av pro guide times - nelson · founded on the notion of the multidimensional curriculum proposed by...

ProgramGuide

Levels 1-3

Irene BernardSeries OriginatorSeries Editor and Senior AuthorSt. Francis Xavier University

Copyright © 1998 Gage Educational Publishing Co.Scarborough, Ontario

Welcome to Acti-Vie!Acti-Vie is a three-level, core French program designed for students who are

initiating their studies in French. As the name suggests, it is an activeprogram, based on real-life experiences.

FLEXIBLEIn response to the realities of today’s classroom, Acti-Vie offers a unique and flexibledesign. The program is packaged in a modular format; each unit is a self-containedthematic entity. Although six units support a full-year program, there are eight themesprovided per grade level, allowing for Board, school, teacher and student input inestablishing a successful, high-interest program for individual classes. In addition, avariety of practical program features are included to support the teacher in adapting tospecial classroom situations, such as varied backgrounds of students or combined grades.

Through this model of flexibility, Acti-Vie can easily accommodate a four-levelprogram. By combining units in creative ways, teachers will discover that there is enoughmaterial and linguistic challenge to suit the needs of four years of instruction.

MULTIDIMENSIONALActi-Vie is a program that has its roots in The National Core French Study, which wasfounded on the notion of the multidimensional curriculum proposed by H. H. Stern.Directed by nationally recognized scholars in the field, the Study incorporates inputfrom provincial representatives, as well as the latest research on second language teachingand learning. Completed in 1990, the Study revolutionized second language programsthroughout Canada by establishing the need to have students work toward experientialgoals in structured units and by proposing that curriculum models be multidimensional.

COMMUNICATIVE & EXPERIENTIALActi-Vie encourages students to learn a second language by living real experiences in thatlanguage. Students develop comprehension skills and learn to negotiate meaning. Theyproduce written and oral texts in a variety of real-life contexts. Acti-Vie fosters awarenessof, and sensitivity to, personal culture, a second culture, our multicultural and interculturalsociety, and to the world community. Acti-Vie introduces language in context and teachesthe student to reflect on its use. The program is designed to help students become awareof the types of strategies that can increase their ability to communicate and survive in asecond language. It also encourages students to “learn how to learn” through strategiesthat increase their ability to make connections with their previous knowledge and makemental links between concepts and content.

NATIONALActi-Vie, a national program, was created after a thorough review of Canada-widecurriculum documents. Its featured experiential goals, themes and outcomes reflect therequirements of all provincial guidelines. In addition, its creative team reflects thenational identity – talented teachers and consultants from across the country activelyparticipate in the authoring and reviewing of all program units.

Act i -V ie Program Guide 2

The AuthorsIrene Bernard

Irene Mailhot Bernard (Ph.D., Pennsylvania State University) is Associate Professorof French Education at St. Francis Xavier University where she instructs B.Ed. students

in French as a Second Language methodology. Previously, Dr. Bernard was professor ofFrench Education at Nova Scotia Teachers College where she taught courses in CoreFrench, Immersion, and Culture methods. During her eight years there, she workedprimarily with pre-service and in-service teachers at the elementary and junior highlevels. She coordinated numerous summer and weekend sessions for non-specialist andspecialist French teachers wanting to do intensive work in special topics related toteaching methodology.

In addition to her work with teachers, Dr. Bernard has published several articles andFrench teaching units and has delivered many workshops on teaching FSL. She hastaught FSL in various settings over the past 24 years: in schools, universities and in thepublic sector.

Beverley Biggar

Beverley Biggar began her undergraduate degree at the University of Western Ontario,where she studied French and Spanish. She obtained a B.A. in French from Laval

University, Quebec City, and a Bachelor of Education from the University of Toronto.She later taught French as a Second Language with the Halton Board of Education, andEnglish as a Second Language in both Ontario and Manitoba.

Ms. Biggar has extensive experience in publishing. She began her career at CoppClark Pitman, where she was editor of several FSL programs and supplementary items.She was later a developmental editor of FSL elementary materials at Addison-WesleyPublishers. Currently, she is the Managing Editor, FSL School department, at PrenticeHall Ginn.

Beverley Buxton

Beverley Buxton began her undergraduate degree at Glendon College where shestudied philosophy in French. She completed her B.A. at the University of Toronto

and holds a Master’s Degree in English Literature from Queen’s University. Herpublishing career began at Prentice Hall as an editor of FSL materials, and she eventuallyheld the position of Managing Editor of FSL portfolio, travelling frequently across thecountry to research provincial curricula and trends.

Contributing Authors

Contributing authors have been selected from across Canada. Their biographies canbe found on the copyright page of the Teacher Resource Book that accompanies their

respective units.

3 Act i -V ie Program Guide

Program Goals Acti-Vie has two main goals. Firstly, the program is intended to help teachers in

their task of teaching a second language using the communicative/experiential approach. By providing the tools necessary to guide students through this process,Acti-Vie can help them to develop their receptive skills (listening, reading and viewing)and their productive skills (speaking, writing and representing) in a second language.

Secondly, Acti-Vie proposes to educate the student by building knowledge inseveral dimensions of experience. Students learn about real subjects and participate inhands-on projects that support their general education. Through this program of purposefullearning, students’ interest level will subsequently increase as they perceive the meaningfulaspect of the program content. The experiential goal in each unit isdesigned to encouragestudents to communicate in French, and its motivation is enhanced by the need to acquirelanguage to complete the final task. Through Acti-Vie, students learn language in contextsthat reflect different real-life situations, thereby enabling them to discover interestingcultural realities. In addition, students discover aspects of the learning process byreflecting on how they learn; they make links with previous knowledge and with othercurriculum areas. The intrinsic educational value of Acti-Vie is such that it broadensand expands students’ experience and thus contributes to their overall general education.



Outcomes

ComprehensionListening

• Students will seek informationfrom aural documents that allowsthem to complete the task athand.

• Students will use intonation,tone, sounds and other cues toaid in comprehension.

• Students will listen for the gist ofa message.

• Students will identify some detailin a message from a familiar fieldof experience.

Reading and Viewing

• Students will find information thatrelates to the purpose for reading.

• Students will use contextual cluesto identify the genre and thepurpose of a document as well asits main message.

• Students will read for gist.

• Students will identify some detailrelated to a familiar field of experience.

Negotiation• Students will seek clarification.

• Students will adjust messagesbased on feedback from others.

• Students will evaluate messagesreceived according to the purposefor communicating.

ProductionSpeaking, Writing andRepresenting

• Students will determine whatinformation will be needed toproduce an oral or writtenmessage.

• Students will produce oral andwritten texts for a specific purpose.

• Students will express orally and inwriting their ideas, experiencesand feelings on familiar topics.These products will include bothplanned and spontaneous texts.

Personal Culture• Students will gain an

understanding of the elements oftheir personal culture.

FrancophoneCultures• Students will gain an awareness

of francophone cultures of Canadaand of the world.

Use• Students will understand and use

various language functions tocommunicate effectively in a variety of authentic situations,e.g., describing, asking questions,giving information, presentingoneself, indicating preferences,giving opinions.

Usage• Students will acquire vocabulary

related to the theme and theexperiential goal, which includescore vocabulary and additional vocabulary.

• Students will gain knowledgeabout language structures that areneeded to complete the task athand.

• Students will recognize and produce sounds that make up theFrench language and they will recognize the letter combinationsthat make up these sounds, e.g.,the sound [e] is represented bythe letters ai, é, er, et.

Strategies• Students will make use of various

strategies to supportcommunication in both preparedand spontaneous oralcommunication, e.g., using visualcues, varying tone of voice,speaking loudly and clearly,speaking with expression, usinggestures and facial expressions.

• Students will make use of variouslearning strategies to assist themin becoming reflective,autonomous learners, e.g.,formulating hypotheses,predicting, previous knowledge,key words, cognates, intelligentguessing, and using resources.

• Students will recognize theimportance of their role in thelearning process and discover newways in which they can learn tolearn, e.g., through graphicorganizers.

• Students will learn to write byworking with process writingstrategies, e.g., organizinginformation, using resources,writing a first draft, peer editing,preparing a final copy.

Language• Students will compare different

language systems.

• Students will recognize patternswithin the second language,including verb structures, pluraland singular forms of nouns,agreement of adjectives and theuse of pronouns.

Culture• Students will gain an appreciation

of different cultural traditions.

• Students will gain an awarenessof the nature of culture.

• Students will understand the roleof culture in society.

MulticulturalContexts • Students will become aware of

the multicultural nature ofCanadian society.

• Students will acquire knowledgeabout specific representations ofvarious ethnic groups and culturesin Canada, e.g., celebrations, traditions.

InterculturalContexts• Students will gain an appreciation

for the intercultural relationshipsof people.

• Students will recognize thecultural differences andsimilarities between their cultureand other cultures.

InternationalCultures• Students will gain an awareness

of how unit topics are representedin different international contexts,e.g., games around the world.

Knowledge• Students will gain new

knowledge related to variousfields of experience.

Behaviour• Students will re-evaluate their

behaviour as it relates to the various fields of experience.

Attitudes• Students will examine their

attitudes as they relate to the various fields of experience.

Communicative/Experiential Cultural LanguageGeneral Language

Education


OralCommunication

Level • Students will follow basic classroom

instructions.• Students will ask simple questions,

and ask for repetition to clarify understanding.

• Students will use visual and verbalclues to understand what they hear.

• Students will use some conventionsof oral language to speak in rehearsed manner.

• Students will respond briefly to oraltexts.

• Students will give a short oral presentation of up to five sentencesin length.

• Students will make simple revisionsto oral language in form andcontent using teacher feedback.

Level • Students will follow and give basic

classroom instructions.• Students will ask simple questions,

and ask for repetition to clarify understanding.

• Students will use visual and verbalclues to understand and convey themeaning of familiar material.

• Students will use some conventionsof oral language to speak and to understand in familiar contexts.

• Students will respond to oral texts,using simple but complete sentences.

• Students will give an oral presentationof five to ten sentences in length.

• Students will make simple revisionsto oral language in form andcontent, using resources andfeedback from the teacher and theirpeers.

Level 3• Students will ask and answer simple

questions using complete sentences.• Students will use appropriate

pronunciation, liaison, intonationand language in familiar contexts.

• Students will respond to oral texts.• Students will give an oral

presentation of 10 to 15 sentencesin length.

• Students will make revisions to orallanguage in form, content and organization, using appropriate resources and teacher and peerfeedback.

Reading

Level • Students will read aloud familiar

material, using correct pronunciationand intonation.

• Students will read at least six simplepassages or stories.

• Students will read and respondbriefly to written materials.

• Students will use all available cuesto determine meaning.

Level • Students will read at least nine

simple passages or stories.• Students will read aloud with

expression, using correctpronunciation and intonation.

• Students will read and respondbriefly to written materials by answering short questions or restating information.

• Students will use various readingstrategies to determine meaningand make sense of unfamiliarwords.

Level 3• Students will read at least nine

simple passages or stories.• Students will participate in a variety

of reading situations, such asguided, shared and choral reading,using expression, correct pronunciation and intonation.

• Students will read and produce simple, structured responses that convey understanding of written text.

• Students will identify the main ideaand a few supporting details.

• Students will use various readingstrategies to determine meaning.

Writing

Level • Students will copy and write simple

words, phrases and short sentencesand questions, using basic vocabulary and very simple language structures.

• Students will write, using a model, a first draft and corrected version inguided and cooperative writingtasks.

• Students will write responses to verysimple questions.

• Students will use and spell the vocabulary appropriate for this level.

Level • Students will write simple phrases,

short sentences and questions, usinglearned vocabulary and simple language structures.

• Students will write, using a model, a first draft and corrected version inguide and cooperative writing tasks.

• Students will use and spell the vocabulary appropriate for this level.

Level 3• Students will write sentences and

questions that contain learnedvocabulary and familiar languagestructures.

• Students will write in differentforms.

• Students will write, using a model, afirst draft and corrected version inguided and cooperative writingtasks.

• Students will use and spell the vocabulary appropriate for thisgrade level.

Grammar, LanguageConventions & Vocabulary

Level • words to introduce a noun • plural nouns • pronoun subjects • nouns with definite and indefinite articles • present tense of être, avoir and some -er verbs

with singular pronoun or noun subject • adjective agreement • prepositions • interrogative constructions • basic vocabulary • spelling strategies, rhyming words, basic sounds

and their spelling patterns • And beyond:• ne... pas• expressions with avoir and faire• imperative form • possessive adjectives

Level • pronoun subjects • present tense of être, avoir and some -er verbs

with plural noun or noun subject • expressions with avoir• verb and infinitive • adjective agreement • ne/n’... pas• prepositions in short sentences • question words • basic vocabulary, use of English-French dictionary • abbreviations, basic sounds and their spelling

patterns, use of resources • And beyond:• agreement of partitive • expressions with faire• comparative • immediate future tense • possessive adjectives • -ir verbs • conjunctions

Level 3• partitive article • present tense of some -ir and -re verbs, of faire

and aller with singular and plural pronouns ornoun subjects

• expressions with faire• imperative form • possessive adjectives • conjunctions • adverbs and expressions of quantity • basic vocabulary, use of English-French dictionary • basic sounds and use of resources • And beyond:• past tense• superlative • negative imperative and infinitive

Ontario Expectations

2

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A Guide to Acti-Vie ComponentsEach level of Acti-Vie includes eight units, each packaged in a modular format.

Module Contents• Teacher Resource Book (including Evaluation and Supplementary Activities in

reproducible BLM format)• 30 Student Books• Language and Strategy Boards in BLM format• Cassette and CD• Other items such as videos and posters are included as required in

individual units.• The Workbooks and Program Guide are available for purchase separately.

Program Guide• methodology and philosophy of program• general overview of themes, content and language • suggested teaching strategies, e.g., cooperative learning, using graphic

organizers, authentic documents, group work, evaluation, portfolios• student language reference section entitled InfoStructures, in blackline master

(BLM) format, which includes structures drawn from all three levels of Acti-Vie• bibliography of teacher reference material• available for purchase separately

Teacher Resource Book• a comprehensive guide to each unit • theme overview and description • summary charts on outcomes• useful teacher resource section includes vocabulary lists, a bibliography of

theme-related materials and background information on theme-related topics • summary of the cassette/CD program• suggested 20-, 30- and 40-minute lesson plans • detailed teaching commentaries for Core and Supplementary Activities • suggestions for adapting lessons to accommodate multi-level classrooms • tapescripts for listening activities• reproducible blackline masters for Evaluation, Core and Supplementary Activities

Strategy Boards• support, enhance and facilitate presentation of communication and learning

strategies• reproducible blackline master (BLM) format


Language Boards• support, enhance and facilitate the presentation of language• when applicable, language is represented with illustration to aid comprehension• reproducible 8 12 x 11” blackline master format• where appropriate, enlarged illustration on back of Language Boards enhances

visibility

Student Book• highly visual and motivating• includes representation of theme’s final task • rich in authentic student-produced materials • presentation of language including vocabulary and structures in a clear, highly

visual format• wide variety of topics reflecting student interests• opportunities for developing both francophone and international insights into

culture• cross-curricular• rich in design: each book has its own “look”

Workbook• supports the core activities• rich in fun, authentic tasks• appropriate balance of skills and individual and group work• includes a thematic French-English lexique for student reference• an environmentally-friendly product suitable for recycling• available for purchase separately

Cassettes/CDs• a variety of authentic voices• organized for easy reference, following the sequence of lessons in Teacher

Resource Book • a combination of authentic and program-specific listening texts• include listening activities, songs, chants, rhymes, conversations and passages

for Core, Supplementary and Evaluation Activities• modules available with cassette and CD components

Videocassettes• enhance, contextualize and facilitate the presentation of unit themes and

final tasks• a combination of authentic and program-specific video segments• for each segment, corresponding video “storyboards” are included in the

Student Books, and soundtracks are included on cassette/CD• four videocassettes are available for select thematic units at Level 1, three at

Level 2 and four at Level 3



Theme Dimension Final Task Language Links to Curriculum

Overview

Découvrons notre école!Students will…• learn how to introduce themselves

and greet each other.• use survival expressions for the

classroom.• watch a video of a student’s first

day at school.• identify school objects and locations.• conduct a survey about school supplies.• listen to and sing a song about school.• participate in an oral cooperative

learning activity.

• social • Playing acooperative boardgame aboutgetting around andsurviving at school

• Comment t’appelles-tu? Je m’appelle ___.• Comment ça va?• Ça va bien.• Ça va mal.• Comme ci, comme ça.• Qu’est-ce que c’est? C’est + name of room/object.• Il y a _____.• Voici _____.Vocabulary:• greetings; Oui, Non, Merci, S’il te plaît.• classroom objects and furniture, locations in a school• numbers: 1 to 20

• social studies• language arts• music

MultipleIntelligence:• interpersonal

Bonne fête à tous!Students will…• identify student birthdays and complete

a birthday calendar.• become aware of the birthdates of

some famous Canadians.• recognize dates in the context of a

radio game show.• express birthday wishes in song and in

writing.• read and write invitations and learn

about RSVP.• play party games.• make birthday cards.

• social • Planning andparticipating in aclass birthday party

• À quelle date est ton anniversaire/l’anniversaire de ?• C’est le + date.• Quel âge as-tu? J’ai ans; Tu as ans. • Arrêtez! (core verbs in plural imperative form)• Pour qui?• Où? Chez X; à + location• À quelle heure? à X heure(s)/à X hVocabulary:• language related to birthday celebrations and birthday greetings• months of the year• action/participation verbs, e.g., continuer, marcher, mettre

• art• physical education• social studies

(multicultural studies)

MultipleIntelligence:• musical/rhythmic• body/kinesthetic

Au jeu!Students will…• understand instructions for and play

Tag.• comprehend oral directions and play

Tortillon and Simon dit!• chant a comptine and create a clapping

routine.• participate in relay games.• be able to give and follow instructions.• ask for, express and graph game

preferences.

• leisure• physical

• Adapting one offour recreationalgames andpresenting it to theclass

• Je préfère _____; Tu préfères ____; Nous préférons ____.• Évitez _____! (core verbs in plural imperative form)• J’aime _____; Tu aimes ____.• Je n’aime pas ____; Tu n’aimes pas ____. • Touche ____!; Crie _____!Vocabulary:• body parts and colours• action verbs, e.g., courir, sauter, ramper• words of encouragement• une comptine, une rime, un rythme

• physical education• language arts• music

MultipleIntelligence:• musical/rhythmic• body/kinesthetic

Logos-animauxStudents will…• conduct a survey.• identify animals, their characteristics

and animal logos.• play an oral relay game.• express and describe colour and

animal preferences.• discover how animal symbols represent

personal attributes.• choose a mascot that represents them.

• social • Creating a classlogo andpresenting it with acheer

• Qu’est-ce que c’est? C’est + un/une + animal name.• Je préfère/Tu préfères/X préfère + le/la + animal name.• Comment est + animal name?• Tu préfères + le + colour; X préfère + le + colour.• Le/La + animal name + est + physical characteristic.• On est + personality trait.Vocabulary:• names of various animals and colours• adjectives for various physical characteristics (masc. and fem.

forms)• adjectives for various personality traits (masc. and fem. forms)

• language arts• music• art

MultipleIntelligence:• logical/

mathematical

Experiential Goal



Souvenirs de ma familleStudents will…• share general information about

their families.• gain an awareness of the different

types of modern families.• conduct a survey about family activities.• read about a family that adopts a child.• draw and identify their family members,

and chart their extended family.• identify favourite family activities.• gain an awareness of cultural

celebrations.• read and create a poem of their own.

• social • Creating a familyscrapbook to bededicated tosomeone special

• C’est ma/mon + family member.• On aime + infinitive of activity verbs.• On + present tense of activity verbs.Vocabulary:• names for family members• various pastime activities (in the infinitive and third person

singular forms)

• social studies(multicultural studies)

• language arts• art

MultipleIntelligence:• intrapersonal

Et maintenant... la météoStudents will…• listen to, complete and present a

weather report.• identify various weather conditions.• understand how to study weather using

various instruments.• view weather reports and extreme

weather conditions on video.• learn about safety in dressing for

different weather conditions.• identify the steps for conducting a

scientific experiment.

• intellectual • Creating weatheradvice posters todisplay around theschool

• Quel temps fait-il? Il fait chaud/frais/froid; Il fait du soleil/vent; Il neige./Il pleut./C’est nuageux.

• un/une/des + clothing• Portez + clothing! (core verbs in plural imperative form)• Ne restez pas ___! (core verbs in negative imperative form)• Tu portes ___? (rising intonation)• Je porte + clothing.Vocabulary:• weather measurement and advice• the seasons• various items of clothing

• science• language arts• art


mathematical• naturalist

Les aventures d’A-VStudents will…• identify favourite comic strip characters.• identify components of a comic strip.• read comic strips in groups.• view an interview with a comic strip

artist.• write narration describing the setting,

the characters and the speech bubblesfor various comic strips.

• intellectual • Creating a comicstrip

• Il/Elle est + adjective. (gender agreement)• Je/Il/Elle vole. (core verbs in present tense)• Je m’appelle ___; Il/Elle s’appelle ___.• le/la/les + body parts• dans (prepositions of place)Vocabulary:• words related to comic strips• adjectives relating to personality traits• various geographic locations and body parts• courir, danser, grimper, marcher, nager, sauter, tomber, voler

• language arts • dramatic arts• art• health

MultipleIntelligence:• visual/spatial• linguistic

Bonne collation, bonnenutrition!Students will…• identify snack foods, and express

and graph preferences.• listen to an interview with a nutritionist.• classify snacks according to their

nutritional value.• examine food groups.• examine snacks from around the world.• discover how a recipe is set up.• view a video about recipes.• evaluate and adapt recipes.

• physical• social

• Choosing andpreparing anutritious snack

• J’ai faim.• Je/Il/Elle préfère + le/la/les + snack.• C’est nutritif./Ce n’est pas nutritif.• un/une/des + ingredient• Placer (core verbs used in the infinitive in instructions)Vocabulary:• various snack foods and ingredients, names of food groups• verbs used in recipes, e.g., ajouter, mélanger

• health (nutrition)• language arts• math


mathematical

Experiential Goal



Overview

Au caféStudents will...• listen to an ad for a café and compare

types of restaurants.• identify typical café foods.• read and create a menu.• roleplay taking and giving food orders.• record café songs.• discover two authentic cafés: one in

Québec, the other in France.• create decorations, a poster and

survey.

• civic• social

• Hosting a café toraise money for alocal food bank

• un/une/du/de la/de l’/des + café foods• Vous êtes _____; Nous sommes ______.• Tu choisis ____; Qu’est-ce que vous choisissez?• Je vais prendre ___; Il/Elle va prendre ___. • Vous êtes prêts à commander? (questions using rising intonation)• Moi, je _____; Toi, tu _____.• Bonjour, je m’appelle _____.• Voici votre _____.Vocabulary:• drinks and desserts• language describing working aspects and elements of a café• commander, prendre une commande

• social studies• art• dramatic arts• language arts


Tous des champions!Students will...• read about and identify famous Olympic

athletes.• listen to students talk about sports.• identify favourite sports.• participate in a fashion show and

identify equipment.• learn about sports sites and schedules.• sing the national anthem in French and

demonstrate recognition of countries, their flags and anthems.

• create and present a sports song and a banner.

• leisure • Participating in aboard game aboutSummer or WinterOlympics

• Je fais/Il/Elle fait du/de l’/de la + sport.• Je/Il/Elle joue au + sport.• Je finis ___. (core verbs in -ir, first person singular)• Il/Elle finit ___. (core verbs in -ir, third person singular)• Voici ____.Vocabulary:• various sports, sports equipment, sporting sites and traditions• action/sports verbs

• physical education • language arts• math

MultipleIntelligence:• visual/spatial

Que le spectacle commence!Students will...• view a student-run magic show on video.• identify elements of a magic show.• identify magic tricks.• participate in and perform in “scientific”

and sleight-of-hand tricks.• give magic trick instructions.• perform a song.• prepare a magic act: create cue cards,

advertising posters and programs.

• leisure • Planning, preparingand holding amagic show

• Je vais + infinitive; Il/Elle va + infinitive.• Colle! (core er verbs in the singular imperative form)• Collez! (core er verbs in the plural imperative form)• Mets! (core re verbs in the singular imperative form)• Mettez! (core re verbs in the plural imperative form)• Moi, je ___; Toi, tu ___.Vocabulary:• magic and magic shows, magic tricks and materials• verbs used in instructions and verbs for mathematical operations • numbers 1 to 30

• language arts • dramatic arts• math• science


mathematical• body/kinesthetic

Une maison pas comme les autres!Students will...• identify favourite rooms and colours.• create floorplans and make comparisons

of rooms in a home.• sing a song about home activities.• create layout of and arrange furniture

in their alien homes.• comprehend how physical limitations

will influence design specifications.• follow written instructions to create

patterns.• describe their alien homes in writing.

• social• intellectual

• Designing and creating a home fora group of aliens

• Je/Il/Elle préfère _____. • ma ___ préférée • Je suis _____.• plus grand(e) que; moins grand(e) que• Nous chantons. (core -er verbs in present tense, first person plural)• Il/Elle a + physical description.• Place___! (core -er verbs in singular imperative form)• Mets___! (core -re verbs in singular imperative form)Vocabulary:• rooms and levels in a home; colours and décor; furniture

& appliances• shapes• action verbs• numbers 1 to 31

• art• math• language arts


mathematical• interpersonal

Experiential Goal



Vive l’amitié!Students will...• consider and chant a rhyme about

different types of friends.• graph the eye and hair colour of

classmates.• listen to and conduct interviews.• do a personality test and create

personality profiles.• identify and write a description of a

friend’s talent.• express colour and pastime preferences.• create a square for a friendship quilt.• read about group activities.• identify qualities of a good friend.

• social • Making a friendship cube to honour a special friend

• Il/Elle a les cheveux/les yeux + colour.• Je suis/Tu es/Il est/Elle est + personality trait.• Il/Elle est doué(e) en ____.• Il/Elle fait _____.• Il/Elle joue _____.• Tu aimes + activity?; Vous aimez + activity?• Il/Elle aime + activity.Vocabulary:• colours• adjectives describing hair and eye colour • adjectives describing personality traits• hobbies and pastimes• names of group pastimes• adjectives describing the qualities of a friend

• health• art• language arts

MultipleIntelligence:• interpersonal• linguistic

Voici ma collection!Students will...• discuss different types of collections and

view a videotaped interview.• estimate the size of collections in

numbers from 1 to 100.• create and present a verse of a song.• read about and discuss museums.• discuss and identify storage locations.• learn how to organize information about

their collection in order to present it.

• leisure • Participating in adisplay fair orpresenting acollection

• J’habite à + city name; en, au, à, dans les + province/territory.• D’où est ____? Il/Elle est de ____.• D’où sont ____? Ils/Elles sont de ____. • Combien d’objets est-ce qu’il y a dans la/ta collection? Il y a ___. • Où est-ce que tu ranges ta collection? dans/sur ___.• Pourquoi est-ce que tu collectionnes? Parce que ___.• Qui collectionne ___?• Qu’est-ce que tu collectionnes? Je collectionne ___.Vocabulary:• collectibles (in singular and plural forms) and storage places• dans, sur• numbers 1 to 100• Canadian provinces and territories

• language arts • math• music

MultipleIntelligence:• intrapersonal• logical/mathematical

Cric? Crac! Autour du feu de campStudents will...• identify camping activities and gear.• sing campfire songs and create a

new verse for one.• listen to and identify elements of a story.• create and tell a story.• express snack preferences and follow a

recipe.• learn about campfire safety.

• leisure• physical

• Planning and participating incampfire activities

• du/de la/des + ingredients• Ils/Elles chantent ____. (core verbs in the third person plural)• Il faut + apporter ______. (core verbs in the infinitive form)• Qui? Où?• chantez (represents core verbs in the plural imperative form)Vocabulary:• camping gear• story-telling and outdoor activity vocabulary and verbs• camping snacks

• physical education• language arts• social studies• dramatic arts

MultipleIntelligence:• musical/rhythmic• body/kinesthetic• naturalist

Bienvenue chez nous!Students will...• sing and comprehend a song.• discuss and identify community services

and helpers.• read a newspaper report.• express preferences for types of shops.• classify community activities.• write an advertisement.• view an opinion poll on video and

express their own opinions.• read about a community in Europe.

• social • Creating and presenting a community bulletin

• Est-ce que____?• Pourquoi? Parce que ___.• Où est-ce que tu vas? Je vais à/au/à la/à l’ _____.• Où ____?; Qui ____?; Quel(s) ____?; Quelle(s) ____?• Il/Elle aide ____. (core verbs in the third person singular,

present tense)Vocabulary:• names for communities of differing sizes• community services, shops and helpers• adjectives for describing communities• aider, assister, diriger, livrer, transporter• expressions for giving directions

• social studies• language arts• music

MultipleIntelligence:• intrapersonal• naturalist

Experiential Goal



Overview

L’environnement et moiStudents will...• identify and classify environmental

elements and dangers.• read and create a poster to help protect

the environment.• conduct an experiment about acid rain

and report their results.• read about and report on endangered

species in Canada and the world.• analyse the waste in school lunches.

• civic• intellectual

• Writing and performing an environment jingle

• On peut + infinitive verb.• Sing. object + peut ___.• Pl. object + peuvent ___.• faire du mal à la/au/à l’/aux + environment element.• Arrêtez! (core verbs in second personal plural imperative form)Vocabulary:• l’eau, la terre, l’air, les plantes, les animaux, les habitats• espèces en péril and some of their names• environmental dangers; industrial materials • la pluie acide, une expérience, arrosez, mesurez• réduire, réutiliser, recycler, utiliser, acheter

• social studies• science• music• dramatic arts• language arts

MultipleIntelligence:• musical/rhythmic• naturalist

Explorons l’univers!Students will...• identify elements of a science project.• identify four different kinds of science

fair projects.• view a video of a class science display.• choose between making a model of the

Solar System; writing a research project on Jupiter; performing a demonstration showing the phases of the moon; and conducting an experiment on how meteors create craters to determine why Mars is red.

• intellectual • Creating andpresenting ascience fair projecton space

• C’est + ____; Il y a ____; Voici ____.• superlatives• imperatives (plural)• Il/Elle fait ____; Ils/Elles font ____. • Il/Elle a ____. • Il/Elle est ____. • prepositions of placeVocabulary:• planet names• science project terms• other objects in space• numbers 100 to 999

• science• art


mathematical

Fêtons l’hiver!Students will...• view a video about the Quebec Winter

Carnival.• read about Canadian winter festivals.• discuss winter festival activities.• listen to and sing festival songs.• read about ice sculptures and masks

and create their own.• invent and participate in races and

relays.• follow a recipe in order to make

crêpes.• create publicity posters.

• social • Planning andparticipating in aclass winter festival

• On peut + infinitive verb.• Chantons! (core verbs in first person plural imperative form)• Patinez! (core verbs in second person plural imperative form)• Mettre (infinitive form of core verbs used as imperatives)• Je/Tu veux/Je/Tu ne veux pas + infinitive verb.• Nous voulons/Nous ne voulons pas + infinitive verb.• Il/Elle est + adjective; Elles sont + plural adjective.• J’aime ____ parce qu’il/elle est + adjective.Vocabulary:• winter festival activities• verbs used to give instructions• verbs which describe participation in winter activities• adjectives for describing masks and ice sculptures• verbs and nouns used in recipes

• social studies (geography, history)

• art• music• physical education

MultipleIntelligence:• body/kinesthetic

Le mystère du trophée de basket-ballStudents will...• read a mystery story.• examine clues, fingerprints

and hand-writing.• create a police poster.• listen to witness testimony.• read witness reports.• read and analyse alibis.• analyse information they have gathered

and create a poster.

• intellectual • Reading, solvingand selecting theending of amystery story

• son/sa/ses + noun• position of adjectives• agreement of adjectives• adverbs of manner, ending in -ment• re verbs: Il/Elle entend ____; Il/Elle répond ____.• à côte de, dans, derrière, devant, sous, sur• emphatic pronounsVocabulary:• une histoire à suspense : assorted vocabulary• hair and eye colours• body parts• descriptive adjectives• environ

• language arts• art

MultipleIntelligence:• visual/spatial• linguistic

Experiential Goal



Soyons branchés!Students will...• identify traditional and high-tech media.• learn how a magazine is produced.• research technology use in their school

and write an article.• conduct and transcribe an interview on

TV and radio preferences.• write an ad for a key-pal and learn

about corresponding on the Internet.• create a word game.• write a review of a web site or

software.• complete a comic strip.

• intellectual• social

• Creating a classmagazine abouttechnology andmedia

• As-tu une radio? (inversion)• Tu as une radio? (rising intonation)• Combien d’heures par semaine est-ce que ___?• Quel(le)___? • Je/Tu veux/Il veut/Elle veut + infinitive verb.• des jeux, des images ___ + plural adjective• Il/Elle utilise ___; Ils/Elles utilisent ___.Vocabulary:• communication media and corresponding equipment• types of TV and radio programming• school staff• vocabulary relating to magazine publishing• communication-related verbs• adjectives describing web sites and software

• language arts• social studies• science (technology)


mathematical• visual/spatial

Au secours! Students will...• view emergency and first-aid situations

on video.• listen to first-aid dialogues on cassette.• discuss their first-aid experiences.• distinguish between 911 and non-911

situations.• discover how to assess and treat first-aid

situations.• create a first-aid manual and kit.• read posters and newspaper articles.• prepare and present several role plays.

• civic• physical

• Preparing and presenting a roleplay based on afirst-aid situation

• Appliquer (infinitive form of core verbs used as imperatives) • Ne pas appliquer (infinitive form of core verbs used as negative

imperatives) • tu versus vous (politesse)• J’ai /Il/Elle a mal à la/au/à l’/aux + body part.• Il faut/Il ne faut pas + infinitive verb.• Je vais/Vous allez + infinitive verb.Vocabulary:• nouns and verbs expressing first-aid situations and treatments• items in a first-aid kit• adjectives for describing injuries; types of injuries• Je me suis/Il/Elle s’est coupé/brûlé/foulé/gelé + body part.

• health• language arts• social studies• dramatic arts

MultipleIntelligence:• body/kinesthetic

Fini les conflits! Students will...• discuss personality traits.• listen to a radio phone-in show.• discover 8 conflict resolution strategies.• listen to a guidance counsellor talk

about conflict resolution.• read an advice column.• complete scripts for a role play.• make a poster illustrating a conflict

resolution strategy.• learn about dramatization.

• social • Preparing and presenting a roleplay of a conflictsituation being resolved

• pouvoir and vouloir (all persons, present tense) + infinitive• Vous prenez _____. (core verbs in second person plural,

polite form)• Attendons _____! (core verbs in first person plural

imperative form)• ton/ta/tes; son/sa/ses• Mon ami/mon amie est + adjective• Il est toujours poli. (adverbs of time)• Tu parles calmement. (adverbs of manner)Vocabulary:• personality traits• adverbs of manner and time• conflict resolution strategies: nouns and verbs

• health• dramatic arts• social studies

MultipleIntelligence:• interpersonal

Voyageons dans le temps… Students will...• view a video about Tutankhamun’s tomb.• choose a time capsule container.• read about 20th-century events.• select a document to include in capsule.• write letters about themselves.• read about and discuss clothing

preferences.• listen to an audio tour of a museum

exhibit and create their own.

• social• intellectual

• Creating and presenting a timecapsule

• Il/Elle/On a gagné __; Ils/Elles ont gagné __.(core verbs in past tense)

• J’ai __; Je suis __.• Il y a eu __.• expressing years/dates• ce/cet/cette/ces + noun; mon/ma/mes + noun• J’étudie ___. (core verbs in present tense, first person singular)Vocabulary:• history, art and media-related words• names of containers• salutations used in letters• les vêtements : dimensions, prices and fabrics

• language arts• social studies


Experiential Goal


Exploring a Unit


Content and number of lessonsThe program units contain nine or 10 lessons, depending upon thetheme’s experiential goal. Since elementary French programs throughoutthe country vary in terms of time allotted to French (from 45 minuteseach day to 20 minutes three times a week), Acti-Vie is structured toallow you to by-pass one or two lessons per unit.

In the overview of each unit, you are informed as to which lessonscan be eliminated. Some adaptations in the material may be necessaryif these lessons are omitted. Suggestions for modifications are included,as is an indication of what may be missed in terms of experiential andlinguistic learning. By including nine or 10 lessons and by suggestingoptions for adaptations, the units are suitable for most classroomsituations.

A summary of outcomes, materials, skills and links to thecurriculum are all included in the Unit at a Glance chart located at thebeginning of each unit’s Teacher Resource Book.

Sequence of lessonsLesson One serves to introduce the entire unit and to personalize the theme andcontextualize the experiential goal. It also informs students of the steps that will befollowed by the class to reach this goal. In addition, the first lesson generally includes an activity which is itself the first step leading to the experiential goal.

Lessons Two through Seven or Eight comprise the steps leading to the finaltask. These lessons each focus on one or two of the following aspects: reading,writing, listening or speaking. Each of these lessons provides the building blocksneeded for the student to be able to complete the task successfully.

The penultimate lesson is always the Final Task lesson. It includes detailedinstructions on how to complete the final task successfully as well as suggestionson how to modify it if necessary. All worksheets and organizational materials neededfor the final task are also found here.

The last lesson of the unit is a collection of summative evaluations. It includesat least one summative evaluation activity for each skill area, as well as one self-evaluation activity. These activities are similar to those that students have encounteredthroughout the unit. Suggestions on how to organize the evaluation session areincluded in this lesson. Each activity is given specific suggestions related to itscontent, its focus and whether it should be a group or individual activity. Also includedin this lesson are grid evaluation charts needed for the activities in the summativepackage, as well as a Global Evaluation chart that can be used to record evaluationactivities throughout the entire unit.

ExperientialgoalEach unit is built around anexperiential goal that relatesto the students’ lives. While working on a unit,students learn to analyse thecomponents of their goaland consciously monitortheir readiness to accomplishthe final task successfully.The way in which each unitis organized enables studentsto focus on their own learningand ensures that they areusing language in a real wayin preparation for their task.

Special Features

Language BoardsLanguage Boards are a unique feature of Acti-Vie. They provide the teacher with variousoptions for integrating language learning in the unit. Each unit has 30 to 40 LanguageBoards, each one representing a core vocabulary word or structure from the unit.Whenever applicable, the board has an accompanying visual cue to help studentsunderstand the word or structure. The same visual will also appear in a much largerformat on the reverse side of the board.

Language Boards are produced in a simple blackline master format and are includedin all modules making them accessible to all teachers. You may wish to have studentscolour the visuals to enhance interest and appeal. They can be laminated, mounted ontocolour-coded Bristol board, or both. In instances where Language Boards withaccompanying visuals are to be used, you may wish, for the sake of visibility, to preparephotocopies of both sides of the board and fasten them together or at least display themtogether when they are used as initial presentation material or when they serve as avisual dictionary on classroom walls.

The Language Boards serve many purposes and can be utilized in a number ofways. Throughout the teaching notes for each unit, you will discover many uses forLanguage Boards: to aid in student comprehension, as tools for playing word gamesor preparing warm-up activities, as elements for creating graphic organizers, etc.

Integrated phonetic activitiesMany Acti-Vie units integrate phonetic activities. These activities build on sounds thatare present in songs, chants, comptines or other oral documents. Phonetic activities helpstudents become aware of sounds that are typical in French and of combinations ofletters that make up certain sounds.

Authentic musicEvery unit contains authentic music related to itstheme. Sometimes the songs serve as backgroundmusic to be played during activities; other times themusic can be part of a Supplementary Activity that requires a simple recognition task of the students.The authentic music complements each theme and exposes students to music listened to in real-life situations. The authentic music also helps studentsbecome tolerant of listening to words that they don’tfully understand. Learning to accept ambiguity is an important habit to develop as a second languagestudent.


The Introductory Unit

The introductory unit, Découvrons notre école!, is the only obligatory unit of the Acti-Vie program. It is expected that all first-level students begin their language

studies with this theme on school. This unit has been designed to introduce students tothe study of a second language by having them discover that many different strategies,in addition to language, can be used to help an individual communicate. The gradualdiscovery of some basic communication strategies permits students to succeed inunderstanding and communicating at this early stage in their language development.Their subsequent successes will encourage them to take risks and apply these kinds ofstrategies in later units of the program. This constant building of communication toolswill assist the student in becoming aware of the nature of language and communicationas he or she acquires more language.

In addition to introducing strategies, this unit also introduces the basic language ofthe classroom and the school, numbers, simple greetings, expressions of feeling andrequests for permission. These basics are the tools the student needs to make Frenchthe language of the classroom as early as possible. Subsequent units of Level 1 of Acti-Vie build on the language presented and acquired in Découvrons notre école!

A unique feature of this unit is the accompanying video component entitled,Bienvenue à l’école! This innovative tool is designed to reinforce the communicationstrategies emphasized throughout the unit and takes the form of a home video of a boy’sfirst day at school. Students watching the video learn to look for facial expression andgestures and learn to listen for tone of voice to infer meaning. They also learn to listenfor cognates and words they know in the second language in order to understand whatis going on.

Aside from Découvrons notre école!, all units in Acti-Vie are completely self-standing and, within each level, may be presented in any sequence desired.


A Guide to PlanningPlanning a Balanced Program

Balance is a key factor in creating a successful program. In order to achieve balance,there are many elements to consider:

• dimensions of experience• skill emphasis• language• cross-curricular integration• seasonal appropriateness • varying final tasks• mandated curriculum requirements• student and personal interest

Dimensions of experienceActi-Vie offers units based on the five dimensions of experience – physical, social, civic,leisure, intellectual – proposed by the National Core French Study. It is important toensure that, over the course of the three levels of the program, students have had anopportunity to gain knowledge and experience in each of these dimensions.

At the elementary level, the social dimension takes on a dominant role in thecurriculum, but it must not preclude the other dimensions. For that reason, you mayhave a tendency to select more than one unit from the social dimension while stillincluding units that provide experience in the other dimensions.

To ensure an appropriate balance of dimensions, refer to the Overview Charts onpages 12-17 of the Program Guide when selecting units.

Skill emphasisAnother factor to consider when carrying out long-term planning is to include finaltasks with varying skill focuses. Although each unit includes lessons that focus on thedifferent skills, the final tasks are usually based on oral or written work. This is thenature of a final task: to culminate in the production and/or completion of a project.

In some units, students prepare an oral presentation supported by visualrepresentations and dramatizations; other units have a writing focus where studentsprepare a written document such as a brochure, a scrap book or a magazine. Still otherunits stress group oral participation during social activities or games.

A wide range of final tasks helps to motivate students. Remember to include acertain amount of variety to stimulate student interest and to offer opportunities todevelop the different skills.

Language Language content can also play a role in the selection of units for the school year.Certain topics and language structures are required by various school jurisdictions. Acti-Vie includes most of these required topics and structures. The language outlined in the


Overview Charts on pages 12-17 and the Language Outcomes identified at the beginningof each unit can help you organize your program according to the specific requirementsof your ministry or school board and your class.

Spiralling and overlapping of language is a major feature of Acti-Vie and should alsobe considered during unit selection. Take, for example, the units studied in Level One.Vocabulary related to celebrations is encountered in both Souvenirs de ma famille andBonne fête à tous!; physical descriptions occur in Au jeu! and again in Les aventures d’A-V. Imperative structures are found in Bonne fête à tous!, Au jeu! and in Bonne collation, bonne nutrition! Dates and numbers are integral to Découvrons notre école!and Bonne fête à tous! Gender, colour and agreement of adjectives are found in Logos-animaux as well as in Les aventures d’A-V.

For a more detailed outline of how grammar spirals throughout the three levels of Acti-Vie, consult the Summary Chart of Acti-Vie Language on pages 28-29.

Cross-curricular integrationYou may wish to choose certain units in cooperation with your colleagues, e.g., a unitsuch as Au jeu! may be introduced when the physical education teacher stresses games,and one such as L’environnement et moi may be introduced when the science teacheraddresses environmental issues. In fact, topics that relate to virtually every subject taughtat the elementary level are explored in Acti-Vie: math; science; language arts; dramaticarts; social studies, including history, geography and multicultural studies; music;physical education, art; health and nutrition; technology. To facilitate curriculumcoordination, refer to the Overview Charts on pages 12-17 or to the Unit at a Glance chartthat appears at the beginning of each unit’s Teacher Resource Book.

Seasonal appropriatenessWhen selecting units, consider the appropriateness of specific times of the year for certain themes. For example, if it is difficult to obtain the use of the gymnasium in yourschool, you may wish to complete Au jeu! in the spring so that students can play Tag outside. Fêtons l’hiver!, obviously, would work best in the winter months. Etmaintenant la météo might be most effectively taught in a season when a variety ofweather conditions prevail.

Varying final tasksYou may wish to consider the scope of the final task when scheduling units. Each levelin Acti-Vie offers a variety of types of final tasks, some more involved than others. Sometasks, such as making a frienship cube in Vive l’amitié! or creating a comic strip in Lesaventures d’A-V are easily undertaken and will require little or no change to your classschedule or classroom set-up. Au café and Que le spectacle commence!, on the other hand,may require some reconfiguration of seats and tables, some additional movement onthe part of the students, and perhaps even some modification of your normal schedule.You may wish to alternate these types of final tasks.

Mandated curriculum requirementsTo ensure that specific board and provincial curriculum requirements are covered,contact your Prentice-Hall Ginn Canada representative for the appropriate provincialcross-reference chart.



Déc

ouvr

ons

notre

éco

le!

Bonn

e fê

te à

tous

!

Au

jeu!

Logo

s-ani

mau

x

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enirs

de

ma

fam

ille

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aint

enan

t... l

a m

étéo

Les

aven

ture

s d’

A-V

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llatio

n, b

onne

nut

ritio

n!

Au

café

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des

cha

mpi

ons!

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le s

pect

acle

com

men

ce!

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mai

son

pas

com

me

les

autre

s!

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l’am

itié!

Voic

i ma

colle

ctio

n!

Cric

? C

rac!

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our d

u fe

u de

cam

p

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venu

e ch

ez n

ous!

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viro

nnem

ent e

t moi

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oron

s l’u

nive

rs!

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ns l’

hive

r!

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ystè

re d

u tro

phée

de

bask

et-b

all

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ns b

ranc

hés!

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seco

urs!

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les

conf

lits!

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geon

s da

ns le

tem

ps...

Summary Chart of Acti-Vie Language

NounsIntroducing a noun:

C’est/Ce sont ___.

Il y a ___.

Voici ___.

Articlesindefinite articles

definite articles

contractions

partitive articles

Pronounspronoun subjects

emphatic pronouns

vous polite form

Adjectivespredicate agreement

position of predicate

possessive adjectives

demonstrative adjectives

comparative & superlative

cardinals & ordinals

Adverbsadverbs of time

adverbs of manner

Prepositionspreposition + noun

Conjunctions

Acti-Vie 1 Acti-Vie 2 Acti-Vie 3

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Core Language

Additional Language

21


Déc

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ons

notre

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le!

Bonn

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te à

tous

!

Au

jeu!

Logo

s-ani

mau

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t... l

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des

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mpi

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com

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mai

son

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me

les

autre

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l’am

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Voic

i ma

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ns l’

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ns b

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les

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ps...

Acti-Vie 1 Acti-Vie 2 Acti-Vie 3

VerbsPresent tense:-er verbs

-ir verbs

-re verbs

avoir

être

faire

irregular verbs

reflexive verbs

aimer/Il faut/pouvoir/vouloir + infinitive

Past perfect tense:(avoir/être + past participle)

Immediate future tense:(aller + infinitive)

Imperativesingular form

plural form

infinitive form

Interrogationrising intonation

Est-ce que__?

inversion

interrogative pronouns

interrogative adjectives

interrogative adverbs

Negationne...pas/n’...pas

negative imperative/infinitive

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21

Planning a Balanced UnitThere are several items to consider when planning a balanced unit. These include:

• the final task• scheduling• setting performance outcomes

The final taskOnce a unit is selected, the first step is to examine the final task. Usually there areseveral ways to complete the final task, and the option chosen may influence how youproceed through the unit. For example, in the unit Fêtons l’hiver!, students can organizea full-fledged, outdoor winter festival complete with competitions, displays, games,food and invited guests. Alternately, they can complete selected festival-related activitiesin the classroom at the end of each lesson. When there are various possible formats forthe final task, specific suggestions are provided to guide the class through each of theoptions.

SchedulingConsider the total amount of time you have to devote to the chosen unit. If it seems toolong for your schedule, you can look at the optional lessons which can quite easily beeliminated if certain adaptations are made in the unit. These adaptations are identifiedin the overview of the unit.

Planning for the amount of time each lesson will take is the next step. This will allowyou to get an overall perspective on how long the whole unit will last. An estimate of theduration for the core activities is provided at the beginning of each lesson, but you mustadapt each lesson to your particular teaching situation – whether 20, 30 or 40 minutesa day. Charts in each unit can offer suggestions on how to proceed depending upon thelength of your class.

Once the lessons are planned, consider which Evaluation and SupplementaryActivities best suit your students. Some of the Supplementary Activities may also beused as warm-ups to begin your class. The activities that you choose and the emphasisthat you place on certain aspects of the unit will help determine which Evaluationactivities you should select.

Setting performance outcomesDeciding upon reasonable expectations and levels of outcomes for your students comesnext. If some of the language in the unit has only been seen once by students, you maydecide that simple recognition of these elements is appropriate. If, on the other hand,students have seen a language feature several times, you may expect more of them interms of producing the language. This, of course, will be influenced by the sequence ofthe units that you choose since certain language structures may or may not have beenpractised in earlier units.


Planning a Balanced LessonPlanning a lesson involves:

• reviewing the materials needed for the lesson• making judgements about appropriate Multi-Level Strategies for your class and for

specific students• making judgements about the Supplementary Activities• deciding upon Evaluation activities • scheduling daily sessions and planning warm-ups

MaterialsWhen planning a lesson, begin by referring to the materials list located directly under theoutcomes chart. Review the Blackline Masters (BLMs), the Workbook pages, and gatherany additional materials that may be needed for the lesson. Arrange for any audio-visualequipment that may be required. Determine whether an Evaluation activity is includedin the lesson. Decide which of the program materials you will want to use, and adapt anythat you feel may work better in another way with your students.

Multi-Level Strategies (MLS)While reading through the information in the Teacher Resource Book, take note of theMLS suggestions and decide if any of these may be appropriate for your class or forspecific students. Generally, these strategies are easy to implement and can be achievedwith minimal additional preparation.

Supplementary ActivitiesNext, look over the Supplementary Activities (Activités supplémentaires). You maywish to use them where indicated or at any later point in the lesson. Many of theseactivities can also work well as warm-up activities. The Supplementary Activities offeradditional opportunities for the students to reuse language from the lesson and providefurther practice in the skill areas.

Evaluation activitiesDetermine which Evaluation activities you will use and ensure appropriate emphasison the material studied. You may even decide to use a content-based Evaluation activityas an alternate Supplementary Activity.

It is advisable to choose a number of formative Evaluation activities for each unit.This will give you ample opportunity to monitor students’ progress. After receivingfeedback, you may wish to do more work on a particular topic or language skill beforeproceeding with the rest of the unit.

When choosing Evaluation activities, consider the emphasis you are placing onthe particular content to be evaluated. You may expect students to be able to recognizea certain language element, but not necessarily expect them to reproduce it. Ensuring thatthe Evaluation activity has the same expectations you do is essential.


Scheduling daily sessions and planning warm-upsEstablish approximate time-lines for the lesson in your class and decide where you willend each class session. Also, plan a quick warm-up activity for the first few minutes ofeach class. Warm-ups are short, five-minute activities that relate to the material of the dayand help to motivate students. There are several options for warm-up activities:Supplementary Activities can sometimes be used; Language Boards can be used to playa game dealing with the day’s lesson; a short, fun activity from the last class can beredone to provide some linking with the students’ previous learning; students can listento and/or sing a song from the unit; card games can be played when provided with theunit. Suggestions for appropriate games can be found on pages 49-50.

Warm-ups are flexible. Each day should be looked at independently, and yourdecision as to which activity to use should be based on how students are proceedingwith the lesson, whether they have attained a certain familiarity with vocabulary, languageor linguistic structures, and whether they have a grasp of strategies being used in certaincontexts. Warm-up activities give students the opportunity to reuse language. They alsogive you the opportunity to take a few minutes to observe the students’ ability in this non-threatening, fun situation. Warm-ups are a productive motivating feature of every classsession.

Planning for Multi-Level and Combined Grades

Multi-level and combined grades have unique considerations. Not only are studentsfrom two different grade levels present in the same classroom, but students with

a vast range of ability levels are also brought together since often weaker students fromthe upper grades are combined with advanced students from the lower grades. Also tobe considered is the fact that students will have had different prior learning experiences,both in French and in other subject areas. All these factors influence the way youapproach second-language instruction in this special situation.

Although you might choose to teach two different units, from two different levels,at once in your combined grades, this is not the recommended approach. Because ofActi-Vie’s flexibility and the modification suggestions built into each unit of the program,a more effective strategy would be to teach the same unit to the whole class, makingadaptations as needed. Some of the modifications you might make fall into the followingareas:

Multi-Level Strategies: Depending on the ability of your students, you mightdecide to implement all the “To add challenge” suggestions for senior students, all the“To simplify” suggestions for junior students, or both.

Supplementary Activities: These activities generally fall into three categories:a) activities that contextualize concepts coming up in the lesson; b) activities thatreinforce concepts encountered in the lesson; c) activities that exploit conceptsencountered in the lesson further.

The first type of Supplementary Activity is useful for all types of students, but willbe especially useful for junior students. For example, if a math-based lesson is


coming up, a Supplementary Activity that reviews, in context, numbers from one to 30 mightbe suggested. Junior students may have only briefly, if ever, encountered these numbersbefore; therefore this “optional” reviewing exercise will be essential for them.

The second type of Supplementary Activity, the “reinforcement” type, is usefulfor all your students. The junior students benefit from them since they might need morepractice with a concept in order to grasp it as well as the senior students. On the otherhand, more advanced students may finish their core activities more quickly than theirclassmates and a related Supplementary Activity could be the perfect way to challengethem further.

The final type of Supplementary Activity will be most useful with the moreadvanced students. They may often grasp concepts more quickly and might, therefore,have the extra time and ability to carry out further study of an interesting theme. Often,this extra research or work done by a few volunteers can be presented to the class as awhole, thus benefitting all students. This presentation strategy also helps create theimpression that all students are part of the same whole, despite the different activitiesgoing on in the same classroom.

Cooperative group work: Depending on the objective of the activity at hand,you may wish to group students in different ways. For instance, heterogeneous groups,including students from both grade levels, offer built-in support for the weaker studentsand mentoring possibilities for the stronger students. This type of grouping is useful inany number of activities: reading and listening activities, peer editing, games, etc.Homogeneous grouping, on the other hand, is the most effective strategy to use whendifferent outcomes are expected, e.g., when a more challenging form of an activity or finaltask is assigned to an advanced group. Also, summative group evaluations are bestsuited to homogeneous groups.

Modified final tasks: As mentioned on pages 25 and 30, final tasks can take manyforms. Most often, a unit will provide an optional form of the final task. If that optionaltask is more challenging, you might want to consider it for senior students. If it is asimplified version, recommend it for your students.

Evaluation activities: Often, evaluations in Acti-Vie come with MLS suggestionsto make them either simpler or more challenging. You can definitely make use of thesesuggestions. In addition, you must also be aware of any adaptations you made throughouteach lesson and evaluate students accordingly. If half of the class was not required toachieve a certain outcome, ensure that they will not be later evaluated on that skill.Review all Evaluation activities carefully and make any necessary modifications beforegiving them.

Diagnostic evaluation can be especially useful in the combined grade, as studentswill be learning at different rates and at varying levels. You should carefully monitor students’ progress to ensure that they are all on a relatively equal footing. The manyformative evaluation sheets provided in Acti-Vie can help you with this task.

Optional lessons: You may wish to have only more advanced students completethe optional lesson in a unit, thus allowing weaker students more time to absorb andreview the core concepts presented in the main lessons. Alternatively, you may chooseto skip the optional lesson altogether in an effort to keep all students on the same track.


Implementing Acti-Vie in the ClassroomThe section “Exploring a Lesson,” on pages 22–23, outlined Acti-Vie’s basic

instructional elements: personalization, contextualization, anticipation, reading orlistening for global comprehension, reading or listening for detail, preparing an oralpresentation or a written document, reflecting on learning and reinvesting that learning.In addition to the specific elements described above, the following teaching strategies arealso at the core of this program.

Group WorkPair and group work, as well as cooperative group work, are key elements in Acti-Vie andare included as early as the very first unit of the program. Pairing and grouping studentsfor activities is important in learning a second language: in order to have realcommunication, one must have someone to talk to. In real life, one speaks to an individualor a group of individuals; speaking in a whole-class situation is not representative ofour everyday lives. Besides being more authentic, communicating in pairs or in smallgroups allows students to take risks in a non-threatening environment surrounded bysupportive peers.

Grouping students not only helps them learn to communicate in French, it alsohelps them learn valuable social skills. Learning to respect and encourage the membersof one’s group, to allow for everyone’s input, to monitor one another and to be responsiblefor specific tasks, are all important life skills that students acquire through grouping.Additional social skills (such as learning to share material, help others, graciously accepthelp, praise others, negotiate, listen attentively, speak quietly, follow directions, workwithin a group) may also be goals during group activities. The group grid evaluationsprovided for teacher use in Acti-Vie always include content evaluation but usually alsoinclude some social interaction outcomes. Group evaluations that provide students withthe opportunity to analyse their own interaction and production are also included withmany cooperative learning activities.

Establishing habitsIt is important to establish classroom routines, a French environment and a lesson stylebefore beginning to group students. As soon as students have a command of somesurvival sentences and some communication strategies, you can begin to introduce shortcontrolled pair activities.

Always begin simply and work toward a more ambitious type of grouping. The firstunit of the program, Découvrons notre école!, gradually introduces the students to pairand group work and to cooperative learning. Students move through the lessons, learncommunication strategies and the language needed to interact in French in the schoolsetting, engage in controlled pair and group activities, and then participate in a simplegame using the cooperative learning structure Numbered Heads Together before endingthe unit with the final task game.


One way to get students used to working in pairs is to include the procedure as oftenas possible in your lessons. Organize the partners yourself when you first start grouping.It is best to begin by using simple instructions, such as “your partner is the person to yourleft.” Initially, don’t allow students to choose their own partners. The desired goal is tohave the class learn to move to partner work quickly and efficiently, and the problemsassociated with choosing a partner can be avoided if you direct this step. Once students are accustomed to working in pairs, you can begin to organize them in morecreative ways. Having students choose their own partners can be a special activity done occasionally once they are familiar with the process.

While students are first learning to work with partners, ensure that the activities areshort and simple. Initially, students need not work in pairs or groups for longer thanfive minutes. Once they have some experience with group work, you can occasionallygive them activities that take longer to complete.

The types of activities that students are first asked to complete in groups should alsoinvolve limited language. Usually, activities that are structured and have language guidesare most useful. In many cases, reviewing the type of language needed to do the activityand displaying Language Boards can assist students in completing the activity usingFrench only.

Organizing groups quickly and effectivelyThere are many quick and fun ways to organize random partners or groups for an activity.You can prepare pre-cut pieces of coloured paper, distribute one to each student uponentering the classroom and then have them group themselves by colour. You might makecopies of illustrated Language Boards and cut the boards in two, randomly distributingillustrated segments and text-only segments for students to match. Distribute thesevocabulary and visual cards to the students and have them find their partners. You canalso group students quickly by using a deck of playing cards – this works particularly wellwhen organizing groups of four.

You may sometimes wish to group students in a certain way for a specific purpose.Groups may be organized to allow for different or similar levels of ability, genderrepresentation, mixed cultural representation, or specific interests within the group. Inthese cases, you should establish the groups prior to the activity and call out or post thenames of group members at the outset of the task.

Cooperative Grouping Techniques

In the first level of Acti-Vie, students are introduced to basic cooperative activities andprocedures. Gradually, in the second and third levels, the cooperative activities become

more complex so that, by the end of the program, students are well grounded incooperative learning techniques. Many of these can be set up quickly and can be used witha variety of activities in the classroom. In Acti-Vie, suggestions are provided on how toorganize groups in specific situations; however, there are always other options to consider.The following are some grouping techniques which can be most useful in the elementaryCore French class.



Language Boards

Language Boards are simple tools that aid in communication and support students’efforts in learning. These basic visual aids represent the core language of the program

and serve as a valuable reference for students.

Uses for the Language BoardsLanguage Boards are most often used as visual cues to help students understand a newword that is needed for a step of an activity. Most Language Boards are illustrated witha visual that corresponds to the core vocabulary word presented on it. (The BlacklineMaster also carries the same but enlarged visual on the reverse side of the board. You maywish to prepare a photocopy of the front and back of the board to enable students tosee the visual clearly.) Using these illustrated Language Boards allows you tocommunicate with your students without using English.

Language Boards serve other functions as well. When personalizing a new topic,they can help students understand new language and get a better idea of the context ofa situation. In anticipations, Language Boards help to offer possibilities to the studentswhich they could not have come to without the use of English. Language Boards mayalso be combined to create language structures, used to play games and displayedpermanently as a visual vocabulary reference.

Displaying the Language BoardsLanguage Boards can help you set up a visual reference for the unit in your classroom.As students are exposed to new core language, the appropriate Language Boards can bedisplayed on the walls of the classroom. Students are then free to refer to these cues tohelp them with communication whenever needed. The Language Boards also help toprovide the appropriate linguistic context for the unit: students are surrounded bylanguage that is appropriate and necessary for their work. Students will quickly learn touse references as a support to learning.

Many elementary Core French teachers do not have their own classrooms. Thiscan present some problems with certain uses of the Language Boards. Itinerant teacherswho move from class to class may wish to use the Language Boards only when they aresignalled in the teaching notes, rather than display them on the wall.

If you have several classrooms, more than one set of Language Boards may beuseful if you wish to display them permanently as a visual reference. You may wish toask the homeroom teacher if a certain area on the classroom wall can become the Frenchreference section so that each of your classes could have its own set of Language Boards.This is a good practice since students will become accustomed to French being part oftheir everyday environment rather than something that comes in and out with the Frenchteacher.

Language Boards are included in each module and are produced in BlacklineMaster format to make them accessible in multiple quantities. See page 20 for moreways to make use of Acti-Vie Language Boards.

Creating language structuresThe Language Boards are also designed to help students with language structures neededto communicate in given situations. A sentence structure needed by the students can bedisplayed by using two Language Boards together. Then components within the sentencemay be changed by simply replacing one Language Board. For example: Je vais prendredu gâteau can be placed before the class, and individual students can indicate their ownpreferences in games by substituting another expression for du gâteau. In this situation,the structure Je vais prendre could be placed in the centre of the wall and all of thepossibilities provided in the lesson could be placed around it. Students would be leftto make their own personal choices. You may wish to add words not provided onLanguage Boards if students wish to express additional ideas.

Playing games with Language BoardsLanguage Boards can also be used to play games in a whole-class situation. These canbe played easily and quickly when you feel that students need additional practice withthe language of a lesson. The word and visual from certain Language Boards can beseparated and copied onto separate boards in order to play matching games such asConcentration. Other games, similar to those played with a deck of cards, can also beplayed with separate “matching” Language Boards, e.g., Pige! (Go Fish). For thesetypes of games, you may wish to reduce the size of the Language Board BLMs as youphotocopy them to create playing cards that are small enough to suit students’ hands.

Other games, such as memory/guessing type games, can be played with theLanguage Boards intact. Place a few Language Boards on the ledge of the blackboardand ask students to observe the display for a few minutes. Then, change the order ofthe language or remove certain words altogether. Students must identify these changes.

See the chart on pages 49-50 for a full description of games that can be playedwith the Language Boards.



Strategy Boards

Strategy Boards, unlike Language Boards, can be used and reused throughout everyunit in the program. Strategy Boards help students “learn about learning” by

encouraging them to reflect upon the methods by which they comprehend, communicateand discover new concepts in French.

As you introduce a strategy, display the board on the wall of your classroom. Itshould remain there and be referred to whenever the strategy is again appropriate to anactivity. Several strategies are encountered in the first unit of the program. Additionalstrategies are introduced as needed throughout the program – some focus oncomprehension and communication, others on oral presentations or process writing,still others help students organize their work. A complete list of the 40 program strategies,broken down into their specific functions and identified numerically, are listed in the chartbelow.

Like Language Boards, Strategy Boards can be laminated, colour-coded and/ormounted on Bristol board, depending on your teaching style and particular classroomneeds.

Communication and Learning Strategies

nos motsfrançais! 6

Écoutez 5 les mots-amis! 7

le ton de voix! 8

les mots importants! 11

Faites des prédictions! 9

Pensez aux expériences personnelles! 12

OralComprehension

Strategies

Regardez un modèle! 15

Parlez fort! 23

Parlez clairement! 24

Parlez de façon expressive! 25

Changez le ton de voix! 30

Regardez les spectateurs! 32

Faites des pauses! 33

Ne parlez pas trop vite! 34

Représentez une situationréelle! 37

Exprimez des émotions! 38

Faites des gestes et des mouvements! 39

Apprenez par cœur! 40

Oral PresentationStrategies

Comment dit-on ____ enfrançais? 10

Utilisez un mot connecteur! 16

Utilisez des synonymes! 18

Pardon? 20

Répétez, s’il vous plaît! 21

Je ne comprends pas! 22

Ça veut dire ___! 35

CommunicationStrategies

Utilisez un modèle! 17

Utilisez des ressources! 19

Organisez votre travail! 26

Faites un brouillon! 27

Faites des corrections! 28

Écrivez la copie finale! 29

Process WritingStrategies

les actions! 2

les images! 3

les expressions! 4

Regardez1 nos mots français! 6

les mots-amis! 7

les mots importants! 11

Regardez dans le dictionnaire! 14

Regardez le type de document! 31

Regardez le titre! 36

Faites des prédictions! 9

Pensez aux expériences personnelles! 12

Reading Strategies

Utilisez un graphique! 13

OrganizationStrategies


Games

Games are integrated into the units of Acti-Vie as required; however, you may wishto add games of your own to certain lessons for various reasons. Games can be

used if students need a break or a review of vocabulary or certain structures. They alsofunction very well as warm-ups to begin your class.

The following chart describes games that can be played with the help of the Acti-Vie Language Boards. However, there are also several other types of games thatare fun and appropriate for the elementary French as a second language class. Theseinclude simple games such as Simon dit (Simon says); Charades; Jeu de chaîne (oralchain relay where students repeat the statements of previous students and add a statementof their own); Jeu du pendu (Hangman); Devinettes (20 Questions); Jeopardy; Devine(Pictionary); etc. Any of the above are easily organized by incorporating the unit’s vocabulary and language structures into familiar game formats.

Games Outcomes Materials Instructions

Relais • Students will demonstrate • Language Boards, • Divide the class into teams of equal size. The first team comprehension of vocabulary. cut in half lines up several feet from the blackboard. On a desk

• Students will associate visuals with • stopwatch in front of the team, place a pile of either the word or written word. the visual halves of the Language Boards, face down.

Place the other halves face up on the ledge of the blackboard. At the signal, one student turns over aboard on the desk, runs to the blackboard to find its match, then runs back and tags the next team member. He/she repeats the process. Stop the time as soon as all the boards have been matched. The next team then tries to beat this time.

Trouve ton • Students will demonstrate • Language Boards, • Distribute Language Board halves and have students partenaire comprehension of vocabulary. cut in half find their matching partner. Encourage students

• Students will associate visuals with to use the expression: Est-ce que tu as ?written word. The object is to find one’s partner as quickly as possible.

Concentration • Students will demonstrate • Language Boards, • Whole class version: Divide the class into two teams. comprehension of selected vocabulary. cut in half Create a grid on the blackboard, i.e., with numbers

• Students will use memory skills. • grid on blackboard across the top and letters down the left side, and • Students will associate visuals with (optional) affix the halves of the Language Boards to the grid,

written word. face down. Members of each team alternate to find matches by identifying Language Boards according to their coordinates, e.g., A1 and B4. When a pair is found, the student must say the word aloud. The winning team has the most pairs at the end.

• Small group version: Students arrange boards on a desk, no grid is needed. They take turns turning over two boards, trying to make a match. Again, they must say the word aloud to get the point.


Games Outcomes Materials Instructions

Rummy • Students will demonstrate • Language Boards, • Have students work in pairs or groups of four. comprehension of selected vocabulary. cut in half Select Language Boards with varying topics. Students

• Students will practise categorizing should receive five cards each to begin; the remaining words and concepts. cards are placed in a pile on the desk. The first

student draws a card from the pile and attempts to lay down three cards on the same theme. If he/she cannot, the play passes to the next student who follows the same procedure. If a student successfully lays down a set of three related cards, he/she may draw again and attempt to create another set. Cards that are laid down must be read aloud. The game ends once all cards are used up.

Pige! • Students will ask for selected items. • Language Boards, • This game is played like “Go Fish.” Divide students into • Students will use the expression: cut in half small groups. Each student is dealt five cards, and the

Est-ce que tu as un/une ? remaining cards are placed face down on the desk. • Students will review selected Player 1 looks for a match to a card in his/her hand

vocabulary. by asking any other player: Est-ce que tu as un/une ? If Player 2 has the card, he/she gives it to thefirst player. Player 1 puts the pair down, and then asks another person for a card. If the player does not have the requested card, he/she says: Pige! and Player 1 picks a card from the pile. If Player 1 draws the card asked for, his/her turn continues. If not, play moves to the next person. The player with the most pairs when the cards run out wins.

Loto! • Students will use known vocabulary. • Loto! cards • Students create their own Bingo-style cards by writing • Students will prepare game cards. • 16 Language Boards Loto! at the top of a piece of paper and then drawing

• 16 counters (pennies or a 16-square grid below it. Place Language Boards on theBingo markers) for each blackboard ledge, and have students write one word, student randomly, in each of their 16 squares. Once this is

done, retrieve the Language Boards and call them out one by one, in random order. Students put a marker on each word called out. They call out Loto! when they get four markers in a row in any direction.

Tic-Tac-To • Students will use known vocabulary. • blackboard and chalk, • Whole-class version: Create a Tic-Tac-Toe grid on the or blank paper board, putting a number or letter in each square. Then

• visual halves of Language affix the visual half of a Language Board in each Boards square, face down. Students play in teams. Player 1

identifies a square by its number or letter. Turn over the visual and have the student identify it. If he/she is correct, that team puts their mark (X or O) in the square. Three marks in a row in any direction wins.

• Pairs version: Students create a Tic-Tac-Toe grid on apiece of paper. Visual halves of Language Boards are placed in a pile face down between players. Player 1 turns over the top board and identifies the visual. If correct, Player 1 puts his/her mark in the square of his/her choice. Play continues as above.


Authentic Documents

Using authentic documents in second language teaching brings students closer tothe real communication that they will encounter in the actual world. Acti-Vie

includes authentic documents – written, oral, visual and audio-visual – whenever possible.In addition to authentic documents, Acti-Vie also includes realistic documents whichare included when an authentic document is not available or appropriate for the purposeof the program. Students will recognize the type of document used in an activity, e.g.,poster, invitation, poem, and be given the same opportunities to practise the readingand listening strategies that they have used with authentic texts.

Progression and variety Level 1 of Acti-Vie contains several authentic documents. For example, in Bonne fête àtous!, students examine calendars, invitations and greeting cards; in Et maintenant... lamétéo, students view a weather report made up of authentic clips; in Bonne collation,bonne nutrition!, students work with the Canada Food Guide. For the most part, authenticdocuments at this level are recognizable and fairly simple to understand, although thereis certainly some progression from the calendar in Bonne fête à tous! to the CanadaFood Guide. Level 2 of Acti-Vie makes use of such authentic documents as identitycards in Vive l’amitié!, programs in Que le spectacle commence!, and menus in Au café. Level 3 of Acti-Vie features more sophisticated texts: an information brochure onendangered species published by the World Wildlife Fund in L’environnement et moi, anadaptation of the St. John’s Ambulance First Aid Guide in Au secours!, and a page fromthe Sears catalogue in Voyageons dans le temps.... Obviously, these documents are morechallenging than those from the previous two levels.

Using authentic documentsAll the documents in Acti-Vie, from the simplest to the most complex, are neverthelessaccessible since they include limited language which students encounter in the unit.Likewise, the activities relating to these documents remain accessible, regardless of thecomplexity of the text, because of the strategies suggested for their exploitation.

One strategy used often in the program is referring to personal experience andprior knowledge about documents in order to make links. Other strategies include usingintelligent guessing by looking at clues in the documents; using the text type to helpinfer the purpose of the document and its general content; examining charts, titles andgraphics for clues; and searching for key known words and cognates to help deciphergeneral meaning. Using different reading layers like scanning and skimming beforefollowing up with intensive reading also helps to simplify texts. And using the Jigsawstrategy – that is, dividing a document into smaller parts to be studied by various sub-groups in the class – makes reading more complex texts possible.

These are just some of the many strategies used to exploit the authentic documentsin Acti-Vie. These strategies give students confidence in their ability to understandFrench-language documents and encourage them to take risks with texts that may initiallyseem beyond their scope. This is the approach to learning through authentic textsespoused by Acti-Vie.


Multi-Level Abilities

OverviewEvery Core French class has students with a wide range of language abilities. In a Grade 4 class, for example, most students are just beginning their French languagestudy. These students would display all the different levels of talent that are normallyassociated with any classroom. In addition to this, however, the French class mightinclude students from a different district who started their French program at an earlierlevel. There may also be students in the class who began their studies in a FrenchImmersion program or even bilingual students who speak French at home. Furthermore,some French classes combine more than one grade level. All of these situations presenta challenge to the Core French teacher. Acti-Vie is designed with all of these situationsin mind and is flexible enough to adapt to the needs of classes and students of all ability levels.

The final taskThe units in Acti-Vie are flexible and most of them lead to a final task that is veryadaptable. Usually, several suggestions on how to simplify or add challenge to a final taskare provided in the introduction to the units. These alternatives can help you addressthe special needs of your specific class situation.

The number of lessonsThe number of lessons in each unit is also adaptable. Specific suggestions are providedin the introduction to each unit indicating which lessons can be omitted and how thefinal task should be modified if you decide to do so.

Using the Multi-Level Strategies (MLS)Within each lesson, there are many opportunities for adaptation. The Multi-LevelStrategies provided in the teaching notes offer simple ways to modify many activities,either by simplifying them or by adding challenge. Even when these suggestions providea simplified alternative to the activity, they always ensure that the basic objective of theactivity remains intact. MLS suggestions may sometimes recommend adaptations forcertain worksheets.

The MLS suggestions should not limit you in any way. On the contrary, thesestrategies will probably lead you to even more ideas on how to adapt activities forvarious students in your class. The MLS suggestions in Acti-Vie are there to help youaccommodate the needs of students with different abilities in a quick, convenient andeffective way.

Multi-level and combined gradesSee pages 32-33 for a more detailed description of how to handle the special needs of thecombined grade.


Process Writing

The initial exposure to process writing in the Core French class is very simple due tothe language limitations of beginner students. Nevertheless, establishing the habit

of process writing at this early stage enables students to begin learning that writing in asecond language follows the same process as writing in their mother tongue.

Pre-ActivityWriting lessons begin like all lessons with personalization, contextualization andanticipation phases. During the anticipation phase, students brainstorm what should beincluded in the type of document they will be producing. Students are often exposedto several samples of this type of document and can, therefore, observe the componentsand sample language that will be required. Once the vital elements of the document aredetermined, criteria for successful completion of the product should be establishedcooperatively by you and the students.

ActivityDuring the activity phase, students work through the process of writing. They begin bydeciding on the content of their document, proceed to organizing the material, and thenmove on to writing a first draft. During this time you should circulate in the class,offering assistance when needed and addressing questions and areas of difficultyexperienced by the students.

Students then either pair up, work in small groups, or work in the Pairs-Checkgrouping model to read each other’s documents and share ideas and comments. Often,at the elementary level, this pair- or small-group editing is simply a basic check toensure that the required content is present and that language is used correctly. Encouragestudents to use resources such as the Language Boards and the lexique in their Workbook,as well as other classroom reference tools such as dictionaries, to help them in thisprocess. Students should also be encouraged to use their strategies of communication inasking for help or additional information.

At this time, you may also want to complete a short language lesson dealing withstudent questions and difficulties observed during the first draft stage. Language Boardsare often useful for these types of lessons.

As a final step, students make corrections to their texts and prepare the finalversions. If drawings, illustrations, colours or other elements are to be included withthe document, they are added at this point.

Post-ActivityIn this phase of the lesson, students reflect upon the document they have written toidentify its purpose, in which context it is used, how and when to modify it, and thecharacteristics of the genre or format. For example, in Bonne fête à tous!, students mightdetermine that all invitations include specific information like time, date, location, andhonoured guest; or that all birthday cards include birthday wishes and greetings, thename of the person celebrating the birthday and the name of the person addressing thebirthday wishes.


Finally, in the reinvestment phase of the lesson, students can put their documentsto real use. In Bonne fête à tous!, they can send their birthday invitations or cards toreal people; in Que le spectacle commence!, they can actually use the programs theycreated for their show. The relevance of the document produced must be made clear tostudents; using the document in an appropriate, authentic manner best achieves thisgoal.

Evaluating writingEvaluation of a written product should be based on criteria developed cooperativelywith students. Is the required information found in the document? Is the informationpresented clearly and correctly? Are additional required elements, e.g., illustrations,drawings, graphics, included?

Evaluation is also based on the process of writing. Did the student workconscientiously on the task? Did the student work through the peer sharing and editingin French? Did the student use the resources available in the classroom?

Evaluation of written work should examine both product and process. Ensure thatstudents clearly understand the criteria by which they will be evaluated before theybegin an activity.

EvaluationSuccessful teaching requires that outcomes, learning activities and evaluation all

work together effectively. Outcomes are achieved by choosing appropriate learningactivities and by using appropriate methodology for the activities. Student learning mustbe evaluated using methods that reflect the outcomes and the activities used to reachthem. If students are expected to develop competence in the skill areas – listening,reading, viewing, speaking, writing, representing – then evaluation must take place in eachof them. If students are expected to develop good social habits and responsible behaviourwhen working in groups, then these expectations must become evaluation criteria forgroup work. Evaluate only what you teach and how you teach it. Acti-Vie reflects thisphilosophy and provides the materials and guidance needed to achieve this objective.

Formative Evaluation

Formative evaluations are carried out on an on-going basis and are used to evaluatestudent progress during the course of instruction. They also serve to inform you of

individual student achievement and reflection throughout the unit. The formativeevaluations found in all units of Acti-Vie will alert you if a particular student needs extrahelp or if certain content is unclear to your class. By assessing the results of theseevaluations, you will know whether to re-teach certain elements of a lesson or whetherstudents have a grasp on the required concepts and are prepared to continue tothe next step in the process at hand.

Although several evaluation options are provided for each unit, you are notrequired to use them all. If a certain outcome was not stressed in your class, you mayprefer not to evaluate it. Alternatively, you may wish to modify one of therecommended evaluations to suit what was covered in your class. These are decisionsyou will make as you consider the various evaluation activities available to you.

Formative evaluation may take many forms: observation of students andtheir participation, progress charts, grids, questionnaires, as well as tasks quitesimilar to classroom activities.

Communicative content Certain evaluations provide feedback related to thelanguage learned in specific communicative contexts.These content evaluations include activities similar tothose that students have completed as regularactivities and cover all the skill areas. (See example,above right). Grids, with suggested evaluation criteria,are usually provided when oral or written activitiesare to be evaluated. (See examples, right.)Note: Scoring rubrics have been included with selectedactivities throughout the Teacher Resource Books inorder to assist you in assessing specific criteria.



As with all evaluations, you should consider the emphasis that was placed on certaincontent in each lesson as you select and adapt suitable evaluation activities. Theseformative content evaluations will help you determine whether students have understoodcertain concepts or whether additional work would be warranted.

Group work evaluationEvaluations of group activities relate to the outcomes of the lesson and may becompleted by you (see example, left) or by students (see examples, below left). Gridevaluations provide guidance as you observe student performance in groups. Theyevaluate whether or not students accomplish the given tasks, display appropriate social interaction skills and maintain French as the language of communication.

Self-evaluationThere are two types of self-evaluation, group (see example, far left) and individualself-evaluations (see example, left.) These evaluations enable students to reflect on

their own accomplishments several times throughoutthe unit. These reflections are useful as reminders oftheir progress in the second language. They alsoprovide an opportunity for students to take charge oftheir learning. In addition to these positive learningfeatures, self-evaluations also give you insight intostudents’ feelings about the program material andwill alert you to their successes or failures with certainactivities. All this will help you decide how and whento adapt strategies, increase work in specific areas,or eliminate certain activities.

Summative Evaluation

The National Core French Study describes thegoal of Summative Evaluation as the assessment

of a student’s performance at the end of a course ofstudy. Acti-Vie provides evaluation tools to evaluatethe final task of each unit (see example, far left). Thisevaluation material allows you to assess studentperformance, upon completion of the unit, in relationto each communicative/experiential goal. Acti-Viealso provides a summative evaluation package as thelast step of every unit (see example, left).

These evaluations resemble the communicative activities seen throughout the unit.Some are to be completed individually, and others in partners or small groups. Thevariety of activity types reflects the distribution of the content of the unit. Once again,you are invited to select only those suggested activities that are most appropriate foryour class.

Self-evaluationFinally, there is a self-reflection activity in which students assess their ability to doeach task in the unit and indicate their general impressions of the unit itself. Thestudents’ summative evaluation may also give you insights on how to modify andbest present the unit when using it in the future (see example, right).

Portfolio Assessment

The portfolio has traditionally been used by artists to offer a sample of the typeof work they feel represents their artistic development best. The portfolio,

when applied to education, is a collection of work done by a student and selectedby that student because he or she feels that it represents his or her progress in a certainarea. Many language arts programs call for the use of portfolios with students. Othercurriculum areas are also beginning to use the portfolio as one measure of studentdevelopment over time. Some elementary classes are developing integrated portfolios ofstudent work in a number of curriculum areas.

With portfolios, the conscious selection of pieces of work by the students makesthem aware of their progress – and this type of reflection is one that Acti-Vie encouragesthroughout each unit. For example, each unit in Acti-Vie promotes student awareness ofwhat students are working on and where they are going with the task. Students areintroduced, in the first lesson, to the final task and the steps leading to this task. Theprogram’s formative evaluation activities also encourage student reflection by providingfeedback on skill development, content, self- and group participation, and personalachievement. This type of feedback lends itself well to the notion of portfolio developmentas students reflect on their progress. Lastly, the production of the final task and thesummative evaluation activities in Acti-Vie supply students with products to select fromwhen demonstrating their final achievements.

Portfolio development allows students to select pieces of work that demonstrate theirprogress, and allows them to reflect on their work and make some judgments about it.Two units, in particular, make use of the portfolio as their structural progression: Unemaison pas comme les autres! and Soyons branchés! In the latter, each group begins by setting up a portfolio and, with each lesson, works cooperatively to adddocuments to it. In the final stages of the unit, groups have gathered enough material to create a class magazine which includes two features selected by each group. In theformer, students work on their design portfolio, including, with each lesson, more elements centered around the design and construction of their home for aliens.

Portfolios also serve to give students ownership of their learning. If this process isone that you, or your Board, wish to embrace, Acti-Vie offers a means of includingFrench as one of the curriculum areas represented in the student portfolios.


Copyright © 1998 Gage Educational Publishing Company

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StructuresLes articles

le / la / l’ / les (articles définis) On utilise...

le devant un mot masculin : le nezla devant un mot féminin : la bouchel’ devant un mot masculin

ou féminin qui commencepar une voyelle : l’océan

les devant un mot pluriel : les jambes

un / une / des (articles indéfinis)On utilise...

un devant un mot masculin : un pamplemousse une devant un mot féminin : une pomme des devant un mot au pluriel : des raisins

du / de l’ / de la (articles partitifs) On utilise...

du devant un mot masculin : du chocolat de la devant un mot féminin : de la cassonadede l’ devant un mot masculin

ou féminin qui commence par une voyelle : de l’avoine

au / aux (articles contractés)On utilise...

au devant un mot masculin :

à + le = aule base-ball ➔Elle joue au base-ball.

aux devant un mot masculin ou féminin pluriel :

à + les = auxles habitats ➔Les déchets peuvent faire du mal

aux habitats.

à la devant un mot féminin :

la plage ➔ Je joue à la plage.

à l’ devant un mot masculin ou féminin quicommence par une voyelle :

l’activité ➔ Elle participe à l’activité.

Un article accompagne un nom. Il s’accorde avec le nom qu’il accompagne.


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StructuresLes pronomsLe pronom personnel représente la personne.

Les pronoms La formepersonnels accentuéesujetsJe MoiTu ToiIl / Elle / On Lui / ElleNous NousVous VousIls / Elles Eux / Elles

On utilise la forme accentuée pour insistersur une ou plusieurs personnes :

Moi, je veux être un volontaire.

Toi, tu es le volontaire.

Le vous de politesse

vous quand on parle à une personne plus âgée ou quand on ne connaît pas bien la personne :

Quel service voulez-vous?Qu’est-ce que vous choisissez?

tu quand on parle à un ami :

Tu veux quelque chose à boire?

On utilise...


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StructuresLes adjectifsUn adjectif est un mot qui décrit un nom.

L’accord de l’adjectifL’adjectif s’accorde avec la personne ou la chose qu’ildécrit.

En général, les adjectifs sont différents aumasculin et au féminin :

Il est gentil. Elle est gentille.Il est fâché. Elle est fâchée.Il est grand. Elle est grande.Il est beau. Elle est belle.Il est généreux. Elle est généreuse.Il est agressif. Elle est agressive.

Mais certains adjectifs ont la même forme aumasculin et au féminin :

Il est sympathique. Elle est sympathique.Il est triste. Elle est triste.

Les adjectifs de couleurLes adjectifs suivants sont différents au masculinet au féminin :

blanc blanche bleu bleueblond blonde brun brunegris grise noir noireroux rousse vert verteviolet violette

Mais certains adjectifs ont la même forme au masculin et au féminin :

jauneorange rose rouge

La place de l’adjectifLes adjectifs sont presque toujours placés après lenom :

un motif floralun masque unique

Mais, les adjectifs suivants se placent toujoursdevant le nom :

beau/belle une belle illustrationbon/bonne une bonne idéegrand/grande une grande villegros/grosse un gros oursjeune un jeune hommejoli/jolie une jolie jupelong/longue un long voyagemauvais/mauvaise un mauvais exemplenouveau/nouvelle une nouvelle écolepetit/petite un petit dessinvieux/vieille une vieille femme


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StructuresLes adjectifsLe comparatifPour faire une comparaison entre deux choses àl’aide d’un adjectif, on utilise...

• plus + adjectif + que le salon est plus grand que la cuisine.

ou

• moins + adjectif + que la cuisine est moins grande que le salon.

Le superlatifPour exprimer le degré supérieur d’une chose àl’aide d’un adjectif, on utilise...

• le/la plus + adjectif + de/du/de/la

Voici l’objet le plus intéressant de macollection.

Pluton est la planète la plus éloignée duSoleil.

Les adjectifs possessifsL’adjectif possessif s’accorde avec le nom qu’il accompagne. L’adjectif possessif indique le lienentre une chose et une personne.

ma famillemon pèremes sœurs

Avec un mot Avec un mot Avec un masculin féminin mot plurielsingulier singulier

mon ma mon* meston ta ton* tesson sa son* sesnotre notre nosvotre votre vosleur leur leurs

*Attention! Devant un mot féminin qui commence par une voyelle, on utilise mon, ton ou son :

mon amie ton école

Les adjectifs démonstratifsL’adjectif démonstratif sert à montrer une chose ouune personne. Il s’accorde avec le nom qu’ilaccompagne.

ce colliercette tablecet instrumentces scènes


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StructuresLes adjectifsLes adjectifs cardinauxLes adjectifs cardinaux indiquent le nombre.

0 zéro1 un2 deux3 trois4 quatre5 cinq6 six7 sept8 huit9 neuf

10 dix11 onze12 douze13 treize14 quatorze15 quinze16 seize17 dix-sept18 dix-huit19 dix-neuf20 vingt21 vingt et un22 vingt-deux23 vingt-trois24 vingt-quatre25 vingt-cinq26 vingt-six27 vingt-sept28 vingt-huit29 vingt-neuf30 trente

31 trente et un32 trente-deux33 trente-trois34 trente-quatre35 trente-cinq36 trente-six37 trente-sept38 trente-huit39 trente-neuf40 quarante41 quarante et un42 quarante-deux43 quarante-trois44 quarante-quatre45 quarante-cinq46 quarante-six47 quarante-sept48 quarante-huit49 quarante-neuf50 cinquante51 cinquante et un52 cinquante-deux53 cinquante-trois54 cinquante-quatre55 cinquante-cinq56 cinquante-six57 cinquante-sept58 cinquante-huit59 cinquante-neuf60 soixante

61 soixante et un62 soixante-deux63 soixante-trois64 soixante-quatre65 soixante-cinq66 soixante-six67 soixante-sept68 soixante-huit69 soixante-neuf70 soixante-dix71 soixante et onze72 soixante-douze73 soixante-treize74 soixante-quatorze75 soixante-quinze76 soixante-seize77 soixante-dix-sept78 soixante dix-huit79 soixante dix-neuf80 quatre-vingts81 quatre-vingt-un82 quatre-vingt-deux83 quatre-vingt-trois84 quatre-vingt-quatre85 quatre-vingt-cinq86 quatre-vingt-six87 quatre-vingt-sept88 quatre-vingt-huit89 quatre-vingt-neuf90 quatre-vingt-dix

91 quatre-vingt-onze92 quatre-vingt-douze93 quatre-vingt-treize94 quatre-vingt-quatorze95 quatre-vingt-quinze96 quatre-vingt-seize97 quatre-vingt-dix-sept98 quatre-vingt-dix-huit99 quatre-vingt-dix-neuf

100 cent101 cent un102 cent deux200 deux cents201 deux cent un202 deux cent deux

1000 mille

Les adjectifsordinauxLes adjectifs ordinaux indiquent le rang.

premier (1er)/première (1re)

deuxième (2e)troisième (3e)quatrième (4e)cinquième (5e)sixième (6e)septième (7e)huitième (8e)neuvième (9e)dixième (10e)

J’ai finitroisième encourse à pied.

72318 4 69

79966


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StructuresLes adverbes

Les adverbes de manièrePour former les adverbes de manière, on ajoute engénéral -ment à la forme féminine de l’adjectif.

soudaine ➔ soudainementfranche ➔ franchementrapide ➔ rapidementseule ➔ seulementcomplète ➔ complètement

Avec les adjectifs qui se terminent en -i, -u, -ai ou -é, on ajoute -ment à la forme masculine del’adjectif.

poli ➔ poliment

Avec les adjectifs qui se terminent en -ant ou -ent,on remplace -ant ou -ent par -amment ou -emment.

bruyant ➔ bruyammentprudent ➔ prudemment

Les adverbes de temps

jamais ➔ Il n’est jamais agressif.rarement ➔ Elle est rarement égoïste.quelquefois ➔ Il est quelquefoisdifficile.souvent ➔ Elle est souvent impatiente.toujours ➔ Il est toujours heureux.

L’adverbe est un mot invariable qu’on ajoute à un verbe pour décrire une action.


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StructuresLes noms

On peut utiliser les expressions suivantes :

Il y a + nom. ➔ Dans une école, il y a une bibliothèque.

Voici + nom. ➔ Voici le menu.Voici votre sandwich au jambon.

C’est + nom singulier. ➔ C’est une école.C’est mon père.

Ce sont + nom pluriel. ➔ Ce sont des chaussures de course.

Pour introduireun nom…


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Structures

Les prépositions sont utilisées avec un nom pour exprimer le lieu, par exemple :

dans ➔ Ma collection est dans le bocal.

sur ➔ Mon livre est sur l’étagère.

sous ➔ Le ballon de basket-ball est sous la table.

devant ➔ Les empreintes de pattes de chien sont devant la porte du bureau.

derrière ➔ La feuille de papier froissée est derrière le pupitre.

à côté de ➔ La plante est à côté de la table.

• Pour les noms de villes, on utilise à + le nom de la ville :

J’habite à Winnipeg.

• Pour les noms de provinces et de pays :

Les prépositions

masculin singulier commençantpar une consonne

féminin singulier commençantpar une consonne

masculin et féminin singulier commençantpar une voyelle

masculin etféminin pluriel

à + le = au

à + la = en

à + l’ = en

à + les = aux

Il habite auNouveau-Brunswick.

Elle habite enColombie-Britannique.

Tu habites enAllemagne.

J’habite à New-York auxÉtats-Unis.


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StructuresLes verbes réguliers au présentAimer (les verbes en -er)

j’ aimetu aimes

il/elle/on aimenous aimonsvous aimez

ils/elles aiment

Les verbes dans Acti-Vie qui se conjuguent comme aimer :

Finir (les verbes en -ir)je finistu finis

il/elle/on finitnous finissonsvous finissez

ils/elles finissent

Les verbes dans Acti-Vie qui se conjuguent comme finir : choisir

accepteradditionneraiderajouterallumerappliquerapporterarrêterarroserassisterattacherchanterchercherchuchotercollectionnercollerconservercontinuercoupercréercriercuisiner

danserdécorerdécouperdéterminerdiviserdonnerécouterenfoncerétalerétudierévalueréviterexercerfrottergagnerglissergraissergrillergrimperhabiterinventerjouer

laverlivrermagasinermarchermesurermultiplierorganiserpaniquerparlerparticiperpasserpatinerporterpousserpréparerraconterramperréchaufferréconforterrecyclerregarderreprésenter

resterretournerréutiliserroulersautertapertéléphonertirertombertouchertransportertrouverutiliservérifierverservoler

S’appeler (les verbes pronominaux)je m’appelletu t’appelles

il/elle/on s’appellenous nous appelonsvous vous appelez

ils/elles s’appellent

Les verbes dans Acti-Vie qui se conjuguent comme s’appeler : s’amuser, s’identifier, se brûler, se couper, se fouler

Entendre (les verbes en -re)j’ entends

tu entendsil/elle/on entend

nous entendonsvous entendez

ils/elles entendent

Les verbes dans Acti-Vie qui se conjuguent comme entendre : correspondre, répondre


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StructuresAutres verbes au présentacheterj’achètetu achètesil/elle/on achètenous achetonsvous achetezils/elles achètent

allerje vaistu vasil/elle/on vanous allonsvous allezils/elles vont

avoirj’aitu asil/elle/on anous avonsvous avezils/elles ont

commencerje commencetu commencesil/elle/on commencenous commençonsvous commencezils/elles commencent

Les verbes dans Acti-Vie qui sont comme commencer :

placer

courirje courstu coursil/elle/on courtnous couronsvous courezils/elles courent

couvrirje couvretu couvresil/elle/on couvrenous couvronsvous couvrezils/elles couvrent

cuireje cuistu cuisil/elle/on cuitnous cuisonsvous cuisezils/elles cuisent

direje distu disil/elle/on ditnous disonsvous ditesils/elles disent

dormirje dorstu dorsil/elle/on dortnous dormonsvous dormezils/elles dorment

envoyerj’envoietu j’envoiesil/elle/on envoienous envoyonsvous envoyezils/elles envoient

êtreje suistu esil/elle/on estnous sommesvous êtesils/elles sont

faireje faistu faisil/elle/on faitnous faisonsvous faitesils/elles font

gelerje gèletu gèlesil/elle/on gèlenous gelonsvous gelezils/elles gèlent

lire je listu lisil/elle/on litnous lisonsvous lisezils/elles lisent

mangerje mangetu mangesil/elle/on mangenous mangeonsvous mangezils/elles mangent

Les verbes dans Acti-Viequi se conjuguentcomme manger :

bouger, déménager,diriger, mélanger,nager, ranger


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Structures

Autres verbes au présent

mettreje metstu metsil/elle/on metnous mettonsvous mettezils/elles mettent

Les verbes dans Acti-Vie qui se conjuguent comme mettre :

battre

partirje parstu parsil/elle/on partnous partonsvous partezils/elles partent

peindreje peinstu peinsil/elle/on peintnous peignonsvous peignezils/elles peignent

pouvoirje peuxtu peuxil/elle/on peutnous pouvonsvous pouvezils/elles peuvent

préférerje préfèretu préfèresil/elle/on préfèrenous préféronsvous préférezils/elles préfèrent

prendreje prendstu prendsil/elle/on prendnous prenonsvous prenezils/elles prennent

Les verbes dans Acti-Vie qui se conjuguentcomme prendre :

apprendre

réduireje réduistu réduisil/elle/on réduitnous réduisonsvous réduisezils/elles réduisent

répéterje répètetu répètesil/elle/on répètenous répétonsvous répétezils/elles répètent

rireje ristu risil/elle/on ritnous rionsvous riezils/elles rient

s’asseoirje m’assiedstu t’assiedsil/elle/on s’assiednous nous asseyonsvous vous asseyezils/elles s’asseyent

soustraireje soustraistu soustraisil/elle/on soustraitnous soustrayonsvous soustrayezils/elles soustraient

voirje voistu voisil/elle/on voitnous voyonsvous voyezils/elles voient

vouloirje veuxtu veuxil/elle/on veutnous voulonsvous voulezils/elles veulent


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Structures

Le passé composéOn utilise le passé composé pour parler d’une action passée.

On conjugue un verbe au passé composé comme ceci :

ssuujjeett ++ aavvooiirr ++ ppaarrttiicciippee ppaasssséé

Indira Gandhi aa aacccceeppttéé le poste de Premier ministre. On aa iinnvveennttéé l’ordinateur en 1946.

Les docteurs Banting et Best oonntt uuttiilliisséé l’insuline pour lapremière fois en 1922.

Le futur procheOn utilise le futur proche pour parler de ce qu’on va faire.

On conjugue un verbe au futur proche comme ceci :

ssuujjeett ++ aalllleerr ++ ll’’iinnffiinniittiiff

Je vvaaiiss ttoouurrnneerr le dos.Il vvaa ffaaiirree le tour de magie.

La négationOn utilise nnee ++ vveerrbbee ++ ppaass pour indiquerla négation.

Je suis canadien. ➔ Je nnee suis ppaass canadien.J’aime les bananes. ➔ Je nn’’aime ppaass les bananes.Je veux chanter. ➔ Je nnee veux ppaass chanter.

L’impératifOn utilise l’impératif pour donner un ordre, une instruction ou une suggestion.

La forme négative d’un NNee touche ppaass la blessure!impératif : NNee paniquons ppaass!

NNee restez ppaass dans la rue!L’infinitifOn utilise l’infinitif...

• pour donner des instructions écrites (quand on ne parle pasdirectement à une personne) :

Chanteerr une chanson. NNee ppaass bougeerr la victime.Répondrree à la question. NNee ppaass fairree de bruit.Choisiirr un ingrédient.

• comme complément après des verbes de volonté :vvoouullooiirr ++ iinnffiinniittiiff ::

Je vveeuuxx ccoorrrreessppoonnddrree avec un garçon.Elle vveeuutt ppaattiinneerr..

• comme complément après des verbes de sentiment :aaiimmeerr ++ ll’’iinnffiinniittiiff ::

J’aaiimmee aalllleerr chez des amis.On aaiimmee ffaaiirree de la bicyclette.

les verbes les verbes les verbes en -er en -ir en -re

à une personne Chante! Choisis! Réponds!

à plusd’une personne Chantez! Choisissez! Répondez!

à notregroupe Chantons! Choisissons! Répondons!

Autres formes des verbes


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StructuresLes questions• Il y a trois manières de poser une question :

avec est-ce que ➔ Est-ce que tu as une radio?avec l’inversion ➔ As-tu une radio? avec l’intonation ➔ Tu as une radio?

On peut répondre à ces questions par oui ou par non.

• Différents types de questions

QUESTION RÉPONSE

Qu’est-ce que c’est? C’est un cheval.

Comment vas-tu? Comme ci, comme ça.Quel âge as-tu? J’ai onze ans.

Qui collectionne des objets? Sarah et Jean-Luc collectionnent des objets.

Qu’est-ce que tu collectionnes? Je collectionne les autocollants.

Où est-ce que tu ranges ta collection? Je range ma collection sur une étagère.

D’où sont tes autocollants? Mes autocollants sont de partout.Quand pars-tu? Je pars le 22 juillet.Pourquoi est-ce que tu aimes les autocollants? J’aime les autocollants parce qu’ils sont colorés.

Combien d’autocollants est-ce qu’il y a dans Il y a quatre-vingt-dix-neuf autocollants dans ta collection? ma collection.

Quel est ton animal préféré? Mon animal préféré est le lion.

Quelle activité commence le 22 juillet? C’est le festival de Grande-Île.

Quels objets sont à toi? Les objets sur la table sont à moi.

Quelles sont tes activités préférées? Mes activités préférées sont la natation et la lecture.

???

??


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StructuresVocabulaire utile

Les jours de la semainelundimardimercredijeudivendredisamedidimanche

Les mois de l’annéejanvierfévriermarsavrilmai juinjuilletaoûtseptembreoctobrenovembredécembre

Pour exprimer la date14 juin 1999 le quatorze juin mille neuf cent

quatre-vingt-dix-neuf2001 deux mille un1903 mille neuf cent trois

L’heure1 h 00 ➔ Il est une heure (du matin).1 h 30 ➔ Il est une heure et demie. 1 h 15 ➔ Il est une heure et quart.1 h 45 ➔ Il est deux heures moins lequart.12 h 00 ➔ Il est midi.24 h 00 ➔ Il est minuit.

Les saisonsle printempsl’étél’automnel’hiver

Les provinces et territoires du Canada

l’Albertala Colombie-Britanniquel’Île-du-Prince-Édouard le Manitoba le Nouveau-Brunswick la Nouvelle-Écosse l’Ontario le Québec la Saskatchewan Terre-Neuve les Territoires du Nord-Ouest le Yukon