Culture

Transcription

Culture

Culture
The Cultural Component in Core French Programs
CFH05b(CUL1-CUL33)Feb2005
CUL.1
February 2005
CULTURE
The Cultural Component
in Core French Programs
The Ontario Curriculum French As a Second Language: Core French Grades 4-8; 1998 states
that “Students should also have opportunities to gain an appreciation of French Culture in
Canada and the World.”
The following cultural activities can be used to enrich your Core French program:
C
folkdancing (Québec or other francophone culture);
C
folksinging (Québec or other francophone culture);
C
seasonal celebrations - la Ste-Catherine, la St-Jean Baptiste, le temps des sucres, le
temps des fêtes;
C
folktales (Québec or other francophone culture);
C
idioms and colloquial expressions;
C
popular music and singers;
C
Semaine de la francophonie;
C
Rendez-vous de la francophonie.
Included in this section, you will also find details regarding the planning of the following
cultural activities:
1.
shows/concerts by French performers (See the Annuaire d'activités culturelles Appendix C)
2.
a French club / Club français
3.
French Public Speaking Contest/Festival (the concours/festival d'art oratoire, sponsored
by Canadian Parents for French and the Ontario Modern Language Teachers'
Association)
4.
a French café/café français;
6.
a study of francophone cultures around the world
7.
a winter “Carnaval”;
8.
an information exchange project (la boîte d'artefacts)
CUL.2
February 2005
CULTURE
French Clubs
French clubs provide students with the opportunity to practise French in a less formal setting. A
variety of activities can be provided to stimulate student interest. The following is an overview
of suggested activities to enhance the learning of a second language that could be part of a
French club.
Les objectifs du club français
A)
Les objectifs pour les élèves:
1.
2.
3.
B)
Parlez seulement français;
Renforcer la connaissance de la langue française (voir feuille orange);
Développer un intérêt, un enthusiasme, et une passion pour la langue.
Les objectifs du prof:
1.
2.
3.
Utiliser la créativité dans la préparation des réunions de club français;
Structurer les activités pour répondre aux besoins spécifiques de nos élèves;
Motiver nos élèves sur l’importance de la langue seconde dans la vie. (circuler,
travailler ensemble, et intéragir).
Des activités suggerées pour le club français:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
le café français
les activités d’apprentissage
un club de lecteurs
les thèmes comme le jour de la Saint-Valentin/Carnaval
les projets d’art (les cartes, les peintures murales, les affiches)
les petites activités (mots croisés, mots cachés, mots débrouillés)
les pièces de théâtre
la cuisine
les vidéos/DVD: français (Le chandail de Roch Carrier, les villes françaises, le
Carnaval)
la drame (une présentation de modèles)
les masques
la musique
les macarons
les annonces
les t-shirts
la chasse au trésor
la technologie
la danse folklorique
penpals
CUL.3
February 2005
CULTURE
Des jeux suggerés pour le club français
Qui veut être un millionnaire?
Les règles et les objectifs de ce jeu sont exactement comme celui de l’émission de Regis, mais
avec des petites adaptations.
Matériaux: Un grand schéma des quantités de l’argent qu’on peut gagner, des cartes (choix
multiples), deux dictionnaires, des chèques.
Pour faire ce jeu:
1.
2.
3.
Vous devrez créer et poser des questions en forme de choix multiples.
Vous aurez besoin des “lifelines” comme a) spectateurs, b) 50/50, c) dictionnaire.
Les élèves peuvent s’inscrire en groupes de deux et ils auront une occasion d’être un
millionaire.
4.
Aidez les élèves seulement en répétant les questions.
5.
Si les élèves gagnent, présentez une chèque de la quantité d’argent qu’ils ont gagné ex:
1,000$, 32 000$, ou 1 000 000$.
***Il faut adapter les questions au niveau des élèves.
Clue©
Les règles et les objectifs de ce jeu ressemblent à ceux du jeu de détective classique de Parker
Brothers.
Matériaux: 6 feuilles laminées, 6 crayons-feutres non-permanents, 1 enveloppe, 25 cartes (lieu,
personnage, objet).
1.
2.
Distribuez également toutes les cartes.
Écrivez au tableau un exemple de la question que les élèves doivent poser, ex: Est-ce que
c’est M. Oignon qui achète des pommes de terre au supermarché?
3.
Demandez à chaque participant/groupe de poser cette question (avec l’information
nécessaire) à un autre participant/groupe pour découvrir qui est la personne dans
l’enveloppe secrète.
4.
Quand un participant/un groupe veut deviner, il doit attendre son tour.
5.
S’il a tort quand il devine, il est éliminé et le jeu continue.
*** Il faut adapter les questions au niveau des élèves.
Gagnez, perdez, et dessinez
Matériaux: tableau noir, des craies, des cartes
1.
Divisez le club français en deux équipes. Si les équipes sont trop grandes, divisez-les en
trois groupes.
2.
Demandez à un participant du premier groupe de prendre une carte et de dessiner ce qui
est écrit sur la carte.
3.
Chaque participant du premier groupe doit lever la main avant de deviner.
4.
Ils ont 30 secondes pour deviner.
5.
Si quelqu’un a raison, il gagne un point, et le jeu continue pour le deuxième groupe.
*** Il faut choisir un sujet que les élèves connaissent.
CUL.4
February 2005
CULTURE
Tue-mouches
Un jeu visuel
Matériaux: une tableau noir, des images, des craies, deux tue-mouches (bleue et rose)
1.
2.
3.
Dessinez ou placez des images au tableau avant de commencer le jeu.
Divisez les élèves en deux équipes (A et B).
Donnez la tue-mouche bleue à un membre d’équipe A, et donnez la tue-mouche rose à un
membre d’équipe B.
4.
Les deux joueurs restent devant le tableau des images avec les tue-mouches derrière leurs
dos.
5.
Disez le mot français d’une image au tableau noir.
6.
Le premier membre d’une équipe qui frappe l’image avec la tue-mouche gagne un point.
7.
Chaque membre de chaque équipe aura l’occasion de participer.
Sujets: vêtements, verbes, parties du corps, aliments, magasins, transports, animaux
Zut
Matériaux: tableau de jeu avec 8 lettres, 8 enveloppes, 16 cartes de points
1.
2.
3.
Divisez les élèves en deux équipes.
Posez une question à l’équipe A.
Si une personne répond correctement, elle/il choisit une lettre sur le tableau de jeu et une
carte à droite ou à gauche de l’enveloppe et elle gagne les points écrits sur la carte.
4.
Si l’équipe A ne répond pas correctement, équipe B peut voler le tour d’équipe A.
5.
Si une personne choisit une carte qui dit ZUT an lieu d’un numéro, son équipe perd tous
les points et doit recommencer à zéro.
6.
Continuez à jouer jusqu’à toutes les cartes sont tournées.
*** On peut faire une partie de ZUT avec: le vocabulaire appris, les verbes, la grammaire, et
les questions/réponses.
*** On peut aussi changer le jeu ZUT en jouant avec les numéros au lieu des lettres.
La vitesse
Une activité de mouvement.
Matériaux: trois copies de cartes-réponses
1.
2.
3.
4.
5.
6.
7.
Créez trois rangs de 5 ou 6 chaises.
Demandez aux élèves de s’asseoir sur les chaises.
Distribuez une enveloppe des cartes-réponses devant la première personne de chaque
rang.
Criez un mot et la première personne de chaque rang doit trouver la carte-réponse
correcte dans l’enveloppe.
!” et
Quand la première personne trouve la carte, elle doit dire: “Voici le/la/les
ensuite passer la carte à la personne derrière elle.
Quand la dernière personne du rang reçoit la carte, elle court en avant et prend la place,
puis les autres changent de place en arrière.
Continuez le jeu de la même façon.
CUL.5
February 2005
CULTURE
Les amis
1.
2.
3.
4.
5.
Choisissez 2 personnes (on peut prendre deux amis).
Une personne va derrière la porte, l’autre reste dans la classe.
Posez les questions à la personne qui reste: Quel est ton animal favori?
Posez les mêmes questions à une personne qui est derrière la porte: Quel est son animal
préféré?
À la fin, on compte les mêmes réponses.
La concentration
Matériaux: table de jeu, des enveloppes (avec des numéros), des cartes-réponses (2 copies)
1.
2.
3.
4.
Divisez un groupe d’élèves en deux équipes.
Une personne de chaque équipe prend un tour en choisissant 2 numéros et si un mot
correspond à l’autre, l’équipe gagne 1 point.
Si la personne de l’équipe peut prononcer les mots correctement en français, elle gagne 2
points.
Quand toutes les cartes sont choisies, le jeu est terminé.
French Public Speaking Contest/Festival
Canadian Parents for French and the Ontario Modern Language Teachers' Association sponsor a
French public speaking festival and contest. Students from grades 4 through 12 studying French
can participate in the provincial final, which is usually held in May in Toronto. There are four
categories for students, based on hours of French instruction, as well as grade level categories.
The four categories are Core, Extended, Immersion and FSL Plus (for students who are
francophone, or who have had extensive language experience). For more information about the
Concours, contact Canadian Parents for French at (416) 422-3554.
You may also wish to run your own school public speaking event. Samples of the Concours
rules and evaluation sheets have been included for you to use as a starting point.
CUL.6
February 2005
CULTURE
Rules for the concours/festival d’art oratoire
1.
Speeches must be an original work by the student, not a recitation of another person's
work.
2.
Students may return to participate in the concours / festival if they have attended in a
previous year, but may not present the same speech.
3.
The presentation should be committed to memory, but cards with key points will be
allowed.
4.
Students will be asked two or three questions related directly to the speech.
5.
Students must not identify themselves in any way, by name, school or school board
under penalty of disqualification.
6.
No display materials or costumes (this includes school uniforms) are allowed under
penalty of disqualification.
7.
The use of a lectern or microphone is not permitted.
8.
This is a speech arts competition as opposed to dramatic arts. Poems, songs and dramatic
pieces are not appropriate.
9.
Gestures must be kept to a minimum. It is not necessary for the head and hands to
remain completely motionless, but gestures must be natural and spontaneous, as opposed
to dramatic. Examples of unacceptable gesturing: wild arm movements (flapping
wings), pirouettes, kneeling, turning one's back to the audience.
10.
For grades 9 through 12 only, excessive gestures will result in a penalty of up to three
points.
11.
Students in grades 4-6 will speak for 2-4 minutes, while those in grade 7-12 will speak
for 3-5 minutes.
12.
The time is clocked from when the student begins to speak.
13.
For grades 9 through 12 only, there will be a penalty for speeches which are over or
under the allotted time: one point for 1-30 seconds, two points for 31-60 seconds, etc.
CUL.7
February 2005
CULTURE
FEUILLE D'ÉVALUATION - FESTIVAL
(Grades 4 - 8)
Catégorie:
Niveau:
Critères
1.
Art oratoire
C
Expressivité
C
Présence
C
Mémorisation
2.
Fond du discours
C
Choix du sujet
C
Développement des idées
C
Structure du discours
3.
Qualité de la langue
C
Usage créatif de la langue
C
Usage correct de la langue
C
Prononciation
C
Intonation
C
Débit
C
Intensité
4.
Réponses aux questions
C
Maîtrise du sujet
C
Spontanéité
C
C
Impression générale
Super
Candidat:
Bien
Pas
très
fort
Commentaires
Autres commentaires
CUL.8
February 2005
CULTURE
FEUILLE D'ÉVALUATION - CONCOURS
(Grades 9 - 12)
Catégorie:
Niveau:
Candidat:
Critères
1.
Art oratoire
C
Expressivité
C
Présence
C
Mémorisation
2.
Fond du discours
C
Choix du sujet
C
Développement des idées
C
Structure du discours
3.
C
Usage créatif de la langue
C
Usage correct de la langue
C
Prononciation
C
Intonation
C
Débit
C
Intensité
4.
Réponses aux questions
C
Maîtrise du sujet
C
Spontanéité
C
C
Impression générale
Points
Commentaires
10 points
10 points
10 points
10 points
Pénaliriés
1.
Temps alloué
2. Gestes excessifs (Max - 3 points)
Total des points (Max 40 points)
Order du classement
JUGE:
CUL.9
February 2005
CULTURE
Café français
A “Café français” provides an opportunity for students to put into practice aspects of their
programming. Students from one class, several classes, or the whole school can participate in
preparing for and running the “café”. Some activities that you might want to do with the
students include:
-
preparing songs, skits, magic acts, dances, etc. to perform for guests during the café;
making placemats for the tables;
making centrepieces for the tables;
making food (frozen croissants can be purchased ahead of time and baked on the day of the
café);
preparing posters, flyers, menus, invitations;
planning costumes, if necessary;
practising vocabulary and phrases necessary during the “café”, if students will be acting as
servers:
“Bienvenue à notre café français.”
“Voulez-vous me suivre, s'il vous plaît?”
“Voici votre table, madame, monsieur.”
“Qu'est-ce que vous voulez boire? Du café, du jus, ou de l'eau?”
“Nous avons des croissants et de la confiture aux fraises.”
The following are some suggestions for planning a “Café français” at your school:
C
C
C
C
C
C
C
C
Well in advance, decide on a location, get permission (if necessary), find out the cost of the
materials and supplies you will need, and request funds from the principal, School Council,
Parent-Teacher Association, or other source.
Consider approaching local businesses for donations of food or other supplies.
You might wish to establish a French club who will be responsible for the entertainment and
begin practising three or four weeks ahead of time.
Be sure to invite parents/guardians, board personnel and other members of the community.
Make the local media aware of the event, so that they can film or take photos in accordance
with the Freedom of Information and Protection of Privacy Act.
Take orders for croissants in advance so that enough can be purchased for the event (from a
grocery store or bakeshop).
Arrange a schedule for the classes that will be attending the “café” and make all staff aware.
After the “café”, remember to thank all those who were involved (or have students make
French thank you cards).
During the “Café français”, you may wish to have the students participate in the following types
of activities:
C
Place dialogue cards on each table. Each card can have a short conversation that might take
place at a “café” that the participants can read. You might also want to supply some useful
vocabulary, or some questions for one participant to ask another. Providing this type of
model helps to ensure that French will be spoken at the “café”.
CUL.10
February 2005
CULTURE
C
Set up an artists' street in or near the “café”, similar to those in Montréal or Québec City, or
at Montmartre. Have easels and paint (or pastels) available for the younger students to use,
and have older students demonstrating and/or helping the younger ones.
C
Have each class prepare a presentation to perform.
C
Have a French performer provide the entertainment as part of the “Café français”.
C
Enlist the help of other staff members to act as the “maître/maîtresse d'hôtel”, servers, etc.
Students will enjoy seeing other teachers and staff involved.
Modèle d’un café français
Les démarches
1.
Choisir le nom pour le café (par vote).
2.
Diviser les participants en groupes:
3.
-
les chefs (ceux qui font les sandwichs);
-
les serveurs, serveuses;
-
les hôtesses;
-
ceux qui s’occupent des desserts;
-
ceux qui s’occupent des boissons;
-
ceux qui s’occupent de la musique.
Préparer la décoration de la salle. Les affiches:
Bienvenue au Café magnifique, Bon appétit, etc.
CUL.11
February 2005
CULTURE
4.
Préparer le menu. (Demander aux élèves quels sandwichs qu’ils veulent manger, quels
desserts, quels boissons.)
5.
Faire la liste de qui va apporter quoi (chaque personne doit apporter une chose: du beurre,
de la mayonnaise, les croissants . . . .).
6.
Pratiquer les lignes avec les serveurs, les chefs et les hôtesses.
7.
Composer une invitation pour les parents, les professeurs, etc.
8.
Composer une lettre aux parents.
9.
Amusez-vous bien!
CAFÉ MAGNIFIQUE
Qu’est-ce que vous choisissez?
LES SANDWICHS
UN SANDWICH AU RÔTI DE BOEUF
UN SANDWICH AU JAMBON
UN SANDWICH À LA DINDE
UN SANDWICH AU POULET
UN SANDWICH VÉGÉTARIEN
Qu’est-ce que vous choisissez sur votre sandwich?
DU BEURRE
DE LA MOUTARDE
DE LA MAYONNAISE
DU FROMAGE
DES CORNICHONS
DE LA LAITUE
DES TOMATES
DES CONCOMBRES
CUL.12
February 2005
CULTURE
LES DESSERTS
DEUX BISCUITS AUX BRISURES DE CHOCOLAT
UN MUFFIN AUX BLEUETS
LE POUDING ROYAL
LES CROSSANTS AU CHOCOLAT
LES BOISSONS
DE L’EAU
DU THÉ
AVEC DU SUCRE
DU CAFÉ
AVEC DU SUCRE
DU JUS DE POMME
UNE BOISSON GAZEUSE - COKE
- 7 UP
/ DU LAIT
/ DU LAIT
CUL.13
February 2005
CULTURE
Sample Letter of Invitation to Parent(s)/Guardian(s):
Dear Parent(s) or Guardian(s),
As part of our class activities, we would like to invite you to attend our Café magnifique! Your
child will be participating in hosting this café, at (give time and date).
The students have created their own menu and will be making most of the sandwiches they
serve. Your child had been asked to contribute:
There will be a charge of $4.00 for the meal. This is to give the students an opportunity to
practice in a real life situation. The money earned will be used to provide for future cultural
activities.
We would like to know if the club will have the pleasure of serving you on (give date). Please
check “yes” below if you can attend.
Your contribution is greatly appreciated. We look forward to serving you!
Many thanks,
WARNING: PEANUT FREE SCHOOL
Please insure that no peanuts or peanut products are used in any items baked or brought
for this café. Thank-you for the extra care!
Please sign below to confirm that your child will be able to contribute the item(s) above. If there
is something else you would like to contribute, just add a note below and I will contact you.
Parent/Guardian signature:
Yes,
will be attending the Café magnifique
CUL.14
February 2005
CULTURE
LE CAFÉ MAGNIFIQUE - Practice Script
(S) = serveur/serveuse
(C) = client
(S)
-
Bonjour, je m’appelle
. Voici le menu.
(C)
-
Merci!
(S)
-
Vous êtes prêts à commander?
(C)
-
Oui, nous sommes prêts.
(S)
-
Qu’est-ce que vous choisissez?
(C)
-
Je vais prendre
(S)
-
Et pour boire?
(C)
-
Je vais prendre
(S)
-
Qu’est-ce que vous choisissez pour le dessert?
(C)
-
Je vais prendre
.
.
.
Bienvenue au café magnifique!
(H)
(C)
=
=
hôte / hôtesse
client
(H)
-
Vous êtes combien?
(C)
-
Nous sommes trois.
(H)
-
Suivez-moi, s’il vous plaît.
CUL.15
February 2005
CULTURE
Study of Francophone Culture Around the World
It is important that students have the opportunity to study about other francophone cultures
around the world in addition to studying francophone culture in Canada. Preparing a travel
brochure to promote travel and tourism in a French-speaking country would address the
following expectations for FSF 2D (Grade 10 Academic), but could be adapted to a variety of
intermediate grades and levels:
Oral Communication – Students will:
OC2.01D
OC3.01D
OC2.06D
OC3.03D
participate in teacher-guided discussions and debates, and in dramatizations;
recognize and use appropriate language structures;
describe possible or ideal situations (e.g., J’aimerais...);
use correct pronunciation and intonation and body language and other non-verbal
cues, to clarify and enhance your message.
Reading – Students will:
RE1.04D
expand on information or ideas they get from their reading (e.g., predicting
outcomes, applying content in new contexts);
RE1.06D
use specific research skills (e.g., data gathering, note taking, outlining) in
preparing an assignment;
RE2.01D
recognize and use appropriate language structures.
Writing – Students will:
WR1.01D
write in a variety of forms;
WR1.03D
organize information into paragraphs for written assignments;
WR2.01D
recognize and use appropriate language structures;
WR2.02D
revise, edit, and proofread their writing, focussing on grammar, spelling,
punctuation, and conventions of style;
WR2.03D
incorporate newly acquired vocabulary into their written work.
Time Requirements: 6-8 periods
A description of the task:
Students will develop a travel brochure to promote tourism in an assigned francophone
country. Important aspects of the country’s history, geography and culture as well as tourist
destinations and vacation activities will be featured, as will specific language structures as
instructed and assigned by the teacher (e.g., les prépositions avec noms géographiques). See the
fiche de contrôle (page CUL. 18) for additional requirements and suggested language structures.
Brochures will be presented (at a class Travel Expo (live for audio taping in small groups or prerecorded on video tape for presentation to the whole group).
The Final Product:
The travel brochure must include historical, geographical, cultural, tourist and vacation
information in well-organized paragraphs in an attractive layout. A slogan to promote tourism in
the area will be included, along with a map of the country and appropriate pictures. The goal of
the brochure and the presentation is to convince your audience to visit your country!
CUL.16
February 2005
CULTURE
Assessment/Evaluation:
The task specific rubric (see page CUL.25) will be used to assess/evaluate the final product.
Student Instructions:
Step 1:You must complete assigned reading, research and grammar activities in preparation for
creating your own travel brochure. You will analyze professionally designed travel
brochures to view the kinds of information included.
Step 2:You will follow the steps of the writing process to complete a travel brochure about your
francophone country. Use the Fiche de contrôle checklist for self and peer editing.
Step 3:Complete the final draft of the brochure and prepare your presentation.
Step 4:You will participate in a class Travel Expo by presenting your brochure in small groups
or to the whole class. Try to convince your audience to visit your country!
Teacher Notes:
Writing
In preparation for completing this task, students will need to research information for their
francophone countries, particularly their history, geography and culture as well as tourist
destinations and vacation activities. Notes should be taken and the writing process should be
followed, new vocabulary generated, and the format of travel brochures discussed. The task
requires that students complete an effective travel brochure, complete with a slogan and wellorganized paragraphs, a map and pictures.
Reading
In preparation for completing this task, students will need to complete the reading of teacherselected material (short stories, travel brochures, tourism pamphlets and magazines, appropriate
web sites) as background information for their brochures. They will need to conduct additional
research to complete the Travel Brochure Information collection worksheet (See pages CUL. 19
to CUL. 24) and to gather further information for the assignment. They should read and review a
variety of travel brochures.
Oral
In preparation for completing this task, students will need to conference with peers as part of the
writing process, participate in related discussions in small group and whole class sessions, and
practise presenting their brochures effectively.
Language Structures
In preparation for completing this task, students (in FSF 2D) will need to review sentence and
paragraph structures, the passé composé and the imparfait of regular and irregular verbs, as well
as negation and prepositions, with specific study of the use of prepositions with geographical
names. The study of the conditionnel présent of regular and irregular verbs and the use of si
with the imparfait and conditionnel is required, along with the introduction of new vocabulary
related to travel and tourism, vacation activities and French culture.
CUL.17
February 2005
CULTURE
General
Allocation or selection of French regions to be studied, class Travel Expo activities (small or
whole group presentations, audio or video tape for teacher evaluation) will need to be coordinated through the Core French teacher.
Self
Peer
FICHE DE CONTRÔLE
Un dépliant touristique
Teacher
Criteria
Length:
• 150 - 200 words
Brochure format and language:
• name and map of country
• slogan
• content (well-organized paragraphs with details about
the country’s history, geography and culture as well
as tourist destinations and vacation activities)
• pictures
Language structures as assigned by teacher—For
example:
Verbs in the passé composé
• minimum of 2 verbs in the passé composé to recount
the history of the country
Verbs in the imparfait:
• minimum of 2 verbs to describe historical events or
famous travel adventures and to demonstrate 2 of the
3 uses of the imparfait (a repeated or habitual action
in the past, an action that was interrupted by another
action in the past or a description)
• minimum of 2 verbs in the imparfait with si
Verbs in the conditionnel:
• minimum of 2 verbs in the conditionnel with si +
imparfait (to describe possible or ideal situations)
• one example of the conditionnel to discuss possibility
(e.g., Est-ce que tu pourrais laver l’auto, Marc?) Or
to show politeness (i.e., Je voudrais un café, s.v.p.)
Prepositions with geographical names:
• à, au, aux, en
Negation:
• minimum of 2 negative sentences
• ne...pas or ne...jamais or ne...rien
Delivery:
• pronunciation, intonation, enunciation, clarity
• rhythm, tone, pace
• fluency, expression
Le monde francophone
CUL.18
February 2005
CULTURE
Travel Brochure: Information Collection Worksheet (Elementary)
Student: _______________________________
Country: _______________________________
Answer the following questions to help you gather the information you will need to include in
your travel brochure:
History:
1. How did your country get its name?
________________________________________________________________________
________________________________________________________________________
2. Draw the flag of your country.
3. What languages are spoken in your country? ______________________________
_______________________________________________________________________
4. What type of government does your country have and who is its current leader?
________________________________________________________________
_______________________________________________________________________
Geography:
5. Name the continent where your country is located. Name the capital, important cities and the
population. ______________________________________
________________________________________________________________________
CUL.19
February 2005
CULTURE
6. Name the important geographical features of the country (e.g., landscape, mountains, etc.)
________________________________________________________
_______________________________________________________________________
7. If you traveled to the country during July and August, what kind of clothes would you pack?
_______________________________________________________
_______________________________________________________________________
Culture:
8. Give the names of at least three famous people from your country and explain why they are
famous. ___________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9. Name a national holiday and describe how it is observed.
_______________________________________________________________________
_______________________________________________________________________
10. Name three places of interest to tourists and why they are special.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
11. Name and describe three foods that are eaten in the country. _______________
_______________________________________________________________________
_______________________________________________________________________
CUL.20
February 2005
CULTURE
Industry/Agriculture:
12. What are the major industries for your country?____________________________
________________________________________________________________________
13. What are its main agricultural products?___________________________________
________________________________________________________________________
14. Name the major imports and exports. _____________________________________
________________________________________________________________________
15. What is the international area code for your country?_______________________
________________________________________________________________________
CUL.21
February 2005
CULTURE
Le monde francophone
Travel Brochure: Information Collection Worksheet (Secondary)
Élève: _______________________________
Pays: _______________________________
Répond aux questions suivantes pour t’aider à préparer ton dépliant.
Histoire:
1.
Quelle est l’orgine du nom de ton pays?
2.
Dessine le drapeau de ton pays.
3.
Quelles langues est-ce qu’on parle dans ton pays?
4.
Quel type de gouvernement existe dans ton pays et qui est le chef présentement?
Géographie:
5.
Nomme le continent où se trouve ton pays. Nomme la capitale, les villes importantes et
indique la population.
CUL.22
February 2005
CULTURE
6.
Nomme les caractéristiques géographiques du pays (e.g., montagnes, rivières, etc.)
7.
Si on voyage dans ton pays pendant le mois de juillet ou août, quels vêtements sont
appropriés à porter?
Culture:
8.
Nomme au moins 3 personnes fameuses de ton pays et explique pourquoi elles sont
fameuses.
9.
Nomme une vacance nationale et décris comment on la célèbre.________________
10.
Nomme trois endroits intéressants pour les touristes et décris pourquoi ils sont spéciales.
11.
Nomme et décris trois choses qu’on mange dans ce pays.
CUL.23
February 2005
CULTURE
Industrie/Agriculture
12.
Quelles sont les industries importantes dans ton pays?
13.
Quels sont les produits agricoles importants?
14.
Nomme les importations et exportations importantes.
15.
Quel est le code international pour ton pays?
CUL.24
February 2005
CULTURE
Travel Brochure Task Specific rubric
Expectations
Knowledge/
Understanding
OC3.01D
RE2.01D
WR2.01D
WR2.03D
Thinking
/Inquiry
RE1.06D
WR2.02D
Criteria
RE1.04D
WR1.01D
Level 2
Level 3
Level 4
The student:
The student:
The student:
The student:
The student:
• demonstrates knowledge of le • demonstrates limited
• demonstrates some
• demonstrates considerable
• demonstrates exemplary
passé composé, l’imparfait,le
knowledge of language
conditionnel les prépositions
forms and conventions
and la négation
• demonstrates limited
• demonstrates some
• demonstrates considerable
• demonstrates exemplary
• demonstrates an
understanding of
understanding of
understanding of
understanding of
understanding of information
information and vocabulary.
and vocabulary related to
promoting travel in a Frenchspeaking country
The student:
The student:
• uses inquiry process to gather • uses inquiry process to a
information
limited manner
• uses critical thinking skills to • uses language and
process information (analyze,
vocabulary with limited
interpret, assess)
effectiveness
• uses correct pronunciation,
intonation and non-verbal
cues in a limited manner.
Communication The student:
• organizes brochure
OC2.06D
effectively
OC3.03D
• uses language and vocabulary
WR1.03D
appropriate to the audience
and purpose
cues
Application
Level 1
The student:
• applies research in the
context of a travel brochure
• writes in the form of a travel
brochure using wellorganized paragraphs that
incorporate vocabulary
related to travel and tourism
The student:
• uses inquiry process to
gather information
• uses critical thinking skills
to process information
(analyze, interpret, assess)
The student:
gather information
The student:
gather information
The student:
somewhat effectively
• uses language and
vocabulary with some
effectiveness
cues in some degree
The student:
effectively
vocabulary with
considerable effectiveness
cues in a considerable
degree
The student:
• organizes brochure very
effectively
vocabulary with a higher
degree of effectiveness
cues with a high degree of
effectiveness
The student:
The student:
• engages audience
• engages audience some
ineffectively
effectiveness
• makes limited use of various • makes some use of various
forms of media, technology
forms of media, technology
and equipment
and equipment
The student:
• engages audience
considerable effectiveness
• makes considerable use of
various forms of media,
technology and equipment
The student:
• engages audience a high
degree of effectiveness
• makes exemplary use of
various forms of media,
technology and equipment
The student:
ineffectively
vocabulary with limited
effectiveness
cues in a limited manner
CUL.25
February 2005
CULTURE
Le Carnaval
The first large winter Carnival in Quebec, the world’s snow capital, took place in 1894. The
city’s population was often put to the test by winter’s hardships, and brought this popular
tradition to life by inventing the winter party that warmed up the hearts of all its revellers.
Interrupted by two wars, then the economic crisis of 1929, the Carnival was sporadically
resurgent until the second half of the century. In 1954, the context of the economical
development of the Old Capital, a group of business people re-launched the festivities.
Bonhomme was born and elected the representative of the event that year. The first official
edition of the Quebec Winter Carnival took place in 1955. The Carnival has evolved into a
wonderful celebration for the entire Quebec population, and is an important vehicle for tourist
and economical activity in the city.
From one winter to the next, the Carnival’s programme of activities was enriched. Even more
popular activities have been added, such as winter sports, snow sculptures, and activities based
on the Québecois folkloric lifestyle, such as canoe and dogsled races. The Quebec Carnival is
the largest winter carnival in the world today, and is third on the top list of Carnivals, following
the famous carnivals in Rio and New Orleans.
Suggested Learning Opportunities
1.
Present a brief history of Carnaval, le bonhomme Carnaval, la ceinture fléchée.
2.
Create questions on each topic.
3.
Collect and pass out songs connected to Carnaval: Le Carnaval de Québec; Vive la
compagnie (une danse); Alouette; J'ai perdu le do de ma clarinette; Le hockey.
4.
Respond to "devinettes" on famous French Canadians.
5.
Have students do on-line research on the history and events which are part of Le
Carnaval.
6.
Choose a roi/reine by means of accumulating points during Carnaval games.
7.
Poster/Art Contest
everyone participates
when, where
what to do with final projects
what to put on them
don't forget: your name; your duché; a caption
present ribbons to winners
8.
Snow/Ice Sculptures (ice/plasticine/homemade modelling clay)
9.
Committees:
poster
publicity
art
CUL.26
February 2005
CULTURE
-
crowning
music/cheers
maître/maîtresse de cérémonie for crowning
costume
snow/ice/homemade modelling clay
button
10.
Suggested activities for gathering "points".
three legged broomball
tug of war
Bouli-Boulons (target and beanbags)
moto-tricycle rally
car rally around "Ile d'Orléans" (2 people carry 3rd)
caterpillar race crossing St-Laurent
canoe rally across St-Laurent (on cardboard)
snow shoe race
body snow sculpture
team ski race
11.
Present to participants a "Certificat de mérite".
CUL.27
February 2005
CULTURE
Chanson du Carnaval
Roger Vézina - Pierre Petel
Refrain
Carnaval, mardi gras, Carnaval
À Québec, c’est tout un festival
Carnaval, Mardi gras, Carnaval
Chantons tous le joyeux Carnaval
À Québec ça commence royalement
Par le grand et joyeux déploiement
Des tambours, des trompettes, des brillants
Que l’on voit dans les vrais couronnements
Des hauteurs de Québec ou Lévis
En passant par Sainte-Foy ou Sillery
Oubliant de la vie les soucis
Chacun vote pour sa reine sans répit.
Activités suggérées:
1.
Course sur trois jambes
a)
b)
c)
d)
e)
f)
2.
Trouvez un partenaire.
Attachez la corde autour de vos jambes.
Attendez que nous disons “Un, deux, trois, allez”.
Courez au pylone et retournez.
Les prochaines partent, etc.
La première équipe à retourner, gagne.
Station d’eau
a)
b)
c)
d)
e)
Divisez les élèves en 2 équipes.
Une personne de chaque équipe,
prend une cuillière d’eau du sceau..
Il/Elle court à l’autre sceau et met l’eau là-dedans.
(Utilise qu’une main pour t’aider. Si non, il faut retourner au début.)
Il/Elle retourne à son équipe, s’asseoit et la prochaine personne prend son tour.
L’équipe qui a le plus d’eau dans leur sceau gagne.
CUL.28
February 2005
CULTURE
3.
Sac de bonhomme
a)
b)
c)
4.
Chocolat chaud
a)
b)
c)
d)
5.
Mettez-vous en ligne (2 groupes).
Courez à la pile de vêtements.
Mettez les vêtements.
Retournez à la ligne.
Enlevez les vêtements.
La prochaine personne met les vêtements et court au pylone pour les enlever.
La première équipe à finir gagne.
Course d’obstacles
a)
b)
c)
d)
e)
7.
Bienvenue!
Mettez-vous en rang, s’il vous plait.
Prenez un chocolat chaud.
Écoutez de la musique
Relais de vêtements
a)
b)
c)
d)
e)
f)
g)
6.
Mettez-vous en ligne de la première à la septième année.
Lancez les sac-à-fèves chacun.
L’équipe qui lance le plus grand nombre de sac-à-fèves dans sa bouche gagne.
Sautez (un pied seulement) dans les cerceaux.
Tournez le dernier cerceau deux fois autour de vos hanches.
Faites le tour du pylone.
Retournez à la ligne.
C’est le tour à la prochaine.
Lutte acharnée
Une équipe va sur chaque bord de la corde. Un pylone est placé au centre. La première
équipe à tirer l’autre équipe à travers le pylone, gagne.
8.
Station de parachute
Les jeux que nous allons jouer sont: - jeu de couleurs
- jeu de popcorn
a)
Levez le parachute par dessus ta tête et descendez-le vite. Asseyez-vous sur le
bord. Si nous appellons ta couleur, tu cours à une couleur vide.
b)
Nous allons mettre des ballons d’éponge sur le parachute et vous avez besoin de
les garder dans l’air. Vous faites semblant d’éclater du maïs soufflé.
CUL.29
February 2005
CULTURE
Twinning with a Class A Collaborative Exchange Project
How would you like to visit and discover another area with your class, en français, without
having to leave the classroom?
You can do just that by engaging in "Le réseau de la boîte d'artefacts"! It's a unique, motivating
way to kick off the new school year.
Here's how to go about it.
"La boîte d'artefacts"
It is a fun, collaborative exchange project that uses an integrated teaching approach. Your class
is twinned with another class. The goal of the project is for each class to prepare a collection of
items or artifacts which represent their school, city, town or region. They place all the artifacts
in a box or container and send it to the class with whom they are twinned. The class which
receives the box must try to guess where it came from. There are 23 clues and artifacts included
that the students can choose to prepare. Each twinned class must prepare a box and will also
receive a box of artifacts from their twin class. Preparing a box of artifacts and trying to guess
the origin of the box they receive develops research, organizational, cooperative learning,
problem-solving and language skills. The entire project is completed in French, and can be used
at both elementary and secondary levels.
Suggested Procedures for Starting
“The Artifact Box”
Timeline of the project: 6-8 weeks minimum (including mailing time and response time).
It is suggested that ample time be devoted to the project in order to allow sufficient time for
research and the writing process in French.
1. Pick a class that you teach to be involved in this project.
2. Discuss the project with your administrator. Determine how the shipping costs of the box
and correspondences will be paid (e.g., school budget, School Council).
3.
Decide whether you wish to do an exchange
a.
with another class in your school;
b.
with a class from another school within your Board;
c.
with a class from another Board in Ontario or from another province in Canada;
d.
with a class from another country.
4.
Contact the teacher to confirm participation in the project and to establish the following:
CUL.30
February 2005
CULTURE
a.
b.
c.
d.
e.
the date the boxes will be sent by both classes;
whether you wish that your box and/or contents of the box be returned to you;
expectations for student work (neatness, amount of in-class time devoted to the
project, clues written in French, editing and revision of French language errors);
the return date of the evaluation sheets to the students who created the box;
follow-up activities to the exchange (e.g., letter writing between classes; field trip
to meet penpals).
5.
Inform parents/guardians of the project. You may wish to send home the sample letter
provided. Getting parents/guardians involved early will assist the students in finding the
appropriate artifacts.
6.
It is suggested that the students complete the written component of the project at school
during class time.
7.
Determine whether students will work on artifacts individually, in pairs or in small
groups. You may wish to use the clue summary sheet provided.
8.
Once you have received your box please be sure to send a thank-you letter confirming the
receipt of your box (see sample letter) along with the evaluation sheets filled out by your
students.
9.
When you receive your box you may wish to distribute the artifacts amongst your
students and have them present them orally to the class.
CUL.31
February 2005
CULTURE
Here's a sample of one of the 23 clues you could include in your box.
1.
Premier indice:
La météo
Trouve un journal local.
#
#
Découpe des exemples
de la météo.
Découpe la date aussi. Cache le nom de la ville!
e.g., lundi, le 8 janvier, 2004.
Colle-les sur un carton. Plastifie le carton.
Here's a sample of the blank card that a student would fill out, in French, to describe their artifact.
? ? CARTE D'INDICE ? ?
INDICE NUMÉRO:
CET ARTEFACT TE PERMET D'IDENTIFIER NOTRE:
INDICE:
CONTRIBUTION DE:
(NOMS)
CUL.32
February 2005
CULTURE
Variations
There are many ways that you may choose to conduct this project. Here's a list of some ideas:
C
The Core French teacher collaborating with the regular
classroom teacher to create a bilingual box.
C
2 classes -
within the same school (prepare artifacts that
describe your class);
within the same school Board (prepare
artifacts that describe your school);
from different school Boards or regions in
Ontario;
from different provinces;
from different countries.
C
Each student in a class prepares an individual box about themselves and exchanges it with
another student in the class.
C
Each student or class prepares a box about a country and exchanges it as part of a
multicultural project.
C
Each student prepares clues describing a character from a novel being studied, and students
guess the character.
CUL.33
February 2005

Culture

Transcription

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