montage guide.qxp - Canadian Association of Second Language

Transcription

440.7107127
Basic French in Manitoba: à vos marques, prêts, partez! a must-have guide for teachers
ISBN-13: 978-0-9212-3864-5
1. French language - Study and teaching
Manitoba - 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 Drive
Ottawa, Ontario, Canada K2E 8B2
This resource is also available on the CASLT/ACPLS website at <www.caslt.org>
Copyright © 2008, 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-P
ROP
OS
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 des
professeurs de langues seconde (ACPLS/CASLT) afin d'appuyer les enseignants débutants et expérimentés
en 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 mieux
appuyer 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 de
développement professionnel.
Nous espérerons que ce guide vous aidera à réfléchir sur les pratiques de l'enseignement, à collaborer
avec 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 sera disponible sur le site
Web de CASLT.
www.caslt.org
ées d'études :
er un élève qui, après plusieurs ann
form
à
vise
e
bas
de
çais
Fran
de
rs
Le cou
vre
base qui lui permettront de poursui
- aura acquis des connaissances de
ue française;
lang
la
et de ses habiletés reliées à
l'enrichissement de ses connaissances
plus tard;
- pourra s'intéresser à devenir bilingue
récier les cultures francophones;
app
à
- sera sensibilisé à reconnaître et
ada et
ues, cultures et communautés du Can
- valorisera davantage les autres lang
du monde entier.
pour mon enfant?
t for my Child/Qu'est-ce que je veux
2008.
Extrait de la brochure What Do I Wan
, Citoyenneté et Jeunesse Manitoba,
ation
de l'éducation française, Éduc
au
Bure
du
n
issio
perm
la
avec
t
Reprodui
FOREWO
RD
À vos marques,
prêts, partez!
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 in
Manitoba.
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 will
better support the teaching and learning of Basic French. In the guide, you will find information regarding
teaching 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, collaborate with
your colleagues, and above all, enrich the Basic French experience for the students of Manitoba.
Thanks to a partnership established with CASLT, an electronic version of this guide will be available on the
CASLT website.
www.caslt.org
many years of study, will
rse is to develop students who after
The objective of the Basic French Cou
ch from which to pursue fluency
- acquire a good foundation in Fren
bilingual in future years
- have a better chance of becoming
reciation of francophone cultures
- have gained insights into and an app
es throughout Canada
languages, cultures, and communiti
- be better able to appreciate other
and around the world.
veux pour mon enfant?
I Want for my Child/Qu'est-ce que je
ation, Citizenship and Youth, 2008.
Excerpt from the brochure What Do
cation française Division, Manitoba Educ
l'édu
de
au
Bure
the
of
n
issio
perm
Reproduced with
REMER
CIEMENTS
Nous remercions les personnes suivantes
de leur contribution au document, de la qualité
de leur travail et de leur professionnalisme.
Comité
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
Rédactrice
Carol HARVEY
Conseillère indépendante
Collaborateurs
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
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
TABLE
DES MATIÈR
ES
INTRODUCTION
Section 1
RAISONS
ET RECHERCHE
- REASONS AND RESEARCH
Understanding Reasons and Research
French Language Facts
Benefits of Second Language Learning
10 Reasons to Learn French
Online, Print and Media Resources Related to Reasons and Research
Activities for Students
Teachers’ Corner
OÙ
Section 2
COMMENCER?
3
3
4
5
7
10
12
- WHERE TO BEGIN?
Introducing Your Support Team!
Manitoba Education, Citizenship and Youth Basic French Website
What Do I Need to Get Started?
Direction des ressources éducatives françaises (DREF)
Professional Development
Bourses pour les enseignants
Feuille de réflexion
School Self-Assessment Tool
Section 3
LA
The Multidimensional Approach
A Closer Look at the Multidimensional Approach
How Will I Teach That?
La démarche pédagogique en Français de base
The Diverse Needs of our Students
Reading and Basic French
La littératie en Français de base
Assessment and Evaluation
Assessment Ressources for French Classes
DÉMARCHE PÉDAGOGIQUE
15
16
17
20
21
22
23
25
- METHODOLOGY
29
30
31
32
34
35
36
37
38
TABLE
DES MATIÈR
ES - suite
L’ANNÉE
Section 4
SCOLAIRE
- THE BIG PICTURE
C'est le mois d'août…
The Itinerant Teacher
Coup d’œil sur l’année
Créer la zone française
Une activité pour la première semaine
Communication Tools for Students
41
43
44
48
55
59
LE
Section 5
COIN DES JEUX
- FUN AND GAMES
Pourquoi les jeux?
Dix jeux pour pratiquer les nombres
Dix jeux pour pratiquer le vocabulaire
Dix jeux pour communiquer
Les jeux : feuilles reproductibles
Section 6
67
68
70
72
74
UNE
LANGUE VIVANTE
- CULTURE AND BASIC FRENCH
The Importance of Culture
Comment faire vivre la culture dans la salle de classe au quotidien?
La lecture et la culture
La musique dans la salle de classe
Quelques ressources en musique
La cuisine
Découvrir la culture franco-manitobaine
Les invités spéciaux
Les sorties scolaires
Language Bursaries and Exchanges
Putting language learning into perspective...
Reference List
87
89
93
94
97
98
99
102
103
107
108
109
INTRO
DUCTION
Très chers enseignants,
Dear Teachers,
Félicitations! Vous enseignez le Français de
base. Quelle tâche formidable! En enseignant
le Français de base, vous aurez l'occasion
d'enrichir la vie de vos élèves en leur permettant d'apprendre la langue française
et de découvrir les cultures francophones.
Rappelons-nous que les langues façonnent
notre manière de penser et de percevoir le
monde. Connaître plus d'une langue élargit
notre vision du monde.
Congratulations! You are teaching Basic
French. What a terrific assignment! You will
have the opportunity to enrich your
students' lives as they learn French and
experience Francophone cultures in your
classroom. Remember that languages
shape the way we think and the way we
perceive the world. Knowing languages
broadens our world view.
Que vous soyez débutant ou enseignant
bien expérimenté, ce document vous
fournira de l'information utile et des
ressources pratiques pour vous appuyer
dans l'enseignement du Français de base.
Whether you are a beginner Basic French
teacher, or an experienced second language
teacher, this handbook will provide you
with practical information and useful
resources to support you in your teaching of
Basic French.
Veuillez prendre note que les symboles
ci-dessous vous aideront à distinguer les
différents types de ressources proposées.
Please note that the symbols below will
help you identify the different types of
suggested resources.
atique
Le professeur pr
Ressources
Balados
ternet
he sur In
Recherc
À vos marques, prêts, partez!
Section 1
RAISONS
ET RECHERCHE
REASONS AND RESEARCH
UNDERSTANDING REASONS AND RESEARCH
It is important for educators to understand the benefits of language learning 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 is our role to help them consider the many advantages that learning languages
provides.
This section contains information that can be shared with colleagues, the community, parents and students. You will find French
language facts, benefits of language learning, and useful websites
that have activities, posters, and print materials to purchase. It is
also important for students to know why they are learning French
and the benefits and opportunities available to them. For this reason, a few activities for students have been included in this section
as 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 council
meeting, a presentation to students, a class project, information
for student agendas, newsletters (school or classroom) and
parent/teacher conferences.
ng
child [children] somethi
If I was going to give my
t
their life, something tha
that would last them all
nce
ility to travel and enha
would enhance their ab
to
y
ilit
ab
city, enhance their
their employment capa
of
res and make bridges
appreciate other cultu
gift
think there's a better
understanding, I don't
a
in
y
cit
pa
ildren] than a ca
I could give my child [ch
second language.
Stuart Wachowicz
Edmonton Public Schools
FRENCH LANGUAGE FACTS
French is spoken by more than
200 million people in more than
55 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 and
understood by nearly 9.5 million people
in our country.
More than one out of every five
Canadians has French as his mother
tongue, and almost one in three
Canadians speaks French.
French is spoken by more than
105,000 people in Manitoba.
There are presently 18,193 students
enrolled in the French Immersion
Program in Manitoba.
In Manitoba, there are approximately
1200 Basic French teachers and
73,203 students enrolled in Basic French.
RAISONS
ET RECHE
RCHE
3
BENEFITS
OF
SECOND LANGUAGE LEARNING
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 of
second language education on intellectual potential, scholastic achievement, first language skills, citizenship and the
economy.
The research conclusions in each area are as follows:
INTELLECTUAL POTENTIAL
Students fluent in two languages score higher in both verbal and non-verbal intelligence.
z Students studying a second language are superior in divergent thinking tasks and in memory ability
and attention span.
z
SCHOLASTIC ACHIEVEMENT
z
z
Second language students have higher test scores in reading, language and mathematics.
Each additional year of second language training created a greater positive differential compared to students
not receiving a second language.
EFFECT
ON
FIRST LANGUAGE
Second language education significantly strengthens first language skills in areas of reading, English vocabulary,
grammar and communication skills.
z The earlier the start, the greater the positive effect on the first language.
z
CITIZENSHIP
Students studying a second language have superior cross-cultural skills and adapt better to varying cultural
contexts.
z Students studying a second language display greater cultural sensitivity.
z
ECONOMIC POTENTIAL
z
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 Languages
in Alberta, <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:
<www.education.alberta.ca/teachers/resources/learnlang/benefits.aspx>
4
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10 REASONS TO LEARN FRENCH
UN
1
In 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 the
global marketplace. When you know French, you can communicate in transactions occurring daily in French on
every continent.
DEUX
2
In many scientific fields at the graduate level, many Canadian institutions require reading knowledge of French
or German in order for scholars to be able to conduct research. France continues to be a leader and innovator
in science and technology. Civil engineering (the "Chunnel" between England and France, the TGV - the world's
fastest train, the Viaduct of Millau - the world's highest bridge), aeronautics (the Airbus 350 and the Ariane
Rocket - 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. Knowing
French can open the doors to graduate school and to important research.
TROIS
3
French is the first or second language in more than 55 countries and is spoken by 250 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 can
use French to develop international friendships as well as to communicate via the Internet.
QUATRE
4
Knowledge of a second language is essential in over 60 occupations. Canada is officially bilingual and requires
labelling 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 the
development 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 is
also useful if you are thinking of working at the United Nations (where French is the second most widely used
language, after English) or for the Canadian Government. Here in Canada, when you know French, you could
become a French teacher, an interpreter, a translator and so much more.
CINQ
5
Some 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.
RAISONS
ET RECHE
RCHE
5
10 REASONS TO LEARN FRENCH
(continued)
SIX
6
French 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 baseball
games 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 you
know French, the international world of sports is open to you.
SEPT
HUIT
NEUF
7
France is the most visited tourist destination in the world. Paris has been named by Fortune Magazine as one
of the top ten "global cities". When you speak French, you can be an educated tourist, ask for directions, get
your own hotel room or tell a French friend about your own country.
8
Learning French will also increase your problem-solving skills and improve your memory, self-discipline, and
self-esteem. Because progress is very easy to measure, you can quickly take pride in your new abilities. Learning
French can help you aquire a number of important skills.
9
As you quickly realize when you look at the foreign film section of your local video store, France is one of the
most 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, you
don't need to rely on subtitles to enjoy a French film.
DIX
10
People 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.
Copyright © by the American Association of Teachers of French. All rights reserved.
And then there's reason
Why learn French?
11:
Because you can!
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ONLINE, PRINT AND MEDIA RESOURCES RELATED TO REASONS AND RESEARCH
What does research show about the benefits of language learning?
<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: <www.ucalgary.ca/lrc/AdvantageForLife.htm>
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
<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 discussions with students and parents about the benefits of learning French
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!
Download at: <www.cpf.ca/english/Resources/Brochures.htm>
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
RAISONS
ET RECHE
RCHE
7
FRENCH
FOR
LIFE
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 for
parents, 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.
<www.frenchforlife.ca>
THE CANADIAN ASSOCIATION
OF
SECOND LANGUAGE TEACHERS (CASLT)
The Canadian Association of Second Language Teachers is a non-profit organization which promotes the advancement of second language learning and teaching throughout Canada by creating opportunities for professional
development, by encouraging research, and by facilitating the sharing of information and the exchange of ideas
among second language educators.
<www.caslt.org>
CANADIAN PARENTS
FOR
FRENCH
Canadian Parents for French (CPF) is a national network of volunteers which values French as an integral part of
Canada and which is dedicated to the promotion and creation of French second language learning opportunities
for young Canadians. This website contains resources for parents, students and teachers.
<www.cpf.ca>
CPF Manitoba
AMERICAN ASSOCIATION
OF TEACHERS OF
<www.cpfmb.com>
FRENCH
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.
<www.frenchteachers.org>
8
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THE FRENCH LANGUAGE INITIATIVE
You can use this site to:
- learn more about the benefits of studying the French language and culture;
- download promotional material.
<www.theworldspeaksfrench.org>
BENEFITS
OF
BEING BILINGUAL
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.
<www.cal.org/earlylang/benefits/benefits_of_being_bilingual.html>
FRENCH LANGUAGE
French.about.com contains a wealth of resources for French language teachers - Everything you ever wanted to
know about French. Ex. “Mot du jour” is posted each day.
<www.french.about.com>
LANGCANADA
On this website, you will find an abundance of educational resources, educational materials, training organizations
and information that enhances French language teaching and learning in Canada!
<www.langcanada.ca>
LE
PLAISIR D'APPRENDRE
Ce site pédagogique est destiné aux professeurs de français langue étrangère. Il contient des fiches pédagogiques
et des suggestions d'activités pour intégrer les médias et multimédias en classe de langue, musique, clips,
reportages et plus.
<www.leplaisirdapprendre.com>
Download posters, print ads and banner ads from this website for use in your classroom!
<www.theworldspeaksfrench.org/promo.html>
RAISONS
ET RECHE
RCHE
9
ACTIVITIES
FOR
STUDENTS
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.
1
Step One: Individually, have the students brainstorm the top ten reasons someone (or themselves personally) would learn a second language. If they cannot
come up with 10, get as many as possible close to that number.
2
Step Two: Have the students pair up and share their top ten reasons with another
person in the class. Together they agree on a top 10 list for the two of them. This
can involve some great discussion...
3
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 share
their reasons with the class.
4
Step Four: During the class sharing time, the teacher notes the most common
reasons to develop a class "top ten". The results can then be printed in a school
newsletter to parents or displayed as posters around the school. It sometimes
is more valuable when you can say that the students themselves generated the
reasons.
Reproduced with permission of © Helen Loeb. All rights reserved.
WHY
STUDY FOREIGN LANGUAGES?
Here are fifteen things studying a new language might do for you.
1 - broadens your experiences;
expands your view of the world
2 - encourages critical reflection on
the relation of language and
culture, language and thought;
fosters an understanding of the
interrelation of language and
human nature
3 - develops your intellect; teaches
you how to learn
4 - teaches and encourages respect for
other peoples
5 - contributes to cultural awareness
and literacy, such as knowledge of
original texts
10
6 - builds practical skills (for travel
or commerce or as a tool for other
disciplines)
7 - improves the knowledge of your
own language through comparison
and contrast with the foreign
language
8 - exposes you to modes of thought
outside of your native language
9 - a sense of relevant past, both
cultural and linguistic
10 - balances content and skill (rather
than content versus skill)
11 - expands opportunities for
meaningful leisure activity (travel,
reading, viewing foreign language
films)
12 - contributes to achievemnet of
national goals, such as economic
development or national security
13 - contributes to the creation of
your personality
14 - enables the transfer of training
(such as learning a second foreign
language)
15 - preserves (or fosters) a country’s
image 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
of Alan C. Frantz.
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ACTIVITIES
FOR
(continued)
STUDENTS
CASLT has published a kit to celebrate the year of languages in 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 <www.caslt.org>.
TO LEARN A LANGUAGE*
Is to open your eyes on a new
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 heart with
captivating new knowledge
To learn a language
Is to accept willingly an
unfamiliar climate
It is to understand the worth
of another human being and
to share it
To learn a language
Is to find yourself enriched
Shirley Kawahara
English Version by
Douglas Petherbridge
RAISONS
"TO LEARN A LANGUAGE/
APPRENDRE UNE LANGUE"
The English and French version of the poem
provides an excellent point de départ for
teachers to ask their students to think about
the reasons for studying languages.
In the multicultural classroom of today, this
type of reflective brainstorming exercise can
assist students in understanding their own
journey related to second (and often additional) language learning.
Teachers are encouraged to begin this type of
discussion early in the school year and to
share their own personal stories about their
own language learning as part of the classroom discussion.
An appropriate follow-up exercise would be
to make students aware of the excellent
series of bilingual posters produced by
the CPF and referenced on page 7 entitled
I'm Learning French/J'apprends en francais and
I'm Staying in French/Je continue en francais.
Simply hang the series of colourful and visually appealing posters in several locations
around your classrom and begin the classroom reflection by asking students to stand
by the poster that has the most meaning
for them Example - J'apprends en français
parce que je suis canadien! Guide students in
sharing the reasons for their choice with their
classmates.
Similarly, only a few of the posters could be
used at one time and the exercise could be
repeated in a week or so by adding the rest of
the posters in the series.
APPRENDRE UNE LANGUE*
C'est ouvrir les yeux sur un
nouveau monde fascinant
C'est entendre la musique
d'une rivière qui coule
d'un rythme varié
C'est savourer divers aspects
culturels et s'en nourrir
C'est sentir la fragrance
fraîche d'une fleur inconnue
Apprendre une langue
C'est tendre la main pour
toucher des textures
attachantes
C'est voyager sur des chemins
charmants et curieux
C'est se réchauffer le coeur
d'une connaissance
captivante
C'est mieux tolérer un climat
inhabituel
C'est comprendre la richesse
d'un autre et la partager
C'est se retrouver enrichi
The exercise works well because the posters
are bilingual.
Students may also be encouraged to create
their own posters, perhaps toward the end of
the semester or school year.
Shirley Kawahara
* Source: <www.sulysse.com/leslangues.html>
ET RECHE
RCHE
11
TEACHERS' CORNER
JUST FOR FUN
WHY SPEAKING FRENCH
IS BETTER THAN
CHOCOLATE
Speaking French won't make you gain weight
z French doesn't melt in your mouth or in your hands
z French isn't bad for your teeth
z You can never run out of French
z You can speak French before, during and after meals
z Too much French won't make you sick
z French won't make you hyper
z
WHY SPEAKING FRENCH
IS BETTER THAN
WATCHING TV
There aren't any commercials
z You can speak French when the electricity goes out
z French dinners are much better than TV dinners
z You don't need a remote to change the subject
z
WHY SPEAKING FRENCH
IS BETTER THAN
COFFEE
You don't have to worry if you speak French right before bedtime
z No cups or coffee makers to clean after you speak French
z You don't need to roast, grind and brew French before you speak it
z You don't have to worry about your French getting cold before you finish talking
z
Source: <www.french.about.com/library/weekly/aa080500b.htm>
WITH YOUR
STUDENTS:
Create your own lists, why French is better than shopping, homework, etc.
Write them in French or English.
z Put students in groups and have each group come up with their own slogan.
z Survey the students and see which reason is the most popular.
z
12
, PARTEZ!
S, PRÊTS
E
U
Q
R
A
M
S
O
ÀV
Section 2
OÙ
COMMENCER?
WHERE TO BEGIN?
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 on
your practice and for establishing goals and ways to enhance your teaching.
INTRODUCING YOUR SUPPORT TEAM!
Your School Administrator
You are not alone!
You can collaborate with any of the following
people or organizations.
The French Consultant
in your school division
Canadian Parents for French (CPF)
<www.cpf.ca>
<www.cpf.mb.ca>
Canadian Association of Second
Language Teachers (CASLT)
Basic French curriculum
consultants from BEF are
available to help you and
answer your questions:
Linda Romeo
Basic French Curriculum Consultant
Telephone: 204-945-6025
Toll free: 1-800-282-8069, ext. 6025
[email protected]
<www.caslt.org>
The Manitoba Association of
Teachers of French (MAFT)
Arla Strauss
Basic French Curriculum Consultant
Telephone: 204-945-6929
Toll free: 1-800-282-8069, ext. 6929
[email protected]
<www.matf.ca>
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
15
MANITOBA EDUCATION, CITIZENSHIP AND YOUTH BASIC FRENCH WEBSITE
YOUR FIRST STOP…
<www.edu.gov.mb.ca/k12/cur/french/index.html>
THIS
SITE CONTAINS VERY VALUABLE INFORMATION ON
Curriculum Documents
Documents curriculaires
Best Practices
Pratiques exemplaires
Professional Development
Développement professionnel
What's New in Basic French in Manitoba
Nouveautés en Français de base
Basic French Newsletter
Bulletin de Français de base
Useful Websites
Sites Web pratiques
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:
<www.edu.gov.mb.ca/k12/docs/support/b_french/index.html> (English version)
<www.edu.gov.mb.ca/frpub/pol/ligne-fdb/index.html> (version française)
Mot mystère : Le BEF, c'est quoi?
Le BEF = Le Bureau de l'éducation française
La Division du BEF se compose de quatre directions :
z la Direction du développement et de l'implantation des programmes,
z la Direction des services de soutien en éducation,
z la Direction des programmes de langues officielles et des services administratifs,
z la Direction des ressources éducatives françaises.
16
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
WHAT DO I NEED TO GET STARTED?
1. BASIC FRENCH CURRICULUM DOCUMENTS AND RESOURCES
2. Basic French Approved Series
3. Basic French Support Documents published by the BEF
Grades K-3
Au Manitoba, on s'amuse en français,
maternelle et 1re année (M 91887)
(le français pour les jeunes débutants)
Au Manitoba, on s'amuse en français,
2e et 3e années (M 91882)
(le français pour les jeunes débutants)
Note: The above documents are not available online.
Grades 4-6
Français de base de la 4e à la 6e année, Programme d'études :
document de mise en œuvre, (révisé en 2006) (M 91707)
Grades 7-8
Français de base, 7e et 8e années, Programme d'études :
document de mise en œuvre, (révisé en 2003) (M 91708)
Grades 9-12
Français de base des années S1 à S4, Programme d'études :
document de mise en œuvre (révisé en 2003) (M 91699)
The last three Basic French curriculum documents
are available online in PDF format on the website,
<www.edu.gov.mb.ca/k12/cur/french/index.html>
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
17
(continued)
1. Basic French Curriculum Documents and Resources
2. BASIC FRENCH APPROVED SERIES
3. Basic French Support Documents published by the BEF
Grades 4-6
Acti-vie Levels 1-3
Visages Levels 1-3
(Nelson)
(Pearson Education)
MATÉRIEL D'APPUI :
À la ronde 2, À la ronde 3
Making Connections: effective literacy practices in FSL
(Nelson)
(Pearson Education)
Grades 7-8
Ça marche! Levels 1-2
Tout ados Levels 1-2
Communi-Quête 1-2
Discovering French 1a, 1b
(Pearson Education)
(Nelson)
(Oxford University Press)
(Nelson)
MATÉRIEL D'APPUI :
VIF
Making Connections: effective literacy practices in FSL
(Nelson)
(Pearson Education)
Grades 9-12
Ça marche! Level 3
Communi-Quête 3
Discovering French
Express
(Pearson Education) 9e année (et pour 10e à 12e année, selon le module)
(Oxford University Press) 9e année (et pour 10e à 12e année, selon le module)
(Nelson)
niveau 1 : 9e année
niveau 2 : 9e et 10e années
niveau 3 : 11e et 12e années
(RK Publishing)
niveau avancé : 9e à 12e année
MATÉRIEL D'APPUI :
Jam Délire
Images
Bouquins à la mode
Série Jeunesse
Apprentis Lecteurs
Biographies Scholastic
(Nelson)
(Nelson)
(Oxford University Press)
(Pearson Education)
(Scholastic)
(Scholastic)
18
K-12 teachers,
rriculum
consult your cu
d
ts
documen an
e
or
m
r
fo
the DREF
ing
ad
re
d
recommende
e
at
ri
op
pr
resources ap
l.
ve
le
e
ad
to your gr
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
(continued)
1. Basic French Curriculum Documents and Resources
2. Basic French Approved Series
3. BASIC FRENCH SUPPORT DOCUMENTS PUBLISHED BY THE BEF
Les contes animés I :
Les contes animés II :
Les contes animés III :
Les contes animés IV :
Les contes animés V :
document d'appui et DVD (M 96219)
Festival du Voyageur, 4e année :
document d'appui (M 94079)
document d'appui (M 94093)
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
NOTE:
Se brancher en français : l’intégration des technologies de l'information et de la
For additional
communication (TIC), secondaire 1 à secondaire 4 : document d'appui (M 91468)
recommended support
documents appropriate
to your grade level,
ALSO AVAILABLE
consult the section
7-12
des
Gra
:
rses
Cou
ch
Fren
ic
Bas
g
rnin
“Livres de référence
Distance Lea
tion.
ench/distance.html> for more informa
Visit <www.edu.gov.mb.ca/k12/cur/fr
pour l'enseignant”
in your curriculum
rses: Grades 9-11
Web-Based Online Basic French Cou
.
tion
rma
info
re
mo
for
ml>
o.ht
dem
document.
bc/wbc
Visit <www.edu.gov.mb.ca/k12/dl/w
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
19
DIRECTION
DES RESSOURCES ÉDUCATIVES FRANÇAISES
(DREF)
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 DREF
is 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 Basic
French 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 also
search for resources and reserve them online.
HERE'S
HOW YOU CONTACT
DREF:
Online: <www.dref.mb.ca>
Phone: 204-945-8594
Toll free: 1-800-667-2950
Fax: 204-945-0092
Email: [email protected]
The DREF: Truly a Manitoba treasure for Basic French teachers!
Here's how to order online from the 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 : 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.
20
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
PROFESSIONAL DEVELOPMENT
ATELIERS
Each year, le Bureau de l'éducation française 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 : <www.ateliers.mb.ca>.
The English version (Year at a Glance) can be accessed at <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
Collège universitaire de Saint-Boniface (CUSB)
teaching
Are you new to
ld like a
French and wou
u interested
mentor? Are yo
tor? Either way
in being a men
f.ca>
visit <www.mat
ation!
for more inform
Le Collège universitaire de Saint-Boniface offers a variety of French language courses for teachers with all levels of
fluency. Visit <www.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 communicativeexperiential 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'éducation
française. Visit the following website for more information:
<www.edu.gov.mb.ca/k12/proflearn/teacher_bursary.html>
Brandon University
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 <www.brandonu.ca/academic/education/pdu/pdfrench.html> for information on APPELS.
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
21
BOURSES
POUR LES ENSEIGNANTS
Bursaries are available for Basic French teachers wishing to work on their French language skills and methodology.
INSTITUTIONS
OFFERING
FRENCH SECOND LANGUAGE
COURSES OUTSIDE
UNIVERSITÉ DU QUÉBEC À TROIS-RIVIÈRES
MANITOBA
<www.uqtr.ca/eif/french>
UNIVERSITÉ DU QUÉBEC À CHICOUTIMI
<www.elf.uqac.ca/programs/summer.php>
UNIVERSITÉ LAVAL
<www.elul.ulaval.ca/sgc/site/elul/pid/7058>
UNIVERSITÉ DE MONTRÉAL
<www.fep.umontreal.ca/langues/eng>
UNIVERSITÉ DU QUÉBEC À MONTRÉAL
<www.langues.immersion.uqam.ca/en/programmes/programmes_juillet.asp>
COLLÈGE SAINT-CHARLES-GARNIER
CÉGEP DE TROIS-RIVIÈRES
<www.collegegarnier.qc.ca/ateliers/index.html>
<www.formation-mauricie.ca/ecfrancais/accueil.asp>
UNIVERSITÉ DE LA COLOMBIE-BRITANNIQUE*
<www.frenchcentre.ubc.ca/quebec/index.html>
*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)
<www.umoncton.ca/ep/fi/explore/Explore.html>
For more information about bursaries go to:
<www.edu.gov.mb.ca/k12/proflearn/teacher_bursary.html>
Or contact:
Provincial Coordinator of Official Languages Programs
Bureau de l'éducation française Division
Department of Education, Citizenship and Youth
509-1181 Portage Avenue
Winnipeg, Manitoba R3G 0T3
Tel.: 204-945-6935
Fax: 204-945-1625
[email protected]
22
Association
The Manitoba
French (MAFT)
of Teachers of
y of $300.00 to
offers a bursar
ch teacher each
one Basic Fren
r information
year. For furthe
atf.ca>.
go to <www.m
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
FEUILLE
DE RÉFLEXION
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 often
and then note some steps to take.
Rarely/Sometimes
or Often
Notes/steps to take
1.The majority of my activities directly
relate to the “experiential goal".
2. I communicate the benefits of learning
French to students and parents.
3. I teach students to use strategies
to learn a language.
4. Oral language in French is at the centre
of my instruction.
5. My students have the opportunity to use
their oral French skills in pairs and small
groups.
6. I offer activities for students that allow
for communication, oral and written.
7. I provide students with opportunities to
hear authentic French.
8. I offer students opportunities to read
authentic texts in French.
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
23
FEUILLE
(continued)
DE RÉFLEXION
Rarely/Sometimes
or Often
Notes/steps to take
9. I make connections to the student's
interest, ideas and personal life.
10. I incorporate cultural activities and
awareness into the Basic French class.
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.
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.
Reproduced and adapted with permission of the Bureau de l'éducation française Division,
24
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
SCHOOL SELF-ASSESSMENT TOOL
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.
The suggested way to use this tool is to engage in a discussion between the teachers and administrators.
1
Are the following present for the Basic French courses at our school:
YES
NO
YES
NO
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 methodological
capabilities;
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, especially
in the transition years, for example, 6 to 7, 8 to 9?
2
Are the following present in the classroom where Basic French
is taught:
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 oral
and written comprehension and also to bring authentic culture elements
into the classroom?
OÙ
COMMEN
CER?
- WHERE TO BEGIN
?
25
SCHOOL SELF-ASSESSMENT TOOL
3
(continued)
Does communication take place at the school:
YES
NO
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?
4
Are students involved in the following activities:
SELDOM
SOMETIMES
REGULARLY
listening to recordings in French;
presenting;
reading individually;
reading in groups;
writing authentic texts;
working cooperatively;
portfolio work or formative evaluation?
Reproduced and adapted with permission of the Bureau de l'éducation française Division,
r
t know anothe
He who does no
n.
ow
s
hi
ow
not truly kn
language does
g Goethe
Johann Wolfgan
-2007)
ng Quotes, 2003
ni
ar
Le
e
ag
gu
(Lan
26
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
Section 3
LA
DÉMARCHE PÉDAGOGIQUE
METHODOLOGY
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 being
taught, but also the means
of instruction.
This orientation favours
a multidimensional
approach […]
In Manitoba, the Basic
French curriculum is based
on the National Core French
Study. The Study advocates
a communicative/
experiential approach to
second language learning."
MULTIDIMENSIONAL UNITS FOCUS ON
COMMUNICATIVE/EXPERIENTIAL GOALS
During each unit, students are involved in a series of learning activities which
provide them with the opportunity to develop skills and knowledge related to
the four curricular areas of focus:
(Manitoba Education,
Citizenship and Youth,
Français de base de la 4e
à la 6e année, Programme
d'études p. 8)
- field of experience (theme),
- culture,
- French language,
- strategies for using and learning language.
(See page 30 for more details.)
LA
DÉMARC
HE PÉDAG
OGIQUE
- METHODOLOGY
29
A CLOSER LOOK AT THE MULTIDIMENSIONAL APPROACH
FRAMEWORK FOR
PLANNING LESSONS
Various formats are available
to adapt for personal teaching
style but elements remain
consistent, relevant and cyclical.
STEP ONE: Select the topic
(flow charts, curriculum guides)
STEP TWO: Set learning
outcomes/objectives
What will I teach?
(target knowledge, skills
and attitude)
At the end of each unit, your students will have accomplished specified
learning outcomes related to
COMMUNICATIVE-EXPERIENTIAL
French is the language spoken by students and teachers in class
Themes and topics are taught with consideration for the students’
abilities and interests
z Students are actively engaged in a variety of communicative
activities (listening, speaking, reading, writing)
z Students use French language to accomplish real life tasks
z
z
CULTURE
z
STEP THREE: Plan for
ongoing assessment
How will I monitor, record and
analyse learning outcomes?
(incorporate ongoing
diagnostic, formative and
summative assessment strategies
as lesson progresses)
STEP FOUR: Gather
resources/learning materials
(use print, audio/visual,
CD-Roms, computers, hands-on
concrete manipulatives)
STEP FIVE: Select and
design activities
How will I teach that? (mini
lessons, flexible groupings*,
workstations, individual work)
Culture is incorporated into instruction through films, stories,
plays, music, learning about la Francophonie
LANGUAGE
z
Students learn and practise vocabulary, verbs, expressions,
and structures they need to express themselves
GENERAL LANGUAGE EDUCATION
(Strategies for learning and using a language)
Students are exposed to a bank of strategies so they can
successfully listen, speak, read, and write
z Students are encouraged to make links between the language(s)
they speak and French
z Students access prior knowledge and experience
z Students reflect upon learning
z
STEP SIX: Allow for re-focusing
and reflecting
Copyright © 1998-1999 by
the Manitoba Teachers' Society.
All rights reserved.
30
*heterogeneous, homogeneous, teacher-assigned,
student choice, random, whole class, partners…
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
HOW WILL I TEACH THAT?
In Basic French, the instructional approach for individual lessons and the units have three stages:
z la préactivité : getting ready to accomplish the task
z l'activité : actualizing the learning
z la postactivité : integrating what has been learned and extending the learning
Your approved series has organized the material using this instructional approach. As a teacher, your task is to
personalize the approach to meet the needs and interest of your students. See page 36 for a concrete example of
this process.
PRÉACTIVITÉ
INTRODUCE THE TOPIC
EN FRANÇAIS BIEN SÛR!
L'introduction se déroule en français, alors il faut penser
aux questions suivantes :
- Comment susciter l'intérêt des élèves?/How will you
get the students’ interest?
- Comment aider leur compréhension?/How can you
help students understand what's ahead?
- Quels outils sont nécessaires afin d’équiper les élèves
pour accomplir la tâche?/What tools are necessary
for students in order to accomplish the task?
ACTIVITÉ
WORKING TOWARD THE
One possibility 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 and
establish rubrics with them. Students love to see the
work of older siblings or students in their school and
it inspires them to do their best!
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 accomplishment of the final task (experiential goal). C'est difficile? Pas du tout! The writers of your approved series have
developed many appropriate communicative activities for your consideration. As the teacher, you need to consider
your students' needs and select/adapt those activities that best suit your context. Aim high and plan for success!
POSTACTIVITÉ
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 regular
intervals, students should be given time to reflect upon their strengths, areas which need more work, and the next
steps in their learning.
This site contains a template for overall unit planning.
<www.nelson.com/nelson/school/elementary/
corefrench/activie/documents/planoverall.pdf>
LA
DÉMARC
HE PÉDAG
OGIQUE
- METHODOLOGY
ges contain
The next two pa
l for
might be helpfu
templates that
.
ng
ni
an
d unit pl
your lesson an
tissage
sultat d'appren
Note : RAS = ré
tcome
ou
ng
ecific learni
spécifique = sp
31
LA DÉMARCHE PÉDAGOGIQUE EN
FRANÇAIS
DE BASE
First, choose your theme and begin planning your unit by brainstorming for ideas.
Next, categorize them into the four components of the Basic French curriculum.
What do you still need to complete your planning on a multidimensional unit?
CHAMP D’EXPÉRIENCE : COMMENT
LE PLANIFIER?
Voici un schéma de planification qui comprend les quatre composantes d’un programme multidimensionnel.
com
Le
mu
La c
el
nti
rie
é
exp
ultu
re
atif
nic
CHAMP D’EXPÉRIENCE
La
ang
ue
rale
éné
g
re
giè
nga
La l
n la
atio
m
for
Reproduit avec la permission du Bureau de l'éducation française,
Éducation, Citoyenneté et Jeunesse Manitoba, 2008.
32
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LA DÉMARCHE PÉDAGOGIQUE EN
FRANÇAIS
DE BASE
la compréhension orale
la compréhension écrite
la production orale
la production écrite
(continued)
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 guide
and 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 to
four activities linked to le communicatif-expérientiel, la culture, la langue, la formation langagière générale, in the four
competencies; listening, speaking, reading and writing.
Le communicatif-expérientiel
La culture
RAS
RAS
Préactivité (préparation)
Activité (réalisation)
Postactivité (intégration)
Évaluation
Évaluation
La langue
La formation langagière générale
RAS
RAS
Évaluation
Évaluation
Reproduit avec la permission du Bureau de l'éducation française,
Éducation, Citoyenneté et Jeunesse Manitoba, 2008.
LA
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33
THE DIVERSE NEEDS
OF OUR
DIFFERENTIATING INSTRUCTION
STUDENTS
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 the
learning 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:
“Why Student Diversity is Not a Bad Thing” by Katy Arnett
<www.caslt.org/what-we-do/resources-podcast-series_en.php>
"Diversity is the one true thing
we all have in common.
Celebrate it every day."
(Thinkexist.com Quotations, 2006)
RESOURCES
ON
w end our
"If we cannot no
lp
least we can he
differences, at
."
ity
rs
ve
di
r
safe fo
make the world
y
ed
nn
Ke
John Fitzgerald
06)
Quotations, 20
(Thinkexist.com
DIFFERENTIATED INSTRUCTION
Differentiated Instructional Strategies: One Size Doesn't Fit All
Gayle H. Gregory, Carolyn Chapman (2007)
Begin with the Brain: Orchestrating the Learner-Centered Classroom
Martha Kaufeldt (1999) Zephyr Press. (Available at the Department
of Education Library, 1181 Portage Avenue).
Teachers, Change Your Bait!
Martha Kaufeldt (2005) Crown House Publishing Ltd.
34
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
READING AND BASIC FRENCH
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.
TO INTRODUCE A BOOK,
DO A BOOK WALK!
ais de base.
l du curriculum de Franç
tie
en
ess
nt
me
élé
un
est
plusieurs rôles.
La lecture
le fait qu'elle peut jouer
ns
da
ide
rés
e
tur
lec
la
acquisitions
L'importance de
érience, à renforcer les
xp
d'e
p
am
ch
le
r
ye
pu
nciation, à
La lecture sert à ap
r, à améliorer la prono
rle
pa
du
et
ute
co
l'é
s aspects culturels.
de l'élève au niveau de
dir la compréhension de
fon
pro
ap
à
et
re,
lai
bu
er le champ
élargir le voca
lle le professeur peut abord
ue
laq
r
pa
re
niè
ma
e
un
culum.
En plus, la lecture est
ersation et varier le curri
nv
co
la
ler
mu
sti
,
on
faç
d'expérience d'une autre
us ants po ur
nc e de lir e des liv res am
rta
po
l'im
er
gn
uli
so
ut
per leur
Fin ale me nt , il fa
les encourager à dévelop
ur
po
s
ile
fac
res
liv
s
de
distraire les élèves ou
confiance en eux...
e, accompagnée
s : individuelle, en group
me
for
urs
sie
plu
re
nd
français.
La lecture peut pre
lire toute une histoire en
de
isir
pla
le
ur
po
lue
nseignant à suivre
par quelques exercices ou
tissage, on encourage l'e
ren
pp
d'a
ats
ult
rés
s
ce
ns le guide.
Pour atteindre
gique telle que décrite da
go
da
pé
e
rch
ma
dé
la
autant que possible
nçaise,
Bureau de l'éducation fra
du
ion
iss
rm
pe
la
ec
av
Reproduit
08.
et Jeunesse Manitoba, 20
Éducation, Citoyenneté
FRENCH
Le survol du livre
A book walk
AVANT DE LIRE, DEMANDER
AUX ÉLÈVES DE :
- Regarder :
z le titre et la couverture
z les illustrations
z les mots connus
z les mots amis
z les lettres majuscules
z la ponctuation
- Faire des prédictions.
Les élèves plus jeunes
peuvent dessiner leurs
prédictions.
BOOKS FOR THE CLASSROOM MAY BE PURCHASED AT:
Librairie À la page
La Boutique du livre
200, boul. Provencher
Saint-Boniface, Manitoba
Téléphone : 204-233-7223
Courriel : [email protected]
315, rue Kenny
Saint-Boniface, Manitoba
Téléphone: 204-237-3395
Courriel : [email protected]
For all teachers!
to call
of books for all levels! Don't hesitate
The DREF has great new collections
s!
clas
r
you
for
ask for suggestions
(204-945-8594; 1-800-667-2950) and
<www.dref.mb.ca>
Or
published in le Bulletin de Français
are
ls
Current lists of reading materia
ol and online.
de base which is available at your scho
bulletin.pdf>
<www.edu.gov.mb.ca/frpub/ped/fdb/
LA
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OGIQUE
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35
LA
LITTÉRATIE EN
FRANÇAIS
EXEMPLE D’ACTIVITÉS
DE BASE
ET DE STRATÉGIES DE LA
4
E
À LA
6
E
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.
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.
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 the
story.
3. APRÈS : la postactivité
Vérifier les prédictions.
Poser des questions pour vérifier les prédictions.
Réviser les parties du corps (humain et animal) et les 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. Modéliser les structures à l’aide d’un
dessin 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.
FEUILLE DE L'ÉLÈVE
________________.
Bonjour_____________________
____________.
___________________________
Je m'appelle __________________
__.
___________________________
Voici mon ourson. Il s'appelle ______
__________________. (couleur)
Il a la fourrure _______________
________. (couleur)
(couleur) et les yeux ____________
Il a un nez___________________
_. (taille)
_ (nom) a une queue ____________
___________________________
bien) pattes.
Il a aussi_________________ (com
_____ (adjectif).
Il est ________________________
J'AIME MON OURSON!
36
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
ASSESSMENT AND EVALUATION
"…the primary role of assessment is to enhance teaching and improve student learning."
(Manitoba Education, Citizenship and Youth, 2007)
There are many resources available on current best practices in assessment and evaluation.
The slide below summarizes some of the key elements to remember regarding assessment…
ESSENTIALS
OF
CLASSROOM BASED ASSESSMENT
Research shows increases in students’ achievement and motivation when they:
e learning
Students see th
ces
can make choi
as meaningful,
e
process and ar
in the learning
ith others.
able to work w
Students unde
rstand
the learning go
als and their
real-world conn
ections.
steps to adjust
Students take
ce, and are
their performan
trying.
willing to keep
Students unde
rstand the crite
ria
for quality wor
k and have oppo
rt
unity
for self-assessm
ent.
Source: Manitoba Education, Citizenship and Youth.
Middle Years Assessment Policy: Student Engagement at <www.edu.gov.mb.ca/k12/assess/myreporting.html>.
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.
LA
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OGIQUE
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37
ASSESSMENT RESOURCES
FOR
FRENCH CLASSES
Your approved series contain many useful checklists
and strategies for use with assessment of your students'
French skills. In addition, below are some useful tools
available online.
Subject/Title
Description
Website
Subject/Title
Description
Website
The CASLT/ACPLS Assessment Toolkit for FSL Classes
Beginner, intermediate and advanced level toolkits are available for purchase online.
On the same site, there are free samplers available for viewing and for use at each level.
<www.caslt.org/what-we-do/resources-fa-fsl_en.php>
ÇA MARCHE! (Pearson Education)
Click on this link for rubrics for all final projects in Ça marche!
<www.pearsoned.ca/school/fsl/anglais/ca_marche/teacherSup.html>
Subject/Title
Description
ACTI-VIE (Nelson)
This link contains rubrics to go with each unit in Acti-Vie
Website
<www.nelson.com/nelson/school/elementary/corefrench/activie/rubric_national.html>
Subject/Title
GENERAL RUBRIC DEVELOPMENT
Description
A five-part series showing how to create, weight and implement rubrics for a variety of subjects.
Website
<www.teachervision.fen.com/teaching-methods-and-management/rubrics/4521.html>
Subject/Title
GENERAL RUBRIC DEVELOPMENT
Description
Website
This site also contains information in designing rubrics.
<www.rubistar.4teachers.org>
Consider developing rubrics together with your students.
The websites above will help get you started.
38
lf-evaluation
For teacher se
uation, consider
and school eval
beginning
the templates
is guide.
th
on page 23 of
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
Section 4
L’ANNÉE
SCOLAIRE
THE BIG PICTURE
C'EST
LE MOIS D'AOÛT…
By this time of year, teachers are thinking about the year ahead, the big picture. To create a dynamic French class
where students are engaged and at ease, now is the time to consider the following:
z
Physical space
z
Materials and equipment
z
Ambience
z
Routines
z
Language Strategies
z
Benefits of learning French
z
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 itinerant
teacher. When organizing the physical setup of your classroom or your cart, you will want to reserve space for the
following:
z
curriculum documents from BEF
z
support documents as recommended by BEF
z
an approved series as recommended by BEF
z
French posters
z
reading material in French
z
a CD player
z
multi-media equipment for support (possibilities: a digital camera, computer, projector, smartboard)
z
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 or
whole-class learning.
L’ANNÉE S
C
OLAIRE
- THE BIG PICTURE
41
C'EST
LE MOIS D'AOÛT…
(continued)
Îlot de 2
Îlot de 3
Îlot de 4
13 îlots de 2
26 élèves
9 îlots de 3
27 élèves
6 îlots de 4
24 élèves
Îlots placés selon des formes spéciales
Demi-cercle
Double U
12 élèves
17 élèves
V avec dyades
8 élèves
6 élèves
26 élèves
17 élèves
27 élèves
Îlots où l'on a combiné des regroupements différents
Îlots de 4 avec îlots de 2
(pour élèves ayant des
degrés de maturité différents
sur le plan comportemental)
îlots de 4 avec îlots de 3
Source : Caron, Jacqueline. 1994. Quand revient septembre : Guide sur la gestion de classe participative.
Volume 1. Montréal : Les éditions de la Chenelière, p. 431. Reproduit avec permission.
42
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
THE ITINERANT TEACHER
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.
plus...
Pour en savoir
ult
tire article, cons
To read the en
e.
bl
ta
à
Tout le monde
L’ANNÉE S
C
OLAIRE
Reproduced with permission of © Christine Roberts. All rights reserved.
- THE BIG PICTURE
43
COUP D’ŒIL
LA
SUR L’ANNÉE
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 Basic
French. 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.
Juillet
Purchase/order
material needed.
Août
Install French
bulletin board
by French
classroom.
Septembre
Octobre
Novembre
Décembre
French Café
hosted by Grade
10 students: menu,
Jordan Hanson's
Grades 10 and 11
advertising, planReading Club
show with
attend sessions
ning, decorating,
promotion: offer
drums offered to
on film-making
invitations
to all Basic French
Grades 10 and 11.
(Freeze Frame).
(all students and
students. Draw
(Could invite
Grade 10 students
staff invited as
at the end of the
Grades 7 and 8
produce
well as the local
month.
students to
mini-movies.
newspaper
attend).
representative, the
superintendent,
parents).
Post bursaries
and exchange
programs offered.
Post upcoming
French events in
the surrounding
communities and
shows/workshops in school.
School movie
festival. All students
are invited to
French talent
participate during
show/dance
lunch hours. Basic
(Michel Allard
French student
from Radio
Grade 10 students
productions are
Envol 91 FM DJ):
visit an authentic
shown as well as
promoted and
French restaurant.
professional French
organized by
movies (which can Grade 11 students
be borrowed
during a lunch
throughout the
hour in the gym.
year). Popcorn
provided.
Print pictures
from previous
year and
type titles/
comments.
Post a list of
French expressions
to be updated
weekly.
Interested
Grade 11 students
students and
make books/
parents may attend movies and share
Cinémental
them with the
(Winnipeg's
elementary
annual French
students
language Filmfest.)
(Grades 4-5).
Assemble
scrapbook to add
to class library.
Post Basic French
link on school
division website.
Book
artists/guests.
44
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COUP D’ŒIL
(continued)
SUR L’ANNÉE
Janvier
Février
Cross-Grade
Activities:
Day trip to Festival
After researching,
du Voyageur
Grade 12 students
offered to all
visit elementary
Basic French
classes and share
students in the
practical strategies
2nd semester.
to help them learn
French.
Mars
Reading Club
French lunch
hour activities
such as
Festival de
la francophonie:
organized by the
Grade 11 students.
Grades 7 and 8
invited to attend.
Cards
Scrabble
Pictionary
Avril
Concours
d'art oratoire
(school and
divisional levels).
Workshops on
improvisation with
Frères Gosselin
and Natalie
Labossière.
Mai
Juin
Concours d'art
oratoire
(provincial).
Grade 9 students
create a piece of
art representing
their personalities.
Invite Grade 6
students to
their guided
art gallery.
Invite a
French/bilingual
artist to give
us a session
on writing and
designing articles.
Grade 12 students
do a PowerPoint
presentation to
the middle school
students and the
Basic French
senior high
students on their
trip to Québec.
Grade 12 final
exam: students
build a French
portfolio including
cover letter,
Grade 11 students resume, samples
produce a French
of work and
Interested
magazine which
certificates.
students to attend
will be added to
Students are
le Cercle Molière
the class library
interviewed in
one evening.
for all grades
French for the
to read.
position they have
applied for and
finally, students
work for one
day in a French
environment.
Trip to Québec.
(Grade 12)
Reproduced with permission of © Marie-Josée Morneau, 2008. All rights reserved.
L’ANNÉE S
C
OLAIRE
- THE BIG PICTURE
45
COUP D’ŒIL
(continued)
SUR L’ANNÉE
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.
Note: Depending on student interest and input, themes and time frames may be altered.
Dates
Themes
Ça commence! :
Ma communauté*
(Pearson Education)
Septembre
Octobre
An introductory theme
in which students
recognize and use
vocabulary related to
community places and
activities.
Ça marche! :
Bon appétit*
Octobre
Novembre
(Pearson Education)
Food festivals and
celebrations
Final Project
(Based on
outcomes)
Assessment
of Learning
Mini-projects:
Create and
present a slide
show of places in
the community.
Present a
conversation
about community
activities.
In the context of
a cooking show,
students present
their favourite
recipe.
Two written and
oral evaluations
Completion of a
questionnaire:
What can I do now in French?
Revisit the
questionnaire
Question/answer activities
in class, dialogues, teacher
observation.
(self-assessment,
see previous
column)
Group project
Student reflection in journal
entries, teacher observation
(individual
performance within
group)
Listening/comprehension
exercises in class
Written test
Self-evaluation
Self-evaluation (journal)
Peer evaluation
Awareness of French
expressions through
assessment activities
(e.g. board game)
Tout ados :
Vagabonds
de l'espace
Novembre
Décembre
Sample Assessment for
Learning Strategies Related
to Outcomes and Planning
(Nelson)
Create and present
an episode of
Comic strip format
Science fiction
Adventure story
Vagabonds
de l'espace.
(Focus on reading
strategies)
Assessment for Learning:
Weekly dramatization of
scenes from comic strip
Assessment tracking sheet
Assorted blackline
masters and work
book activities
related to each
sub-task
Final project
Peer assessment
Develop rubric for project
*These materials may also be used in Grade 7.
46
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COUP D’ŒIL
(continued)
SUR L’ANNÉE
SAMPLE GRADE 8 FRENCH COURSE OUTLINE
Dates
Themes
Bibliothèque
Janvier
Students read a novel
in French.
Final Project
(Based on
outcomes)
With a partner,
create a diorama
based on their
novel.
Sample Assessment for
Learning Strategies Related
to Outcomes and Planning
Assessment
of Learning
Assist in the choice of
appropriate books based
on student interest and ability
Dramatize a
chapter from
the novel
Assessment for learning:
Adaptation of 'literature
circles' with activities to
provide teacher and peer
support when reading
the books
Submit a booklet
based on
comprehension
activities
Final project
Cultural Enrichment: Students will attend la fête française (Brandon School Division event) in order to experience
a French festival.
Février
Mars
Tout ados :
Fêtes et Mardi gras
(Nelson)
Research and
present an oral
report on a festival
Discussion and activities to
assess awareness of types of
festivals and examples of
francophone festivals
Completion of four subtasks
(each with rubrics) leading
up to the final report
Avril à
Juin
Ça marche! :
Mordu du sport!
(Pearson Education)
Create and present
a sportscast with
a partner, including
an interview with
an athlete
Assessment
of Learning:
Final project
Self-assessment
at the end of term
Assessment
of Learning:
Self and peer assessment of
a variety of activities leading
to the final task
Reading test
Assessment tracking checklist
Year end
self-evaluation
Final project
The assessment strategies listed in this table are provided in the five units indicated.
L’ANNÉE S
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47
CRÉER
C’EST
LA ZONE FRANÇAISE
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 and
appreciate la zone. They will be surrounded by French posters, expressions and evidence of culture. The goal is to
foster motivation and learning through active participation in listening, speaking, reading and writing activities. You
achieve this with l'approche communicative-expérientielle which leads to authentic communication while enjoying
learning 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 applies
them to second language class. According to researcher Martha Kaufeldt, “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 projets, hands-on experiences, and meaningful tasks, you can actually prompt students’ brains to grow
and develop”.*
*Source : Kaufeldt, Martha. Teachers, Change your Bait! Brain-Compatible Differentiated Instruction, p. 16.
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 your
French 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.
L’AMBIANCE
Create a positive, enriched learning environment that promotes well-being, risk-taking and engagement.
This is accomplished by ensuring that:
Your tables are arranged, your bulletin boards are done.
There are posters and signs with commonly used French expressions on display.
z Everything is labelled in French, using different colours for masculine and feminine words.
z You have music resources and a CD player available.
expert, says
z You have considered seating, classroom routines
ge acquisition
ua
ng
la
n,
he
as
quisition is
Stephen Kr
and placement of classroom supplies.
nd language ac
co
se
to
y
ke
e
vironment".
that th
a low-anxiety en
z There is a Bienvenue! sign on the door.
in
t
pu
in
e
bl
si
en
z
z
"compreh
48
(Schütz, 2007)
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
CRÉER
(continued)
LA ZONE FRANÇAISE
This podcast is highly recommended. Its message may surprise you.
“Use of the L1 in the L2” by Miles Turnbull
<www.caslt.org/what-we-do/resources-podcast-series_en.php>
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 singning 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 76.)
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.
For more "Best Practices", visit
<www.edu.gov.mb.ca/k12/cur/french/practices.html>
LES ROUTINES
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 schedule
provides structure, reminds students of the expectations and also captures their attention and curiosity.
1
Mini-activité
(5 minutes)
2
3
4
Activité en dyade
(5 minutes)
Leçon du jour (20 minutes)
Chanson
(5 minutes)
Horaire
du jour
L’ANNÉE S
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- THE BIG PICTURE
a. Activité d'écoute
b. Lecture
c. Activité écrite
49
CRÉER
(continued)
LA ZONE FRANÇAISE
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.
DAY ONE: UNE
Develop a system with your students to enable them to demonstrate
quickly their level of understanding. This strategy will help students to
feel more at ease and they will begin to take more risks.
Here's one approach that may
reassure students, but also allow
you to teach en français from the
beginning.
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.
Greet the students in French
and get them seated. Then tell
them that you are only going to
speak in English for two minutes
(use a stopwatch).
LES OUTILS DE LANGUE
1
Tell them that if they don't
understand "That's okay!" Just
watch for gestures, other clues.
2
If French is a second language for
you, the teacher, share personal
anecdotes of your own learning
experiences. Explain that this is
crucial to the learning process
(similar to young children
acquiring first language).
3
State that at the end of the class
period you will debrief with them
for five minutes in English to see
what they understood (“You
recognized two words!
Formidable!”), and to make
sure they didn't miss crucial
information.
4
After a reasonable time period
following this routine, praise
them for their progress and begin
cutting down the debriefing
period to two minutes. Eventually
you will only debrief in English
occasionally.
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. Teachers
may wish to introduce an expression each day and create a poster of
these expressions. Consider having your students design these posters.
For higher grades, provide students with handouts of expressions to use
in class. See Trousse de survie (page 58) and Expressions utiles (page 61).
It is always important to display posters with basic expressions as guides
or 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 time
speaking French with other students, always ensuring that they have
the necessary language to accomplish the task en français.
50
STRATÉGIE
POUR LA RENTRÉE
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
CRÉER
LA ZONE FRANÇAISE
(continued)
LES STRATÉGIES
Students require strategies to be able to understand and communicate in French. Each approved series contains
excellent language learning tips and strategies for students. These strategies are key to second language learning.
Begin to teach these strategies the first week of school. Help students practise using them throughout the year.
Voici quelques stratégies d'écoute :
z Chercher les mots-amis et les mots familiers
z Regarder les gestes et le visage de la personne qui parle
z Écouter le ton de la voix
z Considérer le contexte de la conversation
z Utiliser les expériences personnelles
z Utiliser les aides visuelles
Teachers may wish to brainstorm with students for strategies. Update the list as students learn new strategies. It is
important for them to be aware of how they learn. Have students reflect regularly on which strategies they have
used and which ones work best for them. They will be amazed at how many strategies they already know and use!
LE POURQUOI
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, other
suggestions are found below and on the following page.
Le français m'ouvre le monde/Open your world with French is a ten-minute
DVD 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 American
Association of Teachers of French. It can be purchased online at:
<www.frenchteachers.org/hq/materials/material.htm#Making%20Global
%20Connections> (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 that
could 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.
L’ANNÉE S
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51
CRÉER
(continued)
LA ZONE FRANÇAISE
POURQUOI
ÉTUDIER LES LANGUES?
SYSTÈMES
LANGUES DE LA CLASSE (tous niveaux)
En commun, faites la liste de toutes les langues parlées dans la classe
par les élèves et le professeur.
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. Puis affichez vos résultats dans la classe.
Teachers may decide to put
into place reward systems, to
encourage students to participate
in class.
MOT PRÉFÉRÉ (tous niveaux)
Dites quel est votre mot préféré en français, puis cherchez la
correspondance de ce mot en cinq autres langues.
Créez une illustration (dessin, collage, panneau) qui intègre les six mots.
APPRENDRE UNE LANGUE
En petits groupes, cherchez des idées sur le thème
« Pourquoi apprendre une langue étrangère?»
Exemples de réponses : C'est pour le plaisir/C'est une histoire
d'amour/Ça permet de parler à d'autres/C'est pour me faire
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.
DE RÉCOMPENSE
Used at the teacher's discretion,
reward systems are intended for
fun, for variety and to provide
immediate positive reinforcement
to students.
Adolescents (adults, too!) can not
always focus on the long-term
goal. Short-term rewards can help
to pave the way. French rewards,
(jouer au base-ball dehors en
français, jouer les jeux pendant
une période de classe) can
encourage students and add the
important fun factor to learning
French.
However, avoid relating
participation or good behaviour
to a student's grade; grades are
determined by a student's ability
to demonstrate his mastery of
a learning outcome.
CONSEILS
En petits groupes, en dix minutes, élaborez 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 <www.leplaisirdapprendre.com/Jouer-avec-les-mots.html>
MAINTENIR LA ZONE
A variety of daily activities support and maintain la zone française, and keep it vibrant. The following activities peek
interest 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 discussion,
dictionaries (regular 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:
<www.French.about.com>
current themes of study
z page 63 of this document
z
z
52
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
CRÉER
(continued)
LA ZONE FRANÇAISE
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 them
establish a personal baseline. It is then important to target selected items on the list, to practise them regularly with
students and to celebrate their progress with them. Here's an example. Modify as appropriate for your students…
Self-assessment questionnaire SAMPLE
What 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.
En français, can you…
Sept.
Oct.
Nov.
Dec.
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?
(Adapted from Canadian Association of Second Language Teachers, 1996)
L’ANNÉE S
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53
CRÉER
(continued)
LA ZONE FRANÇAISE
TO SUMMARIZE
“La zone française” needs…
z clear expectations
z a context that supports risk-taking
z expressions, vocabulary and language patterns that permit interaction
z an understanding of language learning strategies
z daily opportunity to practise communication in authentic situations
z an ongoing understanding of student progress
z an awareness of the benefits of language study
Ma salle de classe
OUI
Teachers, complete this
questionnaire to help you
get started and to assure
that all necessary elements
for la zone française have
been considered.
NON
ACTION
Looks like…
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 and
thematic 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.
Sounds like...
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 with
one another.
My students listen to French music, French radio and they watch
French videoclips/television and or movies.
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.
54
MAINTENANT TOUT EST PRÊT! C'EST LE MOMENT DE VÉRITÉ!
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
UNE ACTIVITÉ
PARLONS
POUR LA PREMIÈRE SEMAINE
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.
Goals of the activity are to:
Set the stage for authentic communication in the Basic French classroom
z Have students feel at ease while speaking French in class
z Give students the opportunity to share personal experiences to become aquainted with classmates
z Introduce and review vocabulary
z Integrate listening strategies
z Appreciate and reflect on others' work
z
PRÉACTIVITÉ
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 français
about each image. (If you prefer, bring in photos/images.) Interact orally with the students. Students just need to get
a global understanding of what you are drawing and saying. After completing each illustration, write the appropriate
title underneath:
Aujourd'hui, je vais me présenter (point to yourself)...
Centre:
MOI
(stick figure, point to yourself…) Regarde mes lunettes, mes cheveux bruns...
Upper left-hand corner:
MES VACANCES
Lower left-hand corner:
J'AIME
(nourriture, loisirs…) J’aime la pizza.
Lower right-hand corner:
MES ACTIVITÉS
Upper right-hand corner:
MA
L’ANNÉE S
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(voyage, lac...) Je suis au lac! J'adore le lac. Qui va au lac?
FAMILLE
- THE BIG PICTURE
(what will students do during the school year)
J’adore jouer au soccer.
(ou mes amis) J’ai deux frères.
55
UNE ACTIVITÉ
(continued)
ACTIVITÉ
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:
Pliez le papier en deux comme un hotdog (lengthwise-model for students)
Après, pliez le papier comme un hamburger (crosswise-model for students)
z Ouvrez le papier. Maintenant vous avez quatre boîtes!
z 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.)
z Écrivez “Moi” au centre de la feuille.
z
z
Walk around the class talking en français about their efforts. Depending on ability, furnish individual students with
key vocabulary (see # 2 next page), or have students copy the titles.
MA FAMILLE
MES VACANCES
MOI
J’AIME
56
MES ACTIVITÉS
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
UNE ACTIVITÉ
(continued)
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.
Bonjour! Je m'appelle ______________________________________________.
Mon anniversaire c'est ______________________________________________.
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 _________________________.
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!)
J'ai vraiment aimé...
Une suggestion…
Bravo! Félicitations
pour…
For more peer
s, see
assessment idea
ent
sm
the CASLT Asses
le
er vel.
Toolkit, beginn
L’ANNÉE S
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57
UNE ACTIVITÉ
(continued)
POSTACTIVITÉ
Extending the Learning
The following are two suggestions:
1. Students change groups and ask each other questions about their poster
Qu'est-ce que tu aimes faire?
Quel genre de musique aimes-tu?
z Quelles sont tes activités préférées?
z Ton frère, comment s'appelle-t-il?
z Qu'est-ce que tu as fait pendant tes vacances?
z
z
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.
One language sets you in a corridor for life.
Two languages open every door along the way.
Frank Smith
(Language Learning Quotes, 2003-2007)
TROUSSE
DE
SURVIE
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.
58
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COMMUNICATION TOOLS
FOR
STUDENTS
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.
L’ANNÉE S
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59
COMMUNICATION TOOLS
60
FOR
(continued)
STUDENTS
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.
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COMMUNICATION TOOLS
EXPRESSIONS
FOR
(continued)
STUDENTS
UTILES
Est-ce que je peux (Puis-je)…
tailler mon crayon?
aller boire de l'eau?
aller à mon casier?
emprunter ton correcteur liquide?
emprunter un crayon?
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.
EXPRESSIONS
POUR TRAVAILLER EN GROUPE
:
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?
L’ANNÉE S
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61
COMMUNICATION TOOLS
FOR
STUDENTS
(continued)
EXPRESSIONS D'ENCOURAGEMENT :
C'est bien ça!
C'est fantastique ça!
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.
AIMER :
J'aime…
J'ai bien aimé…
J'adore…
J'ai adoré…
Je préfère…
J'aimerais mieux…
Je suis mordu de…
DÉTESTER :
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.
ÊTRE
INDIFFÉRENT
:
Ça m'est égal.
Peu importe.
62
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COMMUNICATION TOOLS
LE
FOR
(continued)
STUDENTS
MOT DU JOUR
En français
En anglais
Ah bon?
Really?
avoir la pêche
to be in fine form
avoir le cafard
to have the blues
Ça m'est égal
It's all the same to me/it doesn't matter to me
épouvantable
terrible/dreadful
être enrhumé
to have a cold
Impec!
Great! Terrific!
l'informatique
computer science
la bouffe (fam.)/bouffer
food/to stuff oneself with food
Laisse tomber!
Forget it!/Never mind!
le brouhaha
hubbub, confusion, noise
malin
smart, clever
Qu'est-ce qu'il fiche?
What (the heck) is he doing?
Quel dommage!
What a shame!
sympa (fam.)
cool, likeable, nice
Tant pis!
Too bad!
télécharger
to download
têtu
stubborn
un ado (fam.)
a teenager
un bobo (fam.)
a boo-boo (a little ache or pain)
un défi
a challenge
un rendez-vous
an appointment, a date
un comédien/une comédienne
an actor/actress
L’ANNÉE S
C
OLAIRE
- THE BIG PICTURE
63
64
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
Section 5
LE
COIN DES JEUX
FUN AND GAMES
POURQUOI
LES JEUX?
As teachers, we are all aware of the value of games and activities as a teaching tool. Games can be a terrific support
for learning. They are useful:
in providing a relaxed context for risk-taking
in building esprit de corps in the classroom
z for language interaction in an authentic situation (Qui commence? C'est ton tour! J'ai gagné!)
z as a way of practising and reviewing structures and idiomatic expressions
(La voilà, je n'ai pas de…, il y en a trois…)
z
z
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.
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).
Here are a few questions to consider in order to maximize the learning value of games:
what is the specific purpose to the game?
z does it provide for oral interaction among students?
z are all students involved? (Can the game be played in small groups to increase student participation?)
z
?
En veux-tu plus
ns
d'exemples da
Il y a beaucoup
ples
am
tes… These ex
be
les pages suivan
ld
ou
a guide and sh
t
are to serve as
en
er
ff
ond to the di
.
ts
adapted to resp
en
ud
rests of your st
levels and inte
LE COIN D
ES JEUX
- FUN AND GAMES
67
DIX
JEUX POUR PRATIQUER LES NOMBRES
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! instead
of saying the number. (Example: un, deux, trois, quatre, cinq, six, Zut, huit… The student who does not remember, sits
down.
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!
Exemple A :
Exemple B :
Élève 1 :
un, deux…
Élève 2 :
trois, quatre, cinq…
Élève 3 :
six…
Élève 4 :
sept, huit…
Élève 5 :
neuf…
Élève 6 :
dix! This student is now out.
Élève 1 :
un, deux…
Élève 2 :
trois, quatre…
Élève 3 :
cinq, six, sept…
Élève 4 :
huit, neuf…
Élève 5 :
dix! This student is now 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; they
should not show their numbers to others. Place a (toy) phone on a table at the front of the room. Using your master
list, choose a number at random and say it aloud very quickly.
Example: (with phone number 489-3271)
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 his
card, must race to the front, pick up the phone and say "Oui, allô?" The first student to answer the phone scores a
point for his team.
4. PLUS
HAUT, PLUS BAS
: (GUESS THE
NUMBER)
Enseignant : Je pense à un nombre entre quarante et quatre-vingt.
Qu'est-ce que c'est?
(Réponse : 78)
Élève : 42!
Enseignant : Plus haut!...
68
L’élève qui devine
le nombre peut
choisir le prochain.
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
DIX
JEUX POUR PRATIQUER LES NOMBRES
(continued)
5.TAXI :
One student is designated as the taxi. He moves to stand beside another student (who is seated). The teacher calls out
a number question (ex. trente-trois divisé par trois). The first student of the pair who calls out the correct answer
becomes the taxi and continues on to stand 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 between
them. The teacher calls out math questions (exemple : Deux plus quatorze font…). Students must give the answer aloud
before 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 one
behind the other in two teams facing the board. The first student in each line has une brosse. The teacher calls out a
number. The first student who runs to the board, finds the number and erases it, wins the point for his team. Students
then pass the brush to the next student and go to the back of the line.
9. CERCLE
MAGIQUE
: (SEE
PAGE
74
FOR TEMPLATE)
Use a set of index cards (one per student). Each card has a mathematical 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 correct
answer reads it aloud. Then, he turns over the card, reading out his question. Time how long it takes to go through the
whole 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 product
of the two numbers rolled wins the point. For younger students, they can be asked to add the two numbers.
LE COIN D
ES JEUX
- FUN AND GAMES
69
DIX
1. JE
JEUX POUR PRATIQUER LE VOCABULAIRE
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 current
unit, students write one vocabulary word in each of the first three squares. Variation: Have younger students make a
simple sketch of the word, rather than spell it. Students then walk around the room. They do not show their grid to
other students; this is an oral and listening activity. Student 1 reads his three words to Student 2. Student 2 chooses
one of these words and adds to his sheet. They then reverse roles. Then they move to other students. Once most of
the 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 and
le 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 of
words 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 76 and 77 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 student
involvement, play in pairs or with small groups. Students can also be asked to use the word in a sentence.
70
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
DIX
(continued)
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
84
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 cover
the squares.
8. CERCLE
MAGIQUE
: (SEE
EXPLANATION PAGE
69)
Make a new set of cards using vocabulary from a given unit. Teach students a new question/answer structure to say
such 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 a
circle. Using a sponge ball, a student throws the ball to another person in the circle, calling out one word or phrase or
expression from the theme (exemple: le chat). The student who catches the ball continues by throwing the ball to a
different student and calls out a word, phrase or expression from the theme. Students cannot repeat a word that has
already 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 following
website: <www.puzzlemaker.discoveryeducation.com>.
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
<www.francparler.org/fiches/jeux_sommaire.htm>
LE COIN D
ES JEUX
- FUN AND GAMES
71
DIX
JEUX POUR COMMUNIQUER
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 blanks
with 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
I_
_
_
u_ _
d_n__
ce
____
au
_y_____.
2. BAVARDO :
This is a great game for oral communication and is particularly suited to senior high students. See page 78 for a detailed
explanation.
3. SENTENCE STRUCTURE ACTIVITY:
This game is suitable for students who are practising certain sentence structures. Type out approximately 7 sentences.
(Students should have already practised each sentence in class.) Cut each sentence into separate words and place them
in a plastic snack bag. Divide the class into as many groups as you have sentence bags. Each group is given one piece
of paper to record their sentences and one bag. Students have a few minutes to unscramble the words and record the
sentence. Ring a bell and pass each bag to the next group. This continues until all groups have written the 7 sentences.
Review the sentences together. Each sentence is worth 2 points. Half a point is deducted for each word that 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 the
end 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 (6-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 80 for explanation.
7. ENTREVUE :
These activities provide opportunities to interview classmates and practice oral communication.
See templates on pages 81, 82 and 83.
72
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
DIX
(continued)
JEUX POUR COMMUNIQUER
8. CERCLE
EXTÉRIEUR/CERCLE INTÉRIEUR
:
Divide students into 2 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 81 can be used for this activity.
9. NOS
PRÉFÉRENCES
: (SEE
PAGE
79
FOR TEMPLATE)
Together with students, brainstorm lists of examples in a variety of categories: foods, musical groups, sports... Have
each student create his or her own sondage using the template. (Students are then asking different questions for more
authentic 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 the
en 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…).
Then divide the class into clients and vendeurs. Using play money, students buy a given number of products from their
classmates during a limited amount of time, then describe their purchases. They then switch roles, so that the vendeurs
become 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…
LE COIN D
ES JEUX
- FUN AND GAMES
73
LES
JEUX
CERCLE
: FEUILLES
MAGIQUE
REPRODUCTIBLES
(SEE
GAME DESCRIPTION PAGE ON PAGE
69)
74
71 + 50
13 + 30
15 + 50
14 + 40
Côté B
Côté B
Côté B
Côté B
33 + 29
Côté B
14 + 16
Côté B
12 + 23
Côté B
Côté A
Côté A
Côté A
Côté A
Côté A
Côté A
Côté A
Question : Combien font 12 plus 23?
Réponse : 12 plus 23 font 35
= 13
= 35
= 30
= 62
= 121
= 43
= 65
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
ES JEUX
26 - 19
100 - 78
200 - 100
75 - 25
24 - 11
- FUN AND GAMES
Côté B
Côté B
Côté B
Côté B
14 - 11
Côté B
50 - 25
Côté B
19 + 18
Côté B
Côté A
Côté A
Côté A
Côté A
Côté A
Côté A
LE COIN D
(continued)
REPRODUCTIBLES
Côté B
: FEUILLES
Côté A
JEUX
Côté A
LES
= 54
= 37
= 25
=3
=7
= 22
= 100
= 50
75
LES
JEUX
: FEUILLES
DEVINETTES (SEE
PAGE
70 - QUI
SUIS-JE?)
Je suis gros.
J’ai deux roues.
J’ai aussi deux ailes.
Je vole.
Je suis très gros.
J’ai quatre roues.
Je roule sur les routes du Manitoba.
Je transporte les enfants
et les grandes personnes.
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.
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.
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.
76
(continued)
REPRODUCTIBLES
Qu’est-ce
que c’est?
UN AVION
Qu’est-ce
que c’est?
UN AUTOBUS
Qu’est-ce
que c’est?
UNE HORLOGE
Qu’est-ce
que c’est?
FACEBOOK
Qu’est-ce
que c’est?
LA GRADUATION
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LES
JEUX
: FEUILLES
VEDETTES (SEE
PAGE
(continued)
REPRODUCTIBLES
70 - 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 the
front of the room and the remaining students ask them the questions indicated and try to guess the identities of
each star by the process of elimination.
HELEN PAGE
SANDRA BULLOCK
JENNIFER LOPEZ
J’ai mal au bras.
J’ai mal au bras.
J’ai mal à la tête.
J’ai mal aux yeux.
J’ai mal à l’épaule.
SPIDERMAN
MICKEY MOUSE
TARZAN
J’ai mal au bras.
J’ai mal à l’oreille.
LUKE SKYWALKER
HOMER SIMPSON
HILLARY DUFF
J’ai mal au bras.
J’ai mal au bras.
J’ai mal à la jambe.
Est-ce que tu as mal...?
Oui, j’ai mal... .
Non, je n’ai pas mal... .
LE COIN D
ES JEUX
- FUN AND GAMES
77
LES
JEUX
: FEUILLES
BAVARDO (SEE
(continued)
REPRODUCTIBLES
GAME DESCRIPTION ON PAGE
72)
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 un
verbe 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 des
élèves.
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.
S
10 POINT
S
20 POINT
Qu'est-ce que c'est? (objets dans la salle de classe, cartes avec dessins, ou photos)
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 ___________________________________.
S
30 POINT
Pose une question à quelqu'un dans la classe.
S
40 POINT
Parle-moi de cette photo. Donne trois phrases complètes.
78
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LES
NOS
JEUX
: FEUILLES
PRÉFÉRENCES
(continued)
REPRODUCTIBLES
(SEE
73)
Exemple :
Thème : les sports
Est-ce que tu aimes… Oui, j’aime... Non, je n’aime pas... Non, je déteste...
Activité
jouer au soccer
Oui : (Nombre d'élèves)
III
Non : (Nombre d'élèves)
IIII II
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
Thème : les émissions de télévision
Est-ce que tu aimes…
Émission
LE COIN D
ES JEUX
- FUN AND GAMES
Oui : (Nombre d'élèves)
Non : (Nombre d'élèves)
79
LES
À TOI
JEUX
: FEUILLES
(continued)
REPRODUCTIBLES
DE PARLER
Ce jeu a pour but de faire parler les élèves. Il serait bon de pratiquer d'une façon informelle pour que les élèves
soient à l'aise de parler spontanément.
Sur des cartes, écrivez des sujets (un sujet par carte).
Par exemple :
Les Blue Bombers de Winnipeg
L'émission « Canadian Idol »
Les devoirs
Mr. Bean
Les Skittles
Les vacances d'été
Notre école, etc.
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.
Maintenant, 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.
80
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LES
JEUX
: FEUILLES
ENTREVUE A (SEE
(continued)
REPRODUCTIBLES
PAGE
72)
Date : ________________________
Nom : ________________________
Travail de groupe : Élève A
1 - L’élève A pose les questions et l’élève B donne les réponses, en phrases complètes (p. 82).
2 - L’élève B pose les questions et l’élève A donne les réponses, en phrases complètes.
Questions possibles
1.
Comment t’appelles-tu? Quel est ton nom de famille?
2.
Quel âge as-tu?
3.
Quel est ton numéro de téléphone?
4.
Quelle est ton adresse?
5.
Quelle est la date aujourd’hui?/Quelle est la date de ta fête?
6.
Qu’est-ce que tu portes aujourd’hui?
7.
Est-ce que tu as des sœurs/des frères? Combien?
8.
Est-ce que tu as un animal domestique? Comment s’appelle-t-il?
9.
Qu’est-ce que tu adores manger?
10.
LE COIN D
ES JEUX
Quelle est la capitale du Canada?/du Manitoba?
- FUN AND GAMES
81
LES
JEUX
: FEUILLES
(continued)
REPRODUCTIBLES
ENTREVUE A (SUITE)
Date : ________________________
Nom : ________________________
Travail de groupe : Élève B
1.
Je m’appelle ____________________________________________
Mon nom de famille est ___________________________________
2.
J’ai ______________ ans.
3.
Mon numéro de téléphone est _____________________________
4.
Mon adresse est _________________________________________
5.
La date est le ____________________________________________
La date de ma fête est le ___________________________________
6.
Aujourd’hui, je porte _________________ et __________________
7.
Oui, j’ai ________________________ sœur(s)/frère(s).
Ou, non, je n’ai pas de sœurs/de frères. Je suis fille/fils unique.
8.
Oui, j’ai un ____________________. Il s’appelle ________________
Non, je n’ai pas d’_________________________________________
9.
J’adore manger __________________________________________
10.
La capitale du Canada est _______________________________
La capitale du Manitoba est _________________________
82
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LES
JEUX
: FEUILLES
ENTREVUE B (SEE
REPRODUCTIBLES
PAGE
(continued)
72)
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.
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.
LE COIN D
ES JEUX
J'adore
- FUN AND GAMES
83
LES
JEUX
: FEUILLES
CONCENTRATION : UN
(continued)
REPRODUCTIBLES
JEU DE MÉMOIRE
(SEE
71)
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.
84
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
Section 6
UNE
LANGUE VIVANTE
CULTURE AND BASIC FRENCH
THE IMPORTANCE
OF
CULTURE
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 is
different from their own. It is therefore very important that language learning be
connected 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:
A different language
is a different vision
of life. (Fellini, 2008)
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 (National
Core French Study:
A Synthesis, 1990, p.47).
ensure that your classroom contains a rich variety of age-appropriate French literature, art and music
z bring in French speakers and organize field trips
z share your own travels, and your personal experiences that illustrate your understanding and appreciation
of la francophonie
z create projects that explore different aspects of Francophone culture
z teach a specific unit on a cultural theme such as les fêtes francophones or la musique francophone
z use varied vocabulary and expressions in your studies and explain their origin (e.g. different expressions
used in France vs. Canada)
z visit museums sites online from different Francophone countries
<www.louvre.fr/llv/commun/home.jsp>
<www.beaux-arts.ca/francais/index.html>
z have students listen to a French radio program for young people
z compare French and English language television advertisements
z visit online French department stores such as Les Galeries Lafayette
<www2.galerieslafayette.com/index.do> and go shopping
z
UNE
LANGUE
VIVANTE
- CULTURE AND B ASIC
87
FRENCH
THE
(continued)
IMPORTANCE OF CULTURE
create a list of "Top Ten" French websites to visit
z read an article in a French newspaper or magazine
z research a French-Canadian artist
z visit a rural Francophone community
z choose a French destination and request travel brochures en français
z research the origins of our national anthem, “O Canada”
z
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 each
communicative-experiential unit of your approved series already contains a cultural dimension that you can incorporate into your teaching. Finally, if teaching culture seems daunting, remember the adage: the best way to learn something 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 of
the unique French culture, and its pride in Manitoba.
hite background
colours on a w
e
re
th
s
ha
g
ains dominate
itoban fla
like the great pl
g,
fla
The Franco-Man
e
th
of
lf
e.
ore than ha
itoban landscap
that occupies m
the Franco-Man
re the first
Red River, whe
e
th
ts
en
es
pr
y. It was
g re
ttom of the fla
the 19th centur
bo
of
e
g
th
in
at
nn
gi
nd
be
ba
e
planted.
at th
The red
Canada was im
itobans settled
rn
an
te
M
es
g
W
in
of
ak
ch
pe
French-s
Mother Chur
t-Boniface, the
.
there that Sain
ils in Manitoba
e most fertile so
ance
th
rt
of
po
e
im
m
e
so
th
s
at and
Valley ha
he
r
w
ve
es
Ri
liz
d
bo
Re
m
e
sy
Th
ities.
band,
itoban commun
ing on the red
an
st
-M
re
,
co
nd
an
Fr
ba
e
ld
The go
ent of th
to the developm
of agriculture
enting a
een leaf repres
gr
a
is
s
nd
ba
mmunity
llow
francophone co
h the red and ye
ng
ug
hi
ro
is
th
ur
g
flo
in
d
w
Gro
vibrant an
rn Prairie.
F, symbol of a
d in the Weste
an
s
on
iti
stylized capital
ad
tr
its
solidly rooted in
ica, p. 29.
e Heart of Amer
th
at
:
ity
un
m
e Com
ba’s Francophon
Source : Manito
88
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
COMMENT
FAIRE VIVRE LA CULTURE DANS LA SALLE DE CLASSE AU QUOTIDIEN?
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 both
inside 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 become
informed about la francophonie in Manitoba, Canada and around the world.
1
LA FRANCOPHONIE
Découvrir les pays ou les régions francophones. Visiter les lieux tels que les bibliothèques, les musées, les centres
communautaires. Faire connaître les traditions, les fêtes, les modes de vie et les valeurs des cultures francophones
à travers le monde.
z
Calendrier communautaire 233-Allô : <www.franco-manitobain.org/content/calendrier/index.php>
z
Site officiel des francophones du Manitoba : <www.franco-manitobain.org>
z
Patrimoine Canada : <www.pch.gc.ca/pc-ch/sujets-subjects/jeune-youth/index_e.cfm>
z
Site officiel du Carnaval de Québec : <www.carnaval.qc.ca/fr/scolaire.asp>
z
Sites culturels au Manitoba : <www.edu.gov.mb.ca/m12/progcul/sites.html>
z
Musées virtuels au Canada : <www.museevirtuel.ca>
z
La Maison Gabrielle-Roy : <www.maisongabrielleroy.mb.ca>
z
Tourisme Riel : <www.tourismeriel.com>
z
Site touristique officiel du gouvernement du Québec : <www.bonjourquebec.com>
z
Tourisme en France : <www.tourisme.fr>
z
Organisation internationale de la francophonie : <www.francophonie.org>
z
Francophone Holidays and Traditions: <globegate.utm.edu/french/globegate_mirror/fetes.html>
z
Le quartier français du village planétaire : <facultystaff.richmond.edu/~jpaulsen/gvfr_eng.html>
z
Afrique francophone : <www.lehman.cuny.edu/deanhum/langlit/french/afrique.html>
z
The Francofiles (French Holidays and Celebrations): <www.terrace.qld.edu.au/academic/lote/french/fetes/fetindex.htm>
z
Tralco-Lingo has a variety of DVD's for FSL classes: <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.
UNE
LANGUE
VIVANTE
89
FRENCH
COMMENT
(continued)
The approved series of texts for Basic French have a wealth of information regarding la francophonie.
Here are a few examples:
2
z
Les premières nations - Students are introduced to Aboriginal culture.
À la ronde 2, Nelson. (5e année)
z
La Francophonie - Students discover where French is spoken, a legend, and French Canadian explorers.
À la ronde 3, Nelson. (6e année)
z
Réunion à Québec - Students learn about Quebec by following the family's visit to the province.
Tout ados 1, Nelson. (7e année)
z
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)
z
En route vers la Francophonie - Students will learn about adolescents from the Francophone world.
Communi-Quête 2, Oxford. (8e année)
z
Nous, les Canadiens - Students will look at multiculturalism, citizenship, and famous Canadians.
Ça marche! 3, Pearson Education. (9e année)
z
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)
MONDE
DES COMMUNICATIONS
La radio, la télévision et les journaux sont d'excellentes ressources à exploiter dans la découverte de la culture et
l'apprentissage de la langue française.
PRESSE FRANCOPHONE
z Radio-Canada : Nouvelles et actualités du Manitoba <www.radio-canada.ca/regions/manitoba/index.shtml>
z Giga presse : Le guide des meilleurs journaux du net <www.giga-presse.com>
z Radio Canada : La zone jeunesse <www.radio-canada.ca/jeunesse>
z Magazine L'actualité : <www.lactualite.com>
z Actions Médias offers workshops on journalism: <www.envol91.mb.ca/jeunesse.html>
z La Liberté et le Journal des jeunes : <www.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
z Envol 91 FM - La radio communautaire du Manitoba : <www.envol91.mb.ca>
z
z
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.
Radio-Canada Manitoba (CKSB 90,5 FM) : <www.radio-canada.ca/regions/manitoba/index.shtml>
Radio France : <www.radiofrance.fr>
TÉLÉVISION
z Radio-Canada : <www.radio-canada.ca/television>
z La chaine de télévision TV5 : <www.tv5.org>
z TVA : <www.tva.canoe.com>
90
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PRÊTS, P
COMMENT
3
VISION
(continued)
HISTORIQUE
Faites une recherche sur les événements importants de l'histoire des francophones. Identifier les symboles,
drapeaux, 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.
z
Société d'histoire nationale du Canada : <www.societehistoire.ca/index.asp>
z
Société historique de Saint-Boniface : <www.shsb.mb.ca/englishindex.htm>
z
Chronologie de l'histoire du Québec : <www.pages.infinit.net/histoire/index.html>
z
Sites et attraits du Québec : <www.bonjourquebec.com/qc-fr/siteshistoriques.html>
z
Sites historiques de France : <www.france-voyage.com>
Des personnalités
Joseph 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 historiques
Carnac, 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 de Notre Dame de Paris, le château de Versailles, le monument commémoratif du Canada à Vimy.
4
MONDE
DES ARTS
Sensibiliser les élèves à la littérature, à la poésie, au théâtre, à la chanson, au cinéma et à l'art : ceux-ci stimulent en
effet leur imagination et renforcent l'apprentissage de la langue et la civilisation française.
z
Comptines, chansons et poésies : <www.momes.net/comptines/content.html>
z
Le cinéma québécois et international : <www.lecinema.ca>
z
L'Office national du film : <www.onf.ca>
z
Courts-métrages disponibles à visionner gratuitement : <www.silenceoncourt.tv>
z
Le Cercle Molière : <www.cerclemoliere.com>
French theatre in Winnipeg which offers a school program
z
Cinémental : <www.cinemental.mb.ca>
Manitoba's French-language Film Festival takes place annually in November. It offers a student program
and films appropriate for all ages
z
Freeze Frame : <www.freezeframeonline.org>
Freeze Frame offers workshops on film making and organizes an International film festival for children.
z
Cirque du Soleil : <www.cirquedusoleil.com>
z
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 <www.cpfmb.com>.
UNE
LANGUE
VIVANTE
91
FRENCH
COMMENT
(continued)
Des films
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.
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.
The approved series of texts for Basic French have a wealth of information regarding art education.
Here are a few examples:
z
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).
z
Studio Créateur - Students explore colour, art, texture and art of various artists such as Norval
Morisseau. Communi-Quête 3, Oxford. (9e année).
Artistes
Cirque du Soleil, Coco Chanel (couturière), Edgar Degas (peintre), Gustave Eiffel (architecte),
Édith Piaf (chanteuse), Jacques Prévert (poète), Auguste Rodin (sculpteur), Georges Seurat (peintre).
5
EXPRESSIONS
IDIOMATIQUES
z
Bonjour de France : <www.bonjourdefrance.com>
z
Office of the Commissioner of Official Languages : <www.ocol-clo.gc.ca>
z
Lexilogos Dictionnaire français : <www.lexilogos.com/francais_langue_dictionnaires.htm>
z
Dictionnaire/Synonymes/Conjugaisons : <dictionnaire.tv5.org>
z
Dictionnaire, Traductions, Synonymes, Grammaire : <www.le-dictionnaire.com>
6
AUTRES
z
Resources for Language Teachers : <www.cortland.edu/flteach/flteach-res.html#french>
z
Tennessee Bob's Famous French Links : <www.utm.edu/departments/french/french.html>
z
Ressources en français langue seconde : <www.uottawa.ca/~weinberg/french.html>
92
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PRÊTS, P
LA
LECTURE ET LA CULTURE
Sharing stories and contemporary texts helps students to discover Francophone culture. While they may not be able
to read Francophone stories without support, students can enjoy their culture through the discussion of illustrations
and simplified storylines. Also, students may know some of these stories in English. It can be a revelation for them to
realize the Francophone origins of this literature.
Here are some ideas of various types of texts to integrate culture:
z
Textes littéraires :
Textes informatifs :
Textes dialogués :
z Textes visuels :
z Textes expressifs :
z
z
contes, comptines, chansons, extraits de romans, nouvelles, légendes, poèmes,
livres albums
recettes, modes d'emploi, dépliants, revues, journaux
bandes dessinées, entrevues, extraits des pièces de théâtre
affiches publicitaires, cartes, symboles, logos, dépliants
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.
Le violon magique
Auteur : Félix Leclerc
Les bandes dessinées telles que Tintin, Astérix
et Lucky Luke sont aussi très populaires auprès
des jeunes <www.bande_dessinee.org>
Le chandail de hockey/The Hockey Sweater
Auteur : Roch Carrier
Visit this website to hear Roch Carrier read the story!
<www.archives.cbc.ca/sports/hockey/clips/1546-10372>
Nokum, ma voix et mon cœur/Nokum is my teacher
Si tu n'es pas de la prairie/If You're not from the Prairies
Auteur : David Bouchard
<www.davidbouchard.com>
Contes pour enfants
Comprend quatre histoires : “Ma vache Bossie”,
“Courte-queue”, “L’Espagnole et la Pékinoise”
et “L’empereur des bois”.
Auteure : Gabrielle Roy
LANGUE
VIVANTE
Le petit Nicolas
Auteurs : René Goscinny, Sempé
(Collection Folio Junior)
<www.gallimard-jeunesse.fr>
Destinations
Auteur : toute une collection d’auteurs
(Pearson Education Canada)
<www.pearsoned.ca>
Puulik cherche le vent
Auteur : Richard Alarie
UNE
Le petit prince
Auteur : Antoine de Saint-Exupéry
<www.facultystaff.richmond.edu/~jpaulsen/
petitprince/petitprince.html>
La parure
Auteur : Guy de Maupassant
93
FRENCH
LA
LA
MUSIQUE DANS LA SALLE DE CLASSE
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 a
pedagogical tool to support their teaching. Not only does music help students acquire language competencies but it
also 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. When
integrating music into your classroom, plan a before, during and after listening activity. Here are a few ideas to get
you started.
HOW TO USE MUSIC IN THE CLASSROOM FOR EXPOSURE
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
z Put up the lyrics on the overhead as they listen
z Ask students to find 3 words and write them down while they are listening
z Ask your students to stand up when they hear ____ (kinesthetic response)
z Post the bio and picture of the artist
z Make a collage of different artists
z Identify instruments heard in a song
z Classify the different genres of music
z Identify the emotions felt while listening to a song
z Make links between French songs and artists
z Have students write their own songs
z Create a list of the top 10 songs of the class
z Perform a song at a student assembly
z Research a Francophone singer (find an online project outlined at:
<www.caslt.org/teachers/actvites.htm>)
z Create a scavenger hunt on the computer “Trouver un chanteur francophone rock”
z Trouver les rimes dans les chansons
z Utiliser des chansons pour enseigner l’étude de poèmes
z Créer une jaquette de disque compact après avoir écouté la musique
et avoir lu les informations sur l’interprète (sans avoir vu la pochette)
z
94
À VOS MARQUES,
!
ARTEZ
PRÊTS, P
LA
LA
(continued)
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.
PRÉACTIVITÉ
A. Première analyse :
Avant d'écouter la chanson la première fois,
réponds aux questions suivantes :
1 - INFORMATIONS GÉNÉRALES
a) Le titre
b) Le chanteur/la chanteuse
c) Quel genre de musique anticipes-tu?
2 - HYPOTHÈSE À PARTIR DU TITRE
a) Quelle est l'ambiance générale de la chanson?
b) Quel est le thème principal?
Écoute la chanson
une seule fois…
3 - RÉACTIONS PERSONNELLES
a) Quelle est ta première impression de cette chanson?
b) Crois-tu que ton impression changera en l'écoutant à plusieurs reprises? Pourquoi?
ACTIVITÉ
Lis les paroles de la chanson. Si les paroles ne sont pas affichées, essaie de les écrire aussi bien que possible afin
de préciser le message de la chanson.
B. Deuxième analyse :
Après avoir lu les paroles, écoute la chanson
plusieurs fois et réponds aux questions suivantes :
1 - LE MESSAGE DE LA CHANSON
a) Quel est le message?
b) Que penses-tu de ce message?
2 - DES ÉLÉMENTS CULTURELS
a) 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?
UNE
LANGUE
VIVANTE
95
FRENCH
LA
(continued)
POSTACTIVITÉ
1 - UNE APPRÉCIATION PERSONNELLE
a) 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 et
quelques commentaires. De plus, à la fin de chaque semaine et après avoir entendu plusieurs chansons, la
classe pourrait avoir un concours (ex. : Maître de la musique). L’enseignant choisit des chansons différentes
des 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 le mieux réussi
le concours.
c) Après avoir entendu plusieurs chansons, est-ce que ton opinion concernant la musique française a changé
depuis le début de ce projet? Si oui, de quelle façon? Sinon, qu'est-ce qui te dérange par rapport à la musique
française?
For more ideas, the following book is useful for all grade levels:
You played a song. Now what?: a survival guide for using songs
in the classroom (Fenton, 2004). This book is available from the DREF.
ENFANT
Voici quelques chanteurs et groupes francophones pour vos 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 <www.carmencampagne.com>, Robert Charlebois, Jacques Chauvin, Les Colocs, Henri Dès,
Diadem, Charlotte Diamond, Roger Doucet, Étienne, Jacquot, Félix Leclerc, Gregg LeRock <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.
Your Grades 4-6 curriculum document has a
valuable list of songs organized around themes
and fields of experience. Check it out!
ADOS
Voici une liste partielle de chanteurs et groupes francophones contemporains dont la musique pourrait susciter
l'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.
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QUELQUES
RESSOURCES EN MUSIQUE
Module
Collection
Niveau
Maison d'édition
À la ronde 3
6e
Nelson
Tout ados
7e ou 8e
Nelson
Communi-Quête 2
7e ou 8e
Oxford University Press
Ça marche! 2
8e ou 9e
Pearson Education
La musique
Integrates the theme of
music through literacy and
differentiated instruction
Musique ados
Students create their own
French Music
Ça brasse!
Students learn about song,
rhyme, melody, and rhythm
Musiquemania!
Students discuss current
musical artists and trends
Enseigner le français langue seconde à l'aide de la musique
<www.caslt.org/research/music3f.htm>
Note: The resources listed for
Grades 7-9 may also be
considered for older students,
depending on the interests
and abilities of your class.
Des matières en musique : document d'appui en Français de base accompagnant le disque
compact Rubato de Gérald Laroche, Maternelle à secondaire 4. Basic French students can
now learn through the inspiring sounds and music of Rubato, a CD by Juno award-winner
Gérald Laroche. The new 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.
UNE
LANGUE
VIVANTE
97
FRENCH
QUELQUES
(continued)
RESSOURCES EN MUSIQUE
z
Daniel Lavoie : <www.lavoiedaniel.com>
z
QuébecPop : <www.quebecpop.com>
z
La musique francophone : <www.paroles.net>
z
TV5 Monde Paroles de clip : <www.tv5.org/TV5Site/musique/paroles.php>
z
Le plaisir d'apprendre : <www.leplaisirdapprendre.com/chansons/vhs/index.php>
z
Edith Piaf : <www.edithpiaf.com>
z
Jacques Brel : <www.artistdirect.com/nad/music/artist/card/0,,407793,00.html>
z
Le 100 Nons : <www.100nons.com>
z
Paroles.net : <www.paroles.net>
z
Momes : <www.momes.net/musique/index.html>
Sites d’évènements :
z
Coup de cœur francophone : <www.coupdecoeur.qc.ca>
z
Les Francofolies de Montréal : <www.francofolies.com/Francos2008/splash.aspx>
LA
CUISINE
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.
<www.cuisineaz.com>
<www.recettes.qc.ca>
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-Boniface
and elsewhere in Manitoba.
98
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DÉCOUVRIR
LA CULTURE FRANCO-MANITOBAINE
You can find treasures of Francophone culture close to home. Here are examples to explore.
UNE
LANGUE
VIVANTE
99
FRENCH
DÉCOUVRIR
HOW TO
(continued)
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 99 illustrates this process. Teachers can choose ideas from the outline below which came about as
the result of a teacher's reflection and discovery of the local Franco-Manitoban artist, Réal Bérard. This wonderful discovery opened many doors to the Francophone culture right here in Manitoba. Have fun exploring and engaging your
students in various aspects of the Francophone culture.
DISCOVERING
CULTURAL LINKS:
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 currently
lives 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 is
an 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 to
illustrate the pride of the Francophone community (language and culture) and its preservation. This film was the
Canadian 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. The lyrics of the song can be found at <www.paroles.net>. Daniel Lavoie
started singing with Les 100 Nons. He is renowned in Québec and France and is also well known for his role in the
musical Notre Dame de Paris. He has inspired a new generation of singers and song writers and can often be heard
on the radio station Envol 91 FM.
LINKING ACTIVITIES TO THE CULTURAL DISCOVERY:
1. RÉAL BÉRARD
Do an artist study, visit the website <www.placelavergne.com/galerie/artiste_e.htm>.
z Visit the gallery where his art is on display in Saint-Pierre-Jolys.
z Learn about the town of Saint-Pierre-Jolys, its history, geography and Francophone roots.
z Establish a link with a Francophone school. Visit the school or find e-pals for your students.
z 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.
z 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.
z Visit the Winnipeg Art Gallery and do the school tours in French.
z
100
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DÉCOUVRIR
(continued)
2. GABRIELLE ROY
Visit la Maison Gabrielle-Roy.
Learn about the writer, her life, family, books. (Document - Présence de Gabrielle-Roy.
Un outil pédagogique. Found on the website, <www.edu.gov.mb.ca/frpub/ped/gen/gabrielle_roy/index.html>).
z View some of her books or films. The film Le Vieillard et l'enfant can be found at the DREF.
z Take a tour of Saint-Boniface where she lived and see; the cathedral, museum, statue Riel, etc.
z
z
3. FILM - JOURS
DE
PLAINE
Watch the film Jours de plaine. Discuss the drawings, symbols, history, etc.
z Listen to the song written by Daniel Lavoie. Discuss the lyrics using the activity in section 6.
z Choose an activity from the film's accompanying guide book.
z 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 <www.freezeframeonline.org>.
z Cinémental Manitoba's French-language Film Festival takes place annually in November.
They offer a student program and films appropriate for all ages. Visit <www.cinemental.mb.ca>.
z Invite l'Ensemble folklorique de la Rivière-Rouge to your school and learn traditional French
Canadian dances. Visit <www.efrr.ca>.
z Parks Canada offers tours of The Forks in French. Beaver Tails and River Trails are popular guided
walking tours.
z
4. DANIEL LAVOIE
Listen to his music.
Do a Google search and learn about his life.
z Watch the musical or listen to the CD Notre Dame de Paris.
z Research other Francophone artists.
z
z
5. LES
MÉDIAS
Envol 91 FM
z Take a tour of the radio station.
z Visit the website <www.envol91.mb.ca>. Look at the top French songs.
z Compile a list of your favorite French songs.
z Create a radio show.
z Listen to Envol in class.
Radio-Canada Manitoba (CKSB 90,5 FM)
Visit the website <www.radio-canada.ca/regions/manitoba/index.shtml>.
z
La Liberté
z Introduce your students to the local French newspaper. Discuss the different sections of a newspaper
en français.
z Create a class newspaper.
z Invite a journalist from the paper to speak with your class.
z Discuss Réal Berard's political cartoons and have students draw their own.
Actions Médias
z 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. Visit the website for more information.
<www.envol91.mb.ca/jeunesse.html>.
UNE
LANGUE
VIVANTE
101
FRENCH
LES
WHO
INVITÉS SPÉCIAUX
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.
CLASSROOM
How will you pay for
these performers?
The Basic French grant
that your school division
receives each year is
intended in part to help
fund French cultural
experiences for your
students.
PERFORMERS:
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 teaching
guide in advance; students know what to expect and love the shows! For information and to receive a brochure
call 204-233-8053 or visit <www.cerclemoliere.com>.
NATALIE LABOSSIÈRE : Professional puppeteer and teacher, Natalie can work with Basic French students of all
levels with engaging hands-on workshops during which students make their own puppets and prepare a spectacle
en 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 language
level of your students. Be prepared for great illusions, great communication tools and a wonderful experience!
Visit <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.
Visitez <www.efrr.ca>.
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 <www.theatredanslecimetiere.com>.
For other ideas, consult le Cahier d'activités culturelles.
<www.edu.gov.mb.ca/m12/progcul/cahier.html>
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LES
SORTIES SCOLAIRES
WHERE
CAN
I
GO WITH MY STUDENTS?
The activities in this section will enrich your students' background knowledge of the Francophone culture in
Manitoba. If your students are just beginning French, some of these field trips may be partly conducted in English
and/or bilingually. It is important, however, to plan carefully and to prepare students to use their developing
French skills during at least some part of their outing.
CULTURAL FIELD TRIPS
FOR
ALL GRADES
LE FESTIVAL DU VOYAGEUR is held in Saint-Boniface every February. Its school program is not to be
missed! There are activities and events for all grade levels with new additions every year. But you must plan ahead
and reserve early in order to have the best experience for your students! Reservations open around the beginning
of October each school year; teachers can register online.
For more information, visit <www.festivalvoyageur.mb.ca> and click on the school program 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 Street
Winnipeg, Manitoba R2H 3B4
Telephone: 204-231-3853
Website: <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 Road
Winnipeg, Manitoba R2N 3X9
Telephone: 204-257-1783 or, toll free, 1-866-757-6221
Website: <www.pc.gc.ca/lhn-nhs/mb/riel/edu/edu_f.asp>
UNE
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FRENCH
LES
(continued)
SORTIES SCOLAIRES
SAINT-BONIFACE MUSEUM/MUSÉE DE SAINT-BONIFACE : This museum is the oldest building
in Saint-Boniface. The theatrical presentation V´la le bon temps, v´la le joli temps explores the history of
Saint-Boniface from the perspective of its French inhabitants.
494 Taché Street
Winnipeg, Manitoba R2H 2B2
Telephone: 204-237-4500
Website: <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's
heritage.
40 Turnbull Drive
Saint-Norbert, Manitoba R3V 1L6
Telephone: 204-945-4375 (Parks and Natural Areas Branch)
Website: <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 ages
Duration: 90-120 minutes
Telephone: 204-233-8343/1-866-808-8338
Website: <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 interesting
facts 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 4-12
Availability: All year
Telephone: 204-233-8343/1-866-808-8338
Website: <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 Road
Winnipeg, Manitoba R3P 2K9
Contact: 204-989-8358, [email protected]
Website: <www.fortwhyte.org>
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LES
(continued)
SORTIES SCOLAIRES
FURTHER CULTURAL EXPERIENCES
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 Boulevard
Winnipeg, Manitoba R2H 0G7
Telephone: 204-231-7036
Website: <www.100nons.com/chicane.php>
CERCLE MOLIÈRE : Founded in 1925, the Cercle Molière has been producing high quality French theatre
for Manitobans for over 80 years. With productions suitable for all ages, the Cercle Molière has a special children's
program entitled Théâtre du Grand Cercle, le volet jeunesse du Cercle Molière.
Telephone: 204-233-8053
Website: <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 Coordinator
Telephone: Information on website
Website: <www.cinemental.mb.ca>
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 with
children and young people through the organization and production of cultural and educational media projects.
465-70 Arthur Street
Winnipeg, Manitoba R3B 1G7
Telephone: 204-943-5341/1-855-543-3378
Website: <www.freezeframeonline.org/ff2006/index1.html>
UNE
LANGUE
VIVANTE
105
FRENCH
LES
(continued)
SORTIES SCOLAIRES
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 <www.gov.mb.ca/legtour/index.fr.html>.
Manager, Visitor Services Program - Legislative Assembly, Room 101 - The Legislative Building of Manitoba
450 Broadway, Winnipeg, Manitoba R3C 0V8
Telephone: 204-945-5813 or toll free: 1-800-665-0040
Website: <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 English
and French.
45 Forks Market Road
Winnipeg, Manitoba R3C 4T6
Telephone: 204-924-4000
Website: <www.childrensmuseum.com>
MANITOBA MUSEUM/MUSÉE DU MANITOBA : The museum’s collection reflect the heritage of Manitoba
and other regions of the world. The nine interpretive galleries, the planetarium and the science gallery have much
to offer to all grade levels in English and in French.
190 Rupert Avenue
Winnipeg, Manitoba R3B 0N2
Telephone: 204-988-0665
Website: <www.manitobamuseum.ca>
WINNIPEG ART GALLERY/MUSÉE DES BEAUX-ARTS DE WINNIPEG : Established in 1912, the
Winnipeg Art Gallery is Western Canada's oldest public art gallery, mandated to develop and maintain
Manitoba's visual arts heritage. As one of Canada's leading galleries, it collects and exhibits works of art by
Manitoba, Canadian and international artists. Guided tours and activities in French are tailored to meet curriculum
needs for grades K-12.
School Programs Facilitator, The Winnipeg Art Gallery
300 Memorial Boulevard
Winnipeg, Manitoba R3C 1V1
Telephone: 204-789-1762
Website: <www.wag.mb.ca>
Want more ideas?
<www.edu.gov.mb.ca/k12/cur/french/practices.html>
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LANGUAGE BURSARIES AND EXCHANGES
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 opportunities
to learn French in an authentic environment. Bursaries are available to cover costs. Visit the websites below for
more information:
TU PARLES! A program for students ages 7-12, administered by Le Collège universitaire de Saint-Boniface.
Website: <www.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 students
in French Immersion or Basic French are paired with a student from Quebec for a six-month period - three months
in Manitoba and three months in Québec. Website: <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: <www.myexplore.ca>.
LANGUAGES AT WORK: This program is a component of Young Canada Works (YCW), which offers a number
of summer job placements for graduating Explore participants. Such a placement will give students the opportunity
to 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: <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: <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: <www.sevec.ca>.
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 3 regions of Canada. Website: <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: <www.summer-work.com/en/frames/fr_program.html>.
UNE
LANGUE
VIVANTE
LA BOURSE D'ÉTUDES
POUR ÉLÈVE DE 12e ANNÉE!
A bursary of $300.00 is
available to Grade 12 Basic
French students who are
interested in continuing their
French language education.
Visit: <www.matf.ca>
for more information.
107
FRENCH
PUTTING
LANGUAGE LEARNING INTO PERSPECTIVE...
SO YOU THINK FRENCH IS HARD!
I take it you already know
Of 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 perhaps
To learn of less familiar traps?
Beware of heard, a dreadful word
That 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 there
Nor dear and fear for bear and pear.
And then there's dose and rose and lose,
Just look them up - goose and choose
And cork and work and card and ward
And front and font, and word and sword
And 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
108
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PRÊTS, P
REFERENCE LIST
Alberta Education. (n.d.). Benefits of second language learning. Retrieved June 11, 2008,
from <www.education.alberta.ca/teachers/resources/learnlang/benefits.aspx>.
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UNE
LANGUE
VIVANTE
109
FRENCH
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(continued)
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110
À VOS MARQUES,
!
ARTEZ
PRÊTS, P

montage guide.qxp - Canadian Association of Second Language

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