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French 10-3Y

Table of Contents

Introduction to the French 10-3Y Sample Lesson Series ...............................................................1

Activities Brainstorm Planning Sheet ........................................................................

.....................2

Overview of Learner Outcomes and Cross Reference with Activities ...........................................3

French 10-3Y Learning Activities - Lexical Content ....................................................................5

Breakdown of Key Learning Activities ........................................................................

..................6 Teaching Materials ........................................................................

Transparents n

os 1-6

Feuilles d'activités n

os 1-12

Fiches d'évaluation n

os 1-5

Cartes-éclair

© Alberta Education, Canada, 2008 French 10ñ3Y Lesson Series ñ Table of Contents /v [This page was left blank intentionally.] © Alberta Education, Canada, 2008 French 10-3Y Lesson Series - Teaching Notes /1 Introduction to the Sample French 10-3Y Lesson Series This sample lessons series is provided as an illustrative example. It de monstrates how the three components of the Three-year French as a Second Language Program of Studies can work toget her to

attain more favourable outcomes for students. The lessons series consists of 18 Key Learning Activities.

The directions and time allotments are presented as suggestions, thus, a llowing teachers ß exibility in

tailoring these activities to their own teaching situation. As such, it will be important for teachers to

identify how many of the Key Learning Activities will be used in a given class and what other transitional

activities or exercises may be required, such as links to previous learn ing at the beginning of a class, and activities, such as recaps of the day's learning, to close a class. Note: The Key Learning Activities have been numbered for ease of reference. Teachers may choose to reorder or omit certain activities or add activities, depending on the n eeds and interests of their students.

Teaching Notes

include the following: an overview of the activities illustrating planning based on multiple intelligences an overview of the outcomes as they are cross-referenced with the Key Le arning Activities

directions for 18 Key Learning Activities, which provide teachers with instructions and approximate time allotments for each activity

support materials for the teacher (presentation materials and answers t o certain activities), which are found after Key Learning Activity No. 18.

Supporting Materials

are found following the Teaching Notes and consist of the following: blackline masters for six transparencies (Transparents)

twelve Feuilles d'activités that are used for guided or independent practice activities and may inv

olve individual, pair or small-group interaction (the number of photocopies needed varies)

Þ ve Fiches d'évaluation

twenty-eight ß ash cards, 25 depicting activities and three depicting a time reference. In light of the limited number of activities presented here, outcomes re lated to cultural knowledge are not present. As an extension to the activities provided here, teachers could introduc e musical preferences and in this way present Francophone singers and composers in the Personal co ntext.

2/ French 10-3Y Lesson Series - Teaching Notes ©Alberta Education, Canada, 2008

Verbal/Linguistic:

carrying out various activities involving the learning of wordsLogical/Mathematical: working with a sequence of events; classifying types of activities and preparing a summary statement based on most popular

Interpersonal:

collaborating on oral and written activities related to the sharing of preferences

Bodily/Kinesthetic:

playing charades; using gestures to communicate a messageMusical/Rhythmic: not applicableNaturalist/Physical: not applicable

Intrapersonal:

refl ecting on one's strategy use; refl ecting on one's activity preferences; using a simple survey

Visual/Spatial:

using fl ash cards for a memory game; drawing a sketch to represent each verbal expression

Unit Focus: Sharing Prefer-

ences (personal, interpersonal, referential and directive functions)

Duration:

approx. 4 class periods;

80 minutes/class

Activities Brainstorm Planning Sheet (planning with multiple intelligences in mind)

Performance Task:

In pairs, students carry out a conversation in which they ask about a preference for a particular activity, a response is given, an

invitation is extended to participate in the activity and an acceptance or refusal is expressed. © Alberta Education, Canada, 2008 French 10-3Y Lesson Series - Teaching Notes /3 Overview of Learner Outcomes and Cross Reference with Activities

Context:

Personal Context

Language Experience: Sharing Personal Preferences (10 C1.2)

Duration:

approx. four class periods

Dates: TBD

Speci

Þ c Communicative Acts

Cross Reference with Key

Learning Activities

Personal Function:

expressing a liking for something; expressing a dislike for something; e xpressing a preference for something; expressing a desire (10 A 1)2, 3, 9, 16, 17, 18

Interpersonal Function:

asking about and expressing others' likes, dislikes, preferences and desires (10 A 2) 2, 3, 16, 17, 18

Referential Function: requesting and providing information about people or actions; classifyin g ideas; reporting factual information (10 A 3)1, 4, 5, 8, 11, 12, 13, 14, 15, 16, 17

Directive Function: suggesting an action (10 A 4)5, 6, 7, 17Strategies for Communication Production Strategies: self-editing; collaborating with others to communicate messages;

recalling and rehearsing

6, 9, 17, 18

Repertoire - Linguistic SubcomponentCross Reference with Key Learning Activities

Prerequisite Vocabulary Knowledge: numbers 1 - 20, sound-symbol correspondences for familiar words4, 6

Vocabulary:

understand and use taught words, phrases, expressions and interjections related to personal and interpersonal functions and the language experience - S

HARING

P

ERSONAL

P

REFERENCES

- in modelled, structured and guided situations (10 R 1.1)used throughout all activities

Orthography:

develop knowledge of sound-symbol correspondences to spell familiar v ocabulary correctly (10 R 1.4) 6

Strategies to Support Vocabulary DevelopmentVocabulary development strategy: associating words with images (10 R 1.5)2, 3, 6, 8, 10

Vocabulary development strategy:

identifying various vocabulary development strategies (10 R 1.5)10

Metacognitive strategy: monitoring and refl ecting on one's own vocabulary development (10 R 1.6)6, 10

4/ French 10-3Y Lesson Series - Teaching Notes ©Alberta Education, Canada, 2008

Prerequisite Language Structures: use of personal subject pronouns (10 R 2.2c); personal subject pronoun

and verb agreement (10 R 2.5a); concept of conjugation patterns for regular ver bs (10 R 2.5b) used throughout all activities

Questions -

understand and ask questions in a modelled and guided fashion, especiall y using est-ce que and the forms of quel and the question word que (10 R2.4a; 10 R2.4b)2, 4, 5, 7, 16, 17,18 Verbs

- understand and apply the concept of a conjugated verb + inÞ nitive (10 R 2.5g, 10 R 2.5h)2, 3, 7, 9, 11, 12, 13, 14, 15,

16, 17, 18

Verbs - understand that the conditional can be used to express a desire in a polite way (10 R 2.9a) 5 Verbs - use the expression Voudrais-tu... (10 R 2.9b)5, 7, 17, 18 Verbs - understand and use je viens de... (10 R 2.7)11, 12, 13, 14, 17 Verbs - understand and use je suis en train de... (10 R 10.a)11, 13, 14, 17 Verbs - understand and use le futur proche with je (10 R 2.6)11, 14, 15, 16, 17 Verbs

- understand and use verbs with prepositional phrases; e.g., jouer à..., faire de... (10 R 2.10b)2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13,

14, 15, 16

Patterns for interaction - understand and use common interaction patterns (10 R 2.15)2, 4, 7, 16, 17, 18

Repertoire - Intercultural SubcomponentCross Reference of Key Learning Activities

Social conventions:

recognize social conventions used by Francophone speakers in familiar si tuations: greetings and leave-takings (10 R 3.1)16, 17, 18

Written conventions:

apply, with guidance, appropriate writing conventions for greetings and leave -takings (10 R 3.4b) 15 © Alberta Education, Canada, 2008 French 10-3Y Lesson Series - Teaching Notes /5

French 10-3Y Learning Activities - Lexical ContentVerbs and verbal expressions in the inÞ nitive formchanter; danser; écrire; lire; peindre; écouter de la musique; ê

tre en ligne; faire la cuisine; faire les devoirs; faire de la planche à neige; faire de la photographie; faire du karaté; faire du ski (alpin); faire du vélo/de la bicyclette; jouer à des jeux vidéo; jouer au golf; jouer au hockey; jouer au soccer; jouer de la guitare (d'un instrument musical); man ger quelque chose; tourner une vidéo; promener le chien; regarder la télévision; sortir avec quelqu'unDiscourse elements and expressions used for interactions

Oui , j'aime...

Non, pas vraiment. J'aime...

Il/elle aime aussi...

Moi aussi!

Pas moi!

Qu'est-ce que tu as pour le numéro...?

J'ai " ... ». Et toi?

Alors, nous avons ... choses en commun.

Est-ce que...?

avec moi

Super!

Je le regrette, mais je dois...

Dommage! Peut-être la prochaine fois.

Oui, (quelle) bonne idée!

Alors, ...

Volontiers!

Salut, ...

Au revoir.

6/ French 10-3Y Lesson Series - Teaching Notes ©Alberta Education, Canada, 2008

Learning

Outcomes MetPhases of

LearningKey Learning Activities Materials/

ResourcesTime

Allotted

provide information about people's preferences (10 A 3)

Approaching

Encountering

Noticing

Internalizing

Applying

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