeRocket - a Franco-European initiative), medical technologies (the isolation of the HIV virus), and telecommuncations (fiber optics, the smart card) are just a few areas in which the French are leaders. KnowingFrench can open the doors to graduate school and to important research.

3French is the first or second language in more than 55 countries and is spoken by 200 million people around the world, on every continent. Because French is a foreign language of choice for so many people in the world,knowing French will also increase your chances of communicating in a non-English speaking country. you canuse French to develop international friendships as well as to communicate via the Internet.

4Knowledge of a second language is essential in over 60 occupations. Canada is officially bilingual and requireslabelling in English and French on all products. More than 2,400 French companies have subsidiaries in the U.S.,and France is one of the largest recipients of Canadian Foreign investments. France is also a world leader in thedevelopment of modern telecommunications, a market with explosive growth potential.

The European Union, the second largest trading block in the world, recognizes French as an official language.Job opportunities abound with airlines, import-export companies, and other international businesses. French isalso useful if you are thinking of working at the United Nations (where French is the second most widely usedlanguage, after English) or for the Canadian Government.

5Some 40% to 50% of English vocabulary comes from French. The study of French will also enhance your grammar skills. As you develop greater skills in French, you also sharpen your skills in English.

10 REASONS TO LEARN FRENch

Six

SEPThuiTNEuF

Dix


6French is always an official language used to announce events, winners, and medals at the Olympic Games,including the 2010 Winter Olympics in Vancouver, Canada. In Canada, you can also follow hockey and baseballgames in French. Automobile races (Le Mans and Monte Carlo), horse racing (Longchamps), tennis tournaments(French Open), and the Tour de France (long-distance bicycle race) engage fans around the globe. When youknow French, the international world of sports is open to you.

7France is the most visited tourist destination in the world. Paris has been named by Fortune Magazine as oneof the top ten "global cities". When you speak French, you can be an educated tourist, ask for directions, getyour own hotel room or tell a French friend about your own country.

8Learning French will also increase your problem-solving skills and improve your memory, self-discipline, andself-esteem. Because progress is very easy to measure, you can quickly take pride in your new abilities. LearningFrench can help you aquire a number of important skills.

9As you quickly realize when you look at the foreign film section of your local video store, France is one of themost prolific producers of international films. The Cannes International Film Festival annually attracts the attention of the world when the best films, directors and actors are named. When you understand French, youdon't need to rely on subtitles to enjoy a French film.

10People around the world are familiar with Les Misérables, The Three Musketeers, 20,000 Leagues under the Sea,The Little Prince, and The Stranger. In fact, France has won more Nobel Prizes for literature than any other country. The French are also admired for their great philosophers, such as Descartes and Pascal, Rousseau,Voltaire, Camus and Sartre. When you read French, you can enjoy these works and authors in the original.

Adapted from the American Association of Teachers of French (AATF). Reprinted with permission of the AmericanAssociation of Teachers of French and Cultural Services of the French Embassy in the U.S.

10 REASONS TO LEARN FRENch (continued)

And then there's reason 11:

Why learn French?

Because you can!


7

What does research show about the benefits of language learning?

<http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=4524>This website provides a comprehensive summary of studies which highlight the benefits of learning a language.

Advantages for Life: Learning Another Language (Alberta Education)

Video: <http://www.ucalgary.ca/lrc/research/advantage-life-video>The Language Research Centre was commissioned by Alberta Education to produce a video on the benefits of learning a second language. To view the video, click on the appropriate icon.

Now we’re talking! Tool Kit for Teachers, Schools and School Authorities

<http://www.education.alberta.ca/teachers/resources/learnlang/educators/toolkit.aspx>Alberta Education has developed a tool kit to promote language courses. you may be able to use the ideas, information and tools in this kit to help promote learning French as a second language.

Canadian Parents for French has developed promotional materials to assist you in your discussionswith students and parents about the benefits of learning French

<http://www.cpf.ca/eng/resources-pubs-pamphlets.html>I'm Learning French! (bilingual) - Outlines the many benefits of a French-language education.

A smart choice!

Stay in French! (bilingual) - Outlines the numerous benefits of continuing a French-language education.Build on a smart choice!

I'm Teaching in French Because... (bilingual) - Outlines the many benefits of choosing a career teaching French as a second language. you're in demand!

Video: I Want to Become Bilingual Because... - Dozens of honest conversations with French second language students of all ages. These smart and funny students give life to theterm Francophile – this is seven minutes of FSL promotion at its best!

ONLiNE, PRiNT AND mEDiA RESOuRcES RELATED TO REASONS AND RESEARch

French is a Life Skill: A Summary of Research, Theories, and Practices

This is an easy to read document published by Nelson Education Ltd. © 2007 ISBN-13: 9780176336165 that summarizes the current trend in the field of second language teaching and learning.

Topics include: - Second language acquisition methodologies and theories - Current theories and approaches to teaching French - Trends and practices in second language teaching and learning - Assessment and evaluation practices - Methods for creating the optimal learning environment


French for Life (FFL) was created to encourage and support French Second Language (FSL) education in Manitoba,through a website, promotional material and an in-school presentation. The website has current information forparents, students, teachers and trustees/administrators.

There is also a promotional package designed to help promote and support FSL. It includes a DVD with a promotional presentation in French and English, a CD-Rom with lesson plans and worksheets that accompany the presentation, brochures and a booklet for parents and teachers. Call FFL for copies at 204-233-6403.

The Canadian Association of Second Language Teachers is a non-profit organization which promotes the advance-ment of second language learning and teaching throughout Canada by creating opportunities for professionaldevelopment, by encouraging research, and by facilitating the sharing of information and the exchange of ideasamong second language educators.

Canadian Parents for French (CPF) is a national network of volunteers which values French as an integral part ofCanada and which is dedicated to the promotion and creation of French second language learning opportunitiesfor young Canadians. This website contains resources for parents, students and teachers.

The American Association of Teachers of French (AATF) website provides information such as, promotional materials, teaching ideas, videos to download, useful websites, and professional development opportunities.

<http://www.frenchteachers.org/>

<http://www.cpf.ca/>

<http://www.frenchforlife.ca/>

<http://www.cpfmb.com/>

AmERicAN ASSOciATiON OF TEAchERS OF FRENch

cANADiAN PARENTS FOR FRENch

<http://www.caslt.org/>

ThE cANADiAN ASSOciATiON OF SEcOND LANguAgE TEAchERS (cASLT)

FRENch FOR LiFE

cPF manitoba


9

you can use this site to:- learn more about the benefits of studying the French language and culture;- download promotional material.

This website contains a variety of research articles about the benefits of second language acquisition. Examples include: Second Language Learning: Everyone Can Benefit, Language Study and the Brain.

French.about.com contains a wealth of resources for French language teachers - Everything you ever wanted toknow about French. Ex. “Mot du jour” is posted each day.

On this website, you will find an abundance of educational resources and materials, training organizations andinformation that enhances French language teaching and learning in Canada!

Ce site pédagogique est destiné aux enseignants de français langue étrangère. Il contient des fiches pédagogiqueset des suggestions d'activités pour intégrer les médias et multimédias en classe de langue, musique, clips,reportages et plus.

Download posters, print ads and banner ads from this website for use in your classroom!

<http://www.theworldspeaksfrench.org/promo.html>

ThE WORLD SPEAkS FRENch

bENEFiTS OF bEiNg biLiNguAL

<http://www.theworldspeaksfrench.org/>

ThE FRENch LANguAgE iNiTiATiVE

<http://www.leplaisirdapprendre.com/>

LE PLAiSiR D'APPRENDRE

<http://www.langcanada.ca/public/index.html>

LANgcANADA

<http://french.about.com/>

FRENch LANguAgE

<http://www.cal.org/earlylang/benefits/benefits_of_being_bilingual.html>

Why STuDy FRENch?

The activities below and on the next two pages are great ways to get your students thinking about reasons to study a second language.

Reproduced and adapted with permission of Helen Loeb, 2005. All rights reserved.

Why STuDy FOREigN LANguAgES?

Here are fifteen reasons to study an additional language.

AcTiViTiES FOR STuDENTS


Step Two: Have the students pair up and share their top ten reasons with anotherperson in the class. Together they agree on a top 10 list for the two of them. Thiscan involve some great discussion.

Step Four: During the class sharing time, the teacher notes the most common reasons and develops a class "top ten". The results can then be printed in a schoolnewsletter to parents or displayed as posters around the school. It sometimes is more valuable when you can say that the students themselves generated thereasons.

Step Three: Have the pair of students find another pair and redo the process, creating a final “top ten” for the four students. It is at this point that they sharetheir reasons with the class.

1

2

3

4

1 - broadens your experiences;expands your view of the world

2 - encourages critical reflection onthe relation of language and culture, language and thought; fosters an understanding of theinterrelation of language andhuman nature

3 - develops your intellect; teachesyou how to learn

4 - teaches and encourages respect forother peoples

5 - contributes to cultural awarenessand literacy, such as knowledge oforiginal texts

6 - builds practical skills (for travel or commerce or as a tool for otherdisciplines)

7 - improves the knowledge of yourown language through comparisonand contrast with the foreign language

8 - exposes you to modes of thoughtoutside of your native language

9 - provides a sense of relevant past,both cultural and linguistic

10 - balances content and skill (ratherthan content versus skill)

11 - expands opportunities for meaningful leisure activity (travel,reading, viewing foreign languagefilms)

12 - contributes to achievemnet ofnational goals, such as economicdevelopment or national security

13 - contributes to the creation ofyour personality

14 - enables the transfer of training(such as learning a second foreignlanguage)

15 - preserves (or fosters) a country’simage as a cultured nation

Adapted from Alan C. Frantz, "Seventeen Values of Foreign

Language Study", ADFL Bulletin, Vol. 28, No. 1, Fall 1996.

Reproduced with permission from Alan C. Frantz.

Step One: Individually, have the students brainstorm the top ten reasons some-one (or themselves personally) would learn a second language.


11

TO LEARN ALANGUAGE*

Is to open your eyes on anew and fascinating world

Is to hear the music of a river which flows with

a varying rhythm

It is to savour a variety of cultural traits and be

nourished by them

It is to scent the fresh fragrance of an unknown

flower

To learn a language

Is to reach out your hand to touch new textures

It is to travel on charming and fascinating pathways

It is to warm your heartwith captivating new

knowledge

To learn a language

Is to accept willingly an unfamiliar climate

It is to understand theworth

of another human beingand to share it

To learn a language

Is to find yourself enriched

Shirley Kawahara English Version by

Douglas Petherbridge

APPRENDRE UNELANGUE*

C'est ouvrir les yeux sur unnouveau monde fascinant

C'est entendre la musiqued'une rivière qui coule

d'un rythme varié

C'est savourer diversaspects culturels et

s'en nourrir

C'est sentir la fragrancefraîche d'une fleur

inconnue

Apprendre une langue

C'est tendre la main pourtoucher des textures

attachantes

C'est voyager sur des chemins charmants

et curieux

C'est se réchauffer le coeurd'une connaissance

captivante


C'est mieux tolérer un climat inhabituel

C'est comprendre larichesse d'un autre et la

partager


C'est se retrouver enrichi

Shirley Kawahara

AcTiViTiES FOR STuDENTS (continued)

"TO LEARN A LANGUAGE/APPRENDRE UNE LANGUE"

The English and French version of thepoem provides an excellent point dedépart for teachers to ask their studentsto think about the reasons for studyinglanguages.

In the multicultural classroom of today,this type of reflective brainstorming exer-cise can assist students in understandingtheir own journey related to second (andoften additional) language learning.

Teachers are encouraged to begin thistype of discussion early in the school yearand to share their own personal storiesabout their own language learning as partof the classroom discussion.

An appropriate follow-up exercise wouldbe to make students aware of the excel-lent series of bilingual posters producedby the CPF and referenced on page 7entitled I'm Learning French/J'apprends enfrancais and I'm Staying in French/Je con-tinue en francais.

Simply hang the series of colourful andvisually appealing posters in several loca-tions around your classrom and begin theclassroom reflection by asking studentsto stand by the poster that has the mostmeaning for them. Example: J'apprendsen français parce que je suis canadien!Guide students in sharing the reasons fortheir choice with their classmates.

Similarly, only a few of the posters couldbe used at one time and the exercisecould be repeated in a week or so byadding the rest of the posters in the series.

The exercise works well because theposters are bilingual.

Students may also be encouraged to cre-ate their own posters, perhaps towardthe end of the semester or school year.

* Source: “Apprendre une langue/To learn a language,”<http://www.sulysse.com/leslangues.html> (Accessed April 4, 2008).


Why SPEAkiNg FRENch iS bETTER ThAN chOcOLATE

l Speaking French won't make you gain weightl French doesn't melt in your mouth or in your handsl French isn't bad for your teethl you can never run out of Frenchl you can speak French before, during and after mealsl Too much French won't make you sickl French won't make you hyper

Why SPEAkiNg FRENch iS bETTER ThAN WATchiNg TV

l There aren't any commercialsl you can speak French when the electricity goes outl French dinners are much better than TV dinnersl you don't need a remote to change the subject

Why SPEAkiNg FRENch iS bETTER ThAN cOFFEE

l you don't have to worry if you speak French right before bedtimel No cups or coffee makers to clean after you speak Frenchl you don't need to roast, grind and brew French before you speak itl you don't have to worry about your French getting cold before you finish talking

©2009 Laura K. Lawless <http://french.about.com/>. Used with permission of About, Inc. which can be found online at <http://www.about.com/>. All rights reserved.

WiTh yOuR STuDENTS:

l Create your own lists, why French is better than shopping, homework, etc. Write them in French or English. l Put students in groups and have each group come up with their own slogan. l Survey the students and see which reason is the most popular.

CASLT has published a kit to celebrate the International Year of Languages (2008) called Celebrating the Year of Languages! Célébrons l’Année des langues!

This kit includes four full colour multilingual posters/teaching tools and a teacher guide with activity ideas that feature the benefits of language learning. you may purchase a kit online at <http://www.caslt.org/>.

Vivre et apprendre dans un Canada bilingue/Living and Learning in a Bilingual CanadaCinq modèles de leçons pour les classes de langue seconde de la 9e à la 12e année.Les enseignants devront adapter les leçons aux différents niveaux de maîtrise de la langue seconde. <http://www.sevec.ca/splashpage.html>.

TEAchERS' cORNER juST FOR FuN

15Où cOmmENcER? - Where to Begin?

Où cOmmENcER?Where to Begin?

Section 2

Provincial basic French curriculumconsultants

Manitoba Education, Citizenship and YouthBureau de l'éducation française Division 509-1181 Portage AvenueWinnipeg, Manitoba, CanadaR3G 0T3

Telephone: 204-945-6916Toll free: 1-800-282-8069Fax: 204-945-1625

[email protected]<http://www.edu.gov.mb.ca/>

your School Administrator

The French consultant in your school division

canadian Parents for French (cPF)

<http://www.cpf.ca/><http://www.cpfmb.com/>

canadian Association of Second Language Teachers (cASLT)

<http://www.caslt.org/>

The manitoba Association of Teachers of French (mATF)

<http://www.matf.ca/>

This section will familiarize you with the resources necessary to support you in the delivery of the Basic French curriculum. The information provided includes support personnel, curriculum documents, resources and some professional development opportunities. Also included are two checklists. These tools are designed for reflecting onyour practice and for establishing goals and ways to enhance your teaching.

iNTRODuciNg yOuR SuPPORT TEAm!

YOU ARE NOT ALONE!

you can collaborate with any of the following people or organizations.

YOUR FIRST STOP IS THE BASIC FRENCH WEBSITE

ThiS SiTE cONTAiNS VERy VALuAbLE iNFORmATiON ON

hiNT!

To help you get started, a useful checklist is available in Appendix A of Basic French Guidelines. It can also be found on page 25 of this guide.

Download a copy for yourself at:<http://www.edu.gov.mb.ca/k12/docs/support/b_french/index.html> (English version)<http://www.edu.gov.mb.ca/frpub/pol/ligne-fdb/index.html> (version française)

mANiTObA EDucATiON, ciTizENShiP AND yOuTh bASic FRENch WEbSiTE

<http://www.edu.gov.mb.ca/k12/cur/french/index.html>

16

À VOS mARquES, PRêTS, PARTEz!

Curriculum Documents

Best Practices

Professional Development

What's New in Basic French in Manitoba

Basic French Newsletter

Useful Websites

Documents curriculaires

Pratiques exemplaires

Développement professionnel

Nouveautés en Français de base au Manitoba

Bulletin de Français de base

Sites Web pratiques

Mot mystère : Le BEF, c'est quoi?Le BEF = Le Bureau de l'éducation française

La Division du BEF se compose de quatre directions :

l la Direction du développement et de l'implantation des programmes,

l la Direction des services de soutien en éducation,

l la Direction des programmes de langues officielles et des services administratifs,

l la Direction des ressources éducatives françaises.


Au Manitoba, on s'amuse en français, maternelle et 1re année (M 91887)

3 disques compacts (91765)

Au Manitoba, on s'amuse en français, 2e et 3e années (M 91882)

3 disques compacts (91766)

Note: The above documents are not available online.

Français de base de la 4e à la 6e année, Programme d'études : document de mise en œuvre, (révisé en 2006) (M 91707)

1. BASIC FRENCH CURRICULUM DOCUMENTS AND RESOURCES2. Basic French Approved Series 3. Basic French Support Documents Published by the BEF

All recommended documents and resources on pages 17-19 are avalable for purchase at the Manitoba Textbook Bureau:Telephone: 204-483-5040; Toll-free: 1-866-771-6822; E-mail: [email protected]; Website: <http://www.mtbb.mb.ca>

WhAT DO i NEED TO gET STARTED?

Grades K-3

Grades 4-6

Français de base, 7e et 8e années, Programme d'études : document de mise en œuvre, (révisé en 2003) (M 91708)

Grades 7-8

Français de base des années S1 à S4, Programme d'études :document de mise en œuvre (révisé en 2003) (M 91699)

Grades 9-12

The last three Basic French curriculum documents are available online in PDF format on the website, <http://www.edu.gov.mb.ca/k12/cur/french/index.html>

18


Acti-vie Levels 1-3 (Nelson)

Visages Levels 1-3 (Pearson Education)

1. Basic French Curriculum Documents and Resources

2. BASIC FRENCH APPROVED SERIES 3. Basic French Support Documents Published by the BEF

WhAT DO i NEED TO gET STARTED? (continued)

Grades 4-6

The following bridging units provide opportunities to review and reinforce basic language in order to bridge

the “gap” between Grades 4-6 and Grades 7-8

Ça commence! (Pearson Education)

Le cas mystérieux de M. Leblanc! (Oxford University Press)

Pleins feux sur moi (Nelson)

Bridging Units: Grades 6-8

Ça marche! Levels 1-2 (Pearson Education)

Tout ados Levels 1-2 (Nelson)

Communi-Quête 1-2 (Oxford University Press)

Discovering French 1a, 1b (Nelson)

Grades 7-8

Ça marche! Level 3 (Pearson Education)

Communi-Quête 3 (Oxford University Press)

Discovering French 1-3 (Nelson)

Express 9-12 (RK Publishing)

Grades 9-12

K-12 teachers, consult pages 37 to 40

for more recommended reading resources

appropriate to your grade level.


1. Basic French Curriculum Documents and Resources2. Basic French Approved Series

3. BASIC FRENCH SUPPORT DOCUMENTS PUBLISHED By THE BEF

WhAT DO i NEED TO gET STARTED? (continued)

Les contes animés I : document d'appui et DVD (M 96219)

Les contes animés II : document d'appui et DVD (M 96251)

Les contes animés III : document d'appui et DVD (M 92265)

Les contes animés IV : document d'appui et DVD (M 92965)

Les contes animés V : document d'appui et DVD (M 96346)

Festival du Voyageur, 4e année : document d'appui (M 94079)

Festival du Voyageur, 5e année : document d'appui (M 94093)

Festival du Voyageur, 6e année : document d'appui (M 92045) et disque compact (92061)

Les verbes en action/Verbs in Action, Grades 4-6 : document d'appui (M 93006) (also a good resource

for grades 7 and 8)

Simple comme bonjour/French Made Easier: Useful Vocabulary and Expressions for Teachers of Basic French

(K to 6): document d'appui et deux disques compacts (M 92063)

Tout le monde à table : une recette pour l’enseignement du Français de base dans les classes à niveaux

multiples de la 4e à la 6e année : document d’appui (M 99896)

Des matières en musique : document d'appui en Français de base accompagnant le disque compact Rubato de

Gérald Laroche, Maternelle à secondaire 4 : document d'appui et disque compact (M 96257)

Toile d’activités : l’utilisation des sites Web dans l’intégration des technologies de l’information et de

la communication (TIC) en Français de base, 7e et 8e années : document d'appui

Se brancher en français : l’intégration des technologies de l'information et de la

communication (TIC), secondaire 1 à secondaire 4 : document d'appui (M 91468)

Un répertoire de sites Web utiles/A Collection of Useful Websites: un document

d’appui en Français de base de la maternelle à la 12e année

Visit <http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/repertoire/>

NOTE:

For additional

recommended

support documents

appropriate to

your grade level,

consult the section

“Livres de référence

pour l'enseignant”

in your curriculum

document.

ALSO AVAiLAbLE

Distance Learning Basic French Courses: Grades 7-12

Visit <http://www.edu.gov.mb.ca/k12/cur/french/distance.html> for more information.

Web-Based Online Basic French Courses: Grades 9-12

Visit <http://www.edu.gov.mb.ca/k12/dl/wbc/wbcdemo.html> for more information.

20


The Direction des ressources éducatives françaises (DREF) at 0140 - 200 avenue de la Cathédrale, in Saint-Boniface,is a branch of the Bureau de l'éducation française, a division of Manitoba Education, Citizenship and youth. The DREFis also the Department's French library. Its mandate is to provide print and electronic educational resources to support Manitoba Kindergarten to Grade 12 educators in the French, and French Immersion programs, and BasicFrench courses.*

The resources mentioned in the preceding pages (and many more) are available on loan at no charge from the DREF.The staff makes it very easy for teachers. If you are not sure what you need, you can simply phone the staff and ask(in French or in English) for Basic French resources related to a grade level, a theme or a particular unit. you can alsosearch for resources and reserve them online.

hERE'S hOW yOu cONTAcT DREF:

Appelez la DREF en composant le 204-945-8594 ou, sans frais au Manitoba, le 1-800-667-2950. Demandez (en anglais ou en français) un numéro d'usager et un mot de passe.

Ensuite :1. Tapez : <http://www.dref.mb.ca>2. Cliquez sur Identification.3. Tapez votre Numéro d'usager et votre Mot de passe. 4. Cliquez sur Entrer. 5. Cliquez sur Recherche. 6. Entrez votre recherche et choisissez Titre, Auteur, etc. 7. Cliquez sur Lancer recherche. 8. Cliquez sur l'icône du résultat de votre choix. 9. Vérifiez la disponibilité au bas de l'écran sous Exemplaire. 10. Cliquez sur Réservation au haut de l'écran. 11. Cliquez sur Soumettre. Les ressources vous seront expédiées. Durée des prêts : Vidéos et DVD - 14 jours ou autres ressources - 28 jours

Note: The staff at the DREF is very helpful. If you have difficulties navigating its website the first few times,they will be happy to assist you by phone.

*Reproduced with permission of the Bureau de l'éducation française Division, Manitoba Education, Citizenship and youth, 2008.

DiREcTiON DES RESSOuRcES éDucATiVES FRANçAiSES (DREF)

Online: <http://www.dref.mb.ca>Phone: 204-945-8594Toll free: 1-800-667-2950Fax: 204-945-0092Email: [email protected] DREF: Truly a Manitoba treasure for Basic French teachers!

Here's how to order online from the DREF


ATELiERS

Each year, le Bureau de l'éducation française Division organizes workshops for all Basic French teachers in Manitoba.To see what is available in your area and to register, visit Coup d'œil sur l'année :<http://www2.edu.gov.mb.ca/manetfr/m-s4/coup/>.

The English site for workshop registration, Year at a Glance, can be accessed at<https://www4.edu.gov.mb.ca/workshops/>.

Teachers at all grade levels are encouraged to attend these workshops for up-to-date information on pedagogy and resources for Basic French.

cOuRS DE FRANçAiS - Au mANiTObA

Le Collège universitaire de Saint-Boniface offers a variety of French language courses for teachers with all levels offluency. Visit <http://dep.cusb.ca/fr/coursAnglo.htm> for information on:

FRANÇAIS ORAL

This conversational French program offers many courses at the beginner, intermediate and advanced levels. Four sessions are offered during the year through the Continuing Education Division of CUSB.

FRENCH IMMERSION FOR TEACHERS (FIT)

FIT is an intensive three-week program offered to second language teachers in July. Using the communicative-experiential approach, the program includes language courses (beginner to advanced level), pedagogical and cultural workshops and cultural activities. Bursaries for this program are available from the Bureau de l'éducationfrançaise Division. Visit the following website for more information: <http://www.edu.gov.mb.ca/k12/proflearn/teacher_bursary.html>

Division of Continuing Education offers French I - French VII classes. Private tutorials are aslo available in blocks of 10 hours. For placement test dates, check the website : <http://www.uwinnipeg.ca/index/dce-french> or call the registration office at 982-6633.

The Alliance Française offers learning options tailored to suit individual and professional needs. Classes are usually offered once a week, 5:30 p.m. to 9:00 p.m. (weekday) or Saturday 9:00 a.m. to 12:30 p.m.Regular sessions run for seven weeks. Visit the website <http://www.afwpg.ca/> or call 477-1515

APPRENTISSAGE POUR PROFESSEURS EN LANGUE SECONDE (APPELS)

This course is offered to second language teachers who wish to improve their French skills in reading, writing, listening and speaking. Using the communicative-experiential approach, this course will allow you to transfer projects and teaching techniques directly to the classroom.

Visit <http://www.brandonu.ca/academic/education/pdu/pdfrench.html> for information on APPELS.

Brandon University

The University of Winnipeg

Alliance Française du Manitoba

Collège universitaire de Saint-Boniface (CUSB)

PROFESSiONAL DEVELOPmENT

Are you new to teaching

French and would like a

mentor? Are you interested

in being a mentor? Either way

visit <http://www.matf.ca/>

for more information!

22


Bursaries are available for Basic French teachers wishing to work on their French language skills and methodology.

iNSTiTuTiONS OFFERiNg FRENch SEcOND LANguAgE cOuRSES OuTSiDE mANiTObA

UNIVERSITÉ DU QUÉBEC à TROIS-RIVIèRES

UNIVERSITÉ DU QUÉBEC à CHICOUTIMI

UNIVERSITÉ LAVAL

UNIVERSITÉ DE MONTRÉAL

UNIVERSITÉ DU QUÉBEC à MONTRÉAL

COLLèGE SAINT-CHARLES-GARNIER

CÉGEP DE TROIS-RIVIèRES

UNIVERSITÉ DE LA COLOMBIE-BRITANNIQUE*

*The program for teachers is offered at the Collège Mérici in Québec.

UNIVERSITÉ DE MONCTON (the Explore program for 2.5 weeks or 5 weeks in duration)

For more information about bursaries go to:

<http://www.edu.gov.mb.ca/k12/proflearn/teacher_bursary.html>

Or contact:

<http://www.umoncton.ca/edperm-english/explore>

<http://www.frenchcentre.ubc.ca/quebec/index.html>

<http://www.formation-mauricie.ca/ecfrancais/accueil.asp>

<http://www.collegegarnier.qc.ca/ateliers/index.html>

<http://www.langues.immersion.uqam.ca/en/programmes/programmes_juillet.asp>

<http://www.fep.umontreal.ca/langues/eng/>

<http://www.elul.ulaval.ca/sgc/site/elul/pid/7058>

<http://elf.uqac.ca/programs/summer.php>

<http://www.uqtr.ca/eif/french/>

bOuRSES POuR LES ENSEigNANTS

Provincial Coordinator of Official Languages ProgramsBureau de l'éducation française DivisionDepartment of Education, Citizenship and youth

509-1181 Portage AvenueWinnipeg, Manitoba R3G 0T3Tel.: 204-945-6935Fax: [email protected]

The Manitoba Association

of Teachers of French (MAFT)

offers a bursary of $300.00 to

one Basic French teacher each

year. For further information

go to <http://www.matf.ca/>.


TEAchER SELF-EVALuATiON

The following statements will provide you with an opportunity to reflect on your Basic French teaching practices.Answer each question using the following chart. Reflect on whether you do the following rarely, sometimes or oftenand then note some steps to take.

4. Oral language in French is at the centreof my instruction.

6. I offer activities for students that allowfor communication, oral and written.

8. I offer students opportunities to readauthentic texts in French.

7. I provide students with opportunities tohear authentic French.

5. My students have the opportunity to usetheir oral French skills in pairs and smallgroups.

3. I teach students to use strategies to learn a language.

2. I communicate the benefits of learningFrench to students and parents.

1. The majority of my activities directlyrelate to the “experiential goal".

Notes/steps to takeRarely/Sometimes

or Often

FEuiLLE DE RéFLExiON

24


Reproduced and adapted with permission of the Bureau de l'éducation française Division, Manitoba Education, Citizenship and youth, 2008.

Notes/steps to takeRarely/Sometimes

or Often

12. My methods of evaluation reflect current practices. Evaluation for, of and as learning.

I use strategies such as anecdotal records,

checklists, observation, performance tasks,

portfolios, self assessment.

11. I differentiate instruction for the success of all learners.

Strategies could include, surveys, KWL, journals,

brainstorming, projects, demonstrations, jigsaw,

video, speaker, field trip, etc.

For more information, see Le succès à la

portée de tous les apprenants/Succes for all

Learners: A Handbook for Differentiating

Instruction available in English and in French.

10. I incorporate cultural activities andawareness into the Basic French class.

9. I make connections to the student'sinterest, ideas and personal life.

FEuiLLE DE RéFLExiON (continued)


AN AiD FOR EVALuATiNg SuPPORT OF FRENch SEcOND LANguAgE EDucATiON

The following checklist is intended to help schools assess for themselves how their Basic French courses are faring.This tool can be used as a way to engage in discussion between the teachers and administrators.

a Basic French classroom or other locale or space dedicated to its teaching;

the most recent curriculum documents from BEF;

a policy for the hiring of teachers with the linguistic and methodologicalcapabilities;

a policy for encouraging more professional learning opportunities for teachers;

appropriate learning resources as recommended by BEF;

discussion between the Basic French teachers at the various levels, especiallyin the transition years, for example, grade 6 to 7, 8 to 9?

the most recent curriculum documents from BEF;

appropriate learning resources as recommended by BEF;

posters of common classroom expressions and thematic vocabulary;

display of student work in French;

variety of thematic reading material in French;

CD and/or DVD player;

audio-visual equipment readily available to support skill development in oraland written comprehension and also to bring authentic culture elementsinto the classroom?

NOyESAre the following present in the classroom where basic French is taught:2

1 NOyESAre the following present for the basic French courses at our school:

SchOOL SELF-ASSESSmENT TOOL

26


Reproduced and adapted with permission of the Bureau de l'éducation française Division, Manitoba Education, Citizenship and youth, 2008.

listening to recordings in French;

presenting;

reading individually;

reading in groups;

writing authentic texts;

working cooperatively;

portfolio work or formative evaluation?

REguLARLySOmETimESSELDOmAre students involved in the following activities:4

to make staff aware of Basic French programming (goals, themes, activities);

to help students and staff make the connection between subject areas,school events and activities and the community?

NOyESDoes communication take place at the school:3

SchOOL SELF-ASSESSmENT TOOL (continued)

He who does not know another

language does not truly know his own.

Johann Wolfgang Goethe

29LA DémARchE PéDAgOgiquE - Methodology

LA DémARchE PéDAgOgiquEMethodology

Section 3

ThE muLTiDimENSiONAL

APPROAch

"The goal of the Basic French curriculum is to encourage the learning of French as a means of communication. Within an orientation such as this, French is not only the subject matter beingtaught, but also the meansof instruction.This orientation favours a multidimensional approach […]

In Manitoba, the Basic French curriculum is basedon the National Core FrenchStudy. The Study advocatesa communicative-experiential approach to second language learning."

Source: Manitoba Education, Citizenship and youth, Français de base de la 4e à la 6e année,Programme d'études, 2006,p. 8. Reproduced with permission.

muLTiDimENSiONAL uNiTS FOcuS ON

cOmmuNicATiVE-ExPERiENTiAL gOALS

During each unit, students are involved in a series of learning activities whichprovide them with the opportunity to develop skills and knowledge related tothe four curricular areas of focus:

- field of experience (theme),- culture,- French language,- strategies for using and learning language.

(See page 30 for more details.)

30


At the end of each unit, your students will have accomplished specifiedlearning outcomes related to the following four syllabi:

cOmmuNicATiVE-ExPERiENTiAL

l French is the language spoken by students and teachers in class.l Themes are taught with the students’ abilities and interests

in mind.l Students are actively engaged in a variety of communicative

activities (listening, speaking, reading, writing).l Students use French language to accomplish real-life tasks.

cuLTuRE

l Culture is incorporated into instruction through films, stories,plays, music, and the study of la Francophonie.

LANguAgE

l Students learn and practise vocabulary, verbs, expressions, and structures they need to express themselves.

gENERAL LANguAgE EDucATiON

(Strategies for learning and using a language)

l Students are exposed to a bank of strategies so they can successfully listen, speak, read, and write.

l Students are encouraged to make links between the language(s)that they speak and French.

l Students access prior knowledge and experience.l Students reflect upon learning.

*heterogeneous, homogeneous, teacher-assigned, student choice, random,whole class, partners, etc.

A cLOSER LOOk AT ThE muLTiDimENSiONAL APPROAch

FRAmEWORk FOR PLANNiNg LESSONS

Various formats are availableto adapt for personal teachingstyle but elements remainconsistent, relevant and cyclical.

STEP ONE: Select the topic (flow charts, curriculum guides)

STEP TWO: Set learning outcomes/objectivesWhat will I teach?(target knowledge, skills and attitude)

STEP THREE: Plan for ongoing assessmentHow will I monitor, record andanalyse learning outcomes?(incorporate ongoingdiagnostic, formative and summative assessment strategiesas lesson progresses)

STEP FOUR: Gatherresources/learning materials(use print, audio/visual, CD-Roms, computers, hands-on concrete manipulatives)

STEP FIVE: Select and design activitiesHow will I teach that? (mini lessons, flexible groupings*,workstations, individual work)

STEP SIx: Allow for re-focusingand reflecting

Reproduced with permission of the Manitoba Teachers' Society, 1999, p. 15.


In Basic French, the instructional approach for individual lessons and the units have three stages:l la préactivité : getting ready to accomplish the task l l'activité : actualizing the learning l la postactivité : integrating what has been learned and extending the learning

The approved series (see p. 18) have organized their materials using this instructional approach. As a teacher, your task is to personalize the approach to meet the needs and interest of your students. See pages 35 and 40 for a concrete example of this process.

iNTRODucE ThE TOPic en Français Bien sûr!

L'introduction se déroule en français, alors il faut penseraux questions suivantes :

- Comment susciter l'intérêt des élèves?/How will you get the students’ interest?

- Comment aider leur compréhension de l’activité à venir?/How can you help students understand the upcoming activity?

- Quels outils sont nécessaires afin d’équiper les élèves pour accomplir la tâche?/What tools are necessary for students to accomplish the task?

WORkiNg TOWARD ThE gOAL: ThE AcTuALizATiON PROcESS

In this stage, the students participate in a series of communicative activities that lead them to the attainment of learning outcomes (related to communication, culture, language, and general language education) and the accom-plishment of the final task (experiential goal). C'est difficile? Pas du tout! The writers of the approved series havedeveloped many appropriate communicative activities for your consideration. As the teacher, you need to consideryour students' needs and select or adapt those activities that best suit your context. Aim high and plan for success!

iNTEgRATiNg WhAT hAS bEEN LEARNED AND ExTENDiNg ThE LEARNiNg

An extension of the learning process puts the students in new situations whereby they demonstrate their learning and are able to transfer the knowledge acquired. Therefore, it is important that students note their progress. At regularintervals, students should be given time to reflect upon their strengths, areas which need more work, and the nextsteps in their learning.

hOW WiLL i APPROAch my TEAchiNg?

One way to introduce the topic is to share students’ completed projects from previous years. A discussion about these examples will give students great visual cues as well as help them anticipate the work ahead.

Tip: Use a digital camera to take pictures of a range of projects each year to show in the following years.Help students discover what was effective andestablish rubrics with them. Students love to see thework of older siblings or students in their school andit inspires them to do their best!

This site contains a template for overall unit planning.<http://www.nelson.com/nelson/school/elementary/corefrench/activie/documents/planoverall.pdf>

Two templates which may be helpful

for your lesson and unit planning are

found on pages 32 and 34.

Note : RAS = résultat d'apprentissage

spécifique = specific learning outcome

PRéAcTiViTé

AcTiViTé

POSTAcTiViTé

32


First, choose your theme and begin planning your unit by brainstorming for ideas. Curricular outcomes will guideyour planning. Next, categorize your ideas into the four components of the Basic French curriculum.

What do you still need to complete your planning on a multidimensional unit?Have you considered evaluation? How will students show evidence of their learning? How will students be involved in the evaluation process?

chAmP D’ExPéRiENcE : cOmmENT LE PLANiFiER?

Voici un schéma de planification qui comprend les quatre composantes d’un programme multidimensionnel.

Reproduit avec la permission de la Division du Bureau de l'éducation française,Éducation, Citoyenneté et Jeunesse Manitoba, 2008.

LA DémARchE PéDAgOgiquE EN FRANçAiS DE bASE

Lacu

ltur

e

Lala

ngue

Lecom

municatif-expérientiel

Laform

ationlangagière

générale

chAmP D’ExPéRiENcE


Lecom

municatif-expérientiel

Learners will be able to:

– sing a French song about food;– identify the personal food

preferences of other people in the class;

– identify the recipe of a French-Canadian dish;

– create a recipe for a favourite dish.

Learners will be able to:– understand and produce, orally and in writing,

the vocabulary and simplestructures used in context;

– use –er verbs (aimer, manger, détester) in context;

– prepare monologues as a televisioncooking show host;

– prepare dialogues for ordering in a restaurant;

– introduce/use the partitive article (de, du, de la, de l’ and des) in context;

– introduce/use verbs in the imperative, in context.

Learners will be able to:– take risks;

– use context;– recognize key words, new

vocabulary and structures;– identify cognates (mots-amis)

to understand the meaning of an oral or written

presentation;– understand a simple

recipe (e.g., aFrench-Canadian

dish).

Experiential: Learners will be able to:– identify their personal food preferences;

– do an interview or survey on preferences;– sort food into the four food groups;– play a game about food;

– sing a song about food;– read and discuss a sample recipe;

– prepare a recipe; – write a dialogue that takes place in a restaurant.

Communicative: Learners will be able to:– ask and answer survey questions on food

preferences;– orally present their recipe to the class or

in a small group (with demonstration);– participate in a dialogue between a

waiter and a restaurant customer.

Laform

ationlangagière

généraleLa

lang

ue

Lacu

ltur

e

chAmP D’ExPéRiENcE : ExEmPLE 4E À 6E ANNéE

Here is an example using the planning table for grade 4 to 6. It includes all four elements of the multidimensionalprogram.

Reproduit et adapté avec la permission de la Division du Bureau de l'éducation française,Éducation, Citoyenneté et Jeunesse Manitoba, 2008.

LA DémARchE PéDAgOgiquE EN FRANçAiS DE bASE (continued)

chAmP D’ExPéRiENcE

alimentation

34


q la compréhension orale q la compréhension écrite

q la production orale q la production écrite

Now that you have considered the four necessary components for your unit, it is time to plan the details for each lesson. Choose your specific learning outcome (Résultat d’apprentissage spécifique, RAS) from your curriculum guideand check off the area(s) of concentration. Be sure that you have followed la démarche pédagogique : préactivité,activité, postactivité. It is also important to use various forms of evaluation. Each lesson can contain between two tofour activities linked to le communicatif-expérientiel, la culture, la langue and/or la formation langagière générale, inthe four competencies; listening, speaking, reading and writing.

Reproduit et adapté avec la permission de la Division du Bureau de l'éducation française, Éducation, Citoyenneté et Jeunesse Manitoba, 2008.

La formation langagière générale

RAS

Préactivité (préparation)

Activité (réalisation)

Postactivité (intégration)

Évaluation

La langue

RAS




Évaluation

La culture

RAS




Évaluation

Le communicatif-expérientiel

RAS




Évaluation



LE cOmmuNicATiF-ExPéRiENTiEL : L’ALimENTATiON

RAS : Le résultat d’apprentissage spécifique (RAS)/Specific Learning Outcome (SLO)1. The student will be able to identify personal food preferences.2. The student will be able to do an interview or survey on food preferences.3. The student will be able to play a game about food using the game vocabulary of encouragement.

Préactivité (préparation) : la compréhension orale la production orale

Whole group session1. Look at various restaurant menus. (Tout le monde à table p. A55 and the integration of culture).2. Ask students to list words that they recognize.3. Brainstorm and create a word bank of other food related words that students know.4. Use flashcards, plastic replicas of food items or other visuals to introduce new vocabulary.5. Model sentences indicating your food preferences.6. Ask students about their food preferences introducing the verbs aimer, adorer, détester, préférer.

Activité (réalisation) : la compréhension orale la production orale la compréhension écrite la production écrite

1. Review vocabulary and food preferences.2. Do a class survey about a particular type of food.3. Ask students to interview a partner about food preferences. (Tout le monde à table p. A56, A57)4. Prepare a class graph about food preferences. (Tout le monde à table p. 53 and the integration of maths)

Postactivité (intégration) : la compréhension orale la production orale la compréhension écrite la production écrit

1. Students create a board game with food vocabulary. (Tout le monde à table p. A51, A67, A68)2. Students play their board game with their partners.

évaluation

1. Use an observation checklist as students do their survey and play their games in order to see thatthe students have understood the vocabulary and questions. Are they speaking in French? (Tout le monde à table p. A38, A81, A89)

2. Students reflect on their learning. (Tout le monde à table p. A88)

For the complete unit on alimentation and suggestions for evaluation, please refer to the document, Tout le monde à table, <http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/table/index.html>.


36


DiFFERENTiATiNg iNSTRucTiON iN ThE bASic FRENch cLASSROOm

Students within each grade and class grouping will have a range of abilities, interests and learning styles. Rather than expecting students to adapt to the curriculum, an effective teacher will offer varied experiences to support thelearning needs of everyone in the class. Katy Arnett, French teacher and researcher, says that French teachers are"The McGyvers of the school system!" Listen to her podcast for a fresh perspective on differentiated instruction:

RESOuRcES ON DiFFERENTiATED iNSTRucTiON

ThE DiVERSE NEEDS OF OuR STuDENTS

“Why Student Diversity is Not a Bad Thing” by Katy Arnett<www.caslt.org/what-we-do/resources-podcast-series_en.php>

Gregory, Gayle H. and Carolyn Chapman. (2007). Differentiated Instructional Strategies: One Size Doesn't Fit All. 2nd edition. Thousand Oaks, CA: Corwin Press.

Kaufeldt, Martha. (1999). Begin with the Brain: Orchestrating the Learner-Centered Classroom. Tucson, Az: zephyr Press.

Kaufeldt, M. (2005). Teachers, change your bait! Brain-compatible differentiated instruction. Bethel, CT: Crown House Publishing Company LLC.

Faulds, Marcelle, et al. (2009). Strategies for Success, Tools for the Second-Language Classroom. Toronto: Nelson Education Ltd.

diversity is the one true thing

we all have in common.

celebrate it every day.

(Thinkexist.com quotations, 2006)

If we cannot now end our

differences, at least we can help

make the world safe for diversity.

John Fitzgerald Kennedy

(Thinkexist.com Quotations, 2006)


Reading is an essential component of second language instruction. It is important for teachers to share the love of reading in Basic French. The paragraphs below remind us of the many values of la lecture.

FRENch bOOkS FOR ThE cLASSROOm mAy bE PuRchASED AT:

READiNg AND bASic FRENch

For all teachers!

The DREF has great new collections of books for all levels! Don't hesitate to call

(204-945-8594; 1-800-667-2950) and ask for suggestions for your class!

<http://www.dref.mb.ca>

Or

Current lists of reading materials are published in le Bulletin de Français

de base which is available at your school and online.

<www.edu.gov.mb.ca/frpub/ped/fdb/bulletin.pdf>

TO INTRODUCE A BOOk, DO A BOOk WALk!

Le survol du livreA book walk

AVANT DE LIRE, DEMANDERAUx éLèVES DE :

- Regarder :

l le titre et la couverture

l les illustrations

l les mots connus

l les mots-amis

l les lettres majuscules

l la ponctuation

- Faire des prédictions.

Les élèves plus jeunespeuvent dessiner leurs prédictions.

La lecture est un élément essentiel du curriculum de Français de base.

L'importance de la lecture réside dans le fait qu'elle peut jouer plusieurs rôles.

La lecture sert à appuyer le champ d'expérience, à renforcer les acquisitions

de l'élève au niveau de l'écoute et du parler, à améliorer la prononciation, à

élargir le vocabulaire, et à approfondir la compréhension des aspects culturels.

En plus, la lecture est une manière par laquelle l’enseignant peut aborder le champ

d'expérience d'une autre façon, stimuler la conversation et varier le curriculum.

Finalement, il faut souligner l'importance de lire des livres amusants pour

distraire les élèves ou des livres faciles pour les encourager à développer leur

confiance en eux...

La lecture peut prendre plusieurs formes : individuelle, en groupe, accompagnée

par quelques exercices ou lue pour le plaisir de lire toute une histoire en français.

Pour atteindre ces résultats d'apprentissage, on encourage l'enseignant à suivre

autant que possible la démarche pédagogique telle que décrite dans le guide.

Reproduit avec la permission de la Division du Bureau de l'éducation française,

Éducation, Citoyenneté et Jeunesse Manitoba, 2008.

Effective literacypractices in FSL

Making Commections

Bev Anderson et al.

Pearson EducationCanada, 2008

La Boutique du livre315, rue Kenny

Saint-Boniface, ManitobaTéléphone: 204 237-3395

Courriel : [email protected]

Librairie À la page200, boul. Provencher

Saint-Boniface, ManitobaTéléphone : 204 233-7223

Courriel : [email protected]

38


cOLLEcTiONS DE LiVRES, SéRiES DE LEcTuRE, mAgAziNES, TExTES, mODuLES, TROuSSES, ETc.

LA MATERNELLE À LA 8e ANNÉE

cOLLEcTiONS NiVEAux mAiSON D'éDiTiON

à petits pas

Alizé débutant A - D

Alizé Solo bleu

Alizé Solo vert

Alizé Petite brise magenta

Alphabet (boîte)

Alpha-jeunes niveaux 1 - 4

Alpha-monde

Colorissimo

Comment faire

Collection Domino : arts et littératie

Eaglecrest Books

Echos

En avant, série 1 - 8

Envol en littératie

Étincelle

Galaxie

GB+ en action jaune

GB+ Histoire en photos

Imagination

Je lis tu lis

Le français... oui, oui, oui

Lire tôt

Math et mots

Mini rat de bibliothèque

Petits curieux

Plaisir de lire

Série Millefeuilles

zap Sciences

zénith lecture partagée AA

Duval

Chenelière

Chenelière

Chenelière

Chenelière

Duval

Scholastic

Scholastic

Groupe Modulo

Chenelière

Chenelière

Duncan

Pearson

Scholastic

Chenelière

Thomson Duval

Nelson Thomson

Beauchemin

Beauchemin

Addition-Wesley

Duval

Le français... oui, oui, oui! Ltée

Éditions passe-temps

Beauchemin

ERPI

ERPI

ERPI

Modulo

Beauchemin

Chenelière

M - 4e

M - 3e

6e - 8e

7e - 8e

M - 4e

M - 4e

M - 4e

5e - 8e

4e - 6e

M - 8e

M - 3e

M - 8e

4e - 8e

M - 8e

6e

M - 4e

6e - 8e

7e - 8e

M - 6e

M - 6e

M - 6e

M - 4e

M - 6e

M - 4e

M - 4e

M - 8e

M - 4e

3e - 6e

M - 8e

6e - 8e

LA LiTTéRATiE EN FRANçAiS DE bASE


DE LA 9e À LA 12e ANNÉE

9e - 12e

9e - 10e

9e - 12e

9e - 12e

9e - 10e

9e - 10e

9e - 10e

9e - 12e

9e - 12e

9e - 12e

9e - 12e

11e - 12e

9e - 12e

9e - 12e

9e - 12e

9e - 10e

9e - 10e

11e - 12e

9e - 12e

10e - 12e

11e - 12e

9e - 12e

9e - 12e

9e - 11e

11e - 12e

9e - 12e

9e - 12e

9e - 12e

10e - 12e

à la une

Alpha-monde : 19 à 24

Apprentis-lecteurs - géographie

Apprentis-lecteurs - sciences

Atout Lire

Bande des V

Bédélire

Biographies

Bouquins à la mode

Crime en série

En avant, série 8 - 10

En bonne Forme

Enquête

Envol : littératie et valeurs

GB+ 24 - 30

GB+ en action bleu, orange, vert

Incomparables

Images I, II, III

Jam délire

Le petit Nicolas

Le petit prince

Navigation

Série jeunesse

Topélà

Trésor

Vent du large

Vif

zénith lecture partagée A - D

zénith Perspectives

Duval

Scholastic

Scholastic

Scholastic

Thomson Duval

Thomson Duval

Chenelière

Scholastic

Oxford

Tralco

Scholastic

Nelson

Chenelière

Chenelière

Beauchemin

Beauchemin

Chenelière

Nelson

Modulo

Gallimard

Gallimard

Chenelière

Pearson

Scholastic

RK Publishing

Gallimard

Nelson

Chenelière

Chenelière

cOLLEcTiONS NiVEAux mAiSON D'éDiTiON

LA LiTTéRATiE EN FRANçAiS DE bASE (continued)

40


ExEmPLE D’AcTiViTéS ET DE STRATégiES DE LA 4E À LA 6E ANNéE

En utilisant comme exemple L'ourson - Collection Colorissimo; Groupe Modulo, (grand livre disponible à la DREF),voici une illustration de la démarche pédagogique en intégrant des stratégies de littératie.

3. APRèS : la postactivité

Vérifier les prédictions.Poser des questions pour vérifier les prédictions.Réviser le vocabulaire des parties du corps et des animaux au zoo. (une activité de prolongement)Demander aux élèves d'apporter leur ourson ou leur animal favori en peluche et de le dessiner.Demander aux élèves d'écrire les parties du corps sur leur dessin. Modeler les structures à l’aide d’undessin d’ourson que vous aurez déjà préparé.Présenter les projets oralement. Afficher les dessins. Demander aux élèves de faire une autoévaluation.La stratégie : Vérifier la compréhension.

2. PENDANT : l'activité

Lire le livre à haute voix sans trop arrêter.Lire le livre avec la classe (lecture collective).Lire le livre avec quelques arrêts pour parler de la graphie et des sons.La stratégie : Donner aux élèves une intention d'écoute. Give the students a purpose for listening to thestory.

1. AVANT : la préactivité

Pratiquer les prépositions avec la chanson : sur, sous, dans, devant, derrière, à côté de. (London Bridge)Pratiquer et réviser les prépositions avec le jeu Simon dit.

Questionner : Quels sont les animaux au zoo? As-tu un ourson? De quelle couleur est l'ourson? Comment s'appelle-t-il? Quel âge a-t-il?La stratégie : Faire un survol du livre et faire des prédictions. Do a book walk and have students make predictions.

LA LiTTéRATiE EN FRANçAiS DE bASE (continued)

FEuiLLE DE L'éLèVE

Bonjour_____________________________________.

Je m'appelle _________________________________________________________.

Voici mon ourson. Il s'appelle ___________________________________.

Il a la fourrure _________________________________. (couleur)

Il a un nez___________________ (couleur) et les yeux ____________________. (couleur)

____________________________ (nom) a une queue _____________. (taille)

Il a aussi_________________ (combien) pattes.

Il est _____________________________ (adjectif).

J'aiMe Mon ourson!


"…the primary role of assessment is to enhance teaching and improve student learning."

(Manitoba Education, Citizenship and Youth, 2007)

ESSENTiALS OF cLASSROOm bASED ASSESSmENT AND cOmmuNicATiON

Research shows increases in students’ achievement and motivation when they:

Source: Manitoba Education, Citizenship and youth. Middle Years Assessment Policy: Student Engagement at<http://www.edu.gov.mb.ca/k12/assess/my_clips/student_engagement.ppt>.Reproduced with permission of the Queen's Printer

for Manitoba. The Queen's Printer for Manitoba does not warrant the accuracy or currency of the reproduction of this material.

All rights reserved.

ASSESSmENT AND EVALuATiON

Students see the learning

as meaningful, can make choices

in the learning process and are

able to work with others.

Students understand the learning goals and their real-world connections.

Students understand the criteriafor quality work and have opportunityfor self-assessment.

Students take steps to adjust

their performance, and are

willing to keep trying.

42


“The current notion of assessment has changed and today’s teachers have come to understand that assess-ment and teaching take place at the same time. They no longer evaluate only at the end of a specific time-frame, such as at the end of a unit, with the purpose of assigning a mark to give to parents. Assessment is anongoing process throughout the year.” (Bureau de l'éducation française Division, 2008, p.38)

Students are actively involved as partners in the assessment cycle. The students:- know what they are expected to learn- understand how they will be expected to demonstrate their learning- set criteria- have multiple opportunities to demonstrate their learning in a variety of ways- receive and give meaningful descriptive feedback using tools such as self and peer assessment- debrief the learning and revisit the previously established criteria in order to gain insight as to how to improve- now reset criteria and continue the cycle of reflection to improve learning

The learning cycle “helps students move forward and assists the teacher in the practice of differentiated instruction. Students need to know where they have been successful, what they need to improve and whatthey need to do differently in order to succeed. In making all of these observations, the teacher can modify the students’ work and meet their needs as learners.” (Bureau de l'éducation française Division, 2008, p.38)

There are three general sources of assessment evidence gathered in classrooms:

Adapted from Making Classroom Assessment Work, Second Edition. Reprinted with permission from Building Connections Publishing, Inc.

Observations of learning can include anything a teacher might see students doing. These observations need to be focused on pre-determined learning outcomes. Consider the following questions in order to designfocused observations:

What is the purpose of the learning activity? What are the students to learn?What particular focus will I choose for their observations?How will I record and organize my observation so they are useful?

(Davies, 2007, p.49)

Conversations involve listening to students’ reflections about their learning. These conversations can take place anytime throughout the school day and allow teachers to understand how their students learn. Students, teachers,parents and peers can be involved.

Products represent the evidence of student learning. Students show or represent what they know through various products such as diagrams, posters, oral and written presentations, role playing, dialogues, etc.

These three components are essential for a balanced and fair assessment. Prior to commencing an activity thatwill be evaluated, it is important that the students are aware of all the objectives, the type of assessment andthe criteria. Students can add their own assessment criteria.

Teachers must plan for collecting evidence by asking themselves if the evidence collected from students isappropriate for the type of learning. For example, a written assignment handed in to the teacher does not indicate the student’s ability to communicate orally in Basic French. If your evidence includes a variety ofobservations, conversations and products, you are on your way to having reliable evidence of learning.

ASSESSmENT AND EVALuATiON (continued)

ASSESSMENT

OBSERVATIONS

CONVERSATIONS COLLECTION OF PRODUCTS


gOALS

l Increase assessment for learningl Offer more opportunities for student involvement and engagement in their learning (assessment as learning)l Ensure high quality assessment of learning, and improve grading and reporting practicesl Increase the use of assessment to improve teaching and learning

RESOuRcES

ASSESSiNg AND cOmmuNicATiNg STuDENT LEARNiNg

PROViNciAL ASSESSmENT iNiTiATiVE

Rethinking Classroom Assessment with Purpose in Mind

<http://www.edu.gov.mb.ca/k12/assess/wncp/index.html>

Communicating Student Learning

<http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html>

Source: Manitoba Education, Citizenship and youth. Assessing and Communicating Student Learning (Draft). Reproduced with permission of the Queen's Printer for Manitoba. The Queen's Printer for Manitoba does not warrant

the accuracy or currency of the reproduction of this material. All rights reserved.

44


The following is an example of how to communicate student understanding for the cultural awareness component of the curriculum. The chart below gives examples of possible learning outcomes as well as evidenceof student learning.

Evidence

Poster

Oral presentation

Conversation with teacher – anecdotal

notes in teacher’s logbook

Treasure hunt checklist which identifies

objects that reflect Francophone culture

Listened to music, TV, radio or watched

the news, movie, commercial, etc. – and

wrote/presented a personal opinion

Venn diagram

Visited <http://www.frenchforlife.ca/>

and found three benefits for studying

French

Visited the Calendrier communautaire

<http://www.sfm-mb.ca/233allo/> and

identified three cultural activities in

Manitoba

DateName of student

is able to…

identify reasons for learning a second language

identify benefits of learning French

describe an aspect of the Francophone community

in the classroom, Manitoba, Canada, etc.

appreciate Francophone culture

identify similarities and differences between their

own community and a Francophone community

visit a French website and find facts to share

with the class

ASSESSmENT OF cuLTuRAL AWARENESS


PARLONS DE mOi

The following is an example of a peer assessment and student response to the oral presentation “Parlons de moi” found on pages 63-66.

In response to my peer’s comments:

I am especially proud of

because

Next time I would

because

I would also like you to notice this about my work

STuDENT RESPONSE TO PEER ASSESSmENT

NAmE:

What I learned from your oral presentation:

When you presented information about yourself,

I learned...

My reflections on your work:

I liked...

I suggest for next time...

PEER ASSESSmENT

my NAmE:

DATE:

i Am giViNg FEEDbAck TO:

PEER ASSESSmENT AND STuDENT FEEDbAck

46


PARLONS DE mOi

The following is an example of a self-assessment that students can use as evidence of their learning, for the activity “Parlons de moi” found on pages 63-66.

my NAmE:

DATE:

Always RarelyMost ofthe time

Introducing myself in French, I can...

give the date of my birthday

say the name of my school

say what grade I am in

give my age

describe my family

describe my vacation

name my favorite activities

name something that I like and why

name two things I do not like to do

understand when someone asks the date of my birthday

understand when someone asks me how old I am

understand when someone asks me to describe my likes or my dislikes

understand when someone talks about himself/herself (birthday, age, physical and personality traits, likes and dislikes)

SELF-ASSESSmENT

49L’ANNéE ScOLAiRE - the Big Picture

By this time of year, teachers are thinking about the year ahead, the big picture. To create a dynamic French classwhere students are engaged and at ease, now is the time to consider the following:

l Physical space

l Materials and equipment

l Ambience

l Routines

l Language strategies

l Benefits of learning French

l Beginning of the year activities

Having considered these elements, you will be prepared for a successful année scolaire.

LA SALLE DE cLASSE

Some French teachers will have their own classrooms; others may be travelling from room to room as an itinerantteacher. When organizing the physical setup of your classroom or your cart, you will want to reserve space for thefollowing:

l curriculum documents from BEF

l support documents as recommended by BEF

l an approved series as recommended by BEF

l French posters

l reading material in French

l a CD player

l multi-media equipment for support (possibilities: a digital camera, computer, projector, smartboard)

l bulletin board or wall space to display student work in French (itinerant teachers will want to request

bulletin board space from the classroom teacher for use during the year.)

The next page illustrates some possible models for organizing tables/desks to support individual, small group orwhole-class learning.

c'EST LE mOiS D'AOûT…

L’ANNéE ScOLAiREthe Big Picture

Section 4

50


c'EST LE mOiS D'AOûT… (continued)

Îlot de 2

13 îlots de 226 élèves

Demi-cercle

12 élèves

8 élèves

6 élèves

26 élèves

Îlots de 4 avec îlots de 2(pour élèves ayant des

degrés de maturité différentssur le plan comportemental)

îlots de 4 avec îlots de 3

Double U

17 élèves

27 élèves

V avec dyades

17 élèves

Îlot de 3

Îlots placés selon des formes spéciales

Îlots où l'on a combiné des regroupements différents


Îlot de 4


Source: Caron, Jacqueline. 1994. Quand revient septembre : Guide sur la gestion de classe participative. Volume 1.Montréal : Les éditions de la Chenelière, p. 431.


The itinerant French teacher must organize instructional materials in a very different manner. The excerpt from the following article will assist in making the teaching task go smoothly.

ThE iTiNERANT TEAchER

Pour en savoir plus...

To read the entire article, consult

Tout le monde à table.

Reproduced with permission of Christine Roberts.

52


LA PLANiFicATiON DES AcTiViTéS/A yEAR AT A gLANcE

When planning your school year, think in terms of the school calendar and of Manitoba events that relate to BasicFrench. Get to know your students' interests and outline activities which you plan to include in your program. Here is an example developed by one high school teacher, to provide authentic language experiences for her students.For more information about the cultural events mentioned here, see Section 6.

Post Basic Frenchlink on school

division website.

Assemble scrapbook to addto class library.

Grade 11 studentsmake books/

movies and sharethem with the

elementary students

(Grades 4-5).

Interested students and

parents may attendCinémental

(Winnipeg's annual French

language Filmfest).

Post a list ofFrench expressions

to be updatedweekly.

Print pictures from previous

year and type titles/comments.

Grade 10 studentsvisit an authentic

French restaurant.

French talentshow/dance

(Michel Allard from Radio

Envol 91 FM DJ):promoted andorganized by

Grade 11 studentsduring a lunch

hour in the gym.

School movie festival. All students

are invited to participate duringlunch hours. Basic

French studentproductions areshown as well as

professional Frenchmovies (which can

be borrowedthroughout theyear). Popcorn

provided.

Post bursaries and exchange

programs offered.Post upcoming

French events inthe surroundingcommunities and

shows/work-shops in school.

Book artists/guests.

French Café hosted by Grade 10

students: menu,advertising, plan-ning, decorating,

invitations(all students andstaff invited as

well as the localnewspaper

representative, thesuperintendent,

parents).

Jordan Hanson'sshow with

drums offered toGrades 10 and 11.

(Could inviteGrades 7 and 8

students toattend).

Grades 10 and 11attend sessions on film-making(Freeze Frame).

Grade 10 studentsproduce

mini-movies.

Reading Club promotion: offer

to all Basic Frenchstudents. Draw

at the end of themonth.

Install French bulletin board

by French classroom.

Purchase/ordermaterial needed.

juillet DécembreNovembreOctobreSeptembreAoût

cOuP D’œiL SuR L’ANNéE


Reproduced with permission of Marie-Josée Morneau, 2008. All rights reserved.

Trip to Québec.(Grade 12)

Grade 12 finalexam: studentsbuild a French

portfolio includingcover letter,

resume, samples of work and certificates.Students are

interviewed inFrench for the

position they haveapplied for andfinally, studentswork for one

day in a Frenchenvironment.

Grade 11 studentsproduce a Frenchmagazine whichwill be added tothe class library

for all grades to read.

Interested students to attendle Cercle Molière

one evening.

Grade 12 studentsdo a PowerPointpresentation to

the middle school students and the

Basic French senior high

students on theirtrip to Québec.

Invite aFrench/bilingual

artist to give us a session

on writing anddesigning articles.

Workshops onimprovisation with

Frères Gosselinand NatalieLabossière.

French lunch hour activities

such as

CardsScrabble

Pictionary

Festival de

la francophonie:

organized by theGrade 11 students.

Grades 7 and 8invited to attend.

Grade 9 studentscreate a piece ofart representing

their personalities.Invite Grade 6

students to their guided art gallery.

Concours

d'art oratoire

(provincial).

Concours

d'art oratoire

(school and divisional levels).

Reading Club

Day trip to Festival

du Voyageur

offered to all Basic French

students in the 2nd semester.

Cross-GradeActivities:

After researching,Grade 12 students

visit elementaryclasses and share

practical strategiesto help them learn

French.

janvier juinmaiAvrilmarsFévrier

cOuP D’œiL SuR L’ANNéE (continued)

54


SAmPLE gRADE 8 FRENch cOuRSE OuTLiNE

Here is another sample of yearly planning in which the teacher shared tentative plans for unit themes and assessment and evaluation with students and parents. This type of planning can be adapted for any grade level.

Note: Depending on student interest and input, themes and time frames may be altered.

*These materials may also be used in Grade 7.

Group project

(individual performance withingroup)

Written test

Self-evaluation

Peer evaluation

Assorted blacklinemasters and workbook activitiesrelated to each sub-task

Final project

Awareness of French expressions through assessment activities (e.g. board game)

Assessment for Learning:Weekly dramatization ofscenes from comic strip

Assessment tracking sheet

Peer assessment

Develop rubric for project

Create and presentan episode of

Vagabonds de l'espace.

Tout ados :Vagabonds de l'espace

(Nelson)

Comic strip format Science fiction Adventure story

(Focus on readingstrategies)

NovembreDécembre

Student reflection in journalentries, teacher observation

Listening/comprehension exercises in class

Self-evaluation (journal)

In the context of a cooking show,students presenttheir favouriterecipe.

ça marche! :bon appétit*

(Pearson Education)

Food festivals and celebrations

OctobreNovembre

Two written and oral evaluations

Revisit the questionnaire

(self-assessment,see previous column)

Completion of a questionnaire: What can I do now in French?

Question/answer activities in class, dialogues, teacherobservation.

Mini-projects:

Create and present a slideshow of places inthe community.

Present a conversation about communityactivities.

Assessment of Learning

Sample Assessment forLearning Strategies Relatedto Outcomes and Planning

Final Project(based on outcomes)

Themes

SeptembreOctobre

ça commence! : ma communauté*

(Pearson Education)

An introductory themein which students recognize and usevocabulary related tocommunity places andactivities.

Dates



SAmPLE gRADE 8 FRENch cOuRSE OuTLiNE

The assessment strategies listed in this table are provided in the five units indicated.


Cultural Enrichment: Students will attend la fête française (Brandon School Division event) in order to experience a French festival.

Assessment of Learning:

Reading test

Final project

Year end self-evaluation

Assessment for Learning:

Self and peer assessment of a variety of activities leadingto the final task

Assessment tracking checklist

Create and presenta sportscast with a partner, includingan interview withan athlete.

ça marche! :mordu du sport!

(Pearson Education)

Avril àjuin

Assessment of Learning:

Final project

Self-assessment at the end of term

Assessment for Learning:

Discussion and activities toassess awareness of types offestivals and examples of Francophone festivals

Completion of four subtasks(each with rubrics) leading up to the final report

Research and present an oralreport on a festival.

Tout ados :Fêtes et mardi gras

(Nelson)

Févriermars

Dramatize a chapter from the novel

Submit a bookletbased on comprehensionactivities

Final project

Assist in the choice of appropriate books based on student interest and ability

Assessment for learning:Adaptation of 'literature circles' with activities to provide teacher and peer support when reading the books

With a partner, create a dioramabased on theirnovel.

Assessment of Learning

Sample Assessment forLearning Strategies Relatedto Outcomes and Planning

Final Project(based on outcomes)

Themes

janvier

bibliothèque

Students read a novelin French.

Dates

56


c’EST LE mOiS DE SEPTEmbRE

Maintenant, c’est le temps de créer la zone française dans votre salle de classe! Mais qu'est-ce que c'est?

La zone française is an ambiance that you create in your classroom. As soon as students enter, they should feel andappreciate la zone. They will be surrounded by French posters, expressions and evidence of culture. The goal is tofoster motivation and learning through active participation in listening, speaking, reading and writing activities. youachieve this with l'approche communicative-expérientielle which leads to authentic communication while enjoyinglearning French. La zone française is a great place to be!

The following description of la zone française uses the principles of brain- based learning and teaching and appliesthem to second language class. According to researcher Martha Kaufeldt (2005, p. 16), “Brain-compatible teaching is the art of understanding some brain basics and using the information to orchestrate the most effective, efficient, and engaging lessons possible. Beginning with the physical environment, emotional climate, and social dynamics,you can create a safe and secure setting where students feel comfortable, open to new ideas, and ready to learn. By emphasizing real-world projects, hands-on experiences, and meaningful tasks, you can actually prompt students’brains to grow and develop”.

cRéER LA zONE FRANçAiSE

What does a Basic French classroom…

Each French class will have students with a wide range of abilities and experiences. Some students entering yourFrench classroom may feel very insecure. The teacher needs to find ways to reassure them that everyone can succeed. For students to feel comfortable in French class, it is important to provide clear expectations. The following ideas will help you to create la zone française.

Create a positive, enriched learning environment that promotes well-being, risk-taking and engagement.This is accomplished by ensuring that:

l your tables are arranged, your bulletin boards are done.l There are posters and signs with commonly used French expressions

on display.l Everything is labelled in French, using different colours for masculine

and feminine words.l you have music resources and a CD player available.l you have considered seating, classroom routines

and placement of classroom supplies.l There is a Bienvenue! sign on the door.

cRéER LA zONE FRANçAiSE

L’AmbiANcE

Stephen Krashen (1982, p. 7) says

that the best methods to second

language acquisition are "those

that supply ‘comprehensible input’

in low anxiety situations,

containing messages that students

really want to hear".


Manitoba teachers were asked to contribute their best practices when teaching Basic French.Here's what they said about creating a "French ambiance" in the classroom:

1. Be positive and enthusiastic in order to encourage the students to develop a good attitude in learning a

second language.

2. Promote Basic French by having students really enjoy it. By word of mouth, the students

will promote it for you.

3. Communicate in French in the classroom, in the halls, anytime you meet the students, i.e. give all classroom

directions in French.

4. Establish a daily routine, for singing simple songs in French as well as “O Canada”.

5. Display as much of the students' work as possible in the classroom, in the halls and anywhere in the school;

have a French bulletin board in the school.

6. Make French fun!

7. Use French centres for listening, reading and oral practice.

8. Establish a “French Phrase of the Day” or “Devinette”. (See page 84.)

9. Have a French classroom in the school!

10. Ensure success in the program and keep students motivated.

Reproduced with permission of the Bureau de l'éducation française Division, Manitoba Education, Citizenship and youth, 2008.

Students need to have a structure and routine for their French class. On the first day, explain (in English if necessary),such routines as procedures for entering the classroom, seating and distribution of materials. Insist on these routines. Have students practise them over the first few days until these procedures are performed automatically.The sign such as Ici on parle français… is already posted at the door. Greet students en français, pointing to the sign as a reminder that once in the room they will be hearing and using French. Provide students with support in the form of a class outline posted each day. Check off each part of the lesson as you go along. This daily scheduleprovides structure, reminds students of the expectations and also captures their attention and curiosity.

cRéER LA zONE FRANçAiSE (continued)

LES ROuTiNES

For more "Best Practices", visit<http://www.edu.gov.mb.ca/k12/cur/french/practices.html>

Mini-activité (5 minutes)

Activité en dyade (5 minutes)

Leçon du jour (20 minutes)

a. Activité d'écouteb. Lecturec. Activité écrite

Chanson(5 minutes)

1 2 3 4

horairedu jour

This podcast is highly recommended. Its message may surprise you.“Use of the L1 in the L2” by Miles Turnbull<http://www.caslt.org/what-we-do/resources-podcast-series_en.php>

58


Get students into the groove by focusing their attention right away on an activity. It is a good idea to post a fun, written mini-activité for students to complete individually as soon as they are seated. This gives them the chance to mentally prepare for the lesson.

Develop a system with your students to enable them to demonstrate quickly their level of understanding. This strategy will help students tofeel more at ease and they will begin to take more risks.

Examples: 1) Thumbs up, thumbs down, waggle fingers

(Understand, don't understand, understand somewhat)2) Traffic light: Students create a traffic light with red, green and yellow

disks (from cardboard). They indicate their comprehension by pointing to the appropriate colour.

Le vocabulaire en contexte

It is important to give the students the tools that they need in order to function in a French class. From the first day, equip students with the expressions necessary to begin communicating en français. Teachersmay wish to introduce an expression each day and create a poster ofthese expressions. Consider having your students design these posters.

For higher grades, provide students with handouts of expressions to usein class. See Trousse de survie (page 66) and Expressions utiles (page 69). It is always important to display posters with basic expressions as guidesor tools for everyday use. The goal is to use these expressions for daily,authentic communication in class.

One example of authentic communication is student-to-student communication en français. Students require vocabulary to be able to do an activity with a partner. It is important that teachers model the expressions needed to accomplish the task. For example, to play a game, the following expressions would be useful: Qui commence? C'est ton tour! Sais-tu la réponse? Bravo! Nous avons gagné!

Give the students a two-minute partner activity to practise these expressions in context. Circulate during the activity, praising those who are using the expressions. After the activity, reflect with students on how they did and how to improve. Gradually build up their timespeaking French with other students, always ensuring that they have the necessary language to accomplish the task en français.


LES OuTiLS DE LANguE

DAy ONE: uNE STRATégiE

POuR LA RENTRéE

Here's one approach that may reassure students, but also allowyou to teach en français from thebeginning.

Greet the students in French and get them seated. Then tellthem that you are only going tospeak in English for two minutes (use a stopwatch).

Tell them that if they don't understand "That's okay!" Just watch for gestures, other clues.

If French is a second language foryou, the teacher, share personalanecdotes of your own learningexperiences. Explain that this iscrucial to the learning process(similar to young children acquiring first language).

State that at the end of the classperiod you will debrief with themfor five minutes in English to seewhat they understood (“you recognized two words!Formidable!”), and to make sure they didn't miss crucial information.

After a reasonable time periodfollowing this routine, praisethem for their progress and begincutting down the debriefing period to two minutes. Eventuallyyou will only debrief in Englishoccasionally.

1

2

3

4


Students require strategies to be able to understand and communicate in French. Each approved series (see p. 18)contains excellent language learning tips and strategies for students. These strategies are key to second languagelearning.Begin to teach these strategies the first week of school. Help students practise using them throughout the year.

Voici quelques stratégies d'écoute :

l Chercher les mots-amis (cognates) et les mots familiers

l Regarder les gestes et le visage de la personne qui parle

l Écouter le ton de la voix

l Considérer le contexte de la conversation

l Utiliser les expériences personnelles

l Utiliser les aides visuelles

Teachers may wish to brainstorm with students for strategies. Update the list as students learn new strategies. It isimportant for them to be aware of how they learn. Have students reflect regularly on which strategies they haveused and which ones work best for them. They will be amazed at how many strategies they already know and use!

Take time during the first few days and periodically throughout the school year to have students consider the benefits that learning French might bring them. Students who understand the benefits will be more invested in their learning of French. Section 1, “Raisons et recherche” contains information, resources and activities that you can use with your students to increase their awareness of le pourquoi of second language study. In addition, othersuggestions are found below and on the following page.


LE POuRquOi

LES STRATégiES

Le français m'ouvre le monde/Open your world with French is a ten-minuteDVD that you might wish to show your Grades 7 and 8 students the first week of school. It is intended for adolescents and is available from the AmericanAssociation of Teachers of French. It can be purchased online at:<http://www.frenchteachers.org/hq/materials/material.htm#Making%20Global20Connections> (Some of the American/French connections, such as winners of Le Tour de France are slightly outdated. A good exercise for your students would be to have them discuss additions and changes thatcould be made to update the video!).

It is also available in VHS at the DREF as part of the toolkit 1001 raisons pour apprendre le français.

60


POuRquOi éTuDiER LES LANguES?

LANGUES DE LA CLASSE (tous niveaux)

Ensemble, faites la liste de toutes les langues parlées dans la classe par les élèves et l’enseignant.à deux, faites une fiche par langue :Dans quel(s) pays parle-t-on ces langues? Citez aussi cinq pays où l'on parle le français. Pour chaque pays, indiquez la population, la situation géographique, le type de système politique, le nom du chef de l'état, les principales activités économiques, un homme ou une femme célèbre. Ensuite, affichez vos résultats dans la classe.

MOT PRÉFÉRÉ (tous niveaux)Dites quel est votre mot préféré en français. Ensuite, cherchez la traduction de ce mot en cinq autres langues.Créez une illustration (dessin, collage, panneau) qui intègre les six mots.

APPRENDRE UNE LANGUEEn petits groupes, cherchez des idées sur le thème « Pourquoi apprendre une langue étrangère? »Exemples de réponses : C'est pour le plaisir/C'est une histoired'amour/Cela permet de parler à d'autres/Ça m’aide a comprendre/Les mots étrangers sont comme des notes de musique. Mise en commun.

APPRENDRE UNE LANGUE, C'EST... (tous niveaux)En petits groupes, trouvez cinq exemples sur le modèle :Apprendre une langue, c'est... voir le monde d'une autre manière.

CONSEILSEn petits groupes, prenez dix minutes pour élaborer une liste de conseils pour bien apprendre une langue.Par exemple : Au début, cherchez dans les journaux des articles sur le pays où l'on parle la langue apprise/Cherchez les mots de la langue apprise qui existent dans votre langue maternelle, etc.

Source : CAVILAM, <http://www.leplaisirdapprendre.com/Jouer-avec-les-mots.html> (consulté le 9 juin 2009)

A variety of daily activities support and maintain la zone française, and keep it vibrant. The following activities peekinterest and get students actively involved in learning French.

LE mOT Du jOuR

A word is posted daily before students enter the room. Students find the meaning of the word through discussionand/or dictionaries (printed copy or online) and use it in a sentence. As a variation, students can provide the words,or do a skit to show comprehension. Encourage students to use these words in their daily work.

Sources for words: l <http://french.about.com/>l current themes of studyl page 71 of this document

mAiNTENiR LA zONE


SySTèmES DE RécOmPENSE

Teachers may decide to put into place reward systems, toencourage students to participatein class.

Used at the teacher's discretion,reward systems are intended forfun, for variety and to provideimmediate positive reinforcementto students.

Adolescents (adults, too!) can notalways focus on the long-termgoal. Short-term rewards can helpto pave the way. French rewards,(jouer au base-ball dehors enfrançais, jouer les jeux pendantune période de classe) can encourage students and add theimportant fun factor to learningFrench.

However, avoid relating participation or good behaviour to a student's grade; grades aredetermined by a student's abilityto demonstrate his mastery ofa learning outcome.


gAmES

Games are a great way to keep students loving French! Use games to encourage students to take risks and participate as much as possible while learning another language. Section 5 of this document “Le coin des jeux” contains many great suggestions! Be sure to vary the types of the games that you use in class.

muSic

All people love music no matter what their age. It is simple to support la zone française by using music in the classroom… OFTEN! Section 6 of this document provides ideas on how to incorporate music in your daily teaching.

A QUICk START TO SUCCESS!

Plan for students to see progress almost immediately. Give them a checklist the first week of school and have themestablish a personal baseline. It is then important to target selected items on the list, to practise them regularly withstudents and to celebrate their progress with them. Here's an example. Modify as appropriate for your students…

Self-Assessment Questionnaire SAMPLEWhat can you do in French? Each month, assess your progress and see what you have learned!

Write OUI, UN PEU or NON in the space provided.

(Adapted from Canadian Association of Second Language Teachers, 1996)


Dec.Nov.Oct.

greet your teacher when you see him/her?

tell the time?

give your name, age, address and phone number?

describe simple objects using colour and size words?

name the members of your family and describe them?

talk about your favourite activity after school?

give us some information about your school?

order your favourite food in a restaurant?

describe what you are wearing?

describe the seasons and the weather?

talk about your community (shops, parks, buildings, etc.) and its related jobs?

talk about some important celebrations in your community?

ask for help when you do not understand how to do an activity?

Sept.En français, can you…

Teachers, complete this questionnaire to help you get started and to assure

that all necessary elements for la zone française have

been considered.

62


TO SummARizE

“La zone française” needs…l clear expectationsl a context that supports risk-takingl expressions, vocabulary and language patterns that permit interactionl an understanding of language learning strategies l daily opportunity to practise communication in authentic situations l an ongoing understanding of student progressl an awareness of the benefits of language study

My classroom has the most recent curriculum documents.

My classroom has appropriate resources recommended by the BEF.

My classroom has posters of common classroom expressions andthematic vocabulary.

My classroom has displays of student work in French.

My classroom has a variety of appropriate French reading material.

My classroom has appropriate multimedia equipment.


Feels like…

My students have confidence that they understand the routines

that have been established for the class.

My students are confident that they understand the learning

objectives of each unit and their individual progress toward these

objectives.

My students are willing to take risks in class.

My students enjoy making an effort to speak French in class.

As a teacher, I use French as the language of instruction.

My students engage in oral activities in French such as presenting,partner/group work and cooperative activities.

My students participate regularly in French reading activities.

My students write authentic texts in French and conference withone another.

My students listen to French music, French radio and they watchFrench videoclips/television and or movies.

Sounds like...

Looks like…

AcTiONNONOuima salle de classe


PARLONS DE mOi

Voici une activité possible pour le début de l'année scolaire. C'est à chaque enseignant de l'adapter à son niveau scolaire. Des exemples d’évaluation se trouvent aux pages 45 et 46.

Goals of the activity are to:

l Set the stage for authentic communication in the Basic French classroom

l Have students feel at ease while speaking French in class

l Give students the opportunity to share personal experiences to become aquainted with classmates

l Introduce and review vocabulary

l Integrate listening strategies

l Appreciate and reflect on others' work

Model a diagram to introduce yourself to the class. Draw a basic diagram/sketch on the whiteboard using the elements of the illustration on the next page. As you draw (stick figures or rough sketches are fine), talk en françaisabout each image. (If you prefer, bring in photos/images.) Interact orally with the students. Students just need to geta global understanding of what you are drawing and saying. After completing each illustration, write the appropriatetitle underneath:

Aujourd'hui, je vais me présenter (point to yourself)...

Centre: (stick figure, point to yourself…) Regarde mes lunettes, mes cheveux bruns...

Upper left-hand corner: (voyage, lac...) Je suis au lac! J'adore le lac. Qui va au lac?

Lower left-hand corner: (nourriture, loisirs…) J’aime la pizza.

Lower right-hand corner: (what will students do during the school year)

J’adore jouer au soccer.

Upper right-hand corner: (ou mes amis) J’ai deux frères.

uNE AcTiViTé POuR LA PREmièRE SEmAiNE

PRéAcTiViTé

mOi

mES VAcANcES

j'AimE

mES AcTiViTéS

mA FAmiLLE

64


1. Maintenant, c'est votre tour!

Hand each student a blank sheet of paper and let them start their own page. Here are the instructions (directives)that you might use:

l Pliez le papier en deux comme un hotdog (lengthwise-model for students)

l Après, pliez le papier comme un hamburger (crosswise-model for students)

l Ouvrez le papier. Maintenant vous avez quatre boîtes!

l Écrivez les mots suivants dans le coin de chaque boite : Mes vacances, Ma famille, J'aime, Mes activités.

(Model this with an overhead projector or on the white board.)

l Écrivez “Moi” au centre de la feuille.

Walk around the class talking en français about their efforts. Depending on ability, furnish individual students withkey vocabulary (see # 2 on the next page), or have students copy the titles.

AcTiViTé

uNE AcTiViTé POuR LA PREmièRE SEmAiNE (continued)

mA FAmiLLE

mES AcTiViTéSj’AimE

mES VAcANcES

mOi


2. Maintenant nous pratiquons : Once the poster is complete, have students practise their presentation with a partner.

This is an example of possible sentence starters for students at the beginner level (possibly grade 4).This could be adapted as needed for kindergarten to grade 12.

3. Nous présentons :

Have students present to one or more partners. This is less intimidating than presenting to the class. Students can provide feedback with their partners, using such peer assessment models as "Two Stars and a Wish".Display the students' work on bulletin boards. (Bravo les élèves, vous avez très bien fait!)


Bonjour! Je m'appelle ______________________________________________.

Mon anniversaire est le _____________________________________________.

Je vais à l'école ____________________________________________________.

Je suis en ___________ année.

Voici ma famille. Dans ma famille il y a ________________________ personnes.

J'ai _________________________________ (nomme les membres de la famille).

J'ai fait un voyage à ________________________________________________.

Durant mes vacances j'ai fait _________________________________________.

Mes activités préférées sont _________________________________________.

J'aime _________________________ parce que _________________________.

For more peer

assessment ideas, see

CASLT’s Assessment Instruments

for French as a Second Language

Beginner Level.

Une suggestion…

Bravo! Félicitationspour…

J'ai vraiment aimé...

66


Extending the Learning

The following are two suggestions:

1. Students change groups and ask each other questions about their poster

l Qu'est-ce que tu aimes faire?l Quel genre de musique aimes-tu?l Quelles sont tes activités préférées?l Ton frère, comment s'appelle-t-il?l Qu'est-ce que tu as fait pendant tes vacances?

2. Interview a classmate. Brainstorm to create various questions and model how to answer

Suggested topics:Personal information - age, birthday, where you were born, pets.Things you like - food, movies, books, sports, teams, after school activities, favourite colours, video games.

On the following two pages you will find a list of vocabulary/expressions to hand out to high school students. For students in grades 4 to 8, you can teach a few at a time throughout the year.

One language sets you in a corridor for life.Two languages open every door along the way.

Frank Smith

POSTAcTiViTé

TROuSSE DE SuRViE



Trousse de survie

Voici une collection de vocabulaire et d'expressions qui va vous aider à mieux communiquer en français. Servez-vous-en et parlez en français autant que possible, mes amis!

Qu'est-ce qui se passe?/Qu'est-ce qui arrive? What's going on?

Qu'est-ce qui s'est passé? What happenened?

Qu'est-ce qui est arrivé? What happenened?

Je suis fâché. I'm mad; angry.

Je suis fauché. I'm broke.

Je suis désolé. I'm sorry.

C'est chouette! That's neat; cool; super.

C'est génial! That's terrific; great.

Je l'aime beaucoup. I like her/him/it a lot.

Je les aime beaucoup. I like them a lot.

Sans blague! No kidding!

Aïe! Ouch!

Quel désastre. What a disaster.

Tu parles! you must be kidding!

Il y a… There is... or There are…

Il n'y a pas de/d' There isn’t any…

C'est simple comme bonjour. It's easy as pie.

C'est ridicule. It's ridiculous.

à mon avis… In my opinion…

Ne t'inquiète pas./Ne vous inquiétez pas. Don't worry.

C'est vraiment dommage. It's really too bad.

C'est la vie. That's life.

Oh là là! Wow!

à tes souhaits. Bless you.

On y va. Let' get going.

cOmmuNicATiON TOOLS FOR STuDENTS

68


à tout à l'heure. See you later.

Du calme. Calm down.

Courage! Cheer up!

Pitié. Give me a break./Have a heart.

Je suis très occupé. I'm really busy.

Quoi de neuf? What's new?

Qu'est-ce qu'il y a? What's the matter?

Qu'est-ce qui ne va pas? What's wrong?

Je n'en reviens pas! I can't get over it!

Ça, c'est le comble! That's the last straw!

Ça m'énerve. That bothers me!

J'en ai assez! I've had enough!

Tu exagères. you're going too far.

J'en doute. I doubt it.

Ça ne vaut pas la peine. It's not worth it.

Félicitations. Congratulations.

Jamais de la vie! Never! It's out of the question!

Décide-toi./Décidez-vous. Make up your mind.

J'ai une faim de loup. I'm so hungry I could eat a horse.

Ça suffit! That's enough!

Merci mille fois. Thanks a million.

Bien sûr. Of course.

N'importe. Never mind.

Volontiers. Gladly.

zut alors! Darn it all!

Pouah!!! yuk!!!

à la mode. In style.

Chic et cher. Stylish and expensive.

C'est bon marché. It's a good deal/reasonable price.

cOmmuNicATiON TOOLS FOR STuDENTS (continued)


Est-ce que je peux (Puis-je)… tailler mon crayon?

aller boire de l'eau?

aller à mon casier?

emprunter ton correcteur liquide s.v.p.?

emprunter un crayon s.v.p.?

C'est à quelle page?

Pouvez-vous m'aider?

Je ne comprends pas.

Pouvez-vous répéter s.v.p.?

Peux-tu répéter s.t.p.?

Je m'excuse. J'ai oublié de…

Pardon, je n'écoutais pas.

Pouvez-vous l'expliquer une autre fois?

Excusez-moi.

Pardon.

Je ne sais pas.

Comment dit-on _______________ en français?

Comment écrit-on _____________ en français?

Que veut dire le mot _________________?

Je ne sais pas comment faire.

Est-ce que c'est à mon tour de parler?

Oui, c'est à ton tour.

Qu'est-ce qu'il faut faire?

Aidez-moi!

Dépêchons-nous!

Il faut travailler maintenant.

Organisons-nous!

Qui fait quoi?

Il faut tous participer.

Fais ton travail.

Fais ta part.

Laisse-moi travailler.

Tu fais (Nous faisons) trop de bruit.

Puis-je t'aider?


ExPRESSiONS POuR TRAVAiLLER EN gROuPE :

ExPRESSiONS uTiLES

70


C'est bien!

C'est fantastique!

Ça, c'est une bonne idée.

Tu as bien fait ça.

J'aime ta suggestion.

Tu parles bien.

Tu dessines bien.

Nous avons fait du bon travail.

Ne te décourage pas. (Ne nous décourageons pas.)

Essaie encore. (Essayons encore.)

Fais un petit effort! (Faisons un petit effort!)

Tu as raison.

Tu as tort.

J'aime…

J'ai bien aimé…

J'adore…

J'ai adoré…

Je préfère…

J'aimerais mieux…

Je suis mordu de…

Je n'aime pas…

Je n'ai pas aimé…

Je déteste…

J'ai détesté…

J'ai horreur de…

……………. ne m'emballe pas.

……………. ne me plaît pas du tout.

Ça m'est égal.

Peu importe.


êTRE iNDiFFéRENT :

DéTESTER :

AimER :

ExPRESSiONS D'ENcOuRAgEmENT :


LE mOT Du jOuR


Really?

to be in fine form

to have the blues

It's all the same to me/it doesn't matter to me

terrible/dreadful

to have a cold

Great! Terrific!

computer science

food, to stuff oneself with food

Forget it!/Never mind!

hubbub, confusion, noise

smart, clever

What (the heck) is he doing?

What a shame!

cool, likeable, nice

Too bad!

to download

stubborn

a teenager

a boo-boo (a little ache or pain)

a challenge

an appointment, a date

an actor/actress

En anglais

Ah bon?

avoir la pêche (fam.)

avoir le cafard

Ça m'est égal

épouvantable

être enrhumé

Impec! (fam.)

l'informatique

la bouffe (fam.), bouffer (fam.)

Laisse tomber!

le brouhaha

malin

Qu'est-ce qu'il fiche?

Quel dommage!

sympa (fam.)

Tant pis!

télécharger

têtu

un ado (fam.)

un bobo (fam.)

un défi

un rendez-vous

un acteur/une actrice

En français

72


75LE cOiN DES jEux - Fun and gaMes

As teachers, we are all aware of the value of games and activities as a teaching tool. Games can be a terrific supportfor learning. They are useful:

l in providing a relaxed context for risk-taking

l in building esprit de corps in the classroom

l for language interaction in an authentic situation (Qui commence? C'est ton tour! J'ai gagné!)

l as a way of practising and reviewing structures and idiomatic expressions

(La voilà, je n'ai pas de…, il y en a trois…)

Time in French class is very short. With reflection and advance planning, you can use games as a great way to develop the language skills of your students.

Here are a few questions to consider in order to maximize the learning value of games:

l what is the specific purpose to the game?

l does it provide for oral interaction among students?

l are all students involved? (Can the game be played in small groups to increase student participation?)

POuRquOi LES jEux?

LE cOiN DES jEuxFun and gaMes

Section 5

If you are looking for a great resource try: Rions en français : un recueil de jeux d'activités et de saynètes pour développer l'expression orale chez les jeunes 10 à 18 ans (Tougas, 2002)This document is available from the DREF, or can be purchased from the Manitoba Texbook Bureau (M 92236).

En veux-tu plus?

Il y a beaucoup d'exemples dans

les pages suivantes… These examples

are to serve as a guide and should be

adapted to respond to the different

levels and interests of your students.

76


Many of the games listed on the following pages are well-known to experienced French teachers. Consult your support team for more examples! Most of these games can be adapted to suit all grade levels.

1. zuT! (buzz iN ENgLiSh)

Have students stand up. Going from one student to the next, students count aloud in turn. When a student arrives at 7, or a multiple of 7 (14, 21…) or a number containing 7 (17, 27…) he must say “zut” insteadof saying the number. (Example: un, deux, trois, quatre, cinq, six, Zut, huit… The student who does not remember, sitsdown.

2. juSqu'À Dix :

The object of game is to count aloud in sequence. Each student has the choice of saying one, two or three numbers.The students who are obliged to say dix are out!

3. TéLéPhONE :

Create approximately 10 imaginary (to avoid privacy issues) phone numbers and keep this list as your master list. Using coloured index cards, write one phone number on each index card. Make one set of cards for every team of 10 students using blue for team 1, yellow for team 2, etc. Distribute the cards to students in your classroom; theyshould not show their numbers to others. Place a (toy) phone on a table at the front of the room. Using your masterlist, choose a number at random and say it aloud very quickly.

For younger students, the teacher would read: quatre, huit, neuf, trois, deux, sept, un…For older/more advanced students the teacher would read: quatre cent quatre-vingt-neuf, trente-deux, soixante et onze. For senior students add le code régional. The student from each team who recognizes the number from hiscard, must race to the front, pick up the phone and say "Oui, allô?" The first student to answer the phone scores apoint for his team.

4. PLuS hAuT, PLuS bAS : (guESS ThE NumbER)

L’élève qui devine le nombre peut choisir le prochain.

Enseignant : Je pense à un nombre entre quarante et quatre-vingt.Qu'est-ce que c'est?

(Réponse : 78)Élève : 42!

Enseignant : Plus haut!...

Example with phone number 489-3271

Élève 1 :

Élève 2 :

Élève 3 :

Élève 4 :

Élève 5 :

Élève 6 :

un, deux…

trois, quatre…

cinq, six, sept…

huit, neuf…

dix! This student is now out.

Élève 1 :

Élève 2 :

Élève 3 :

Élève 4 :

Élève 5 :

Exemple b : Exemple A :

un, deux…

trois, quatre, cinq…

six…

sept, huit…

neuf…

dix! This student is now out.

Dix jEux POuR PRATiquER LES NOmbRES


5. TAxi :

One student is designated as the taxi. He moves to stand beside another student (who is seated). The teacher calls outa math question (ex. trente-trois divisé par trois). The first student of the pair who calls out the correct answer becomesthe taxi and moves beside the next student. When a taxi is defeated, he takes the seat of the student who beat him.Hint: To be sure that all have a chance to play, limit the number of taxi stops that any given student can make to five.

6. SAiSiS-LE : (gRAb iT!)

Students compete with a partner. All students compete at the same time. Partners place one pen on the desk betweenthem. The teacher calls out math questions (exemple : Deux plus quatorze font…). Students must give the answer aloudbefore grabbing the pen. The first person to answer correctly and grab the pen wins the point.

7. bATAiLLE NAVALE :

Battleship is played in pairs. Each student starts with a grid of 25 squares. Have them number the columns and use letters to designate the rows. Each student will hide 5 ships at random on the squares. Students take turns guessing where the ships are hidden, saying the numbers and letters in French.

8. EFFAcE-LE!

Use two sets of identical numbers placed at random on the white board. Play as a relay race. Students line up onebehind the other in two teams facing the board. The first student in each line has une brosse. The teacher calls out anumber. The first student who runs to the board, finds the number and erases it, wins the point for his team. Studentsthen pass the brush to the next student and go to the back of the line.

9. cERcLE mAgiquE : (SEE PAgE 82 FOR TEmPLATE)

Use a set of index cards (one per student). Each card has a math question on one side and an answer to a different question on the other. The first student reads the question on his card and the student with the correctanswer reads it aloud. Then, he turns over the card, reading out his question. Time how long it takes to go through thewhole set, and see if the students can do it more quickly the next time.

10. LANcEz LES DéS :

Work with a partner and roll two die: the first person to multiply the two numbers together and call out the productof the two numbers rolled wins the point. For younger students, they can be asked to add the two numbers.

Dix jEux POuR PRATiquER LES NOmbRES (continued)

78


1. jE FAiS mA VALiSE - chAîNE ORALE :

Students practise the vocabulary of the unit. For example, if the current unit is clothing, the first student starts with: Je fais ma valise et dans ma valise je mets… un chandail (or dans ma valise, il y a un chandail). The next student repeats this sentence and adds another item. The object of the game is to be the student who can remember the longest list. Variation: For foods, you might have a picnic theme and say Je prépare mon panier, et dans mon panier je mets…

2. DONNE uN mOT, PRENDS uN mOT :

“Give one, take one”. Each student starts with a grid of approximately 12 squares. Using vocabulary from the currentunit, students write one vocabulary word in each of the first three squares. Variation: Have younger students make asimple sketch of the word, rather than spell it. Students then walk around the room. They do not show their grid toother students; this is an oral and listening activity. Student 1 reads his three words to Student 2. Student 2 choosesone of these words and adds to his sheet. They then reverse roles. Then they move to other students. Once most ofthe boxes are filled, students can be asked to choose five words from their grid and use each of them in a sentence.Ex. If your theme is les voyageurs, a sentence created could be Je vais au Festival du voyageur.

3. chARADES :

There are many variations to this game. Here is one example. Divide students into teams of about four students. Teams are placed around the classroom. All teams play simultaneously. In each team one student is le chef du groupe and another le secrétaire. Le chef must act out words using pantomime, while the group guesses the words. Le secrétaire notes how many correct words are guessed (or writes down the word correctly) within the time limit and records one point for each correct guess.

The teacher might say: Vous avez deux minutes. Catégorie : Les mots qui commencent par la lettre S! Allez! (exemples: saison, soleil, sauter, serpent…).Once the two minutes are up, students count their points, then switch roles so that everyone has a turn as le chef andle secrétaire. The teacher then might say: Catégorie : Les sports! Allez!

Note: For beginning students, the class should brainstorm words in various categories in advance and/or have lists ofwords in each category available to le chef du groupe.

4. qui SuiS-jE?

The leader of the game (the teacher or a student) chooses a person, place or thing. The students can ask "yes or no" questions to solve the mystery. Once the students are familiar with how to ask questions in French, the same activity can then be played in smaller groups or with partners.

"Devinettes" and "Vedettes" on pages 84 and 85 are other variations of a guessing game."Devinettes" can be led or created by a teacher or a student. This is an opportunity to review the difference between "Qui est-ce?" or "Qu'est-ce que c'est?".

5. ScRAbbLE Au TAbLEAu :

This version of Scrabble is played in teams. To start the game, write a word on the whiteboard (eg. novembre). A student from Team 1 then adds any word (horizontally or vertically) that he can within a time limit, scoring one point for each letter added. Then a student from Team 2 goes up and adds to the board. Variation: For added studentinvolvement, play in pairs or with small groups. Students can also be asked to use the word in a sentence.

Dix jEux POuR PRATiquER LE VOcAbuLAiRE


6. LOTO À quATRE DOigTS :

This is a quick and easy variation on Bingo. Have each student draw a grid of four squares and write a word from the current vocabulary unit or a designated theme in each square. The teacher then calls out words. If the student has this word he places a finger on the square. Once four fingers are covering his words, the student calls out Loto! ou J'ai gagné!

7. cONcENTRATiON : (SEE PAgE 92 FOR TEmPLATE)

This is a variation on the game of Memory in which students must remember where the matching pairs are located.Hint: This game can be played quickly as a class, by creating an overhead transparency and using sticky notes to coverthe squares.

8. cERcLE mAgiquE : (SEE ExPLANATiON PAgE 77)

Make a new set of cards using vocabulary from a given unit. Teach students a new question/answer structure to saysuch as “Qui a ____?” “Moi, j'ai ___”.

9. LE bALLON :

This is a variation for practising vocabulary around a theme, such as les animaux. Have students stand up and form acircle. Using a sponge ball, a student throws the ball to another person in the circle, calling out one word or phrase orexpression from the theme (exemple: le chat). The student who catches the ball continues by throwing the ball to adifferent student and calls out a word, phrase or expression from the theme. Students cannot repeat a word that hasalready been used.

10. mOTS cAchéS, mOTS cROiSéS :

There are many crossword puzzles and word searches available for Basic French. Hint: To create quick and easy personalized puzzles for your class, consult the followingwebsite: <http://puzzlemaker.discoveryeducation.com/>.

Dix jEux POuR PRATiquER LE VOcAbuLAiRE (continued)

Pour plus d'idées de jeux et d'activités, consultez le document « Tout le monde à table » (voir la liste de références) et aussi le site Web suivant : Franc-parler - jeux pédagogiques <http://www.francparler.org/fiches/jeux_sommaire.htm>

80


1. mESSAgE Du jOuR :

Put a message in French about the school's activities (or your students' activities) on the board in the form of blankswith a few letters to get them started. Ask students to provide le message du jour.

Exemple : Il y a une danse ce soir au gymnase becomes

2. bAVARDO :

This is a great game for oral communication and is particularly suited to senior high students. See page 86 for a detailedexplanation.

3. SENTENcE STRucTuRE AcTiViTy:

This game is suitable for students who are practising certain sentence structures. Type out approximately seven sentences. (Students should have already practised each sentence in class.) Cut each sentence into separate words andplace them in a plastic snack bag. Divide the class into as many groups as you have sentence bags. Each group is givenone piece of paper to record their sentences and one bag. Students have a few minutes to unscramble the words andrecord the sentence. Ring a bell and pass each bag to the next group. This continues until all groups have written theseven sentences. Review the sentences together. Each sentence is worth two points. Half a point is deducted for each wordthat is out of place. Once the class is familiar with this activity, ask the students to write sentences for the next round.

4. chANgEz! (FLiP iT!)

Students are in pairs. Student 1 must speak in French for one minute (or appropriate time) about a given topic. At theend of one minute, student 2 begins speaking.

Note: If students are at a loss or run out of things to say, they should start reciting the alphabet, days of the week,counting, etc. The goal is to speak French for the time allotted.

5. iL éTAiT uNE FOiS :

Brainstorm sentence starters with students to help them get started. Working with a partner, have students develop within a short time a (six-sentence) story about a picture or visual that you show them. Have them share stories with other groups of two. Exemple : Voici quatre amis. Ils s'appellent… Ils aiment le cinéma…Ils organisent…

6. À TOi DE PARLER :

An excellent oral activity for high school students. See page 88 for explanation.

7. ENTREVuE :

These activities provide opportunities to interview classmates and practise oral communication. See templates on pages 89, 90 and 91.

i_ _ _ u_ _ d _ n _ _ ce _ _ _ _ au _ y _ _ _ _ _ .

Dix jEux POuR cOmmuNiquER


8. cERcLE ExTéRiEuR/cERcLE iNTéRiEuR :

Divide students into two circles, those in the outside circle facing a partner in the inside circle. Outside students start the conversation and have to find out several things about their partner such as something about their pets, (As-tu un chien? Quel est ton animal préféré?)where they went last night, plans for the summer. Next, inside students ask for the same information… (Middle years' students could practise age, address, favourite restaurants/music, etc.)

Then have students in outside circle take a step to the right and begin the process again with their new partner. Model questions to be asked with students before playing game. Questions on page 89 can be used for this activity.

9. NOS PRéFéRENcES : (SEE PAgE 87 FOR TEmPLATE)

Together with students, brainstorm lists of examples in a variety of categories: foods, musical groups, sports, etc. Haveeach student create his or her own sondage using the template. (Students are then asking different questions for moreauthentic communication.) Students circulate and ask questions of their classmates in order to complete their survey.As a follow-up activity, students could create graphs and a bulletin board entitled NOS PRÉFÉRENCES.

10. Au SuPERmARché :

Have students visit online sites such as the French sites of Canadian Tire or Sears. (Go to the home page and follow theen français link at the top of the page).

Have them each choose 5-10 items, and using the vocabulary found on the sites as a resource, describe them. (la couleur, la taille, la forme, le prix, etc.).

Then divide the class into clients and vendeurs. Using play money, students buy a given number of products from theirclassmates during a limited amount of time, then describe their purchases. They then switch roles, so that the vendeursbecome clients.

Exemple :Vendeur : Puis-je t'aider? Regarde ce vélo! Il est (magnifique, super, pratique, rapide…)Client : Combien coûte le vélo? Je préfère le vélo jaune…

Dix jEux POuR cOmmuNiquER (continued)

82


cERcLE mAgiquE (SEE gAmE DEScRiPTiON PAgE ON PAgE 77)

Question : Combien font 12 plus 23?Réponse : 12 plus 23 font 35

LES jEux : FEuiLLES REPRODucTibLES

12 + 23

Cô

té A = 13

Cô

té B

14 + 16

Cô

té A = 35

Cô

té B

33 + 29

Cô

té A = 30

Cô

té B

71 + 50

Cô

té A = 62

Cô

té B

13 + 30

Cô

té A = 121

Cô

té B

15 + 50

Cô

té A = 43

Cô

té B

14 + 40

Cô

té A = 65

Cô

té B


LES jEux : FEuiLLES REPRODucTibLES (continued)

19 + 18

Cô

té A = 54

Cô

té B

50 - 25

Cô

té A = 37

Cô

té B

14 - 11

Cô

té A = 25

Cô

té B

26 - 19

Cô

té A = 3

Cô

té B

100 - 78

Cô

té A = 7

Cô

té B

200 - 100

Cô

té A = 22

Cô

té B

75 - 25

Cô

té A = 100

Cô

té B

24 - 11

Cô

té A = 50

Cô

té B

84


DEViNETTES (SEE PAgE 85 - qui SuiS-jE?)

Qu’est-ce que c’est?

uN AuTObuS

Je suis très gros.J’ai quatre roues.

Je roule sur les routes du Manitoba.Je transporte les enfants et les grandes personnes.


uN AViON

Je suis gros.J’ai des roues.

J’ai aussi deux ailes.Je vole.


LA gRADuATiON

Je suis un rassemblement de jeunes.J'existe à la fin de l'année scolaire.

Je célèbre un changement d'étape de vie.Il y a des discours, un repas, de la musique,

de la tristesse et beaucoup de joie.


uNE hORLOgE

Je suis sur le mur.Je suis en forme de cercle.

Je porte les chiffres d’un à douze.Je suis dans la salle de classe.


FAcEbOOk

Je suis un lieu de rencontre entre amis.Je facilite la communication entre les gens.

J'ai du texte, des photos, des clips.Je t'invite à t'inscrire.



VEDETTES (SEE PAgE 86 - qui SuiS-jE?)

All students receive a copy of this sheet. Nine students are given a secret identity of one of the stars. They go to thefront of the room and the remaining students ask them the questions indicated and try to guess the identities ofeach star by the process of elimination.

Est-ce que tu as mal...?Oui, j’ai mal... .

Non, je n’ai pas mal... .

J’ai mal à la tête.

J’ai mal aux yeux.

J’ai mal à la jambe.

J’ai mal au bras.



J’ai mal au bras.



hiLLARy DuFFhOmER SimPSONLukE SkyWALkER



J’ai mal à l’oreille.

J’ai mal au bras.




J’ai mal à l’épaule.


TARzANmickEy mOuSESPiDERmAN




J’ai mal au bras.



jENNiFER LOPEzSANDRA buLLOck

J’ai mal au bras.



hELEN PAgE


86


bAVARDO (SEE gAmE DEScRiPTiON ON PAgE 80)

Ce jeu encourage la communication orale. C'est une bonne façon de faire de la révision.

Pour chaque catégorie (10, 20, 30, 40 points), adaptez les questions aux thèmes étudiés en classe. Par exemple, pour 10 points, on pourrait dire « Voici un adjectif masculin. Donnez la forme féminine.» ou « Voici unverbe au présent. Changez-le au passé composé. »

à faire à l'avance : Couper des photos dans des revues et préparer les phrases à compléter, selon le niveau desélèves.

Pour jouer, divisez la classe en deux équipes. Les élèves répondent à tour de rôle. Chaque élève choisit sa catégorie.

Notez les points au tableau.

Parle-moi de cette photo. Donne trois phrases complètes.

Pose une question à quelqu'un dans la classe.

Finis la phrase :

Aujourd'hui, je porte ______________________________________.

Aujourd'hui, après l'école, je _________________________________.

Les fins de semaine, mes activités préférées sont __________________.

Quand je fais mes devoirs, je ________________________________.

Au supermarché, j'achète ___________________________________.

Qu'est-ce que c'est? (objets dans la salle de classe, cartes avec dessins, ou photos)


10 POiNTS

20 POiNTS

30 POiNTS

40 POiNTS


NOS PRéFéRENcES (SEE gAmE DEScRiPTiON ON PAgE 81)

Exemple : Thème : les sportsEst-ce que tu aimes… Oui, j’aime... Non, je n’aime pas... Non, je déteste...

Thème : les émissions de télévisionEst-ce que tu aimes…

Non : (Nombre d'élèves)

Non : (Nombre d'élèves)Oui : (Nombre d'élèves)émission

IIII IIIII

Oui : (Nombre d'élèves)Activité

jouer au soccer

jouer au base-ball

jouer au hockey

jouer au curling

regarder les matchs de hockey à la télé

regarder les matchs de base-ball à la télé

regarder les matchs de curling à la télé

regarder les matchs de soccer à la télé


88


À TOi DE PARLER

Ce jeu a pour but de faire parler les élèves. Il serait bon de pratiquer d'une façon informelle pour que les élèvessoient à l'aise de parler spontanément.

Sur des cartes, écrivez des sujets (un sujet par carte).

Par exemple :

Divisez la classe en deux équipes. Chaque élève participe, à tour de rôle.

Les cartes sont placées, face dessous, sur une table.

L'élève à son tour, prend une carte et annonce son sujet à la classe.

Ensuite, l'élève parle de son sujet (en phrases complètes) pour 30 secondes.

La durée peut varier (15, 20, 45 secondes), ou, l'élève peu simplement donner trois phrases complètes.

Si l'élève a réussi, son équipe garde la carte. Sinon, il la remet sur la table.

à la fin, l'équipe qui a pu garder le plus grand nombre de cartes gagne.

Notre école

Les vacances d'été

Les Skittles

mr. bean

Les devoirs

L'émission « canadian idol »

Les blue bombers de Winnipeg



ENTREVuE A (SEE PAgE 80)Date : ________________________

Nom : ________________________Travail de groupe : Élève A

Questions possibles

10. Quelle est la capitale du Canada? du Manitoba?

9. Qu’est-ce que tu adores manger?

8. Est-ce que tu as un animal domestique? Comment s’appelle-t-il?

7. Est-ce que tu as des sœurs ou des frères? Combien?

6. Qu’est-ce que tu portes aujourd’hui?

5. Quelle est la date aujourd’hui? Quelle est la date de ta fête?

4. Quelle est ton adresse?

3. Quel est ton numéro de téléphone?

2. Quel âge as-tu?

1 - L’élève A pose les questions et l’élève B donne les réponses en phrases complètes (p. 90).

2 - L’élève B pose les questions et l’élève A donne les réponses en phrases complètes.

1. Comment t’appelles-tu? Quel est ton nom de famille?


90


ENTREVuE A (SuiTE) Date : ________________________

Nom : ________________________Travail de groupe : Élève B

10. La capitale du Canada est _______________________________

La capitale du Manitoba est _________________________

8. Oui, j’ai un ____________________. Il s’appelle ________________

Non, je n’ai pas d’_________________________________________

7. Oui, j’ai ________________________ sœur(s)/frère(s).

Ou, non, je n’ai pas de sœurs ou de frères. Je suis fille/fils unique.

5. La date est le ____________________________________________

La date de ma fête est le ___________________________________

9. J’adore manger __________________________________________

6. Aujourd’hui, je porte _________________ et __________________

4. Mon adresse est _________________________________________

3. Mon numéro de téléphone est _____________________________

2. J’ai ______________ ans.

1. Je m’appelle ____________________________________________

Mon nom de famille est ___________________________________



ENTREVuE b (SEE PAgE 80)


1. J'ai peur de

2. Je suis content(e) quand

3. Je suis gêné(e) quand

4. Je déteste

5. Je veux étudier

6. Après mes études, je vais être

7. Je vais voyager à/en/au

8. Comme voiture, je désire

9. Je veux être riche/célèbre/heureux

10. J'adore

1 - Complète les phrases suivantes.2 - Compose des questions qui te permettront d'interroger un camarade de classe.3 - Refais l'exercice avec un autre partenaire.

92


cONcENTRATiON : uN jEu DE mémOiRE (SEE gAmE DEScRiPTiON ON PAgE 79)

1. Faites les associations en trouvant les contraires ou les images qui illustrent les mots.2. L'enseignant enlève une étiquette choisie par l’élève (ex. 2A, 3C) à la fois en demandant aux élèves de trouver les

partenaires (mot-contraire ou mot-image). 3. Variante : Avec les élèves plus avancés, demandez-leur de faire une phrase avec un des mots retrouvés.

Ex. Regardez les belles photos.


95uNE LANguE ViVANTE - culture and Basic French

For young Anglophones, choosing to learn French is more than learning another way to speak. It is also a means of learning about a culture, a world of life that isdifferent from their own. It is therefore very important that language learning beconnected to the culture of the language being learned. (Tardif, 2006)

Learning another language involves more than listening, speaking, reading and writing activities. To truly know another language, students should learn about the culture(s) in which that language is spoken. Awareness and understanding of another culture comes with the study of its literature, music, films, newspapers, radio, games, expressions, customs, cuisine, etc.

French is spoken in 55 countries around the world. Each one contributes to the rich tapestry that makes up la francophonie through its stories, traditions and celebrations. This cultural contribution is not static, but constantly evolving.

Basic French teachers have a responsibility to bring contemporary cultural references into their daily instruction and to make Francophone culture come to life for their students. La culture should be part of each unit taught. This can be accomplished in many interesting ways:

l ensure that your classroom contains a rich variety of age-appropriate French literature, art and music

l bring in French speakers and organize field trips

l share your own travel and personal experiences that illustrate your understanding and appreciation

of la francophonie

l create projects that explore different aspects of Francophone culture

l teach a specific unit on a cultural theme such as les fêtes francophones or la musique francophone

l use varied vocabulary and expressions in your studies and explain their origin (e.g. different expressions

used in France vs. Canada)

l visit museum websites from different Francophone countries

<http://www.louvre.fr/llv/commun/home.jsp>

<http://www.beaux-arts.ca/francais/index.html>

l have students listen to a French radio program for young people

l compare French and English language television advertisements

l visit online French department stores such as Les Galeries Lafayette

<http://www2.galerieslafayette.com/index.do> and go shopping

ThE imPORTANcE OF cuLTuRE

uNE LANguE ViVANTEculture and Basic French

Section 6

A different language is a different visionof life. (Federico Fellini)

In situations of real communication, which

are basic to the communicative approach,

an acceptable level of communication includes

not only linguistic competence, but also,among other things, cultural competence

(CASLT, National Core French Study:

A Synthesis, 1990, p. 47).

96


l create a list of "Top Ten" French websites to visit

l read an article in a French newspaper or magazine

l research a French Canadian artist

l visit a rural Francophone community

l choose a French destination and request travel brochures en français

l research the origins of our national anthem, “O Canada”

NEED mORE SuggESTiONS?

This section contains resources and strategies to help you incorporate la culture francophone into your program. In addition, remember that culture is one of the four components of the multidimensional approach. Note that eachcommunicative-experiential unit of your approved series already contains a cultural dimension that you can incorpo-rate into your teaching. Finally, if teaching culture seems daunting, remember the adage: The best way to learnsomething is to teach it! Enjoy sharing la culture francophone with your students.

LA FRANcOPhONiE chEz NOuS Au mANiTObA

The Franco-Manitoban Flag: Since 1980, the Franco-Manitoban flag has been the symbol ofthe unique French culture and pride in Manitoba.

ThE imPORTANcE OF cuLTuRE (continued)

The Franco-Manitoban flag has three colours on a white background

that occupies more than half of the flag, like the great plains dominate

the Franco-Manitoban landscape.

The red band at the bottom of the flag represents the Red River, where the first

French-speaking Manitobans settled at the beginning of the 19th century. It was

there that Saint-Boniface, the Mother Church of Western Canada was implanted.

The Red River Valley has some of the most fertile soils in Manitoba.

The gold band, resting on the red band, symbolizes wheat and the importance

of agriculture to the development of the Franco-Manitoban communities.

Growing through the red and yellow bands is a green leaf representing a

stylized capital F, symbol of a vibrant and flourishing Francophone community

solidly rooted in its traditions and in the Western Prairie.

Reproduit avec la permission de la Société franco-manitobaine. Manitoba’s

Francophone Community: At the Heart of America, p. 29.


The questions that teachers may ask themselves are: What is culture? What elements constitute a cultural experience and how can I incorporate culture into my teaching?

Providing students access to Francophone culture can be done in many ways. Students can discover culture bothinside and outside the classroom, through sports, theatre, cinema, music, reading, cooking, and internet exploration. As they make discoveries and learn new things, students should be having fun, choosing aspects that interest them,creating materials, presenting their discoveries and sharing their thoughts.

The following provides teachers with avenues that lead to the discovery of French culture, and resources to becomeinformed about la francophonie in Manitoba, Canada and around the world.

1Découvrir les pays ou les régions francophones. Visiter les lieux tels que les bibliothèques, les musées, les centrescommunautaires. Faire connaître les traditions, les fêtes, les modes de vie et les valeurs des cultures francophones à travers le monde.

l Calendrier communautaire 233-Allô : <http://www.franco-manitobain.org/content/calendrier/index.php>

l Site officiel des francophones du Manitoba : <http://www.franco-manitobain.org/>

l Patrimoine Canada : <http://www.pch.gc.ca/>

l Site officiel du Carnaval de Québec : <http://www.carnaval.qc.ca/>

l Sites culturels au Manitoba : <http://www.edu.gov.mb.ca/m12/progcul/sites.html>

l Musées virtuels au Canada : <http://www.museevirtuel.ca/>

l La Maison Gabrielle-Roy : <http://www.maisongabrielleroy.mb.ca/>

l Tourisme Riel : <http://www.tourismeriel.com/>

l Site touristique officiel du gouvernement du Québec : <http://www.bonjourquebec.com/>

l Tourisme en France : <http://www.tourisme.fr/>

l Organisation internationale de la francophonie : <http://www.francophonie.org/>

l Francophone Holidays and Traditions: <http://globegate.utm.edu/french/globegate_mirror/fetes.html>

l Afrique francophone : <http://www.lehman.cuny.edu/deanhum/langlit/french/afrique.html>

l The Francofiles: <http://www.terrace.qld.edu.au/academic/lote/french/fetes/fetindex.htm>

l Variations francophones - CASLT : <http://www.caslt.org/what-we-do/resources-variations-francophones_fr.php>

l Tralco-Lingo has a variety of DVD's for FSL classes: <http://www.tralco.com/>

Here are a few titles: Quebec City: The Experience, Paris: The Experience, Bon appétit, New Orléans and Mardi Gras, Carnaval de Québec: The Adventure, Castles of the Loire, Voices from the Orsay, Voices from the Louvre.

LA FRANcOPhONiE

cOmmENT FAiRE ViVRE LA cuLTuRE DANS LA SALLE DE cLASSE Au quOTiDiEN?

98


The approved series of texts for Basic French have a wealth of information regarding la francophonie. Here are a few examples:

l Les premières nations - Students are introduced to Aboriginal culture. à la ronde 2, Nelson. (5e année)

l La Francophonie - Students discover areas where French is spoken, a legend, and French Canadian explorers. à la ronde 3, Nelson. (6e année)

l Réunion à Québec - Students learn about Quebec by following the family's visit to the province. Tout ados 1, Nelson. (7e année)

l Le tour du monde francophone - Students will follow two teenagers who participate in a contest centered on la francophonie mondiale. Tout ados 2, Nelson. (8e année)

l En route vers la Francophonie - Students will learn about adolescents from the Francophone world.Communi-Quête 2, Oxford. (8e année)

l Nous, les Canadiens - Students will look at multiculturalism, citizenship, and famous Canadians.Ça marche! 3, Pearson Education. (9e année)

l Les coutumes et les traditions du monde francophone - Students will study la culture acadienne, la Louisiane and l'histoire du chocolat. Express 3, RK Publishing. (12e année)

2La radio, la télévision et les journaux sont d'excellentes ressources à exploiter dans la découverte de la culture etl'apprentissage de la langue française.

PRESSE FRANcOPhONEl Radio-Canada : Nouvelles et actualités du Manitoba <http://www.radio-canada.ca/regions/manitoba/index.shtml>

l Giga presse : Le guide des meilleurs journaux du net <http://www.giga-presse.com/>

l Radio Canada : La zone jeunesse <http://www.radio-canada.ca/jeunesse/>

l Magazine L'actualité : <http://www.lactualite.com/>

l Actions Médias offers workshops on journalism: <http://www.envol91.mb.ca/>

l La Liberté et le Journal des jeunes : <http://journaux.apf.ca/laliberte/>

Introduce your students to the Manitoban French newspaper. La Liberté paraît tous les mercredis. Elle publie également Le Journal des jeunes, un mensuel d'information portant sur l'actualité nationale et internationale.

RADiO

l Envol 91 FM - La radio communautaire du Manitoba : <http://www.envol91.mb.ca/>

Look at the top French songs - Palmarès des chansons les plus diffusées sur Envol 91 and at the shows geared for students - Les émissions jeunesse.

l Radio-Canada Manitoba (CKSB 90,5 FM) : <http://www.radio-canada.ca/regions/manitoba/index.shtml>

l Radio France : <http://www.radiofrance.fr/>

TéLéViSiONl Radio-Canada : <http://www.radio-canada.ca/television/>

l La chaine de télévision TV5 : <http://www.tv5.org/>

l TVA : <http://tva.canoe.ca/>

mONDE DES cOmmuNicATiONS

cOmmENT FAiRE ViVRE LA cuLTuRE DANS LA SALLE DE cLASSE Au quOTiDiEN? (continued)


3Faites une recherche sur les événements importants de l'histoire des francophones. Identifier les symboles, drapeaux ou devises qui représentent le monde francophone. Découvrir des personnalités francophones marquantes et leurs contributions. Explorer des sites historiques, des monuments, des sculptures, l'architecture, etc.

l Société d'histoire nationale du Canada : <http://www.societehistoire.ca/index.asp>

l Société historique de Saint-Boniface : <http://www.shsb.mb.ca/englishindex.htm>

l Chronologie de l'histoire du Québec : <http://pages.infinit.net/histoire/index.html>

l Sites et attraits du Québec : <http://www.bonjourquebec.com/qc-fr/siteshistoriques.html>

l Sites historiques de France : <http://www.france-voyage.com/>

Des personnalitésJoseph Armand Bombardier, Napoléon Bonaparte, Isabelle Boulay, Robert Bourassa, Jacques Brel, Jacques Cartier,

Aimé Césaire, Samuel de Champlain, Robert Charlebois, Marie Curie, Garou, Victor Hugo, La Bolduc,

René Lévesque, Louis XIV, Claude Monet, Louis Pasteur, Luc Plamondon, Georges Pompidou,

Léopold Sédar Senghor, Pierre Trudeau, Gilles Villeneuve.

Des sites historiquesCarnac, l'Arc de Triomphe, la Citadelle de Québec, la forteresse de Louisbourg,

le Manoir du Clos Lucé (Leonardo da Vinci), les plaines d'Abraham, le Musée canadien des civilisations,

la cathédrale Notre Dame de Paris, le Château de Versailles, le Monument commémoratif du Canada à Vimy.

4Sensibiliser les élèves à la littérature, à la poésie, au théâtre, à la chanson, au cinéma et à l'art : ceux-ci stimulent eneffet leur imagination et renforcent l'apprentissage de la langue et la civilisation française.

l Comptines, chansons et poésies : <http://www.momes.net/comptines/comptines-chansons.html>

l Le cinéma québécois et international : <http://www.lecinema.ca/>

l L'Office national du film du Canada : <http://www.onf.ca/>

l Courts-métrages disponibles à visionner gratuitement : <http://www.silenceoncourt.fr/>

l Le Cercle Molière : <http://www.cerclemoliere.com/>French theatre in Winnipeg which offers a school program

l Cinémental : <http://www.cinemental.com/> Manitoba's French-language Film Festival takes place annually in November. It offers a student program and films appropriate for all ages

l Freeze Frame : <http://www.freezeframeonline.org/web/Home___Accueil.html>Freeze Frame offers workshops on film making and organizes an international film festival for children.

l Cirque du Soleil : <http://www.cirquedusoleil.com/>

l Projet-thêatre : CPF Manitoba offers workshops for students from grades 7-12. During the one-day workshop, the facilitator will lead students in writing a script and then performing their work. Contact CPF-MB to sign up <http://www.cpfmb.com/>.

mONDE DES ARTS

ViSiON hiSTORiquE


100


Des films

The approved series of texts for Basic French have a wealth of information regarding art education. Here are a few examples:

l Incognito - Students will identify masks in the Francophone culture and in other cultures. They will discuss similarities and differences. Ça marche! 1, Pearson. (7e année).

l Studio Créateur - Students explore colour, art, texture and art of various artists such as NorvalMorisseau. Communi-Quête 3, Oxford. (9e année).

ArtistesCirque du Soleil, Coco Chanel (couturière), Edgar Degas (peintre), Gustave Eiffel (architecte),

Édith Piaf (chanteuse), Jacques Prévert (poète), Auguste Rodin (sculpteur), Georges Seurat (peintre).

5l Bonjour de France : <http://www.bonjourdefrance.com/>

l Office of the Commissioner of Official Languages : <http://www.ocol-clo.gc.ca/>

l Lexilogos Dictionnaire français : <http://www.lexilogos.com/francais_langue_dictionnaires.htm>

l Dictionnaire/Synonymes/Conjugaisons : <http://dictionnaire.tv5.org/>

l Le Dictionnaire : <http://www.le-dictionnaire.com/>

6l Resources for Language Teachers : <http://www.cortland.edu/flteach/flteach-res.html#french>

l Tennessee Bob's Famous French Links : <http://www.utm.edu/departments/french/french.html>

l Ressources en français langue seconde : <http://aix1.uottawa.ca/~weinberg/french.html>

AuTRES

ExPRESSiONS iDiOmATiquES


ADOS : Maurice Richard, La Grande Séduction, Astérix et Obélix, Au revoir les enfants, Cyrano de Bergerac,

Le fabuleux destin d'Amélie Poulain, La Belle Verte, Le Notre Dame de Paris, Le vieillard et l'enfant,

Les choristes, Monsieur Batignole, Les enfants du Marais, Les enfants du ciel.

ENFANTS : Bach et Bottine, La guerre des tuques, La Mystérieuse Mademoiselle C, Daniel et les Superdogs,

Annie Brocoli, La forteresse suspendue, La grenouille et la baleine, Bye bye Chaperon rouge,

C'est pas parce qu'on est petit qu'on peut pas être grand.

Série - Montre-moi ton école - 26 titres. Un enfant dévoile son école et ses activités.

Série - Ma maison - 15 titres. Découvrir les maisons de différents pays.

Série - Écoute ma musique - 13 titres. Découvrir la musique des enfants autour du monde.

Série - Bon appétit les enfants - dans chaque film, un enfant révèle les habitudes alimentaires de son pays.


Sharing stories and contemporary texts helps students to discover Francophone culture. While they may not be ableto read stories en français without support, students can enjoy the culture through the discussion of illustrations andsimplified storylines. Also, students may know some of these stories in English. It can be a revelation for them torealize the Francophone origins of this literature.

here are some ideas of various types of texts to integrate culture:

l Textes littéraires : contes, comptines, chansons, extraits de romans, nouvelles, légendes, poèmes, livres albumsl Textes informatifs : recettes, modes d'emploi, dépliants, revues, journauxl Textes dialogués : bandes dessinées, entrevues, extraits des pièces de théâtrel Textes visuels : affiches publicitaires, cartes, symboles, logos, dépliantsl Textes expressifs : cartes postales, lettres, journaux intimes, cartes d'invitation ou de souhaits, courriels,

albums de photos

La liste qui suit ne comprend que quelques exemples de ressources possibles. Consultez la DREF pour d'autres suggestions.

Puulik cherche le vent Richard Alarie (conte/légende)Contes pour enfants Gabrielle Roy (conte)Le chandail de hockey/The Hockey Sweater Roch Carrier (conte)Le chat botté Charles Perrault (conte)Couleurs et parfums Isabelle Parisot (chanson)Rigodon... fêtons! : Laissez les bons temps rouler! Andrea Haddad (chanson)Légendes du Québec 1 - 2 Jean Beaver (légende)Rigodon... fêtons! : Légendes françaises de l’Amérique du Nord Andrea Haddad (légende)

12 menus pour petits chefs Corinne Albault (recette)Cuisiner sans maman avec les P’tits Cuistots Didier Girol (recette)Comment faire? Trousse (mode d’emploi)

Tintin (bande dessinée)Astérix (bande dessinée)Lucky Luke (bande dessinée)Mighty mini-plays for the French classroom Patti Lozano (théâtre)Le théâtre en direct, volume 1 Rita Van Landeghem (théâtre)

La terre des enfants Carina Louart (photographie)À hauteur d’enfants Olivier Föllmi (photographie)À la ferme Nicolette Humbert (photographie)Le Canada, c’est moi Heather Patterson (photographie)La terre racontée aux enfants Hubert Comte (photographie)

Textes expressifs

Textes dialogués

Textes informatifs

Textes littéraires

LA LEcTuRE ET LA cuLTuRE

102


LA chANSON : AN imPORTANT LEARNiNg TOOL

Music is a universal language. Songs have a role to play in language acquisition and teachers should use music as apedagogical tool to support their teaching. Not only does music help students acquire language competencies but italso provides a vehicle by which students gain a window into the Francophone culture.

Introduce French songs for fun, enrichment and an exposure to French culture. Listening to music and singing is a fun way to learn a language. Teachers may choose a song to introduce an artist such as Daniel Lavoie or Carmen Campagne, to introduce a cultural reference such as Jacques Brel or la Bolduc or to learn vocabulary or grammar with materials such as Etienne or Sound Language Solutions. Remember to listen to French music just to add to the ambiance of your classroom!

The three steps préactivité, activité and postactivité of la demarche pédagogique also apply to teaching music. Whenintegrating music into your classroom, plan a before, during and after listening activity. Here are a few ideas to getyou started.

HOW TO USE MUSIC IN THE CLASSROOM FOR ExPOSURE

l Write the name/title of an artist and have a song playing as students walk into class.

Do a "thumbs up" or "thumbs down" for appreciation

l Put up the lyrics on the overhead as they listen

l Ask students to find three words and write them down while they are listening

l Ask your students to stand up when they hear ____ (kinesthetic response)

l Post the bio and picture of the artist

l Make a collage of different artists

l Identify instruments heard in a song

l Classify the different genres of music

l Identify the emotions felt while listening to a song

l Make links between French songs and artists

l Have students write their own songs

l Create a list of the top 10 songs of the class

l Perform a song at a student assembly

l Research a Francophone singer (find an online project outlined at:

<http://www.caslt.org/resources/general/index_en.php>)

l Create a scavenger hunt on the computer “Trouver un chanteur francophone rock”

l Trouver les rimes dans les chansons

l Utiliser des chansons pour enseigner l’étude de poèmes

l Créer une jaquette de disque compact après avoir écouté la musique

et avoir lu les informations sur l’interprète (sans avoir vu la pochette)

LA muSiquE DANS LA SALLE DE cLASSE


LA chANSON : uNE AcTiViTé (RObERT cAmPbELL)

Cette activité vise à démontrer comment traiter une chanson en classe en utilisant la démarche pédagogique :préactivité, activité et postactivité.

A. Première analyse :

1 - iNFORmATiONS géNéRALESa) Quel est le titre?b) Qui est le chanteur/la chanteuse? le groupe?c) Quel genre de musique anticipes-tu?

2 - hyPOThèSE À PARTiR Du TiTREa) Quelle est l'ambiance générale de la chanson?b) Quel est le thème principal?

3 - RéAcTiONS PERSONNELLESa) Quelle est ta première impression de cette chanson?b) Crois-tu que ton impression changera en l'écoutant à plusieurs reprises? Pourquoi?

Lis les paroles de la chanson. Si les paroles ne sont pas affichées, essaie de les écrire aussi bien que possible afinde préciser le message de la chanson.

b. Deuxième analyse :

1 - LE mESSAgE DE LA chANSONa) Quel est le message?b) Que penses-tu de ce message?

2 - DES éLémENTS cuLTuRELSa) En prenant en considération les sujets ou les événements, les relations entre les êtres humains, les émotions

exprimées, les aspirations et les espoirs, quels éléments sont liés à la vie des jeunes?b) Quels éléments sont particulièrement liés à la culture de l'interprète ou du groupe musical?

AcTiViTé

PRéAcTiViTé

LA muSiquE DANS LA SALLE DE cLASSE (continued)

Avant d'écouter la chanson la première fois,réponds aux questions suivantes :

Après avoir lu les paroles, écoute la chanson plusieurs fois et réponds aux questions suivantes :

Écoute la chanson une seule fois…

104


1 - uNE APPRéciATiON PERSONNELLEa) Quelle est ton opinion à l'égard de cette chanson?b) Chaque élève choisit une chanson et refait l’activité en suivant les étapes précédentes. Ensuite, l’élève

présente la chanson choisie et partage son analyse avec la classe.Note : Lors des présentations, les élèves pourraient noter le nom de l’interprète, le titre de la chanson etquelques commentaires. De plus, à la fin de chaque semaine et après avoir entendu plusieurs chansons, laclasse pourrait avoir un concours (ex. : Maître de la musique). L’enseignant choisit des chansons différentesdes interprètes déjà présentés pendant la semaine. Les élèves écoutent les chansons, devinent le nom de l’interprète et le titre possible de la chanson. On reconnaît l’expertise des élèves qui ont mieux réussi le concours.

c) Après avoir entendu plusieurs chansons, est-ce que ton opinion concernant la musique française a changédepuis le début de ce projet? Si oui, de quelle façon? Sinon, qu'est-ce qui te dérange par rapport à la musiquefrançaise?

For more ideas, the following book is useful for all grade levels:

Voici quelques chanteurs et groupes francophones pour les classes de la maternelle à la 6e année.

Le clown Alexandre, Ghyslaine Bisson, Carmen Ste-Marie Borduas, La Bottine Souriante, Jacques Brel, Francis Cabrel,Carmen Campagne (<http://www.carmencampagne.com/>), Robert Charlebois, Jacques Chauvin, Les Colocs, Henri Dès,Diadem, Charlotte Diamond, Roger Doucet, Étienne, Jacquot, Félix Leclerc, Gregg LeRock (<http://www.gregglerock.ca/>),Matt Maxwell, Madeleine Joanisse Nadon, Édith Piaf, Suzanne Pinel, Luc Plamondon (parolier), Hélène Poivre, MC Solaar,Swing, Tanglefoot, Stéphane Venne, Vénus 3, zebda.

Voici une liste partielle de chanteurs et groupes francophones contemporains dont la musique pourrait susciterl'intérêt de jeunes adolescents :

Bandaline, Daniel Bélanger, Isabelle Boulay, Corneille, Les Cowboys Fringuants, Gabrielle Destroismaisons, « Don Juan », Nancy Dumais, Garou, Jean-Jacques Goldman, Kraink, Daniel Lavoie, Jean Leloup, Lynda Lemay, Lorie,yelo Melo, Luc Mervil, Ariane Moffat, « Notre Dame de Paris », Gérald de Palmas, Bruno Pelletier, Les respectables, « Star Académie », Hélène Segara, Vénus 3.

ENFANT

ADOS

POSTAcTiViTé

LA muSiquE DANS LA SALLE DE cLASSE (continued)

Fenton, Sue. (2004). You Played a Song. Now What?: A Survival Guide for Using Songs in the Classroom . Newington, CT: Madame Fifi Publications. This book is available from the DREF.

your Grades 4-6 curriculum document has a valuable list of songs organized around themes

and fields of experience. Check it out!


Nelson6eÀ la ronde 3

La musique

Integrates the theme ofmusic through literacy and differentiated instruction

Pearson Education8e ou 9e Ça marche! 2

musiquemania!

Students discuss currentmusical artists and trends

Oxford university Press7e ou 8eCommuni-Quête 2

ça brasse!

Students learn about song,rhyme, melody, and rhythm

musique ados

Students create their ownFrench music

Nelson7e ou 8eTout ados

maison d'éditionNiveaucollectionmodule

quELquES RESSOuRcES EN muSiquE

Enseigner le français langue seconde à l'aide de la musique <http://www.caslt.org/resources/french-sl/links-other_musique_fr.php>

Des matières en musique : document d'appui en Français de base accompagnant le disquecompact Rubato de Gérald Laroche, Maternelle à secondaire 4. Basic French students cannow learn through the inspiring sounds and music of Rubato, a CD by Juno award-winnerGérald Laroche. The accompanying booklet is filled with activities for all ages and encourages French-language learning by integrating it in other subject areas. This multimedia kit (document and compact disc) developed by Manitoba Education,Citizenship and youth (2005) is available at the Manitoba Textbook Bureau (M 96257) or at the DREF.

Note: The resources listed for

Grades 7-9 may also be

considered for older students,

depending on the interests

and abilities of your class.

106


l Daniel Lavoie : <http://www.lavoiedaniel.com/>

l QuébecPop : <http://www.quebecpop.com/>

l TV5 Monde Paroles de clip : <http://www.tv5.org/TV5Site/musique/paroles.php>

l Le plaisir d'apprendre : <http://leplaisirdapprendre.com/>

l Edith Piaf : <http://www.edithpiaf.com/>

l Jacques Brel : <http://www.artistdirect.com/nad/music/artist/card/0,,407793,00.html>

l Le 100 Nons : <http://www.100nons.com/>

l Momes : <http://www.momes.net/musique/index.html>

Sites d’évènements :

l Coup de cœur francophone : <http://www.coupdecoeur.qc.ca/>

l Les Francofolies de Montréal : <http://www.francofolies.com/Francos2009/404.aspx?aspxerrorpath=/Francos2009/splash.aspx>

The preparation and consumption of food are very popular Basic French classroom endeavours! Students can learn about both traditional and contemporary foods linked with Francophone culture.

One teacher had her students prepare and film their own cooking show. Students can also organize a French restaurant in class by preparing a menu, learning how to serve food en français, inviting special guests such as parents. Popular foods might include: la poutine, les crêpes, la tarte au sucre, la tourtière, etc.

Recipes for these and other dishes are readily available online and in your approved series.

Older students may also enjoy visiting French restaurants. In advance, they will want to practise restaurant etiquette and be prepared to order in French. There are a number of great French restaurants in Saint-Bonifaceand elsewhere in Manitoba.

LA cuiSiNE

quELquES RESSOuRcES EN muSiquE (continued)

<http://www.cuisineaz.com/>

<http://www.recettes.qc.ca/>


DécOuVRiR LA cuLTuRE FRANcO-mANiTObAiNE

you can find treasures of Francophone culture close to home. Here are examples to explore.

108


hOW TO iNTEgRATE cuLTuRE iNTO ThE TEAchiNg OF bASic FRENch

To assist teachers in finding innovative and meaningful ways to incorporate culture into the teaching of Basic French,the model on page 107 illustrates this process. Teachers can choose ideas from the outline below which came aboutas the result of a teacher's reflection and discovery of the local Franco-Manitoban artist, Réal Bérard. This wonderfuldiscovery opened many doors to the Francophone culture right here in Manitoba. Have fun exploring and engagingyour students in various aspects of the Francophone culture.

1. LEARNiNg AbOuT ThE ARTiST: Réal Bérard is a Franco-Manitoban painter, sculptor, and animator who

represents the arts community locally, nationally and internationally. He was born in Saint-Pierre-Jolys and currentlylives in Saint-Boniface. He is well known for his sculptures at Festival du Voyageur and his drawings and animation of the film, Jours de Plaine. He also draws political cartoons (Cayouche) for the French newspaper La Liberté, and isan illustrator of many books for children and adults (Ma petite rue qui m'a menée au bout du monde, Gabrielle Roy).

2. ThE FiLm Jours de Plaine, accompanied by an activity book (available at the DREF) was supported by the

Francophone communities of Manitoba, Saskatchewan, Alberta and British Columbia. The goal of this film was toillustrate the pride of the Francophone community (language and culture) and its preservation. This film was theCanadian entry at the Cannes Film Festival in 1990.

3. LOcAL SiNgER AND muSiciAN, Daniel Lavoie wrote the song entitled, Jours de Plaine, to express the feelings

of Francophones in Western Canada. Daniel Lavoie started singing with Les 100 Nons. He is renowned in Québec andFrance and is also well known for his role in the musical Notre Dame de Paris. He has inspired a new generation ofsingers and song writers and can often be heard on the radio station Envol 91 FM.

1. RéAL béRARD

l Do an artist study.l Visit the gallery where his art is on display in Saint-Pierre-Jolys <http://www.galerieriviereauxrats.com/>.l Learn about the town of Saint-Pierre-Jolys, its history, geography and Francophone roots.l Establish a link with a Francophone school. Visit the school or find e-pals for your students. l Study Réal Bérard's art by discussing his style and medium (colour, line, texture, shape).

The DREF has resources for art education at all levels. Be sure to pre-teach the necessary vocabulary.l Teach an art lesson en français using simple vocabulary: les lignes, les formes, les couleurs et la texture.

Include vocabulary for the specific types of lines and shapes as well as what colours can symbolize. Then have students emulate Réal Bérard's art. Display their work, organize a gallery walk, invite other students for a viewing and explanation from the student-artist.

l Visit the Winnipeg Art Gallery and do the school tours in French.

LiNkiNg AcTiViTiES TO ThE cuLTuRAL DiScOVERy:

DiScOVERiNg cuLTuRAL LiNkS:

DécOuVRiR LA cuLTuRE FRANcO-mANiTObAiNE (continued)


2. gAbRiELLE ROy

l Visit la Maison Gabrielle-Roy.l Learn about the writer, her life, family, books. (Document - Présence de Gabrielle-Roy. Un outil pédagogique.

Found on the website, <http://www.edu.gov.mb.ca/m12/frpub/ped/gen/gabrielle_roy/index.html>).l View some of her books or films. The film Le Vieillard et l'enfant can be found at the DREF.l Take a tour of Saint-Boniface where she lived and see; la cathédrale, les musées, la statue Riel, etc.

3. FiLm - Jours de Plaine

l Watch the film Jours de plaine. Discuss the drawings, symbols, history, etc.l Listen to the song written by Daniel Lavoie. Discuss the lyrics using the activity in section 6. l Choose an activity from the film's accompanying guide book.l Students can create their own film. Freeze Frame offers workshops on film making. Or, attend the

International Film Festival for Kids of All Ages which offers French films for children. For information visit <http://www.freezeframeonline.org/web/Home___Accueil.html>.

l Cinémental Manitoba's French-language Film Festival takes place annually in November. They offer a student program and films appropriate for all ages. Visit <http://cinemental.com/2008/bienvenue.html>.

l Invite l'Ensemble folklorique de la Rivière-Rouge to your school and learn traditional French Canadian dances.

l Parks Canada offers tours of The Forks in French. Beaver Tails and River Trails are popular guided walking tours.

4. DANiEL LAVOiE

l Listen to his music. l Do a Google search and learn about his life.l Watch the musical or listen to the CD Notre Dame de Paris.l Research other Francophone artists.

5. LES méDiAS

Envol 91 FMl Take a tour of the radio station.l Visit the website <http://www.envol91.mb.ca/>. Look at the top French songs.l Compile a list of your favorite French songs.l Create a radio show.l Listen to Envol in class.

Radio-Canada Manitoba (CkSB 90,5 FM) l Visit the website <http://www.radio-canada.ca/regions/manitoba/index.shtml>.

La Libertél Introduce your students to the local French newspaper. Discuss the different sections of a newspaper

en français.l Create a class newspaper.l Invite a journalist from the paper to speak with your class.l Discuss Réal Berard's political cartoons and have students draw their own.

Actions Médiasl Offers workshops on journalism such as: Un grand portrait du monde journalistique, Faire un journal,

c'est comment?, Faire de la radio, c'est comment?, L'entrevue.

DécOuVRiR LA cuLTuRE FRANcO-mANiTObAiNE (continued)

110


WhO cAN i iNViTE TO my bASic FRENch cLASSROOm?

From the outset, it is important for your students to understand that many people besides French teachers speak French!

Plan to have several French-speaking visitors to your classroom each year. Look for parents and local community members who speak French and invite them to get involved with your program. you can also create wonderful cultural experiences for your students by inviting a performer who specializes in working with Basic French students to your school. The list below is by no means complete, but it can give you some ideas.

DE bOuchE À OREiLLE : Every two years in the spring, Théâtre du grand cercle tours Grades 4-6 classrooms in Manitoba and presents high-energy, mini-plays designed for Basic French students. Teachers receive a teachingguide in advance; students know what to expect and love the shows! For information and to receive a brochure call 204-233-8053 or visit <http://www.cerclemoliere.com/>.

NATALiE LAbOSSièRE : Professional puppeteer and teacher, Natalie can work with Basic French students of alllevels with engaging hands-on workshops during which students make their own puppets and prepare a spectacleen français. An experience your students will love! Contact Natalie at [email protected] or 204-237-4129.

mARc TARDiF, LE mAgiciEN : Marc specializes in French second language shows adapted to the languagelevel of your students. Be prepared for great illusions, great communication tools and a wonderful experience!Visit <http://www.marc.tardif.com/> for more information.

L’ENSEmbLE FOLkLORiquE DE LA RiVièRE-ROugE : L’Ensemble folklorique présente des spectacles au public et donne aussi des ateliers et de la formation dans les écoles et dans la communauté.

ThéâTRE DANS LE cimETièRE : Sur les traces de Riel, une production qui marie le théâtre, l’histoire et une visite guidée du cimetière de Saint-Boniface. Visitez <http://www.theatredanslecimetiere.com/>.

cLASSROOm PERFORmERS:

LES iNViTéS SPéciAux

How will you pay for these performers?

The Basic French grantthat your school divisionreceives each year isintended in part to helpfund French cultural experiences for your students.

For other cultural activities, consult le Cahier d'activités culturelles.<http://www.edu.gov.mb.ca/m12/progcul/docs/cahier_culturel_bi.pdf>


WhERE cAN i gO WiTh my STuDENTS?

The activities in this section will enrich your students' background knowledge of the Francophone culture inManitoba. If your students are just beginning French, some of these field trips may be partly conducted in Englishand/or bilingually. It is important, however, to plan carefully and to prepare students to use their developingFrench skills during at least some part of their outing.

LE FESTiVAL Du VOyAgEuR is held in Saint-Boniface every February. Its school program is not to bemissed! There are activities and events for all grade levels with new additions every year. But you must plan aheadand reserve early in order to have the best experience for your students! Bookings may begin as early as October;teachers can register online.

For more information, visit <http://festivalvoyageur.mb.ca/wp/festival-du-voyageur-fr/> and click on the schoolprogram icon or telephone: 204-237-7692.

Teachers in Grades 4-6 should also take advantage of the communicative-experiential units on Le Festival du Voyageur mentioned on page 19.

mAiSON gAbRiELLE-ROy is a designated historical site commemorating the well-known Canadian author and her family. School programming encourages creativity and imagination through writing, discussion, folklore, music, art and drama. This museum visit is intended to be an authentic cultural and artistic experience.

375 Deschambault StreetWinnipeg, Manitoba R2H 3B4Telephone: 204-231-3853Website: <http://www.maisongabrielleroy.mb.ca/>

RiEL hOuSE NATiONAL hiSTORic SiTE OF cANADA/LiEu hiSTORiquE NATiONAL Du cANADA DE LA mAiSON RiEL: The educational programming of Riel House National Historic Site targets grades K-12. Activities include making bannock, weaving, butter-making, jigging and other cultural experiences along with interpretive tours.

330 River RoadWinnipeg, Manitoba R2N 3X9Telephone: 204-257-1783 or, toll free, 1-866-757-6221Website: <http://www.pc.gc.ca/lhn-nhs/mb/riel/edu/edu_f.asp>

cuLTuRAL FiELD TRiPS FOR ALL gRADES

LES SORTiES ScOLAiRES

112


ST. bONiFAcE muSEum/muSéE DE SAiNT-bONiFAcE: This museum is the oldest building in St. Boniface. The theatrical presentation V´la le bon temps, v´la le joli temps explores the history of St. Boniface from the perspective of its French inhabitants.

494 Taché StreetWinnipeg, Manitoba R2H 2B2Telephone: 204-237-4500Website: <http://www.msbm.mb.ca/>

SAiNT-NORbERT PROViNciAL hERiTAgE PARk offers the popular "Back to the Past" school program.Students can discover how three different cultures - Native, Métis and French Canadian - helped build Manitoba'sheritage.

40 Turnbull DriveSaint-Norbert, Manitoba R3V 1L6Telephone: 204-945-4375 (Parks and Natural Areas Branch)Website: <http://www.gov.mb.ca/conservation/parks/popular_parks/st_norbert/info.html>

OLD SAiNT bONiFAcE guiDED WALkiNg TOuR: Experience Winnipeg's French Quarter and history at its best. Discover the unique architecture, atmosphere and charm of a vibrant community that reflects both the determination and Joie de vivre of Franco-Manitobans.

Grades: all agesDuration: 90-120 minutesTelephone: 204-233-8343/1-866-808-8338Website: <http://www.tourismeriel.com/>

ADVENTuRE gPS/gEOcAchiNg: Tourisme Riel offers interactive GPS (Global Positioning System) adventures using GPS coordinates in St. Boniface and St. Norbert which enable students to discover interestingfacts about the area by participating in an innovative scavenger-hunt activity. It's a fun and interesting way to learn about history and culture while at the same time learning to use this new technology.

Age group: Grades 4-12Availability: All yearTelephone: 204-233-8343/1-866-808-8338Website: <http://www.tourismeriel.com/>

FORT WhyTE FiELD TRiP: FortWhyte Alive offers curriculum-based education programs in both French and English to more than 35,000 school children annually. FortWhyte continues to stay on the leading edge of environmental education by providing balanced programming that recognizes the importance of a healthy environment and community.

1961 McCreary RoadWinnipeg, Manitoba R3P 2K9Contact: 204-989-8358, [email protected]: <http://www.fortwhyte.org/>

LES SORTiES ScOLAiRES (continued)


bATTLE OF ThE bANDS/chicANE éLEcTRiquE: This is a friendly contest for French-speaking musical groups which attracts a few hundred spectators each year. This activity is not uniquely for students; it is open to anyone who speaks French.

Le 100 Nons Inc.340 Provencher BoulevardWinnipeg, Manitoba R2H 0G7Telephone: 204-231-7036Website: <http://www.100nons.com/chicane.php>

cERcLE mOLièRE: Founded in 1925, the Cercle Molière has been producing high quality French theatrefor Manitobans for over 80 years. With productions suitable for all ages, the Cercle Molière has a special children'sprogram entitled Théâtre du Grand Cercle, le volet jeunesse du Cercle Molière.

340 Provencher BoulevardWinnipeg, Manitoba R2H 0G7Telephone: 204-233-8053Website: <http://www.cerclemoliere.com/>

Click Pour enseignants et parents and scroll down to Spectacle pour adolescents.

ciNémENTAL: This French film festival, held yearly in November, gives students the opportunity to watch films in French. An accompanying program guide, containing numerous classroom activities to be done prior to Cinémental, assists students in getting greater benefit out of this experience.

Educational Program Coordinator340 Provencher BoulevardWinnipeg, Manitoba R2H 0G7Telephone: Information on websiteWebsite: <http://www.cinemental.com/>

FREEzE FRAmE: iNTERNATiONAL FESTiVAL OF FiLmS FOR kiDS OF ALL AgES Freeze Frame is a non-profit organization whose mandate is to advance education in the media arts for and withchildren and young people through the organization and production of cultural and educational media projects.

465-70 Arthur StreetWinnipeg, Manitoba R3B 1G7Telephone: 204-943-5341/1-855-543-3378Website: <http://www.freezeframeonline.org/web/Home___Accueil.html>

FuRThER cuLTuRAL ExPERiENcES


114


LEgiSLATiVE ASSEmbLy OF mANiTObA/ASSEmbLéE LégiSLATiVE Du mANiTObA:A guided tour of Manitoba's Legislative Building and legislative assembly is available in French. Visit while the House is in session for an authentic community experience. Virtual tours are also available in French at <http://www.gov.mb.ca/legtour/index.fr.html>.

Manager, Visitor Services Program - Legislative Assembly, Room 101 - The Legislative Building of Manitoba450 Broadway, Winnipeg, Manitoba R3C 0V8Telephone: 204-945-5813 or toll free: 1-800-665-0040Website: <http://www.gov.mb.ca/hansard/info/reservation.html>

mANiTObA chiLDREN'S muSEum/muSéE DES ENFANTS: With over a dozen curriculum-linked programs available, the staff will engage your students with hands-on learning. Programs are available in Englishand French.

45 Forks Market RoadWinnipeg, Manitoba R3C 4T6Telephone: 204-924-4000Website: <http://www.childrensmuseum.com/>

mANiTObA muSEum/muSéE Du mANiTObA: The museum’s collection reflect the heritage of Manitobaand other regions of the world. The nine interpretive galleries, the planetarium and the science gallery have muchto offer to all grade levels in English and in French.

190 Rupert AvenueWinnipeg, Manitoba R3B 0N2 Telephone: 204-988-0665 Website: <http://www.manitobamuseum.ca/>

WiNNiPEg ART gALLERy/muSéE DES bEAux-ARTS DE WiNNiPEg: Established in 1912, theWinnipeg Art Gallery is Western Canada's oldest public art gallery, mandated to develop and maintainManitoba's visual arts heritage. As one of Canada's leading galleries, it collects and exhibits works of art byManitoban, Canadian and international artists. Guided tours and activities in French are tailored to meet curriculumneeds for grades K-12.

School Programs Facilitator, The Winnipeg Art Gallery300 Memorial BoulevardWinnipeg, Manitoba R3C 1V1Telephone: 204-789-1762Website: <http://www.wag.mb.ca/>



LANguAgE buRSARiES AND ExchANgES AVAiLAbLE FOR STuDENTS

As a Basic French teacher, you will want to encourage your students to take advantage of their many opportunitiesto learn French in an authentic environment. Bursaries are available to cover costs. Visit the websites below formore information:

Tu PARLES! A program for students ages 7-12, administered by Le Collège universitaire de Saint-Boniface.Website: <http://dep.cusb.ca/fr/prog_parles.htm>. It offers a mix of classroom time, field trips and hands-on activities.

mANiTObA-québEc Six-mONTh STuDENT ExchANgE PROgRAm: Selected secondary studentsin French Immersion or Basic French are paired with a student from Quebec for a six-month period - three monthsin Manitoba and three months in Québec. Website: <http://www.edu.gov.mb.ca/k12/students/sep.html>.

ExPLORE: A five-week intensive summer French language learning course that is available in seven provinces. It offers opportunities to make discoveries, meet new people, and exchange ideas in a stimulating setting for learning a second language. Website: <http://www.myexplore.ca/>.

LANguAgES AT WORk: This program is a component of young Canada Works (yCW), which offers a numberof summer job placements for graduating Explore participants. Such a placement will give students the opportunityto gain work experience using their second official language after having completed Explore. For more information,contact yCW at 1-800-267-5173 or the Fédération de la jeunesse canadienne française at [email protected]. Website: <http://www.fjcf.ca/let/index_e.asp>.

ExcELS: A two-day French immersion experience designed for Grades 11 and 12 Basic French students. It is held at Brandon University. Website: <http://www.brandonu.ca/academic/education/pdu/pdfrench.html>.

SEVEc: Society for Educational Visits and Exchanges in Canada. Beaucoup d'élèves du Manitoba ont participé aux voyages SEVEC! Website: <http://www.sevec.ca/splashpage.html>.

kATimAVik: This is a national volunteer-service exchange program for youth ages 17-21. The program duration is 8 or 9 months during which participants live in three regions of Canada. Website: <http://www.katimavik.org/>.

SummER WORk STuDENT ExchANgE PROgRAm: This program runs for six weeks (from late June to mid-August) and is aimed at students 16 and 17 years of age. The program finds jobs for participants in communities in another province. Communities are paired so that students work in their second official language. During their stay in the host community, each student lives with the family of the student with whom they have been paired. Website: <http://www.summer-work.com/en/frames/fr_program.html>.

LANguAgE buRSARiES AND ExchANgES

LA BOURSE D'éTUDES POUR éLèVE DE 12e ANNéE!

A bursary of $300 is availableto Grade 12 Basic French students who are interested in continuing their French language education.

Visit: <http://www.matf.ca/> for more information.

116


SO yOu ThiNk FRENch iS hARD!

I take it you already knowOf tough and bough and cough and dough.Others may stumble, but not you, On hiccough, thorough, though, and through -Well done!

And now you wish perhapsTo learn of less familiar traps?Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead - it's said like bed, not bead.

Watch out for meat and great and threat (They rhyme with suite and straight and debt).A moth is not a moth in mother, Nor both in bother, broth in brother.And here is not a match for thereNor dear and fear for bear and pear.

And then there's dose and rose and lose, Just look them up - goose and chooseAnd cork and work and card and wardAnd front and font, and word and swordAnd do and go, and wart and cart -

Come! Come! I've hardly made a start!A dreadful language? Man alive!I mastered it - when I was five!!!

-- author unknown

PuTTiNg LANguAgE LEARNiNg iNTO PERSPEcTiVE...


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Manitoba Education, Citizenship and youth, Bureau de l'éducation française Division. (2008). Tout le monde à table :Français de base de la 4e à la 6e année. Winnipeg: Manitoba Education, Citizenship and youth, Bureau de l'éducation française Division. Access: <http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/table/index.html>.

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