DAY ONE

Transcription

DAY ONE

1
Section One:
L’Action de grâce
DAY ONE
What is your favourite part of autumn? Do you celebrate Thanksgiving
with your family? If so, what do you do? Name your favourite foods and
colours associated with Thanksgiving.
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___________________________________________________________
1. Listen again to Track 1 on the Module 5 CD. Use the information provided
in the dialogue to help you answer the following questions. Write your
answers in French in point form.
a. What words were used to describe the weather?
b. What fall colours were mentioned in the dialogue?
c. What two decorations were found on the table?
Module 5: Holidays and Celebrations
Section 1: L’Action de grâce
Pg 1
d. What food would be eaten for Thanksgiving dinner?
e. Name three things that different members of Jean-François’ family are
thankful for.
2. Write the French word or expression that matches the clues below. Use
the information contained in the dialogue and Cultural Clip to help you.
a. I’m thankful for
b. good food
c. world peace
d. the harvest
e. Happy Thanksgiving!
Pg 2
DAY TWO
1. Listen to Track 3 on the Module 5 CD. You will hear sentences related to
Thanksgiving. Listen to each sentence and then check to see if the
picture matches what you heard. If the picture matches what you heard,
circle Vrai (True) and move on to the next item. If the picture does not
match what you heard, circle Faux (False), then write the correct
sentence on the line provided. Follow the model.
Model:
You hear: Je mange des patates douces.
VRAI
FAUX
Je mange des courges.
VRAI
FAUX
__________________________________________
VRAI
FAUX
__________________________________________
VRAI
FAUX
__________________________________________
a.
b.
c.
Pg 3
d.
VRAI
FAUX
__________________________________________
VRAI
FAUX
__________________________________________
e.
2. Write a sentence using the verb manger for each food item illustrated
below. The pronoun you are to use for each sentence is indicated in
brackets below each picture. Remember to use the correct preposition
(du, de la, des) in each sentence. The first one is done for you.
a.
Vous mangez des petits pains.
(vous)
b.
___________________________________________
(nous)
c.
___________________________________________
(tu)
Pg 4
d.
___________________________________________
(ils)
e.
___________________________________________
(elle)
3. Think of the different foods that you eat at Thanksgiving, then write four
different sentences to answer the question “Qu’est-ce que tu manges pour
l’Action de grâce?”. You may use foods from this section or other foods
you learned about in the Healthy Eating section in Module One. Follow
the model.
Model:
Qu’est-ce que tu manges pour l’Action de grâce?
Je mange des pommes de terre.
Je mange de la dinde.
Pg 5
4. Cut out the game cards in the Appendix and play a game of Les images et
les mots.
Refer to “Game Instructions” at the back of Module Five for instructions
on how to play.
Note: You may want to glue these pieces to cardboard or laminate them
as you will be using them again later in the Module.
If you have access to a computer, play Les images et les mots 1 online.
Pg 6
DAY THREE
Think about Thanksgiving dinner. Make a list of foods you will eat and
those that you like the most. If you don’t celebrate Thanksgiving, indicate
what types of food you think people usually eat at this celebration.
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1. Listen again to Track 4 on the Module 5 CD. Use the information provided
in the dialogue to help you answer the following questions. Write your
answers in French in point form.
a. What are Jean-François and his parents doing in the kitchen?
b. Name two foods that Jean-François likes at Thanksgiving.
c. Who doesn’t like sweet potatoes?
d. What does Maman ask Jean-François and his father to do at the end of
the dialogue?
Pg 7
2. Write sentences using the correct form of the verb aimer to say two
things that you and another family member like and/or dislike for
Thanksgiving dinner. Follow the model.
Model:
Ma mère et moi aimons le maïs.
Je n’aime pas la farce.
3. Today, you will make une tarte à la citrouille. Before you begin, read the
instructions carefully and make sure that you have all the necessary
ingredients. Ask an adult to supervise you as you will be working with a
mixer and a hot oven. Have fun, be safe and Bon appétit!
Note: This recipe is enough to make two pies.
Tu as besoin de :
deux croûtes pour une tarte de 9
pouces
trois œufs
un jaune d’œuf
Pg 8
½ tasse de sucre blanc
½ tasse de cassonade
1 cuillère à thé de sel
½ cuillère à thé de cannelle
½ cuillère à thé de noix muscade
½ cuillère à thé de gingembre
1/4 cuillère à thé de clou de girofle
Pg 9
1 tasse et demie de lait
½ tasse de crème à fouetter
2 tasses de la purée de citrouille
Instructions:
Mélanger :
1.
Ajouter :
2.
Pg 10
Ajouter :
3.
Ajouter :
4.
Verser :
5.
Cuire :
6.
Cuire :
7.
Manger :
8.
Pg 11
Describe your experience making pumpkin pie. How did your pie turn
out? Who did you share it with and how did it taste?
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Pg 12
DAY FOUR
On Thanksgiving, do you take time to say what you are thankful for?
Make a list of what things and which people you are glad to have in your
life and explain why.
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1. Listen again to Track 1 on the Module 5 CD. Complete the sentences
below by writing what each character is thankful for. The first one has
been done for you.
a. Jean-François: Je dis merci pour __ ma famille. _____________
b. Maman: Je dis merci pour __________________________.
c. Christine: Je dis merci pour __________________________.
d. Martin: Je dis merci pour __________________________.
e. Papa: Je dis merci pour __________________________.
f. Michelle: Je dis merci pour __________________________.
Pg 13
2. Listen to Track 5 on the Module 5 CD. Fill in the blanks with the words
you heard on the Track. The first one has been done for you.
a.
Ma
sœur_________
dit merci pour la
gentillesse des autre._
b.
Mon
______________
dit merci pour son
____________________.
c.
Mon
______________
dit merci pour ses
____________________.
d.
Mon
______________
dit merci pour ses
____________________.
e.
Ma
______________
dit merci pour sa
____________________.
f.
Ma
______________
dit merci pour son
____________________.
3. Think about different things we can give thanks for. Then write two
sentences indicating what you are thankful for and three sentences about
what different members of your family are thankful for. Use the
sentences given in the Module as models to write your own sentences.
You may also need a French – English dictionary to help you translate
certain words.
4. Record yourself reading the sentences you wrote in number 3. Submit
your recording with the Workbook.
Start your recording by saying:
Je m’appelle (give your name).
This is Module 5, Section 1, Day 4, Number 4.
Pg 14
DAY FIVE
What colours are usually associated with Thanksgiving and autumn? On
the lines below, name these colours in French and write down things that
come in each colour. For example, orange: leaves, pumpkins, etc.
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1. Look at the picture of the tree below. Notice how it has leaves of many
different colours. Write sentences to describe the different leaves you
see. The first sentence has been done to get you started.
a. Il y a cinq feuilles rouges.
b. ___________________________________________
c. ___________________________________________
d. ___________________________________________
e. ___________________________________________
f. ____________________________________________
Pg 15
2. Listen to Track 6 on the Module 5 CD. You will hear a description of the
Thanksgiving picture illustrated below. Colour each item according to
what you hear. The first one has already been done to get you started.
Pg 16
3. Use four different colours to colour the pile of leaves below. Then write a
sentence to describe the different leaves. Follow the model.
Model:
Il y a huit feuilles orange.
Pg 17
DAY SIX
As summer comes to an end and autumn is here, what changes do you
notice in the clothing you wear? Name a few items that you no longer
wear and a few that you wear due to the change in season.
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1. Write the French name for each article of clothing illustrated below. The
first one is done for you.
a. le chandail
b. ____________
c. ____________
d. ____________
e. ____________
f. ____________
Pg 18
2. Listen to Track 8 on the Module 5 CD. You will hear characters describing
what they are wearing. Colour each item according to what you hear.
The t-shirt has already been coloured red to get you started.
a.
b.
c.
Pg 19
3. Answer the following questions below in complete sentences. Use the
examples provided in the Module as models to write your sentences.
a. Qu’est-ce que tu portes à l’automne?
b. Qu’est-ce que ta mère porte à l’automne?
c. Qu’est-ce que tes amis portent à l’automne?
4. Play a game of Le Bonhomme Pendu with sentences. Use different forms
of the verb porter and articles of clothing you wear during the fall to
create your sentences. Follow the model.
Model:
Tu portes un gilet.
__ __
__ __ __ __ __ __
__ __
__ __ __ __ __
on how to play.
If you have access to a computer, play Le bonhomme pendu 1 online.
Pg 20
DAY SEVEN
What is fall weather like? What was the temperature today? What was it
like last week? Describe different kinds of weather we typically
experience in the fall.
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1. Listen to Track 10 on the Module 5 CD. You will hear characters
describing different kinds of fall weather. Draw a symbol to represent the
kind of weather you heard next to each character’s name. For example,
rain drops to illustrate rain.
a.
Émilie
b.
Miguel
c.
Karine
d.
Jean-François
e.
Mme Hébert
Pg 21
2. Look at the weather pictures below. Write a sentence using the sentence
starter, C’est l’automne to describe each type of weather illustrated.
Follow the model.
Model:
C’est l’automne, il fait du vent.
a.
b.
Pg 22
c.
d.
e.
3. a. Keep track of the weather in your area for a week. Record the
temperature and weather conditions in the chart below.
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
temp.
(°C)
Il
fait…
Pg 23
b. Now write two sentences to describe the weather for each day of the
week using the information you recorded in the chart above. Follow
the model.
Model:
Lundi, il fait 15 ˚C.
Il fait soleil.
Pg 24
DAY EIGHT
Imagine you are in music class at school and your teacher is teaching you
some songs about autumn. What types of things would you sing about?
Make a list of any songs or rhymes you know in English that are related to
autumn.
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1. Listen again to Tracks 11, 12 and 13 on the Module 5 CD. Then answer
the following questions.
a. What French words or expressions did you recognize?
b. Write a sentence describing what each song is about.
Pg 25
c. Which of the three songs did you like the most? Why?
2. Take a minute to read over the words to the song Quand c’est l’automne
below. Using the vocabulary related to Thanksgiving and autumn, write a
new verse to this song on the lines provided below. Follow the model.
Model:
Quand c’est l’automne, on mange, on mange
Quand c’est l’automne, on mange énormément
Quand c’est l’automne
Quand
Quand
Quand
Quand
c’est
c’est
c’est
c’est
l’automne,
l’automne,
l’automne,
l’automne,
il
il
il
il
vente, il vente
vente énormément
pleut, il pleut
pleut énormément
Pg 26
3. Practice saying or singing the new verse you just wrote. Then record
yourself. Submit your recording with the Workbook.
4. Cut out the game cards in the Appendix and play a game of
Bingo d’automne.
on how to play.
If you have access to a computer, play Bingo 1 online.
Pg 27
DAY NINE
1. Listen again to Track 14 on the Module 5 CD. Use the information
provided in the dialogue to help you answer the following questions.
Write your answers in French in point form.
a. Make a list of the French words and/or expressions you recognized.
b. What topics were Mme Morin’s students supposed to write their poem
about?
c. What kind of poem did Karine write?
d. Name three things that Émilie included in her poem.
e. Name the words that rhymed in Jean-François’ poem.
2. Use the vocabulary you learned throughout this section to write your own
poem about Thanksgiving or autumn. Be creative and use simple
sentence structures. You can create an acrostic poem using the words
automne or merci or try creating your own free verse poem. Refer to the
poems that were shared in the dialogue as models for your own poem.
Ensure you use a dictionary or the Glossary to check your spelling. Once
you have completed your poem, illustrate it.
Pg 28
3. Record yourself reading the poem you wrote in number 2. Submit your
recording with the Workbook.
Pg 29
DAY TEN
1. Create an accordion book (with folded paper) about Thanksgiving and
autumn. Your book will contain pictures as well as written descriptions.
Organize your book as follows:
•
title page: Have the title Bonne fête de l’Action de grâce
somewhere on your page and include pictures and/or drawings
related to Thanksgiving.
•
page one: food, symbols and colours found at Thanksgiving (ex:
la dinde, la tarte à la citrouille, la corne d’abondance, les feuilles
rouges, etc.)
•
page two: fall clothing and weather (ex: un pantalon, un gilet,
il vente, etc.)
•
page three: things that you are thankful for (ex: ma famille,
mes amis, etc.)
Ensure you write descriptive sentences to accompany the pictures and
items you include in your accordion book. Use the sentences provided in
the model below to help you write your own sentences.
Model:
Je mange de la dinde. J’aime la tarte à la citrouille. La corne
d’abondance est un symbole de l’Action de grâce. Voici de
belles feuilles rouges.
Il fait beau aujourd’hui. Il vente. Je porte un t-shirt, un
pantalon et un gilet.
Je dis merci pour ma famille. Je dis aussi merci pour mes amis.
2. Complete Les mots-mystères on the next page that contains vocabulary
you encountered in this section. Note that articles are included in the
word search.
If you have access to a computer, play Les mots-mystères 1 online.
Pg 30
L'Action de grâce
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LA CORNE D’ABONDANCE
LA RÉCOLTE
LA TARTE À LA CITROUILLE
L’AUTOMNE
LE BROUILLARD
LE DINDON
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LE GILET
LE PARAPLUIE
LE PULL
LES NUAGES
LES PATATES DOUCES
LE VENT
3. Play another game of Les images et les mots (Day Two), Le bonhomme
pendu (Day Six) or Bingo d’automne (Day Eight).
on how to play.
If you have access to a computer, play Les images et les mots 1,
Le bonhomme pendu 1 or Bingo 1 online.
Pg 31
Pg 32
2
Section Two:
Le jour du Souvenir et la Sainte-Catherine
DAY ONE
Why do we celebrate Remembrance Day? Describe different traditions
and things you associate with this holiday.
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_________________________________________________________
provided in the dialogue to help you answer the following questions.
Write your answers in French in point form.
a. Why are the students attending a special assembly?
b. What symbols were mentioned in the dialogue?
c. Who was the special guest at the assembly?
Section 2: Le jour du Souvenir et la Sainte-Catherine
Pg 33
d. What instrument was played at the assembly?
e. What is the title of the poem read at the assembly?
2. Answer the following questions based on the information provided in the
Culture Clip in the Module. Write your answers in English using complete
sentences.
a. Why do we celebrate le jour du Souvenir?
b. What is an armistice?
c. What happened in 1931?
d. What tradition is observed at 11:00 a.m. on November 11? Why?
Pg 34
DAY TWO
1. Below you will find scrambled words or expressions associated with
Remembrance Day. Unscramble them and write the correct word on the
given lines. Notice that the articles le/la/les are part of the answer.
Follow the model.
Model:
rnhloeun
l’ h
on n e
u
r
a. a t o p e t l t r m e
__ __
b. n s i b o j m a n l a u i s o
__
__ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __
__ __ __ __ __ __
c. p l u a d s e x r a e
__ __ __
__ __ __ __ __ __ __ __
d. a g o a c u r l e
__ __
__ __ __ __ __ __ __
e. c e a d l s o v e n a i t s a u n e
__ __
__ __ __ __ __ __
__ __
__ __ __ __ __ __ __ __
f. i o e l r n
__ __
__ __ __ __
g. b i a r l é t l e
__ __
__ __ __ __ __ __ __
2. Listen to Track 17 on the Module 5 CD. You will hear sentences related to
Remembrance Day. Fill in the blanks with the correct vocabulary words.
Use the Glossary to verify the spelling of the different words if necessary.
Listen to the track as often as you need to. The first one has already
been done for you.
a.
On observe deux minutes de silence à l’assemblée.
b. Le jour du ________________ est le _________________________.
c. Le ___________ va à la ______________.
d. Il y a des __________ blanches dans le ________________.
e. Le ____________________ est _______________________.
Pg 35
f. On place une _________________________________________
devant la ____________________.
3. Look at the picture below. Write sentences to describe four items you see
in the picture. Start your sentences with Il y a and ensure you use a
different preposition (devant, derrière, dans, sous, sur, à côté de) in each
sentence. Follow the model.
Model:
Il y a des coquelicots dans le champ.
4. Cut out the game cards in the Appendix and play a game of Va à la
pêche.
on how to play.
If you have access to a computer, play Va à la pêche 1 online.
Pg 36
DAY THREE
Why do we wear a poppy on Remembrance Day? What do you know
about the tradition of laying wreaths?
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_________________________________________________________
_________________________________________________________
provided in the dialogue and Culture Clip to help you answer the following
questions. Write your answers in French in point form.
a. Que font les élèves?
b. Qu’est-ce que Sonia et Émilie mettent sur leur couronne?
c. Que symbolise le coquelicot?
d. Où est-ce qu’on place les couronnes commémoratives?
e. Nomme un autre symbole associé avec le jour du Souvenir.
Pg 37
2. Create a wreath to commemorate le jour du Souvenir in the space given
below. You may use the template provided or design your own wreath.
Ensure your wreath is neat and colourful.
Pg 38
Design your own wreath.
Pg 39
3. Write a brief description (3 - 5 sentences) of the wreath you just created.
Remember to use adjectives, colours and numbers in your description.
Follow the model.
Model:
Ma couronne commémorative est belle. Il y a vingt
coquelicots rouges. Il y a douze feuilles vertes. Il y a un
ruban violet.
4. Record yourself reading the description you wrote in number 3. Submit
Pg 40
DAY FOUR
Have you heard of the poem “In Flanders Fields”? What does the poem
describe? How do you feel when you hear this poem?
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_________________________________________________________
_________________________________________________________
1. Listen again to Track 19 on the Module 5 CD. Refer to the poem and the
information provided in the Culture Clip to answer the following questions.
a. What words and/or expressions did you recognize in the poem?
b. What did you do to help you understand the words you didn’t
recognize?
c. Who wrote this poem? Why?
Pg 41
d. What images does this poem evoke for you?
2. Choose one of the verses of the poem Au champ d’honneur that you
would like to learn. Follow along with the words provided in the Module.
Practice reading the verse you chose a few times. Listen to Track 19 one
last time and compare your pronunciation. When you feel comfortable
with the words, move on to number 3.
3. Record yourself reading the verse of the poem you learned in number 2.
Submit your recording with the Workbook.
Had you ever heard the poem “Au champ d’honneur” before? Describe
why you chose the verse you did and explain whether or not it was hard
to learn.
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_________________________________________________________
_________________________________________________________
_________________________________________________________
Pg 42
DAY FIVE
How do you feel when you attend a Remembrance Day ceremony or
watch one on television? Make a list of feelings you associate with
Remembrance Day.
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_________________________________________________________
_________________________________________________________
1. Listen again to Tracks 19 and 20. Then write three sentences using the
sentence starter Je me sens to describe how you feel when listening to
the poem and bugle call. Ensure you use the correct form of each feeling
in your sentences. Follow the model.
Model:
Je me sens deprimé(e).
Pg 43
2. Create a bookmark using the template below that represents le jour du
Souvenir. Include the expression “Souvenons-nous” as well as different
symbols and images associated with Remembrance Day on your
bookmark.
3. Write three sentences to describe the bookmark you just created. Follow
the model.
Model:
Les coquelicots rouges sont dans le champ.
Il y a dix croix blanches devant les tombes.
Il y a un drapeau canadien.
Pg 44
5. Complete the crossword on the next page. Insert the French word for
each clue given. Include the proper article (le, la, l’, les) in your answers.
Pg 45
Le jour du Souvenir
1
2
3
4
5
6
Across
1. flower that we wear on
Remembrance Day
4. a state of conflict between
nations
5. freedom
6. unhappy
7. Remembrance Day musical
instrument
8. angry
9. peaceful
7
8
9
Down
1. where poppies grow
2. a quality that soldiers display
in war
3. the men and women who fight
for their country
4. this was used to mark
makeshift graves
Pg 46
DAY SIX
Have you ever heard of la fête de la Sainte-Catherine before? If yes,
explain what you know about this celebration. If no, what could you do to
find out about it?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Listen to Track 21 again on the Module 5 CD. Use the information
provided in the dialogue to help you complete the chart below. Write the
name of the celebration, when it occurs and two traditions related to this
celebration in Canada as well as one tradition in France.
Fête
Date
Traditions au
Canada
Traditions en
France
Pg 47
2. Draw a line to match each term below with its definition. Use the
information provided in the dialogue and Culture Clip to help you
complete this activity.
TERMS
DEFINITIONS
le voile
un ingrédient dans la tire
les jeux
des courtes chansons
Marguerite Bourgeoys
une jeune femme de plus de 25
ans non mariée
la mélasse
des activités intéressantes
qu’on fait entre amis
une catherinette
un tissu fin attaché au chapeau
les chants
la dame qui a inventé la tire
Pg 48
DAY SEVEN
1. Write the names of the items associated with la Sainte-Catherine in the
appropriate column in the chart below. Ensure you include the correct
definite article (le, la, les) with each one.
voile
vert
chants
mélasse
mode
tire
le
chapeau
jaune
bonbons
danses
la
les
2. Listen to Track 23 on the Module 5 CD. You will hear the names of
different items associated with la Sainte-Catherine. Write the number
under each item to match the order in which you heard them. The first
one is done for you.
____
____
____
1
____
____
____
____
Pg 49
____
____
____
3. Émilie is asking the question “Qu’est-ce que c’est?” for each item
illustrated below. Answer her question using the sentence starters C’est
or Ce sont. Follow the model.
Model:
Qu’est-ce que c’est?
Ce sont des chants.
a.
_______________________________________________
b.
_______________________________________________
c.
_______________________________________________
d.
_______________________________________________
Pg 50
e.
_______________________________________________
4. Cut out the game cards in the Appendix and play a game of As-tu une
bonne mémoire?
on how to play.
If you have access to a computer, play As-tu une bonne mémoire? 1
online.
Pg 51
DAY EIGHT
Do you like to wear hats? Why or why not? Common hats in France are
berets and wide brimmed hats. What types of hats do we wear in
Canada?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
provided in the dialogue and Culture Clip to help you answer the following
questions. Write your answers in French in point form.
a. Why does Émilie’s grandmother need a new hat?
b. Describe the hat that Émilie’s grandmother had created.
c. What expression originated from the tradition of decorating the statue
of Sainte Catherine?
d. What do the colours yellow and green symbolize?
Pg 52
2. Listen to Track 25 on the Module 5 CD. You will hear descriptions of
different hats created for la fête de la Sainte-Catherine. Add colours and
details to each hat illustrated below to match the description you heard.
The first one has been done for you.
a.
b.
c.
d.
e.
Pg 53
3. a. Design a hat for la fête de la Sainte-Catherine in the space below. Be
creative and use different colours.
b. Now write three sentences to describe the hat you just designed.
Refer to the chart in the Module to check the spelling of the colours
and adjectives you include in your sentences. Follow the model.
Model:
Le chapeau est vert.
Il y a des rubans jaunes.
Il est joli.
Pg 54
Pg 55
DAY NINE
1. Listen again to Track 26 on the Module 5 CD. Fill in the blanks with the
missing vocabulary words. You may listen to the track more than once to
ensure you have written the correct words in each blank.
Marguerite Bourgeoys était la _________________ institutrice au
Canada. Elle a été invitée à venir en Nouvelle-France en
____________________. Elle a donné des ___________________
aux enfants pour fêter l’ouverture de la première ______________.
Une année, les bonbons n’arrivaient pas de la __________________,
alors elle a dû trouver un moyen de _____________________ ses
élèves. Elle a inventé la ____________________ faite avec la
_________________. Elle faisait de la tire pour _________________
les petits des Premières nations et les _____________________à son
école.
2. Answer the following questions based on the information provided in the
Culture Clip in the Module. Write your answers in English using complete
sentences.
a. Who was Marguerite Bourgeoys?
b. What is she well known for?
c. Describe how la tire is made.
d. Why did she continue making la tire?
Pg 56
3. Complete Les mots-mystères below that contains vocabulary you
encountered on Days Six through Nine. Note that articles are included in
the word search.
If you have access to a computer, play Les mots-mystères 2 online.
La Sainte-Catherine
R
B
W
P
K
Q
E
L
H
S
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Q
H
F
X
O
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K
G
P
J
J
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W
C
K
R
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V
U
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P
Z
T
N
S
X
E
O
Q
Q
K
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I
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B
J
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Y
T
L
T
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A
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P
I
A
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Q
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Q
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S
E
Z
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A
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N
S
A
K
L
D
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U
L
D
J
P
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J
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LA CATHERINETTE
LA MÉLASSE
LA TIRE
LE VOILE
LE CHAPEAU
LE JAUNE
LES BONBONS
LES CHANTS
LES DANSES
LES JEUX
LE VERT
Pg 57
DAY TEN
1. Today, you will make la tire. Before you begin, read the instructions
carefully and make sure that you have all the necessary ingredients. Ask
an adult to supervise you as you will be working over a hot stove. Have
fun, be safe and Bon appétit!
TU AS BESOIN DE :
1 tasse de mélasse
1 tasse de sucre blanc
1 tasse de cassonade
½ tasse de sirop de maïs
1 cuillère à table de beurre
1 cuillère à table de vinaigre
½ tasse d’eau
Pg 58
1 cuillère à thé de bicarbonate de
soude
2 grandes casseroles
un thermomètre
une paire de ciseaux
du papier ciré
DIRECTIVES
1.
Mettre tous les ingrédients dans une
casserole, sauf le bicarbonate de soude.
(Put all the ingredients except the baking soda
in a pot.)
2.
Faire chauffer (heat) jusqu'à 260 degrés.
3.
Ajouter le bicarbonate de soude lorsque
le mélange atteint 260 degrés.
(Add the baking soda once the mixture
reaches 260 ˚F.)
Pg 59
4.
Brasser le mélange.
5.
Verser le tout dans une casserole beurrée.
(Pour the mixture into a well buttered pot.)
6.
Laisser refroidir un peu.
(Let the mixture cool.)
7.
Beurrer les mains.
8.
Étirer la tire rapidement et longtemps.
(Stretch the taffy quickly for a long time.)
9.
Tordre légèrement la tire.
10.
Couper la tire tordue (tresse) en petits
morceaux en utilisant des ciseaux.
(Use the scissors to cut the twisted taffy in
small pieces.)
11.
Déposer les petits morceaux de tire sur
des petits carrés de papier ciré.
12.
Rouler les deux bouts pour en faire une
“papillote”.
(Roll the two ends of the wax paper to create a
wrapper for the taffy.)
Pg 60
Describe your experience making la tire. Was the recipe easy or hard to
follow? Did you like the taste of the taffy? Why or why not?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Play another game of Va à la pêche (Day Two) and As-tu une bonne
mémoire? (Day Seven).
on how to play.
If you have access to a computer, play Va à la pêche 1 and As-tu une
bonne mémoire? 1 online.
Pg 61
Pg 62
3
Section Three:
Le Carnaval de Québec
DAY ONE
Have you ever been to Québec city? Have you heard about Le Carnaval
de Québec? If yes, describe what you know/remember about each one.
If you answered no to both of these questions, what could you do to
become more informed about this city and this carnival?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. In the animation and when reading the Cultural Clip, you learned that the
Carnaval is held in Québec City in the province of Québec. Do you know
anything about this province? Use a research method of choice, either by
going to the library, reading books or using the Internet and find answers
for the questions below.
a. Where is Québec?
b. How old is this province?
c. Name two interesting facts you learned about Québec while completing
your research.
Section 3: Le Carnaval de Québec
Pg 63
2. Go to the official website of Le Carnaval de Québec and answer the
following questions. You may use both the French and English site to find
the answers.
http://www.carnaval.qc.ca/fr/index.asp
If you do not have access to a computer, then use the information
provided in the animation and Cultural Clip.
a. What is Le Carnaval de Québec?
b. When is it celebrated?
c. When did it start and why?
d. Who is the mascot?
Pg 64
DAY TWO
During what season does Le Carnaval take place? What would you need
to wear if you were going to participate in this event? Write the names of
these pieces of clothing in French.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Next to each picture below, write a sentence using C’est or Ce sont to
describe the clothing items you see. Make sure to use the colour in your
description. The first one is done for you.
a.
Ce sont des bottes de neige rouges.
b.
_______________________________________________
c.
_______________________________________________
Pg 65
d.
_______________________________________________
e.
_______________________________________________
f.
_______________________________________________
2. Give two possible answers for each of the questions below. Use the
pictures to answer correctly. For letter ‘d’, pretend you are going to Le
Carnaval and answer the question.
a.
Qu’est-ce que Bonhomme Carnaval porte?
b.
Qu’est-ce que Karine porte pour aller au Carnaval?
Pg 66
c.
Qu’est-ce que Miguel porte pour aller au Carnaval?
d. Qu’est-ce que tu portes pour aller au Carnaval?
3. All the winter items below belong to one of the characters. Listen to
Track 28 on the Module 5 CD and draw a line matching the winter clothing
items to either Karine or Miguel.
Pg 67
pêche.
on how to play.
Pg 68
DAY THREE
What sorts of activities would you normally see at a winter carnival?
Make a list of the ones that come to mind. Which ones do you enjoy the
most? Why? Use a dictionary and try naming a few of these activities in
French.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. View again the animation “Le Carnaval”. M. Rémi and his class discuss
the types of activities that are present during Le Carnaval de Québec.
Write the names of two activities that you would love to take part in. Use
the Glossary to help you write these correctly.
_____________________________
____________________________
Pg 69
2. Listen to Track 30 on the Module 5 CD. Write the numbers from 1 to 15
under each of Le Carnaval activities below in the order you hear them.
The first one is done for you.
____
____
____
____
____
____
____
____
____
1
____
____
____
____
____
Pg 70
3. Listen again to Track 29 on the Module 5 CD. Pay close attention to how
the characters say that they like, dislike or prefer different activities. Now
if you were to evaluate the activities that are present at Le Carnaval, what
would you say? Write three sentences about activities you like, three
more sentences about activities you dislike and finally three sentences
about the activities you prefer most. Use the examples given in the
Module as models to write your sentences.
J’aime…
Je n’aime pas…
Je préfère…
Pg 71
4. Record yourself reading the description you wrote in number 3. Submit
5. Cut out the game cards in the Appendix and play a game of Bingo de
Carnaval.
on how to play.
Pg 72
DAY FOUR
1. Listen to Track 31 on the Module 5 CD. In each of the sentences, write
the correct conjugated form of the verb that you hear in each sentence
below. Use the chart in the Module to help you spell the verbs correctly.
a. Au Carnaval, il joue au jeu de soccer géant.
b. Au Carnaval, je ______________________ les chambres à air.
c. Au Carnaval, nous ______________________ la tyrolienne.
d. Au Carnaval, tu ______________________ au Bal de Bonhomme.
e. Au Carnaval, elle ______________________ le spectacle d’ouverture.
f. Au Carnaval, vous ______________________ au déjeuner western de
Calgary.
g. Au Carnaval, elles ______________________ la grande virée.
2. Next to each picture below, use the verb and pronoun given to write a
sentence about that activity. Use the chart in the Module as well as the
sentence structure above in number 1 to help you.
a.
________________________________________________
(il, regarder)
________________________________________________
b.
(nous, aller)
Pg 73
________________________________________________
c.
(je, faire)
________________________________________________
d.
(ils, regarder)
e.
________________________________________________
(tu, aller)
f.
________________________________________________
(vous, jouer)
________________________________________________
g.
(je, danser)
Pg 74
4. Cut out the game cards in the Appendix and play a game of Les roues de
la fortune.
on how to play.
If you have access to a computer, play Les roues de la fortune 1 online.
Pg 75
DAY FIVE
What food and treats can you eat when you are at a carnival? Which
one(s) is (are) your favourite and why?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Listen to Track 33 on the Module 5 CD. Fill in the blanks with the missing
food item that you hear. Refer back to the Module or Glossary to help you
spell the foods correctly. The first one is done for you.
a. Luc mange de la barbe à papa.
b. Il mange des ______________________________.
c. Nous mangeons des ___________________________________.
d. Ils mangent des ____________________________________.
e. Élise mange du _____________________________________.
f. Je mange de la ____________________________________.
g. Vous mangez de la ____________________________.
h. Elles mangent des ___________________________________.
i.
Tu manges un _______________________.
Pg 76
2. Read the following questions below. Then answer each question using the
proper pronoun and verb combination as well as a food item of your
choice from the Module. If you wish to use a different carnival food item,
use a dictionary to check the French spelling.
a. Qu’est-ce que Paul mange au carnaval?
b. Qu’est-ce qu’ils mangent au carnaval?
c. Qu’est-ce tu manges au carnaval?
d. Qu’est-ce que vous mangez au carnaval?
e. Qu’est-ce que Karine mange au carnaval?
3. Pretend that you are in charge of making up a menu for a winter carnival
your class is organizing. Decide what would be on your menu. Make a
list below of five things you would like to sell.
Pg 77
4. Play a game of Le bonhomme pendu with sentences. Use the verb
manger with different pronouns and various food items. Follow the
model.
Model:
Vous mangez une pomme glacée.
__ __ __ __
__ __ __ __ __ __
__ __ __
__ __ __ __ __
__ __ __ __ __ __
on how to play.
Pg 78
DAY SIX
1. Look at the clocks below. Under each, write the time in French.
_____________________
_____________________
_____________________
_____________________
2. Use the schedule for Le mini Carnaval de Québec provided in the Module.
Answer the following questions in complete sentences. The first one is
done as a model.
a. À quelle heure est le spectacle d’ouverture?
Le spectacle d’ouverture est à 9 h du matin.
b. À quelle heure est la cabane à sucre?
Pg 79
c. À quelle heure est le dîner?
d. À quelle heure sont les chambres à air?
e. À quelle heure est le jeu de soccer géant?
f. À quelle heure est le Ciné-Tuque?
g. À quelle heure est le spectacle de fermeture?
h. À quelle heure est la grande virée?
i. À quelle heure est le rafting sur neige?
j. À quelle heure sont les sculptures sur neige?
3. Pick five activities you would choose to have at your own carnival.
Choose a starting time for each one. Write five sentences saying when
each activity would start. Follow the model.
Model:
La grande virée est à 9 h 45 du matin.
Pg 80
4. Cut out the time game cards in the Appendix and add them to the activity
cards from Day Three. Pick an activity and a time card and say out loud a
sentence using the information from both cards.
For example:
You would say:
If you pick: la cabane à sucre and 2 h 15
La cabane à sucre est à 2 h 15 de l’après-midi.
If you have access to a computer play Les sons et les images 1 online.
Pg 81
DAY SEVEN
1. Listen again to Track 35 on the Module 5 CD. Below you will find the
questions that were asked by M. Rémi. On the lines below each question,
write the answers that were given by the students. Use the Glossary to
help you spell the words correctly. Your answers do not need to be
written in complete sentences.
Quelles sortes de nourriture est-ce qu’il y a?
Est-ce qu’il y a de la tire sur la neige?
Quand est-ce que Le Carnaval commence?
Quelles activités est-ce qu’il y a le matin?
Quelles activités est-ce qu’il y a l’après-midi?
Quand est-ce que Le Carnaval finit?
Pg 82
2. On Day Six, you wrote five sentences about your own carnival: the
activities you would have and at what time they would start. Use this
information to fill in the schedule below. Then add the opening and
closing show times in French. Finally, use this schedule to ask and
answer three questions about your carnival. Follow the examples given in
the Module as models to create your own questions and answers.
L’heure
Les activités
le spectacle d’ouverture
midi
le diner
le spectacle de fermeture
Question #1:
Answer:
__________________________________________________
Question #2:
Answer:
_____________________________________________
__________________________________________________
Question #3:
Answer:
_____________________________________________
_____________________________________________
__________________________________________________
Pg 83
3. Take out the game cards from Day Three and Day Six. This time pick an
activity and a time card and ask a question using the activity and the time
given on the cards, then answer it.
For example:
If you pick la cabane à sucre and 2 h 15
You would say: Quand est-ce que la cabane à sucre commence?
La cabane à sucre commence à 2 h 15 de l’après-midi.
or
Quand est-ce que la cabane à sucre finit?
La cabane à sucre finit à 2 h 15 de l’après-midi.
If you have access to a computer, play again Les sons et les images 1
online.
Pg 84
DAY EIGHT
In Grades 4 and 5, you were introduced to French music. Are there any
songs you remember? Songs you still hum or sing? Which ones?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Does this song, with its repetition pattern, remind you of songs you know
in English? Which ones? Write the title(s) of the song(s) below.
2. What is your favourite musical instrument? Pick one and use a
French/English dictionary to find the proper French translation. Write the
English and French words for your instrument below.
_____________________________
____________________________
Pg 85
3. Use the instrument you picked in number 2 to sing a new verse to the
song Bonhomme. Fill in the blanks below with the name and sound this
instrument makes.
Bonhomm', bonhomm', sais-tu jouer?
Bonhomm', bonhomm', sais-tu jouer?
Sais-tu jouer de ce (cette) _____________________________-là?
Sais-tu jouer de ce (cette) _____________________________-là?
____________________________, ____________________________,
_______________________ de ce (cette) ______________________-là.
Bonhomm'! Bonhomm'!
Tu n'es pas maître dans ta maison.
Quand nous y sommes!
4. Record yourself singing the new verse that you wrote in number 3.
Remember that if your instrument is masculine, you will say: “Sais-tu
jouer de ce….” and if the instrument is feminine, you will say: “Sais-tu
jouer de cette….” Submit your recording with the Workbook.
Pg 86
DAY NINE
1. Listen again to Track 37 on the Module 5 CD. Write a sentence for each
of the souvenirs Isabelle and Miguel mentioned. Say how much each
souvenir costs using the verb coûter. The first one is done for you.
a.
Un t-shirt coûte 14,99 $.
b.
_______________________________________________
c.
_______________________________________________
d.
_______________________________________________
e.
_______________________________________________
f.
_______________________________________________
g.
_______________________________________________
Pg 87
2. If you have access to the Internet, visit the official Carnaval website and
click on the online store (la boutique). Pick five items you would like to
buy then write sentences naming each item and how much each costs.
Follow the model. Note: if you do not have access to the Internet, use
the souvenirs and prices found in the Module to create your sentences.
Model:
J’achète le t-shirt pour 14,99 $
3. Listen to Track 39 on the Module 5 CD. You will hear two souvenirs that
each student would like to buy. Use the price list in the Module then on
the lines below write the name and the cost of each souvenir. Total up
the two souvenirs and write a sentence saying how much this would cost.
a.
un t-shirt
une tasse
14,99 $ plus 5,99 $
Ça coûte 20,98 $.
b.
_____________ _____________
________ plus ________
_______________________
c.
_____________ _____________
________ plus ________
_______________________
d.
_____________ _____________
________ plus ________
_______________________
e.
_____________ _____________
________ plus ________
_______________________
f.
_____________ _____________
________ plus ________
_______________________
Pg 88
4. Play a game of Le bonhomme pendu with sentences. Use the sentence
structure from the day’s activities. Remember not only to ask for letters,
but numbers and the dollar sign.
For example: Une casquette coûte 12,99 $.
___
_________ _____
_ _ , _ _ _.
on how to play.
If you have access to a computer, play Les sons et les images 2 online.
Pg 89
DAY TEN
1. Pretend that you are organizing your own mini Carnaval de Québec.
Create a brochure to give out to participants. Your brochure needs to
include the following French information:
•
•
•
•
a
a
a
a
front page with a picture, title and date
schedule that includes the times of five different activities
menu which includes five food items and price list
list of three souvenirs and price list
2. Create your own Effigie for your mini carnival. Draw a picture of it below.
Then say why you chose this Effigie as a representation of your carnival.
Your answer may be given in English.
Pg 90
3. Write six sentences to describe what you will do at the carnival. Use the
verbs in parentheses to create each sentence. Use the sentences on Days
Four and Five of the Module as models to write your own sentences.
(manger)
(jouer)
(regarder)
(danser)
(aller)
(faire)
Pg 91
5. Play another game of Va à la pêche (Day Two), Bingo de Carnaval (Day
Three), Les roues de la fortune (Day Four) or Le bonhomme pendu (Days
Five and Nine).
on how to play.
If you have access to a computer, play Va à la pêche 2, Bingo 2, Les
roues de la fortune 1, Le bonhomme pendu 2 or Les sons et les images 1
and 2 online.
Pg 92
4
Section Four:
La fête du Canada
DAY ONE
When is Canada Day? Which traditions and events do you associate with
Canada Day? How do you and/or your family celebrate Canada’s
birthday?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. View the animation often and answer the following questions. You may
do this in English, however use French wherever possible.
a. Which French words and/or expressions did you recognize?
b. Describe one thing each of the characters did to celebrate Canada
Day.
Élise : __________________________________________
Section 4: La fête du Canada
Pg 93
Miguel: _________________________________________
Isabelle: ________________________________________
Yvan: __________________________________________
c. What did Isabelle have painted on her face? Do you recognize this
symbol?
2. How would you say “Happy Birthday Canada” in French?
Pg 94
DAY TWO
1. Write two sentences next to each picture below. First use C’est or Ce sont
and then use Voici or Voilà to describe each picture you see. The first one
is done for you.
a.
Voici le camping.
C’est le camping.
_________________________________________________
b.
_________________________________________________
_________________________________________________
c.
_________________________________________________
_________________________________________________
d.
_________________________________________________
_________________________________________________
e.
_________________________________________________
_________________________________________________
f.
_________________________________________________
Pg 95
_________________________________________________
g.
_________________________________________________
_________________________________________________
h.
_________________________________________________
_________________________________________________
i.
_________________________________________________
_________________________________________________
j.
_________________________________________________
_________________________________________________
k.
_________________________________________________
2. Listen to Track 41 on the Module 5 CD and fill in the blanks with the
Canada Day vocabulary that is missing.
a. Il y a une ______________________________ sur le
______________________________.
b. Les ______________________________ sont rouges, jaunes et
bleus.
c. On chante l’______________________________.
Pg 96
d. Je regarde le ______________________________ pour la fête du
Canada.
e. Je fais un ______________________________ avec ma famille.
f. Je mange des ______________________________ au
______________________________.
g. Je fais de la ______________________________ à la rivière Bow.
h. Je fais une ______________________________ dans les montagnes.
i.
Je fais du ______________________________ au lac.
3. Play a game of Le bonhomme pendu with sentences. Use the sentence
format in number 1.
For example:
Voici le camping.
_____
__
_______.
on how to play.
Pg 97
DAY THREE
Describe your impressions of a fireworks display on Canada Day. What
colours did you see? Were the fireworks choreographed to music?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Look at the following pictures of Canada Day activities. Below each one is
the pronoun and verb you will need to use to describe this activity. Write
a sentence on the line next to each picture. The first one is done for you.
Vous faites du camping.
a.
(vous, faire)
_______________________________________________
b.
(tu, regarder)
Pg 98
c.
_______________________________________________
(nous, regarder)
d.
_______________________________________________
(ils, chanter)
e.
_______________________________________________
(je, regarder)
f.
_______________________________________________
(elle, manger)
g.
_______________________________________________
(vous, écouter)
h.
_______________________________________________
(elles, faire)
Pg 99
_______________________________________________
i.
(tu, faire)
_______________________________________________
j.
(nous, faire)
_______________________________________________
k.
(il, regarder)
2. Listen to Track 42 on the Module 5 CD. Below you will find the names of
various activities that Karine and Justin do on Canada Day. Some of the
activities are done by Karine, others are done by Justin. Write the
activities in the correct column according to what you hear. The first one
is done for you.
du camping
des guimauves
une randonnée
Karine (elle)
les feux d’artifice
de la pêche
le défilé
au feu de camp
un pique-nique
l’hymne national
Justin (il)
un pique-nique
Pg 100
3. Read the question below and answer it three times with three different
things you do on this day. Record your answers. Submit your recording
with the Workbook.
Qu’est-ce que tu fais pour la fête du Canada?
Pg 101
DAY FOUR
You studied Canada’s past and present in Grade 5 social studies. Make a
list of specific events that you remember about Canada’s history.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Record yourself saying the numbers 1 to 31 and the months of the year in
French. Submit your recording with the Workbook.
Pg 102
2. Listen again to Track 43 on Module 5 CD. Below you will find the script
with the missing provinces, territories and dates. Fill in each blank with
what you hear. Use the map in the Module to help you spell the names
and dates correctly.
Karine : Écrivons, sur la carte, les dates quand chaque province et
territoire se sont joints à la Confédération.
Justin : L’Ontario, le ________________, le Nouveau-Brunswick et
la ______________________ se sont joints
____________________________________.
Karine : Ensuite, les __________________________ et le
_____________________ se sont joints le 15 juillet 1870.
Justin : La Colombie-Britannique s’est jointe
__________________________ et
l’______________________________ s’est joint le 1er
juillet 1873.
Karine : Oui, ensuite le Yukon s’est joint
_____________________________ puis
l’______________________ et la Saskatchewan se sont
jointes
_______________________________.
Justin : Dernièrement, ___________________________________
s’est jointe le 31 mars 1949 et le Nunavut s’est joint
_______________________________________.
Karine : Super, on a fini.
Pg 103
3. Next to each province or territory, write a sentence stating when each one
entered confederation. Note that if the province is masculine the verb is
written s’est joint and if the province is feminine it is written s’est jointe.
The first one is done for you as a model.
a. l’Alberta:
L’Alberta s’est jointe à la Confédération le 1er septembre 1905.
b. le Yukon:
c. Terre-Neuve-et-Labrador (la):
d. la Colombie-Britannique:
e. le Manitoba:
f. le Nunavut:
g. le Québec:
4. Cut out the game cards in the Appendix and play a game of Bingo du
calendrier.
on how to play.
Pg 104
DAY FIVE
Do you know how many people there are presently living in Canada?
Where could you find this type of information? Ask your parent or a
teacher to help you find this information and write it on the line below.
Do you know how to say this number in French?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Pg 105
1. Listen to Track 50 on the Module 5 CD. You will hear numbers being
read. From the list below write the numbers on the lines in the order that
you hear them.
12 365
584 123
5 899
4 780 000
7 800
55 888
98 200
5 366 470
146 250
6 321
Pg 106
pêche.
on how to play.
3. Read the following questions. Use the chart in the Module or the
Statistics Canada website to answer the following questions.
a. Quelle est la population francophone de l’Île-du-Prince-Édouard?
b. Quelle est la population du Manitoba?
c. Quelle est la population du Nouveau-Brunswick?
d. Quelle est la population francophone du Québec?
e. Quelle est la population du Yukon?
f.
Quelle est la population francophone de l’Ontario?
Pg 107
4. Record the answers to the four questions below. Submit your recording
with the Workbook.
a.
b.
c.
d.
Quelle
Quelle
Quelle
Quelle
city or
est la population
est la population
est la population
est la population
town)
de l’Alberta?
francophone de l’Alberta?
de ta ville ou ton village? (your city or town)
francophone de ta ville ou ton village? (your
Pg 108
DAY SIX
What symbols do you associate with Canada? What are Canada’s colours?
Do you know what Canada’s official tree or animals are?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. We often find important people in our history as well as national symbols
on a country’s currency. On the lines below, write a sentence naming one
Canadian symbol present on each coin or bill. The first one is done for
you.
a. 0,01$
Il y a une feuille d’érable.
b. 0,05$
_____________________________________________
c. 0,25$
_____________________________________________
d. 1,00$
_____________________________________________
e. 2,00$
_____________________________________________
f. 5,00$
_____________________________________________
Pg 109
Challenge: Do you know what is on the $0.10? The sailboat’s name is the
same in French and in English. Write a sentence naming the sailboat on
this coin.
2. Look at the Canadian symbols below. Answer the following question on
the lines below: “Qu’est-ce que c’est?” Remember when answering this
question you use C’est…for singular words and Ce sont…for plural words.
a.
C’est le drapeau canadien.
b.
_______________________________________________
c.
_______________________________________________
d.
_______________________________________________
e.
_______________________________________________
Pg 110
f.
_______________________________________________
g.
_______________________________________________
h.
_______________________________________________
Pg 111
3. Listen to Track 52 on the Module 5 CD. Use the description you hear to
colour our Shield (écu). The description goes left to right, top to bottom.
Do this without looking at the Shield in the Module. Listen for colours that
you know. You may need to listen to the description more than once in
order to complete your shield.
4. Complete the crossword on the next page. Insert the French word for
each of the English words given as clues. Include the proper article (le,
la, l’, les) in your answers.
Pg 112
Les symboles du Canada
1
2
4
3
5
6
7
8
9
10
11
Across
1. the polar bear
4. the maple leaf
7. RCMP
8. the moose
9. the caribou
10. white
11. red
Down
1. the Canada goose
2. the Canadian Flag
3. hockey
4. the Shield
5. the beaver
6. the Canada's Coat of Arms
Pg 113
DAY SEVEN
Many people say that Canada is one of the best countries in the world to
live in. Give three reasons why you think Canada is a great place to live
and one reason that makes you proud to be a Canadian.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Listen again to Track 53 on the Module 5 CD. Make a list of at least three
things that Émilie and Jean-François each like about Canada. Then finish
the sentence below with why each of them is proud to be Canadian.
J’aime…
Je suis fier/fière d’être
Canadien(ne) parce que…
Émilie
Jean-François
Pg 114
2. Use the Glossary to help you find five things that you like about Canada.
You may also use a French-English dictionary to help you find new words.
Write five sentences saying that you like these. Follow the model.
Model:
J’aime les montagnes.
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
d. ________________________________________________________
e. ________________________________________________________
3. On the lines provided, rewrite the following sentence starter twice then
complete these sentences with two reasons why you are proud to be
Canadian. Make sure to use fier/Canadien if you are male and
fière/Canadienne if you are female.
Je suis ( fier/fière) d’être (Canadien(ne)) parce que …
a. ________________________________________________________
________________________________________________________
b. ________________________________________________________
________________________________________________________
4. Record the sentences you wrote in numbers 2 and 3. Submit your
Pg 115
DAY EIGHT
Do you know all the words to the national anthem? How do you feel when
you hear “O Canada” sung at a school assembly, sporting event, etc.?
What do the words of the anthem mean to you?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Listen again to Track 55 on the Module 5 CD. Practice singing along with
the track, a few times a day over the next week. When you will have
learned the French national anthem, do number 2.
2. Record yourself singing the French national anthem. Submit your
Pg 116
Had you ever heard the national anthem sung in French? Did you find it
easy or hard to learn the anthem in French? Why?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Pg 117
DAY NINE
Do you have relatives that live in another country? What do you know
about their national holiday? If you do not have relatives elsewhere, pick
a country of your choice and find out when their national holiday is. Write
the name and date of this holiday below.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1. Listen again to Track 56 on the Module 5 CD and read the Cultural Clip
once again to help you answer the following questions.
a. What is the name of the national holiday celebrated in France?
b. When is this day celebrated?
c. Explain the significance behind this holiday.
d. Identify the similarities and differences between “la fête du Canada”
and “la Fête du 14 juillet”.
Pg 118
e. What is France’s national anthem?
f. What colours are found on the flag? What do they represent?
g. Name one of France’s national symbols.
2. In the Reflection above, you wrote the national day of a specific country.
Continue your research and find the answers to the following questions.
a. What is the national anthem of this country?
b. Name one of its national symbols.
c. Draw its national flag below. What do the colours in the flag
represent?
Pg 119
DAY TEN
1. In the space provided, design a logo for a t-shirt that shows why you are
proud to be Canadian. On the lines under the logo, describe it using
simple French sentence structures. An example description is given as a
model.
Model:
Il y a un castor. Il y a un orignal devant la montagne. Il
y a 13 feuilles d’érables. Il y a un lac. Le Canada est
multiculturel.
Pg 120
2. Play another game of Le bonhomme pendu (Day Two), Bingo du
calendrier (Day Four) and Va à la pêche (Day Five).
on how to play.
If you have access to a computer, play Le bonhomme pendu 3, Bingo 3
and Va à la pêche 3 online.
Pg 121

DAY ONE

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