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7107127
Basic French in Manitoba: vos marques, prts, partez! a must-have guide for teachers
ISBN-13: 978-0-9212-3864-5
AVANT-P
ROP
OS
vos marques,
prts, partez!
vos marques, prts, partez! est le rsultat d'une collaboration entre les conseillers pdagogiques
divisionnaires du Manitoba, la Division du Bureau de l'ducation franaise et l'Association canadienne des
professeurs de langues seconde (ACPLS/CASLT) afin d'appuyer les enseignants dbutants et expriments
en Franais de base au Manitoba.
Le projet a t labor pour atteindre les objectifs suivants :
- appuyer l'implantation et la planification en Franais de base,
- faciliter le partage d'information essentielle,
- fournir de la recherche rcente sur l'apprentissage du franais langue seconde,
- renforcer lusage de l'approche communicative-exprientielle,
- donner des pistes sur l'intgration de la culture dans l'enseignement du Franais 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 Franais de base. Vous y trouverez de l'information au
sujet de la mthodologie de l'enseignement, des ressources, des activits culturelles et des occasions de
dveloppement professionnel.
Nous esprerons que ce guide vous aidera rflchir sur les pratiques de l'enseignement, collaborer
avec vos collgues et surtout enrichir l'exprience en Franais de base pour les lves du Manitoba.
Grce un partenariat tabli avec CASLT, une version lectronique de ce guide sera disponible sur le site
Web de CASLT.
www.caslt.org
es d'tudes :
er un lve qui, aprs plusieurs ann
form
vise
e
bas
de
ais
Fran
de
rs
Le cou
vre
base qui lui permettront de poursui
- aura acquis des connaissances de
ue franaise;
lang
la
et de ses habilets relies
l'enrichissement de ses connaissances
plus tard;
- pourra s'intresser devenir bilingue
rcier les cultures francophones;
app
FOREWO
RD
vos marques,
prts, partez!
vos marques, prts, partez! is the result of a collaboration between the divisional Basic French consultants of Manitoba, the Bureau de l'ducation franaise 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
REMER
CIEMENTS
Sandra DRZYSTEK
John ERSKINE
Philippe LE DORZE
Linda ROMEO
Greg SAMETZ
Arla STRAUSS
Rdactrice
Carol HARVEY
Conseillre indpendante
Collaborateurs
Robert CAMPBELL
Helen LOEB
Marie-Jose MORNEAU
TABLE
DES MATIR
ES
INTRODUCTION
Section 1
RAISONS
ET RECHERCHE
Section 2
COMMENCER?
3
3
4
5
7
10
12
- WHERE TO BEGIN?
LA
DMARCHE PDAGOGIQUE
15
16
17
20
21
22
23
25
- METHODOLOGY
29
30
31
32
34
35
36
37
38
TABLE
DES MATIR
ES - suite
LANNE
Section 4
SCOLAIRE
41
43
44
48
55
59
LE
Section 5
67
68
70
72
74
UNE
LANGUE VIVANTE
87
89
93
94
97
98
99
102
103
107
108
109
INTRO
DUCTION
Dear Teachers,
atique
Le professeur pr
Ressources
Balados
ternet
he sur In
Recherc
Section 1
RAISONS
ET RECHERCHE
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
RAISONS
ET RECHE
RCHE
BENEFITS
OF
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>
, PARTEZ!
S, PRTS
E
U
Q
R
A
M
S
O
V
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
(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.
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.
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 Misrables, 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.
11:
, PARTEZ!
S, PRTS
E
U
Q
R
A
M
S
O
V
Now were 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!
RAISONS
ET RECHE
RCHE
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>
OF
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>
, PARTEZ!
S, PRTS
E
U
Q
R
A
M
S
O
V
<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 pdagogique est destin aux professeurs de franais langue trangre. Il contient des fiches pdagogiques
et des suggestions d'activits pour intgrer les mdias et multimdias 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
ACTIVITIES
FOR
STUDENTS
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.
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...
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.
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.
WHY
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
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 countrys
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.
, PARTEZ!
S, PRTS
E
U
Q
R
A
M
S
O
V
ACTIVITIES
FOR
(continued)
STUDENTS
CASLT has published a kit to celebrate the year of languages in 2008 called
Celebrating the Year of Languages! Clbrons lAnne 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
Shirley Kawahara
* Source: <www.sulysse.com/leslangues.html>
ET RECHE
RCHE
11
TEACHERS' CORNER
IS BETTER THAN
CHOCOLATE
IS BETTER THAN
WATCHING TV
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, PRTS
E
U
Q
R
A
M
S
O
V
Section 2
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.
<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
arla.strauss@gov.mb.ca
<www.matf.ca>
COMMEN
CER?
- WHERE TO BEGIN
?
15
<www.edu.gov.mb.ca/k12/cur/french/index.html>
THIS
Curriculum Documents
Documents curriculaires
Best Practices
Pratiques exemplaires
Professional Development
Dveloppement professionnel
Useful Websites
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 franaise)
16
VOS MARQUES,
!
ARTEZ
PRTS, P
Grades 7-8
Franais de base, 7e et 8e annes, Programme d'tudes :
document de mise en uvre, (rvis en 2003) (M 91708)
Grades 9-12
Franais de base des annes S1 S4, Programme d'tudes :
document de mise en uvre (rvis en 2003) (M 91699)
COMMEN
CER?
- WHERE TO BEGIN
?
17
(continued)
(Nelson)
(Pearson Education)
MATRIEL D'APPUI :
la ronde 2, la ronde 3
Making Connections: effective literacy practices in FSL
(Nelson)
(Pearson Education)
Grades 7-8
a marche! Levels 1-2
Tout ados Levels 1-2
Communi-Qute 1-2
Discovering French 1a, 1b
(Pearson Education)
(Nelson)
(Oxford University Press)
(Nelson)
MATRIEL D'APPUI :
VIF
Making Connections: effective literacy practices in FSL
(Nelson)
(Pearson Education)
Grades 9-12
a marche! Level 3
Communi-Qute 3
Discovering French
Express
(Pearson Education) 9e anne (et pour 10e 12e anne, selon le module)
(Oxford University Press) 9e anne (et pour 10e 12e anne, selon le module)
(Nelson)
niveau 1 : 9e anne
niveau 2 : 9e et 10e annes
niveau 3 : 11e et 12e annes
(RK Publishing)
niveau avanc : 9e 12e anne
MATRIEL D'APPUI :
Jam Dlire
Images
Bouquins la mode
Srie 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
VOS MARQUES,
!
ARTEZ
PRTS, P
(continued)
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 table : une recette pour lenseignement du Franais de base dans les classes niveaux
multiples de la 4e la 6e anne : document dappui (M 99896)
Des matires en musique : document d'appui en Franais de base accompagnant le disque compact Rubato de
Grald Laroche, Maternelle secondaire 4 : document d'appui et disque compact (M 96257)
Toile dactivits : lutilisation des sites Web dans lintgration des technologies de linformation et de
la communication (TIC) en Franais de base, 7e et 8e annes : document d'appui
NOTE:
Se brancher en franais : lintgration des technologies de l'information et de la
For additional
communication (TIC), secondaire 1 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 rfrence
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
COMMEN
CER?
- WHERE TO BEGIN
?
19
DIRECTION
(DREF)
The Direction des ressources ducatives franaises (DREF) at 0140 - 200 avenue de la Cathdrale, in Saint-Boniface,
is a branch of the Bureau de l'ducation franaise, 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
DREF:
Online: <www.dref.mb.ca>
Phone: 204-945-8594
Toll free: 1-800-667-2950
Fax: 204-945-0092
Email: dref@gov.mb.ca
The DREF: Truly a Manitoba treasure for Basic French teachers!
VOS MARQUES,
!
ARTEZ
PRTS, P
PROFESSIONAL DEVELOPMENT
ATELIERS
Each year, le Bureau de l'ducation franaise organizes workshops for all Basic French teachers in Manitoba.
To see what is available in your area and to register, visit Coup d'il sur l'anne : <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.
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 Collge 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:
FRANAIS 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'ducation
franaise. 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.
COMMEN
CER?
- WHERE TO BEGIN
?
21
BOURSES
Bursaries are available for Basic French teachers wishing to work on their French language skills and methodology.
INSTITUTIONS
OFFERING
COURSES OUTSIDE
MANITOBA
<www.uqtr.ca/eif/french>
<www.elf.uqac.ca/programs/summer.php>
UNIVERSIT LAVAL
<www.elul.ulaval.ca/sgc/site/elul/pid/7058>
UNIVERSIT DE MONTRAL
<www.fep.umontreal.ca/langues/eng>
<www.langues.immersion.uqam.ca/en/programmes/programmes_juillet.asp>
COLLGE SAINT-CHARLES-GARNIER
CGEP DE TROIS-RIVIRES
<www.collegegarnier.qc.ca/ateliers/index.html>
<www.formation-mauricie.ca/ecfrancais/accueil.asp>
UNIVERSIT DE LA COLOMBIE-BRITANNIQUE*
<www.frenchcentre.ubc.ca/quebec/index.html>
*The program for teachers is offered at the Collge Mrici in Qubec.
UNIVERSIT 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:
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
VOS MARQUES,
!
ARTEZ
PRTS, P
FEUILLE
DE RFLEXION
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
COMMEN
CER?
- WHERE TO BEGIN
?
23
FEUILLE
(continued)
DE RFLEXION
Rarely/Sometimes
or Often
Notes/steps to take
Reproduced and adapted with permission of the Bureau de l'ducation franaise Division,
Manitoba Education, Citizenship and Youth, 2008.
24
VOS MARQUES,
!
ARTEZ
PRTS, P
FOR
EVALUATING SUPPORT
OF
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.
Are the following present for the Basic French courses at our school:
YES
NO
YES
NO
COMMEN
CER?
- WHERE TO BEGIN
?
25
(continued)
YES
NO
SELDOM
SOMETIMES
REGULARLY
Reproduced and adapted with permission of the Bureau de l'ducation franaise Division,
Manitoba Education, Citizenship and Youth, 2008.
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
VOS MARQUES,
!
ARTEZ
PRTS, P
Section 3
LA
DMARCHE PDAGOGIQUE
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 []
(Manitoba Education,
Citizenship and Youth,
Franais de base de la 4e
la 6e anne, Programme
d'tudes p. 8)
LA
DMARC
HE PDAG
OGIQUE
- METHODOLOGY
29
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
LANGUAGE
z
Copyright 1998-1999 by
the Manitoba Teachers' Society.
All rights reserved.
30
VOS MARQUES,
!
ARTEZ
PRTS, P
PRACTIVIT
ACTIVIT
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!
POSTACTIVIT
INTEGRATING WHAT
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.
LA
DMARC
HE PDAG
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 = r
tcome
ou
ng
ecific learni
spcifique = sp
31
LA DMARCHE PDAGOGIQUE EN
FRANAIS
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?
LE PLANIFIER?
Voici un schma de planification qui comprend les quatre composantes dun programme multidimensionnel.
com
Le
mu
La c
el
nti
rie
exp
ultu
re
atif
nic
CHAMP DEXPRIENCE
La
ang
ue
rale
g
re
gi
nga
La l
n la
atio
m
for
Reproduit avec la permission du Bureau de l'ducation franaise,
ducation, Citoyennet et Jeunesse Manitoba, 2008.
32
VOS MARQUES,
!
ARTEZ
PRTS, P
LA DMARCHE PDAGOGIQUE EN
FRANAIS
DE BASE
la comprhension orale
la comprhension crite
la production orale
la production crite
(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 (Rsultat dapprentissage spcifique RAS) from your curriculum guide
and check off the area(s) of concentration. Be sure that you have followed la dmarche pdagogique : practivit,
activit, postactivit. It is also important to use various forms of evaluation. Each lesson can contain between two to
four activities linked to le communicatif-exprientiel, la culture, la langue, la formation langagire gnrale, in the four
competencies; listening, speaking, reading and writing.
Le communicatif-exprientiel
La culture
RAS
RAS
Practivit (prparation)
Practivit (prparation)
Activit (ralisation)
Activit (ralisation)
Postactivit (intgration)
Postactivit (intgration)
valuation
valuation
La langue
RAS
RAS
Practivit (prparation)
Practivit (prparation)
Activit (ralisation)
Activit (ralisation)
Postactivit (intgration)
Postactivit (intgration)
valuation
valuation
LA
DMARC
HE PDAG
OGIQUE
- METHODOLOGY
33
OF OUR
DIFFERENTIATING INSTRUCTION
STUDENTS
IN THE
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:
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
34
VOS MARQUES,
!
ARTEZ
PRTS, P
TO INTRODUCE A BOOK,
DO A BOOK WALK!
ais de base.
l du curriculum de Fran
tie
en
ess
nt
me
l
un
est
plusieurs rles.
La lecture
le fait qu'elle peut jouer
ns
da
ide
rs
e
tur
lec
la
acquisitions
L'importance de
rience, renforcer les
xp
d'e
p
am
ch
le
r
ye
pu
nciation,
La lecture sert ap
r, amliorer la prono
rle
pa
du
et
ute
co
l'
s aspects culturels.
de l'lve au niveau de
dir la comprhension de
fon
pro
ap
et
re,
lai
bu
er le champ
largir le voca
lle le professeur peut abord
ue
laq
r
pa
re
ni
ma
e
un
culum.
En plus, la lecture est
ersation et varier le curri
nv
co
la
ler
mu
sti
,
on
fa
d'exprience 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 dvelop
ur
po
s
ile
fac
res
liv
s
de
distraire les lves ou
confiance en eux...
e, accompagne
s : individuelle, en group
me
for
urs
sie
plu
re
nd
franais.
La lecture peut pre
lire toute une histoire en
de
isir
pla
le
ur
po
lue
nseignant suivre
par quelques exercices ou
tissage, on encourage l'e
ren
pp
d'a
ats
ult
rs
s
ce
ns le guide.
Pour atteindre
gique telle que dcrite da
go
da
p
e
rch
ma
d
la
autant que possible
naise,
Bureau de l'ducation fra
du
ion
iss
rm
pe
la
ec
av
Reproduit
08.
et Jeunesse Manitoba, 20
ducation, Citoyennet
FRENCH
Le survol du livre
A book walk
AVANT DE LIRE, DEMANDER
AUX LVES 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 prdictions.
Les lves plus jeunes
peuvent dessiner leurs
prdictions.
Librairie la page
La Boutique du livre
LA
DMARC
HE PDAG
OGIQUE
- METHODOLOGY
35
LA
LITTRATIE EN
FRANAIS
EXEMPLE DACTIVITS
DE BASE
ET DE STRATGIES DE LA
LA
ANNE
En utilisant comme exemple L'ourson - Collection Colorissimo; Groupe Modulo, (grand livre disponible la DREF),
voici une illustration de la dmarche pdagogique en intgrant des stratgies de littratie.
1. AVANT : la practivit
Pratiquer les prpositions avec la chanson : sur, sous, dans, devant, derrire, ct de. (London Bridge)
Pratiquer et rviser les prpositions 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 ge a-t-il?
La stratgie : Faire un survol du livre et faire des prdictions. Do a book walk and have students make
predictions.
2. PENDANT : l'activit
Lire le livre haute voix sans trop arrter.
Lire le livre avec la classe (lecture collective).
Lire le livre avec quelques arrts pour parler de la graphie et des sons.
La stratgie : Donner aux lves une intention d'coute. Give the students a purpose for listening to the
story.
3. APRS : la postactivit
Vrifier les prdictions.
Poser des questions pour vrifier les prdictions.
Rviser les parties du corps (humain et animal) et les animaux au zoo. (une activit de prolongement)
Demander aux lves d'apporter leur ourson ou leur animal favori en peluche et de le dessiner.
Demander aux lves d'crire les parties du corps sur leur dessin. Modliser les structures laide dun
dessin dourson que vous aurez dj prpar.
Prsenter les projets oralement. Afficher les dessins. Demander aux lves de faire une autovaluation.
La stratgie : Vrifier la comprhension.
FEUILLE DE L'LVE
________________.
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
VOS MARQUES,
!
ARTEZ
PRTS, P
ESSENTIALS
OF
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.
LA
DMARC
HE PDAG
OGIQUE
- METHODOLOGY
37
ASSESSMENT RESOURCES
FOR
FRENCH CLASSES
Subject/Title
Description
Website
Subject/Title
Description
Website
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
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
Description
Website
38
lf-evaluation
For teacher se
uation, consider
and school eval
beginning
the templates
is guide.
th
on page 23 of
VOS MARQUES,
!
ARTEZ
PRTS, P
Section 4
LANNE
SCOLAIRE
LE MOIS D'AOT
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
Ambience
Routines
Language Strategies
Having considered these elements, you will be prepared for a successful anne 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
French posters
a CD player
multi-media equipment for support (possibilities: a digital camera, computer, projector, smartboard)
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.
LANNE S
C
OLAIRE
41
C'EST
LE MOIS D'AOT
(continued)
lot de 2
lot de 3
lot de 4
13 lots de 2
26 lves
9 lots de 3
27 lves
6 lots de 4
24 lves
Double U
12 lves
17 lves
V avec dyades
8 lves
6 lves
26 lves
17 lves
27 lves
lots o l'on a combin des regroupements diffrents
Source : Caron, Jacqueline. 1994. Quand revient septembre : Guide sur la gestion de classe participative.
Volume 1. Montral : Les ditions de la Chenelire, p. 431. Reproduit avec permission.
42
VOS MARQUES,
!
ARTEZ
PRTS, P
plus...
Pour en savoir
ult
tire article, cons
To read the en
e.
bl
ta
Tout le monde
LANNE S
C
OLAIRE
43
COUP DIL
LA
SUR LANNE
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.
Aot
Install French
bulletin board
by French
classroom.
Septembre
Octobre
Novembre
Dcembre
French Caf
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
Cinmental
them with the
(Winnipeg's
elementary
annual French
students
language Filmfest.)
(Grades 4-5).
Assemble
scrapbook to add
to class library.
Book
artists/guests.
44
VOS MARQUES,
!
ARTEZ
PRTS, P
COUP DIL
(continued)
SUR LANNE
Janvier
Fvrier
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
Frres Gosselin
and Natalie
Labossire.
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 Qubec.
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 Molire
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 Qubec.
(Grade 12)
LANNE S
C
OLAIRE
45
COUP DIL
(continued)
SUR LANNE
Dates
Themes
a commence! :
Ma communaut*
(Pearson Education)
Septembre
Octobre
An introductory theme
in which students
recognize and use
vocabulary related to
community places and
activities.
a marche! :
Bon apptit*
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.
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
(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
Dcembre
(Nelson)
Vagabonds
de l'espace.
(Focus on reading
strategies)
Assorted blackline
masters and work
book activities
related to each
sub-task
Final project
Peer assessment
Develop rubric for project
VOS MARQUES,
!
ARTEZ
PRTS, P
COUP DIL
(continued)
SUR LANNE
Dates
Themes
Bibliothque
Janvier
Final Project
(Based on
outcomes)
With a partner,
create a diorama
based on their
novel.
Assessment
of Learning
Dramatize a
chapter from
the novel
Submit a booklet
based on
comprehension
activities
Final project
Cultural Enrichment: Students will attend la fte franaise (Brandon School Division event) in order to experience
a French festival.
Fvrier
Mars
Tout ados :
Ftes et Mardi gras
(Nelson)
Research and
present an oral
report on a festival
a marche! :
Mordu du sport!
(Pearson Education)
Assessment
of Learning:
Final project
Self-assessment
at the end of term
Assessment
of Learning:
Reading test
Year end
self-evaluation
Final project
The assessment strategies listed in this table are provided in the five units indicated.
LANNE S
C
OLAIRE
47
CRER
CEST
LA ZONE FRANAISE
LE MOIS DE SEPTEMBRE
Maintenant, cest le temps de crer la zone franaise dans votre salle de classe! Mais qu'est-ce que c'est?
La zone franaise 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-exprientielle which leads to authentic communication while enjoying
learning French. La zone franaise is a great place to be!
The following description of la zone franaise 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.
CRER
LA ZONE FRANAISE
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 franaise.
LAMBIANCE
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
(Schtz, 2007)
VOS MARQUES,
!
ARTEZ
PRTS, P
CRER
(continued)
LA ZONE FRANAISE
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 franais is already posted at the door. Greet students en franais, 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-activit
(5 minutes)
Activit en dyade
(5 minutes)
Chanson
(5 minutes)
Horaire
du jour
LANNE S
C
OLAIRE
a. Activit d'coute
b. Lecture
c. Activit crite
49
CRER
(continued)
LA ZONE FRANAISE
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-activit for students to complete individually as soon as they are seated.
This gives them the chance to mentally prepare for the lesson.
Examples:
1) Thumbs up, thumbs down, waggle fingers
(Understand, don't understand, understand somewhat)
2) Traffic light: Students create a traffic light with red, green and yellow
disks (from cardboard). They indicate their comprehension by pointing
to the appropriate colour.
Le vocabulaire en contexte
It is important to give the students the tools that they need in order
to function in a French class. From the first day, equip students with
the expressions necessary to begin communicating en franais. 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 franais. 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 rponse? Bravo! Nous avons gagn!
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 franais.
50
STRATGIE
POUR LA RENTRE
VOS MARQUES,
!
ARTEZ
PRTS, P
CRER
LA ZONE FRANAISE
(continued)
LES STRATGIES
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 stratgies d'coute :
z Chercher les mots-amis et les mots familiers
z Regarder les gestes et le visage de la personne qui parle
z couter le ton de la voix
z Considrer le contexte de la conversation
z Utiliser les expriences 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.
LANNE S
C
OLAIRE
51
CRER
(continued)
LA ZONE FRANAISE
POURQUOI
SYSTMES
DE RCOMPENSE
CONSEILS
En petits groupes, en dix minutes, laborez une liste de conseils
pour bien apprendre une langue.
Par exemple : Au dbut, cherchez dans les journaux des articles sur le pays o 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 franaise, 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
VOS MARQUES,
!
ARTEZ
PRTS, P
CRER
(continued)
LA ZONE FRANAISE
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 franaise 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 franais, can you
Sept.
Oct.
Nov.
Dec.
LANNE S
C
OLAIRE
53
CRER
(continued)
LA ZONE FRANAISE
TO SUMMARIZE
La zone franaise 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
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
VOS MARQUES,
!
ARTEZ
PRTS, P
UNE ACTIVIT
PARLONS
DE MOI
Voici une activit possible pour le dbut de l'anne scolaire. C'est chaque enseignant de l'adapter 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
PRACTIVIT
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 franais
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:
MOI
(stick figure, point to yourself) Regarde mes lunettes, mes cheveux bruns...
MES VACANCES
J'AIME
MES ACTIVITS
MA
LANNE S
C
OLAIRE
FAMILLE
55
UNE ACTIVIT
(continued)
ACTIVIT
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)
Aprs, pliez le papier comme un hamburger (crosswise-model for students)
z Ouvrez le papier. Maintenant vous avez quatre botes!
z crivez les mots suivants dans le coin de chaque boite : Mes vacances, Ma famille, J'aime, Mes activits.
(Model this with an overhead projector or on the white board.)
z crivez Moi au centre de la feuille.
z
z
Walk around the class talking en franais 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
JAIME
56
MES ACTIVITS
VOS MARQUES,
!
ARTEZ
PRTS, P
UNE ACTIVIT
(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.
3. Nous prsentons :
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 lves, vous avez trs bien fait!)
Une suggestion
Bravo! Flicitations
pour
For more peer
s, see
assessment idea
ent
sm
the CASLT Asses
le
er vel.
Toolkit, beginn
LANNE S
C
OLAIRE
57
UNE ACTIVIT
(continued)
POSTACTIVIT
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 activits prfres?
z Ton frre, 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.
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
VOS MARQUES,
!
ARTEZ
PRTS, P
COMMUNICATION TOOLS
FOR
STUDENTS
Trousse de survie
Voici une collection de vocabulaire et d'expressions qui va vous aider mieux communiquer en franais.
Servez-vous-en et parlez en franais autant que possible, mes amis!
Qu'est-ce qui se passe?/Qu'est-ce qui arrive?
What happenened?
What happenened?
Je suis fch.
Je suis fauch.
I'm broke.
Je suis dsol.
I'm sorry.
C'est chouette!
C'est gnial!
Je l'aime beaucoup.
Sans blague!
No kidding!
Ae!
Ouch!
Quel dsastre.
What a disaster.
Tu parles!
Il y a
C'est ridicule.
It's ridiculous.
mon avis
In my opinion
Don't worry.
C'est la vie.
That's life.
Oh l l!
Wow!
tes souhaits.
Bless you.
On y va.
LANNE S
C
OLAIRE
59
COMMUNICATION TOOLS
60
FOR
(continued)
STUDENTS
tout l'heure.
Du calme.
Calm down.
Courage!
Cheer up!
Piti.
Quoi de neuf?
What's new?
Qu'est-ce qu'il y a?
What's wrong?
a, c'est le comble!
a m'nerve.
J'en ai assez!
Tu exagres.
J'en doute.
I doubt it.
Flicitations.
Congratulations.
Jamais de la vie!
Dcide-toi./Dcidez-vous.
a suffit!
That's enough!
Thanks a million.
Bien sr.
Of course.
N'importe.
Never mind.
Volontiers.
Gladly.
Zut alors!
Darn it all!
Pouah!!!
Yuk!!!
la mode.
In style.
Chic et cher.
VOS MARQUES,
!
ARTEZ
PRTS, P
COMMUNICATION TOOLS
EXPRESSIONS
FOR
(continued)
STUDENTS
UTILES
EXPRESSIONS
LANNE S
C
OLAIRE
61
COMMUNICATION TOOLS
FOR
STUDENTS
(continued)
EXPRESSIONS D'ENCOURAGEMENT :
C'est bien a!
C'est fantastique a!
a, c'est une bonne ide.
Tu as bien fait a.
J'aime ta suggestion.
Tu parles bien.
Tu dessines bien.
Nous avons fait du bon travail.
Ne te dcourage pas. (Ne nous dcourageons 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 aim
J'adore
J'ai ador
Je prfre
J'aimerais mieux
Je suis mordu de
DTESTER :
Je n'aime pas
Je n'ai pas aim
Je dteste
J'ai dtest
J'ai horreur de
. ne m'emballe pas.
. ne me plat pas du tout.
TRE
INDIFFRENT
a m'est gal.
Peu importe.
62
VOS MARQUES,
!
ARTEZ
PRTS, P
COMMUNICATION TOOLS
LE
FOR
(continued)
STUDENTS
MOT DU JOUR
En franais
En anglais
Ah bon?
Really?
avoir la pche
to be in fine form
avoir le cafard
a m'est gal
pouvantable
terrible/dreadful
tre enrhum
to have a cold
Impec!
Great! Terrific!
l'informatique
computer science
la bouffe (fam.)/bouffer
Laisse tomber!
le brouhaha
malin
smart, clever
Quel dommage!
What a shame!
sympa (fam.)
Tant pis!
Too bad!
tlcharger
to download
ttu
stubborn
un ado (fam.)
a teenager
un bobo (fam.)
un dfi
a challenge
un rendez-vous
an appointment, a date
un comdien/une comdienne
an actor/actress
LANNE S
C
OLAIRE
63
64
VOS MARQUES,
!
ARTEZ
PRTS, P
Section 5
LE
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 gagn!)
z as a way of practising and reviewing structures and idiomatic expressions
(La voil, 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.
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
67
DIX
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'
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 :
lve 1 :
un, deux
lve 2 :
lve 3 :
six
lve 4 :
sept, huit
lve 5 :
neuf
lve 6 :
lve 1 :
un, deux
lve 2 :
trois, quatre
lve 3 :
lve 4 :
huit, neuf
lve 5 :
3.TLPHONE :
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 rgional. The student from each team who recognizes the number from his
card, must race to the front, pick up the phone and say "Oui, all?" The first student to answer the phone scores a
point for his team.
4. PLUS
: (GUESS THE
NUMBER)
VOS MARQUES,
!
ARTEZ
PRTS, P
DIX
(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 divis 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
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 DS
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
69
DIX
1. JE
FAIS MA VALISE
- CHANE
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 prpare mon panier, et dans mon panier je mets.
2. DONNE
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 secrtaire. Le chef must act out words using pantomime,
while the group guesses the words. Le secrtaire 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.
Catgorie : 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 secrtaire. The teacher then might say: Catgorie : 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
VOS MARQUES,
!
ARTEZ
PRTS, P
DIX
(continued)
6. LOTO
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 gagn!
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
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>.
LE COIN D
ES JEUX
71
DIX
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.
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
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 cinma
Ils organisent
6. 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
VOS MARQUES,
!
ARTEZ
PRTS, P
DIX
(continued)
8. CERCLE
EXTRIEUR/CERCLE INTRIEUR
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 prfr?)
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
PRFRENCES
: (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 PRFRENCES.
10. AU
SUPERMARCH
Have students visit online sites such as the French sites of Canadian Tire or Sears. (Go to the home page and follow the
en franais 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 vlo! Il est (magnifique, super, pratique, rapide)
Client : Combien cote le vlo? Je prfre le vlo jaune
LE COIN D
ES JEUX
73
LES
JEUX
CERCLE
: FEUILLES
MAGIQUE
REPRODUCTIBLES
(SEE
69)
74
71 + 50
13 + 30
15 + 50
14 + 40
Ct B
Ct B
Ct B
Ct B
33 + 29
Ct B
14 + 16
Ct B
12 + 23
Ct B
Ct A
Ct A
Ct A
Ct A
Ct A
Ct A
Ct A
= 13
= 35
= 30
= 62
= 121
= 43
= 65
VOS MARQUES,
!
ARTEZ
PRTS, P
ES JEUX
26 - 19
100 - 78
200 - 100
75 - 25
24 - 11
Ct B
Ct B
Ct B
Ct B
14 - 11
Ct B
50 - 25
Ct B
19 + 18
Ct B
Ct A
Ct A
Ct A
Ct A
Ct A
Ct A
LE COIN D
(continued)
REPRODUCTIBLES
Ct B
: FEUILLES
Ct A
JEUX
Ct A
LES
= 54
= 37
= 25
=3
=7
= 22
= 100
= 50
75
LES
JEUX
: FEUILLES
DEVINETTES (SEE
PAGE
70 - QUI
SUIS-JE?)
Je suis gros.
Jai deux roues.
Jai aussi deux ailes.
Je vole.
76
(continued)
REPRODUCTIBLES
Quest-ce
que cest?
UN AVION
Quest-ce
que cest?
UN AUTOBUS
Quest-ce
que cest?
UNE HORLOGE
Quest-ce
que cest?
FACEBOOK
Quest-ce
que cest?
LA GRADUATION
VOS MARQUES,
!
ARTEZ
PRTS, 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
SPIDERMAN
MICKEY MOUSE
TARZAN
LUKE SKYWALKER
HOMER SIMPSON
HILLARY DUFF
LE COIN D
ES JEUX
77
LES
JEUX
: FEUILLES
BAVARDO (SEE
(continued)
REPRODUCTIBLES
72)
Ce jeu encourage la communication orale. C'est une bonne faon de faire de la rvision.
Pour chaque catgorie (10, 20, 30, 40 points), adaptez les questions aux thmes tudis en classe.
Par exemple, pour 10 points, on pourrait dire Voici un adjectif masculin. Donnez la forme fminine. ou Voici un
verbe au prsent. Changez-le au pass compos.
faire l'avance : Couper des photos dans des revues et prparer les phrases complter, selon le niveau des
lves.
Pour jouer, divisez la classe en deux quipes. Les lves rpondent tour de rle. Chaque lve choisit sa catgorie.
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, aprs l'cole, je _________________________________.
Les fins de semaine, mes activits prfres sont __________________.
Quand je fais mes devoirs, je ________________________________.
Au supermarch, j'achte ___________________________________.
S
30 POINT
S
40 POINT
78
VOS MARQUES,
!
ARTEZ
PRTS, P
LES
NOS
JEUX
: FEUILLES
PRFRENCES
(continued)
REPRODUCTIBLES
(SEE
73)
Exemple :
Thme : les sports
Est-ce que tu aimes Oui, jaime... Non, je naime pas... Non, je dteste...
Activit
jouer au soccer
III
IIII II
jouer au base-ball
jouer au hockey
jouer au curling
regarder les matchs de hockey la tl
regarder les matchs de base-ball la tl
regarder les matchs de curling la tl
regarder les matchs de soccer la tl
LE COIN D
ES JEUX
79
LES
TOI
JEUX
: FEUILLES
(continued)
REPRODUCTIBLES
DE PARLER
Ce jeu a pour but de faire parler les lves. Il serait bon de pratiquer d'une faon informelle pour que les lves
soient l'aise de parler spontanment.
Sur des cartes, crivez des sujets (un sujet par carte).
Par exemple :
Les Blue Bombers de Winnipeg
L'mission Canadian Idol
Les devoirs
Mr. Bean
Les Skittles
Les vacances d't
Notre cole, etc.
80
VOS MARQUES,
!
ARTEZ
PRTS, P
LES
JEUX
: FEUILLES
ENTREVUE A (SEE
(continued)
REPRODUCTIBLES
PAGE
72)
Date : ________________________
Nom : ________________________
Questions possibles
1.
2.
Quel ge as-tu?
3.
4.
5.
6.
7.
8.
9.
10.
LE COIN D
ES JEUX
81
LES
JEUX
: FEUILLES
(continued)
REPRODUCTIBLES
ENTREVUE A (SUITE)
Date : ________________________
Nom : ________________________
1.
Je mappelle ____________________________________________
Mon nom de famille est ___________________________________
2.
3.
4.
5.
6.
7.
8.
9.
10.
82
VOS MARQUES,
!
ARTEZ
PRTS, P
LES
JEUX
: FEUILLES
ENTREVUE B (SEE
REPRODUCTIBLES
PAGE
(continued)
72)
1.
J'ai peur de
2.
3.
4.
Je dteste
5.
Je veux tudier
6.
7.
8.
9.
10.
LE COIN D
ES JEUX
J'adore
83
LES
JEUX
: FEUILLES
CONCENTRATION : UN
(continued)
REPRODUCTIBLES
JEU DE MMOIRE
(SEE
71)
1. Faites les associations en trouvant les contraires ou les images qui illustrent les mots.
2. L'enseignant enlve une tiquette choisie par llve (ex. 2A, 3C) la fois en demandant aux lves de trouver les
partenaires (mot-contraire ou mot-image).
3. Variante : Avec les lves plus avancs, demandez-leur de faire une phrase avec un des mots retrouvs.
Ex. Regardez les belles photos.
84
VOS MARQUES,
!
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PRTS, P
Section 6
UNE
LANGUE VIVANTE
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 ftes 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
87
FRENCH
THE
(continued)
IMPORTANCE OF CULTURE
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
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
bas Francophon
Source : Manito
88
VOS MARQUES,
!
ARTEZ
PRTS, P
COMMENT
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.
LA FRANCOPHONIE
Dcouvrir les pays ou les rgions francophones. Visiter les lieux tels que les bibliothques, les muses, les centres
communautaires. Faire connatre les traditions, les ftes, les modes de vie et les valeurs des cultures francophones
travers le monde.
z
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:
La Francophonie - Students discover where French is spoken, a legend, and French Canadian explorers.
la ronde 3, Nelson. (6e anne)
Runion Qubec - Students learn about Quebec by following the family's visit to the province.
Tout ados 1, Nelson. (7e anne)
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 anne)
En route vers la Francophonie - Students will learn about adolescents from the Francophone world.
Communi-Qute 2, Oxford. (8e anne)
Nous, les Canadiens - Students will look at multiculturalism, citizenship, and famous Canadians.
a marche! 3, Pearson Education. (9e anne)
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 anne)
MONDE
DES COMMUNICATIONS
La radio, la tlvision et les journaux sont d'excellentes ressources exploiter dans la dcouverte de la culture et
l'apprentissage de la langue franaise.
PRESSE FRANCOPHONE
z Radio-Canada : Nouvelles et actualits 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'actualit : <www.lactualite.com>
z Actions Mdias offers workshops on journalism: <www.envol91.mb.ca/jeunesse.html>
z La Libert et le Journal des jeunes : <www.journaux.apf.ca/laliberte>
Introduce your students to the Manitoban French newspaper. La Libert parat tous les mercredis. Elle publie
galement Le Journal des jeunes, un mensuel d'information portant sur l'actualit 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 - Palmars des chansons les plus diffuses sur Envol 91 and at the shows geared
for students - Les missions jeunesse.
Radio-Canada Manitoba (CKSB 90,5 FM) : <www.radio-canada.ca/regions/manitoba/index.shtml>
Radio France : <www.radiofrance.fr>
TLVISION
z Radio-Canada : <www.radio-canada.ca/television>
z La chaine de tlvision TV5 : <www.tv5.org>
z TVA : <www.tva.canoe.com>
90
VOS MARQUES,
!
ARTEZ
PRTS, P
COMMENT
VISION
(continued)
HISTORIQUE
Faites une recherche sur les vnements importants de l'histoire des francophones. Identifier les symboles,
drapeaux, devises qui reprsentent le monde francophone. Dcouvrir des personnalits francophones marquantes
et leurs contributions. Explorer des sites historiques, des monuments, des sculptures, l'architecture, etc.
z
MONDE
DES ARTS
Sensibiliser les lves la littrature, la posie, au thtre, la chanson, au cinma et l'art : ceux-ci stimulent en
effet leur imagination et renforcent l'apprentissage de la langue et la civilisation franaise.
z
Cinmental : <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
Projet-thatre : 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 Mystrieuse 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 tre grand.
Srie - Montre-moi ton cole - 26 titres. Un enfant dvoile son cole et ses activits.
Srie - Ma maison - 15 titres. Dcouvrir les maisons de diffrents pays.
Srie - coute ma musique - 13 titres. Dcouvrir la musique des enfants autour du monde.
Srie - Bon apptit les enfants - dans chaque film, un enfant rvle les habitudes alimentaires de son pays.
ADOS : Maurice Richard, La Grande Sduction, Astrix et Oblix, Au revoir les enfants, Cyrano de Bergerac,
Le fabuleux destin d'Amlie 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. a marche! 1, Pearson. (7e anne).
Studio Crateur - Students explore colour, art, texture and art of various artists such as Norval
Morisseau. Communi-Qute 3, Oxford. (9e anne).
Artistes
Cirque du Soleil, Coco Chanel (couturire), Edgar Degas (peintre), Gustave Eiffel (architecte),
dith Piaf (chanteuse), Jacques Prvert (pote), Auguste Rodin (sculpteur), Georges Seurat (peintre).
EXPRESSIONS
IDIOMATIQUES
Dictionnaire/Synonymes/Conjugaisons : <dictionnaire.tv5.org>
AUTRES
92
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!
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PRTS, 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.
Textes littraires :
Textes informatifs :
Textes dialogus :
z Textes visuels :
z Textes expressifs :
z
z
LANGUE
VIVANTE
Le petit Nicolas
Auteurs : Ren Goscinny, Semp
(Collection Folio Junior)
<www.gallimard-jeunesse.fr>
Destinations
Auteur : toute une collection dauteurs
(Pearson Education Canada)
<www.pearsoned.ca>
UNE
Le petit prince
Auteur : Antoine de Saint-Exupry
<www.facultystaff.richmond.edu/~jpaulsen/
petitprince/petitprince.html>
La parure
Auteur : Guy de Maupassant
93
FRENCH
LA
LA
CHANSON: AN IMPORTANT
LEARNING TOOL
Music is a universal language. Songs have a role to play in language acquisition and teachers should use music as 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 practivit, activit and postactivit of la demarche pdagogique 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.
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 ltude de pomes
z Crer une jaquette de disque compact aprs avoir cout la musique
et avoir lu les informations sur linterprte (sans avoir vu la pochette)
z
94
VOS MARQUES,
!
ARTEZ
PRTS, P
LA
LA
(continued)
CHANSON
Cette activit vise dmontrer comment traiter une chanson en classe en utilisant la dmarche pdagogique :
practivit, activit et postactivit.
PRACTIVIT
A. Premire analyse :
1 - INFORMATIONS GNRALES
a) Le titre
b) Le chanteur/la chanteuse
c) Quel genre de musique anticipes-tu?
coute la chanson
une seule fois
3 - RACTIONS PERSONNELLES
ACTIVIT
Lis les paroles de la chanson. Si les paroles ne sont pas affiches, essaie de les crire aussi bien que possible afin
de prciser le message de la chanson.
B. Deuxime analyse :
1 - LE MESSAGE DE LA CHANSON
a) Quel est le message?
b) Que penses-tu de ce message?
UNE
LANGUE
VIVANTE
95
FRENCH
LA
(continued)
POSTACTIVIT
ENFANT
Voici quelques chanteurs et groupes francophones pour vos classes de la maternelle la 6e anne.
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 Ds,
Diadem, Charlotte Diamond, Roger Doucet, tienne, Jacquot, Flix Leclerc, Gregg LeRock <www.gregglerock.ca>,
Matt Maxwell, Madeleine Joanisse Nadon, dith Piaf, Suzanne Pinel, Luc Plamondon (parolier), Hlne Poivre,
MC Solaar, Swing, Tanglefoot, Stphane Venne, Vnus 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'intrt de jeunes adolescents :
Bandaline, Daniel Blanger, 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 , Grald de Palmas, Bruno Pelletier, Les respectables,
Star Acadmie , Hlne Segara, Vnus 3.
96
VOS MARQUES,
!
ARTEZ
PRTS, P
QUELQUES
RESSOURCES EN MUSIQUE
Module
Collection
Niveau
Maison d'dition
la ronde 3
6e
Nelson
Tout ados
7e ou 8e
Nelson
Communi-Qute 2
7e ou 8e
a 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
a brasse!
Students learn about song,
rhyme, melody, and rhythm
Musiquemania!
Students discuss current
musical artists and trends
UNE
LANGUE
VIVANTE
97
FRENCH
QUELQUES
(continued)
RESSOURCES EN MUSIQUE
QubecPop : <www.quebecpop.com>
Paroles.net : <www.paroles.net>
Momes : <www.momes.net/musique/index.html>
Sites dvnements :
z
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 franais, inviting special guests such as parents. Popular foods might include: la poutine,
les crpes, la tarte au sucre, la tourtire, 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
VOS MARQUES,
!
ARTEZ
PRTS, P
DCOUVRIR
LA CULTURE FRANCO-MANITOBAINE
You can find treasures of Francophone culture close to home. Here are examples to explore.
UNE
LANGUE
VIVANTE
99
FRENCH
DCOUVRIR
HOW TO
(continued)
LA CULTURE FRANCO-MANITOBAINE
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, Ral Brard. 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: Ral Brard 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 Libert, and is
an illustrator of many books for children and adults (Ma petite rue qui m'a mene 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
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 Qubec 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.
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DCOUVRIR
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LA CULTURE FRANCO-MANITOBAINE
2. GABRIELLE ROY
Visit la Maison Gabrielle-Roy.
Learn about the writer, her life, family, books. (Document - Prsence de Gabrielle-Roy.
Un outil pdagogique. 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 Cinmental 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 Rivire-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
MDIAS
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>.
La Libert
z Introduce your students to the local French newspaper. Discuss the different sections of a newspaper
en franais.
z Create a class newspaper.
z Invite a journalist from the paper to speak with your class.
z Discuss Ral Berard's political cartoons and have students draw their own.
Actions Mdias
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>.
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FRENCH
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WHO
INVITS SPCIAUX
CAN
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
PERFORMERS:
DE BOUCHE OREILLE : Every two years in the spring, Thtre 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 LABOSSIRE : 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 franais. An experience your students will love! Contact Natalie at natalie@spontanum.ca 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.
LENSEMBLE FOLKLORIQUE DE LA RIVIRE-ROUGE : LEnsemble folklorique prsente des
spectacles au public et donne aussi des ateliers et de la formation dans les coles et dans la communaut.
Visitez <www.efrr.ca>.
THTRE DANS LE CIMETIRE : Sur les traces de Riel, une production qui marie le thtre, lhistoire et
une visite guide du cimetire de Saint-Boniface. Visitez <www.theatredanslecimetiere.com>.
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LES
SORTIES SCOLAIRES
WHERE
CAN
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.
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>
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SORTIES SCOLAIRES
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SORTIES SCOLAIRES
CERCLE MOLIRE : Founded in 1925, the Cercle Molire has been producing high quality French theatre
for Manitobans for over 80 years. With productions suitable for all ages, the Cercle Molire has a special children's
program entitled Thtre du Grand Cercle, le volet jeunesse du Cercle Molire.
340 Provencher Boulevard
Winnipeg, Manitoba R2H 0G7
Telephone: 204-233-8053
Website: <www.cerclemoliere.com>
Click Pour enseignants et parents and scroll down to Spectacle pour adolescents.
CINMENTAL : 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 Cinmental, assists students in getting greater benefit out of this experience.
Educational Program Coordinator
340 Provencher Boulevard
Winnipeg, Manitoba R2H 0G7
Telephone: Information on website
Website: <www.cinemental.mb.ca>
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(continued)
SORTIES SCOLAIRES
MANITOBA MUSEUM/MUSE DU MANITOBA : The museums 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>
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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 Collge 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-QUBEC 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 Qubec. 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 Fdration de la jeunesse canadienne franaise at fjcf@fjcf.ca.
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'lves du Manitoba ont particip
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>.
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LA BOURSE D'TUDES
POUR LVE DE 12e ANNE!
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.
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REFERENCE LIST
(continued)
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