exercice no 7

Suggested

Lesson

Series

Grade 7

Mes camarades de classe et moi

Alberta Education, Canada, 2008 Grade 7 Lesson Series Teaching Notes / 1

Suggested Lesson Series Grade 7 Mes camarades de classe et moi

This suggested lessons series is provided as an illustrative example. It demonstrates how, in practice, the four components of the FSL program of studies intertwine in order for students to achieve the prescribed outcomes in each of the components.

This series contains 10 lessons, each based on a 45-minute class period. The lesson series consists of Teaching Notes and Supporting Materials.

Note : The Teaching Notes and supporting materials used in this series of lessons have been adapted from the original kit Les personnes autour de moi developed by Alberta Education.

Teaching Notes include the following:

a listing of outcomes as per the components of the program of studies

an overview of the lesson series illustrating a clustered or webbed approach to planning

directions for all activities for each lesson in the series. Approximate time allocations for each activity are included. These directions and time allotments are presented as suggestions and can be modified to meet the specific teaching contexts in which they might be used. Indicators of which specific components of the program of studies as well as which language skills are addressed by an activity are included in the Teaching Notes.

Supporting Materials are found following the Grade 7 Teaching Notes and are comprised of the following:

blackline masters for 19 transparencies ( Transparent)

nine Feuilles dactivits that are used for guided or independent practice activities and may involve pair or small group interaction, (the number of photocopies needed varies)

seven exercises within a section entitled Cahier dexercices. These exercises provide independent practice for vocabulary and language structures. Some of these exercises follow over a number of pages, allowing teachers to choose which pages or sections to photocopy and assign to students. The answer keys for all exercises are included.

four Fiches dvaluation

one Tche that culminates a series of learning activities and is used in assessment for learning, and another Tche that culminates the series of learning activities and is used for assessment of learning.

The audio texts referenced in the document are available in print and the audio version is available on the FSL Web site: http://education.alberta.ca/francais/teachers/progres/compl/fsl/support/niney.aspx.

2 / Grade 7 Lesson Series Teaching Notes Alberta Education, Canada, 2008

understanding physical descriptions of people

describing a persons personality and physical traits

describing ones physical appearance and personality

identifying personal and shared interests

identifying hobbies/interests one does not like and classmates do not like

understanding and using the appropriate symbol for kilogramme(s) and centimtre(s)

understanding and using the appropriate spacing for measurement notations

using a web as an advance organizer for vocabulary development

creating a vocabulary list of false cognates as a personal reference

associating an illustration with a word

predicting the meaning of a French word by looking at an illustration

using a bilingual dictionary to determine and verify the French word represented by an illustration

Suggested Lesson Series Grade 7 Correlation to Program of Studies Outcomes

FieldofExperience: People around me Subfield: Me and my classmates ReintegratedSubfield: Physical Activities/Preferences

composing a cinquain

participating in a contest

graphing classmates heights and weights

drawing caricatures

conducting a survey

creating fictitious classmates

reintegrating the use of qualifying adjectives (personality traits)

understanding and using vocabulary related to facial features, hair and a persons body size

understanding and using vocabulary related to the names of common leisure activities and sports

reintegrating the verb aimer

reintegrating the verb aimer and ne... pas to describe preferences

reintegrating the use of tre and avoir to describe a persons physical and personality traits

reintegrating the use of intonation for asking questions

reintegrating the questions: - Qui? - Quel(s)/Quelle(s)? - Quest-ce que? - Est-ce que...?

understanding and using the question Comment?

using simple commands to review vocabulary


Suggested Lesson Series Grade 7 Mes camarades de classe et moi

Mes camarades de classe et moi

describing classmates

personality traits

positive

height

negative

weight

adjectival agreements

physical descriptions

correct forms of verbs avoir and tre

names of sports

names of leisure activities

use of aimer and ne... pas

correct form of aimer

body sizefacial

features

skin and eye

colouring

preferences


Sequencing of Lessons for Describing Classmates

Day 2Presentation of list of positive and negative traits; review agreement rulesDay 8Assessment for learningDay 10Assessment of learning

Day 1Review from Grade 4Day 3Present specific vocabulary related to facial features, skin and eye colouring and body sizeDay 4Review of physical traitsDay 5Review of physical traitsDay 8Assessment for learningDay 9Presentation of kg and cm and spacing conventionsDay 10Assessment of learning

Day 1Review from Grade 6Day 6Presentation of vocabulary related to the names of leisure activitiesDay 7Presentation of vocabulary related to the names of sportsDay 8Assessment for learningDay 10Assessment of learning

Day 5Review of use of avoir and treDay 6Review of question formats and the verb aimer and aimer + ne... pas

Day 3Review of memory strategies for learning and recalling vocabularyDay 6Use of bilingual dictionaries

Personality Traits

Physical Traits

Preferences

Language Review

Strategies


DAy 1

Pausegrammaire

Set

On the board write the quote No man is an island, and ask the students what they think it means. Introduce into the discussion the idea that one does not live in isolation; rather, we are surrounded by all kinds of people who affect our lives either directly or indirectly.

Using Transparent no 1, have students imagine that they are the centre point of the circle and that the circles radiating from the centre represent their expanding world and the various people connected to it. Ask them to identify these people in a general way (e.g., la famille, les camarades de classe, les voisins, les vedettes, les gens dans le voisinage tels que les agents de police, les pompiers). As nouns representing these people are identified, write them on the transparency.

[5 minutes]

Link to PreviouS Learning

Using Feuilles dactivits nos 1a and 1b, have students fill out all portions of the web for which they already know vocabulary in French.

[reading comprehension and written production 5 minutes]

PreSentation

Ask students to look at the words at the beginning of each bubble on Feuilles dactivits nos 1a and 1b and identify those they recognize (de, les, mes). Ask them to indicate what these words mean (some of the words deal with possession [mes] and others identify a noun [les]). Now ask students to focus on mon, ma, mes. Ask what the words mean and why there are three different forms in French for the English equivalent my. Students should be able to say that mon, ma and mes correspond respectively to the masculine, feminine and plural forms of my.

Write the three forms of the possessive adjectives on the board under the personal subject pronoun Je. Next, have students indicate the three corresponding possessive adjectives that would be used with tu and il/elle. Write them under the appropriate personal subject pronoun. The board would look like this:

Je Tu Il/Ellemon ton sonma ta sames tes ses

[language knowledge 5 minutes]

Using Feuilles dactivits nos 1 a and 1 b, review with students different ways of asking questions using intonation, est-ce que, the question word qui and the different forms of


quel. For example, draw students attention to the section Mon information personnelle and ask questions such as, Quel ge as-tu?/Quelle est la date de ton anniversaire? In turn, have students formulate questions from all sections. As students formulate the questions, you may wish to write them on the board or on a transparency for student reference.

[reading comprehension and oral production 10 minutes]

guided Practice

Divide students into pairs. Have them discuss the information they have written in their web (Feuilles dactivits nos 1 a and 1b). Model with a student how the sharing of information is to be carried out. For example, Moi, mon sport prfr est le hockey, et toi? Jaime le hockey aussi. Fantastique!/Moi, je joue des jeux vido et je lis les livres de science-fiction. Quelles sont tes activits prfres? En hiver, je joue au soccer intrieur et en t, je joue au baseball.

Before students begin, indicate to them that as their partners are sharing information, they are to note what they have learned on Feuilles dactivits nos 2a and 2b.

As you circulate, use Fiche dvaluation no 1 to assess students listening comprehension and oral production strategy use.

[listening comprehension and oral production 10 minutes]

indePendent Practice

Indicate to students that they will now use Feuilles dactivits nos 2a and 2b to introduce and present five interesting facts about their partner. As an example, use the information gathered from one student and model how students can present the information they have gathered. For example, state, Mon camarade de classe sappelle Jeremy. Il a treize ans. Son anniversaire est le 25 mars. Sa matire prfre est langlais. Il aime les livres de science-fiction. Il a un chien comme animal de compagnie.

Using a class list, keep track of which students have presented and note facts about the students who were introduced.


cLoSure

Ask students to collect pictures, illustrations and words cut out of magazines (English, French or other language magazines) in order to create a collage of people who represent the people around them. Have students entitle their collage, Les personnes autour de moi. Assign a due date and have students indicate the date in their agendas.

Note: Post collages. They can be referred to as each new section of the program of studies is introduced: Mes amis and Les membres de la famille.

[listening comprehension and oral production 1 minute]


DAy 2


Using the information noted on the class list, ask questions about the students who were introduced during the previous class. For example, Cest quand lanniversaire de Jeremy?/Qui de vos camarades de classe aime les mathmatiques?/Quel est le sport prfr de Monica?

Depending on the number of students who presented the previous class, have a few more students introduce their classmates. Continue to note facts from the students presentations.


PreSentation

To review the adjectives students have learned previously, have them brainstorm orally a list of all the adjectives that come to mind. Write the words that the students provide, either on the board or on a transparency. As a class, identify all of the adjectives that are related to qualities and circle them. Next, identify the circled adjectives by saying, for example, Voici des adjectifs qui reprsentent des traits de personnalit. Comme vous pouvez le constater, il y a des traits qui sont positifs, tels que intelligent et dautres qui sont ngatifs, tels que stupide .

Note: Substitute the examples given above entre guillemets with adjectives provided by the students.

Using two different coloured pens or coloured chalk, have students identify les traits de personnalit positifs et les traits de personnalit ngatifs.

[listening and reading comprehension and oral production 8 minutes]

guided Practice

Using Feuille dactivits no 3, provide a description of two people, one male and one female, who are currently famous. For example, state, Wayne Gretzky est une personne clbre. Comment est-il? Selon moi, il est sportif, tenace, persvrant, loyal, passionn et disciplin, mais il nest pas musical. Cline Dion est aussi une personne clbre. Comment est-elle? Selon moi, elle est charmante, gnreuse, talentueuse et musicale, mais elle nest pas sportive.

Now have students discuss what differences they may have remarked between the first description and the second description (if the person is female, the adjective needs to agree, for example, sportif becomes sportive). To facilitate the discussion, repeat the oral descriptions and this time write the masculine adjectives on the board under Wayne and the feminine adjectives under Cline.

Pausevocabulaire


Pausestratgie

Provide each student with a copy of Feuille dactivits no 3 and have them look at the different columns. Have them indicate what they see as differences between the different sets of adjectives and why the adjectives are grouped/organized this way.

Now name several other famous people (e.g., le premier ministre du Canada, le prsident des tats-Unis, Oprah Winfrey, Tiger Woods, Nelly Furtado, Spiderman) and ask students to describe the qualities of these people using the question, Comment est-il/elle? and using adjectives on Feuille dactivits no 3. As students describe these people orally, ensure that they demonstrate correct agreement with the feminine form.


Have students add the following words under the appropriate categories to Feuille dactivits no 3sympathique, sensible and fidle. Based on the adjective agreement rules, have students try to guess the meaning of each word.

Now, explain that words like sympathique and sensible are called faux amis (false cognates). Students need to be aware of the fact that although the words resemble English words, they cannot rely on their resemblance to English to understand their meaning. Discuss the importance of being aware of des faux amis.

Have students create a vocabulary list in their notebooks to record common faux amis as they encounter them.

[strategic knowledge 5 minutes]


As a class, brainstorm a list of famous people. Divide students into groups of four. Have each student in the group choose a famous person or celebrity from the list. Using the Round Robin strategy, have each student identify the person and describe him or her using three different qualities. Have students start their presentation with the global expression: Jai choisi Selon moi, il/elle est.


cLoSure

After each student in the group has presented, have students choose one of the famous people and prepare a group presentation. Using the Numbered-Head strategy, call a number and have a student present. Indicate to students that they are to listen to ensure that appropriate adjectival agreements are being made and to note any ones that they believe are incorrect.

Once all the groups have presented, have students indicate the incorrect adjectival agreements noted.




Have individual students ask you questions about their classmates; for example, Qui a un animal de compagnie?/Qui sont les enseignants prfrs dAhmed? Using the facts gathered and written on the class list, provide answers to the students questions.



Have students take out a sheet of paper. At the top of it, have them write, Je mappelle Selon vous, je suis. Then, have students circulate the sheets systematically, with each member of the class writing a quality that describes the student whose name appears at the top of the page. Students may use Feuille dactivits no 3 for support. This part of the activity is complete when the paper is returned to the original owner.

Now, have the students read over the list of qualities and highlight those qualities that appear most often. Then have them put a star beside the qualities that surprise them the most.

Divide students into pairs. Provide students with the sentence starters, Selon moi, je suis and Selon mes camarades de classe, je suis and have them talk about what they believe their qualities are and then what their classmates wrote about them. Have students indicate at the end of their descriptions if they agree or disagree using the expressions: Je suis daccord avec mes camarades de classe./Je ne suis pas daccord avec mes camarades de classe.

Indicate to students that this list will be used in subsequent activities.

[listening and reading comprehension and oral and written production 15 minutes]

PreSentation

Using Transparent no 2, have students identify as many of the different parts of the head as they can. Write the words on the transparency with a water soluble pen as they are presented by the class.

Note: Students should be able to name the main parts of the head, namely la tte, les yeux, les oreilles, le nez, les cheveux and la bouche.

[oral production 3 minutes]

Using Transparent no 3 and lcoute Segment 1, point to the different facial features on the transparency as they are mentioned in the audio text.

DAy 3

Pausevocabulaire

http://education.alberta.ca/media/825175/grade_07-seg_01.mp3


Pausestratgie

Using Transparent no 4, present the vocabulary using the expression Voici le frontune cicatriceun sourcil/les sourcils un il/les yeuxles cilsle nezles taches de rousseurla joueune lvre/les lvresle mentonune fossette

guided Practice

Practise the vocabulary using the Montrez-moi strategy; for example, state, Montrez-moi quelquun qui a une fossette./Montrez-moi la joue./Montrez-moi les oreilles.

[listening comprehension 10 minutes]

Assign Cahier dexercices Exercice no 1. Correct as a class.

[reading comprehension and written production 5 minutes]

Now discuss with students the use of a visual such as the illustration on Transparent no 3 to assist in remembering new vocabulary and reinforcing previously learned vocabulary. Discuss other strategies students may use to remember new vocabulary. Write the strategies presented by the students on the board.

[5 minutes]

cLoSure

Have students write down three strategies that they use to remember new vocabulary in a section of a binder that may be entitled Mes stratgies.

[2 minutes]



Divide students into groups of four. Using the Round Robin Strategy and Transparent no 2 with the vocabulary erased from it, have students identify the different parts of the face. Indicate to them that they cannot repeat any vocabulary twice.

When students have completed the task, ask them to think about what memory strategy helped them to remember the vocabulary items.


PreSentation

Using Transparents nos 5 to 9, present vocabulary for describing a persons hair, skin and eye colour; the shape of a persons face, forehead, eyes, lips and cheeks; a persons hairstyle and a persons body size. (Refer to Appendix E Pour dcrire les traits physiques dune personne, pp. 204206.)


guided Practice

Using the Total Physical Response technique, have students stand up if they have the physical traits identified. For example, Levez-vous si vous avez les cheveux noirs./Levez la main si vous avez les yeux bleus./Changez de place si vous tes de grande taille./Sautez si vous avez le nez pointu., etc.


Continue practising the vocabulary associated with facial features using Est-ce que and eitheror questions. For example, Est-ce que tu as des yeux bruns?/Est-ce que tu as des yeux noirs?/Est-ce que tu as des yeux brun fonc ou brun clair?/Est-ce que ton nez est pointu ou aquilin?


Note: Given that talking about ones physical appearance can be uncomfortable for some students, it is important to discuss under what circumstances in life one would talk about ones physical appearance, such as describing oneself to someone one is meeting for the very first time or when family members or friends discuss similarities in facial and physical features.


Review the following commands: Levez-vous; Asseyez-vous; Sautez; Levez la main; Tournez droite/ gauche; Changez de place si vous avez/vous tes...

DAy 4

Pausevocabulaire


Now, have students make up commands similar to the ones above. Provide students with the imperative structure: command + si + physical trait. On the board, write, for example, Levez-vous si vous avez les yeux en amande underneath the appropriate portion of the structure. Model two examples with the students. Next, give students a couple of minutes to formulate a command. As individual students present their commands and the class follows the commands, correct agreement of adjectives as necessary.


Ask students to take out pencil crayons. Have them listen to lcoute Segment 2, using Cahier dexercices Exercice no 2. Provide students with copies of Vocabulaire daccompagnement Les traits physiques to support the verification of their results. Divide students into pairs. Have them share their drawings and verify the accuracy of the details understood. You may want to have students listen to the audio again as they are comparing their drawings.

[listening comprehension and written production 7 minutes]

cLoSure

Divide the class into two teams quipe A and quipe B. Play Les charades using Feuille dactivits no 4. A student from one team comes to the front of the class and pulls a word paper from a hat or a paper bag. He or she then mimes the word on the paper for his or her team. Students have a set amount of time to guess the right answer. Consider setting a time limit (e.g., 30 seconds) for each team to answer.

Note: Feuille dactivits no 4 should be cut up into individual cards before the game starts.

[reading comprehension and oral production 5 minutes]




Quickly review personality and physical traits using commands. For example, Levez-vous si vous tes dtermins./Levez-vous si vous tes aventureux./Levez-vous si vous avez les yeux en amande./Sautez si vous avez un visage carr., etc.


PreSentation

Review vocabulary for personality and physical traits by describing a student in the class.For example, Jennifer est sympathique et travailleuse. Elle est aussi trs gentille. Elle a les cheveux noirs et friss. Elle a les yeux vert clair et de longs cils. Elle est de taille moyenne.

Now ask students to indicate what verb is used with les traits de personnalit and what verb is used with les traits physiques. (tre is used with les traits de personnalit and avoir with les traits physiques. The only exception is with height and weight which take tre.)

[language knowledge 5 minutes]

guided Practice

Assign Cahier dexercices Exercice no 3, Partie A. Correct as a class. Then assign Cahier dexercices Exercice no 3, Partie B. When students have completed this part of the exercise, divide them into groups of four and have them present their information to each other. Students will fill in their group members information under Partie C. Once all the information has been gathered, have a member from each group share their results.

[listening and reading comprehension, oral reading and written production 12 minutes]


Using Transparent no 10, go through answers that could be given to complete the sentences. Play the game Qui suis-je? in the following manner.

Preparation: Displaying Transparent no 10, have students write five complete sentences describing their physical features, from the most difficult clue to the easiest clue. Divide the class into two teams (A and B). Collect the descriptions from the two teams and keep them in separate piles. Procedure: Have one student from quipe A pick a description from pile A, read the first clue only and then ask, Qui est-ce? quipe B confers and chooses one spokesperson to answer. If the answer is correct, quipe B receives five points. If the answer is incorrect, the reader from quipe A goes on to the next clue. Point values decrease by one

DAy 5

Pausegrammaire


with each clue that is read. When all the clues have been read or quipe B has answered the question correctly, quipe B then selects a description and the game continues.

Note: Set a time limit for play. Continue the game in subsequent classes or save some of the descriptions for future warm-up activities.


Using Transparent no 11, explain to the students that in the first part of the activity (Ralit), they are to complete the statements based on their present reality. In the second section (Imagination), they may keep certain traits if they wish and change others to create a new person. For example, En ralit, je suis petite et jai la peau blanche. Selon mon imagination, je suis grande et jai la peau bronze. Assign Feuille dactivits no 5.

Using Transparent no 11, model how to take the written information and present it orally. Divide students into pairs. Then, have students share their descriptions with a partner.


cLoSure

Using Fiche dvaluation no 2, have students provide feedback about their descriptions to their partner.

[5 minutes]



Using the remaining descriptions from Day 5, have students who did not read in the previous class do so while others guess who the person is.

[listening comprehension and oral reading 5 minutes]

PreSentation

Ask students to think of the different ways in which they have learned vocabulary in previous lessons (e.g., using cognates, activating prior knowledge in their first language and in the second language, using the dictionary and using word families). Discuss their ideas as a class.

Provide students with copies of Transparents nos 12 and 13. Divide students into pairs and have them review vocabulary related to personal interests using Transparents nos 12 and 13. On their copies of the transparencies, have them write down the numbers from 1 to 20 from left to right. Now, have students identify in written form all the words they know in French.

For any unknown words, have students predict what the word may be in French and verify their hypothesis using the French section of a bilingual dictionary. Finally, have them look up the words they were unable to identify, using the English section of the dictionary. Display Transparents nos 12 and 13. As a class, have students identify as many of the words as they can in the following manner: Le numro 1 reprsente la danse; Le numro 2 reprsente la photographie; etc. Using a water-soluble pen, write the appropriate word under each illustration as it is identified. Have students verify their spelling and make any necessary corrections.

Note: If students do not know how to use a bilingual dictionary, use this activity as a means of demonstrating how to look up words in both sections of the dictionary. Also discuss under what circumstances it is beneficial to use a bilingual dictionary.

[listening comprehension, oral production and written production 5 minutes]

Using the transparencies, go through the list of words again with students by asking the question, Cette image reprsente quel passe-temps? Correct pronunciation as necessary.

[soundsymbol correspondence 13 minutes]

guided Practice

Model use of the vocabulary in context with the verb aimer and the ne pas structure; for example, Comme passe-temps, jaime le jardinage et la lecture, mais je naime pas les jeux de socit comme passe-temps. Now, ask a student, Et toi, quest-ce que tu aimes comme passe-temps?/Quest-ce que tu naimes pas comme passe-temps?

DAy 6

Pausevocabulaire

Pauseprononciation


Now divide students into groups of four. Using the Round Robin strategy, have students ask each other the questions.



Assign Cahier dexercices Exercice no 4, Partie A. Once students have completed this portion of the exercise, assign Partie B. Ask students how they will request this information from their classmates (using either Est-ce que or intonation question formats). Indicate to students that they must question different classmates for each illustration.

[listening and reading comprehension and oral production and written production 10 minutes]

cLoSure

Display Transparents nos 12 and 13 and have students silently identify for themselves each illustration in French.

[vocabulary knowledge 2 minutes]



Using the student lists from Day 3, have those students who did not talk about their qualities do so now.


PreSentation

Using Transparents nos 14 and 15, have students identify orally the names of the sports that they already know in French. Now, using a water-soluble pen, put a check mark beside those sports that are similar to English. Finally, present the names of the sports that students do not know.


guided Practice

Practise the names of sports using OuiNon, EitherOr questions and questions such as Qui aime?/Quel sport est-ce que tu aimes?/Quel sport est-ce que tu naimes pas?



Provide students with copies of the Vocabulaire daccompagnement Les activits de plein air. Have students provide examples of questions using OuiNon, eitheror or the question word Quel. Write down the example questions on the board.

Divide students into groups of three. Have one member from each group prepare a grid made up of three columns and five rows. Each square should measure 4 cm x 4 cm so that students have enough space to write the answer in each square. Now, have this student write the names of each group member in each column. Next, have each group member number themselves from one to three.

In clockwise fashion, student No. 1 asks student No. 2 a question, while student No. 3 writes down the answer given by student No. 2. The paper is passed to student No. 1. Then, student No. 2 asks student No. 3 a question, while student No. 1 writes down the answer. The rotation is complete when student No. 3 asks student No. 1 a question and student No. 2 writes down the answer. When the first round of questioning is completed, reverse the rotation; i.e., student No. 3 asks student No. 2 a question and student No. 1 writes down the answer, etc. Students will ask four questions in total. There are, therefore, two rotations clockwise and two rotations counter-clockwise.

Using the information gathered, have students prepare a four-sentence summary of their findings. As each group presents their findings, write the data on the board.

DAy 7

Pausevocabulaire


Using a transparency or a word-processing program and a digital projector, develop a written summary of the findings as a class. The summary can be entitled Les sports prfrs de notre classe.

[listening comprehension and oral and written production 12 minutes]


Assign Cahier dexercices Exercice no 5. Divide students into groups of four and have them share their answers.


cLoSure

Tell students they have 30 seconds to write down as many hobbies and activities as they can that come to mind in two minutes. When the time is up, have students count up how many words they were able to remember and indicate by raising their hand how many they were able to remember as you call out a number. (The total number of sports and activities is 47.) Ask students to keep their list available for next class.

[written production 5 minutes]

Note: Students will need a baby picture for next class.



Have students take out their list of sports and activities from the previous class and share it with a partner. Have students check the spelling of each others words using reference materials. Next have them use these words to ask each other questions.



Have students write their name lightly in pencil on the back of their baby picture. On a large piece of paper write the question, Qui est-ce? Mount and number each picture. Then, have individual students look at the pictures and indicate on their Feuille dactivits no 6 the name of the student in each picture and any obvious physical traits that allow them to identify their classmates.

While individual students are completing this activity, the rest of the class can be working on Cahier dexercices Exercice no 6.

After Feuille dactivits no 6 is completed, have students exchange papers and answers. While marking, discuss, in French, which physical traits may have provided clues as to the identity of each classmate. Award a prize to the student with the best score (optional).

Correct Cahier dexercices Exercice no 6 as a class.


aSSeSSment for Learning

Using Transparent no 16, explain the structure of cinquain poetry. Using your name, compose an example of a cinquain on Transparent no 17. Repeat the process with a students name, if necessary.

Assign Tche no 1 Composer un cinquain.

[listening and reading comprehension and written production 15 minutes]

DAy 8



Using Feuille dactivits no 6 for assistance, have students complete Feuille dactivits no 7 and then have them compare and verify their results orally.


PreSentation

Play lcoute Segment 3, using Cahier dexercices Exercice no 7, Partie A. Discuss the abbreviation for kilogramme (kg) and centimtre (cm) and the appropriate spacing used in French (symbols of unitary measurement are separated from the number by a space, e.g., 2 kg; 152 cm).

Assign Cahier dexercices Exercice no 7, Partie B. Have students hand in the exercise to verify that they have understood the sociolinguistic rules for spacing and abbreviations.


guided Practice

Divide students into groups of four. Have each group create four fictitious classmates by giving them names and identifying their weight and height. Have one member from each group provide orally their names, weight and height while you record the names, weight and height on Transparent no 18. Using this information, have the groups prepare graphs for the weight and height of all of these fictitious students.

Note: If your students do not feel self-conscious about their weight and/or height, you may want to do this activity with the students in your class.

[reading comprehension and oral production and written production 15 minutes]


Prepare a number of lists comprised of eight names from Transparent no 17. Use different combinations of names for each list. Divide students into trios and distribute a different list to each trio of students. Ask each student to choose one name from the list and to prepare the key ideas for an oral description of that particular students physical and personality traits, including height and weight. Partner A then describes that student and, using the list provided, Partner B guesses his or her identity. Partner C listens to the description and then provides feedback to Partner A using Fiche dvaluation no 3. Have the partners alternate roles.


DAy 9

Pauseculture



cLoSure

Using Feuille dactivits no 8, have students complete the section Jaime on their own Venn diagram. Then, in pairs, have students ask each other the question, Quest-ce que tu aimes? and fill in the section Mon/ma camarade aime accordingly. In the middle section, have students write down what they have in common. Now, ask pairs of students, Vous deux, quest-ce que vous avez en commun?

[listening comprehension and oral and written production 5 minutes]



Divide students into groups of four. Using Feuille dactivits no 8, have students share their interests using the sentence starters, Jaime, Mon/ma camarade aime, Nous aimons and the Round Robin strategy.



Using Feuille dactivits no 9, have students choose five sports or activities and write them on the survey form. Then, have all students circulate and ask ten classmates if they like these five things, putting a check mark beside the sport or activity to indicate an affirmative response.

After all students have completed their survey, ask them to do a bar graph to summarize their findings and share these findings with the rest of the class.


Using Transparent no 19, introduce the idea of caricatures (a drawing where certain prominent facial features are exaggerated). As a class, describe the person in the drawing orally.

Now have students attempt to draw a caricature of one of their classmates. Have the students guess who is represented by asking the question Qui est-ce? and indicate which feature helped them identify the student by asking the question, Quel trait physique vous aide identifier cet lve?

Variation: Have students make small heads out of modeling clay and prepare oral and written descriptions of the characters they created.


aSSeSSment of Learning

Play lcoute Segment 4 and administer Fiches dvaluation nos 4 a and 4 b, using Fiches dvaluation nos 4a and 4b (Rponses) to assess students listening comprehension.

Assign Tche no 2 Dcrire deux nouveaux camarades de classe to assess students written production.

[listening comprehension and written production 22 minutes]

The next few series of lessons would focus on the subfield of experience related to Mes amis and could involve a review of qualities, physical traits, similarities and interests of friends before moving on to Les membres de la famille.

DAy 10


Alberta Education, Canada, 2008 Grade 7 Lesson Series Textes audio / 23

CouToNS! SEGMENT No 1 CoMMENT SoNT-ILS?

coutez les descriptions suivantes.

Voici Marc Robichaud. Il est blanc et de taille moyenne. Il a les yeux bleus et en amande. Il porte des lunettes. Il a les cheveux blonds, courts et en dsordre. Il a le visage assez carr, le nez droit et les lvres fines. Il a des oreilles assez petites. Il est beau, nest-ce pas?

Voici Jacinthe. Elle est sngalaise. Elle est noire et de petite taille. Elle a les yeux bruns et en amande. Elle a aussi de longs cils noirs. Elle a les cheveux noirs et courts. Elle a le nez retrouss, le menton pointu et de grosses lvres. Elle a lair sympathique.

Suzie Wong est chinoise. Elle est de petite taille. Elle a le visage ovale, les cheveux noirs et raides, et les yeux noirs. Elle a aussi des sourcils fins couvrant ses beaux yeux brids. Elle a le nez assez aplati et des lvres assez grosses. Elle est jolie, nest-ce pas?

M. Abdul est libanais. Il est de grande taille. Il a le teint basan. Il a le visage carr, les cheveux noirs et raides et les yeux bruns. Il a le front bomb, le nez aquilin et de trs grosses lvres. Il a aussi de grandes oreilles. Il a lair srieux.

CouToNS! SEGMENT No 2 ME RECoNNAISSEZ-VouS?

Dessinez le visage de la personne selon sa description. Ensuite, utilisez votre dessin pour reconstruire la description.

Bonjour, je mappelle Benot Thibault. Jai 65 ans. Je suis chauve. Jai un visage rond. Jai un nez aquilin. Mes yeux sont ronds. Jai les yeux bleus. Jai de grandes oreilles et des lvres fines.

Bonjour, je mappelle Caroline St-Pierre. Jai 13 ans. Jai un visage ovale avec un front bas. Jai des yeux ronds avec de longs cils. Jai les yeux bruns. Jai les cheveux boucls et chtains. Jai le nez retrouss et des lvres fines. Jai aussi le teint olivtre.

Bonjour, je mappelle Francine Tourbon et jai 25 ans. Jai un visage carr et un front plat. Jai les cheveux blonds et onduls. Jai les yeux bleus avec de petits cils. Jai le nez pointu. Jai le teint bronz.

Bonjour, je mappelle Guy Desjardins. Jai 18 ans. Jai un long visage avec le front plat. Jai le teint roux. Alors, jai les cheveux roux et courts. Jai le nez droit. Jai aussi beaucoup de taches de rousseur sur mon nez et mes joues. Jai les lvres assez grosses. Jai les yeux ronds et verts.

CouToNS! SEGMENT No 3 PoIDS ET GRANDEuR

Pour chaque lve, indiquez le poids et la taille mentionns.

Bonjour, je mappelle Paul Tourbon. Je pse 66 kg et je mesure 182 cm.

Salut, je suis Laurier Comeau et je mesure 157 cm et je pse 62 kg.

Bonjour, je mappelle Claire Saint-Jrome. Je pse 26 kg et je mesure 145 cm.

Salut. Mon nom est Joseph Lemieux et je mesure 165 cm. Je pse 58 kg.

Bonjour, je mappelle Sonia Levasseur et je mesure 175 cm. Je pse 52 kg.

Salut, je suis Rene Turcotte. Je pse 48 kg et je mesure 162 cm.

Bonjour. Mon nom est Bruno Rondeau. Je pse 85 kg et je mesure 190 cm.

Salut, je mappelle Pierrette Dcor. Je mesure 164 cm et je pse 49 kg.

Je mappelle Frdric Poitras et je mesure 172 cm. Je pse 63 kg.

Bonjour, je mappelle Laure Laroche. Je pse 39 kg et je mesure 149 cm.

CouToNS! SEGMENT No 4 TEST DCouTE No 1

Pour chaque description, cochez les traits physiques et les traits de personnalit mentionns.

Pauline : Bonjour, Serge. a va, toi?Serge : Oui, et toi?Pauline : Pas mal. Comment sappelle la nouvelle lve dans ta

classe dart dramatique?Serge : Ah! elle sappelle Susie Nguyen.Pauline : Et comment est-elle?Serge : Bon, elle est mince et de petite taille. Elle a les cheveux

noirs et les yeux noirs.Pauline : Est-ce quelle a les cheveux longs ou courts?Serge : Elle a les cheveux longs et raides. Elle a aussi le visage

ovale.Pauline : Je vois que tu lobserves bien. Est-elle sympathique?Serge : Hmm, oui, mais elle est aussi un peu timide. Elle est

vietnamienne, tu sais.Pauline : Intressant! Bon, je dois partir. Jai une runion du club

dchecs dans deux minutes. plus tard.Serge : Salut!Sylvie : Salut, Tania. a va aujourdhui?Tania : Oui, a va trs bien. Il y a un nouvel lve dans mon cours

darts plastiques.Sylvie : Ah oui! Comment est-il?Tania : Il est trs beau. Il a les cheveux blonds et boucls, les yeux

verts, le nez droit, le visage long, le teint bronz...Sylvie : Le teint bronz?Tania : Oui, il vient de Californie, il est amricain.Sylvie : Est-il petit ou grand?Tania : Il est grand.Sylvie : Quoi dautre?Tania : Ah, il est sportif et nergique.Sylvie : Alors, il aime le sport?Tania : Bien sr, mais je sais quil aime aussi la musique et le

cinma.Sylvie : Eh!, tu as oubli de mentionner son nom.Tania : Ah, oui! Il sappelle Tom Boudreau. Son pre est franais

et sa mre est amricaine. Tom est n aux tats-Unis.Sylvie : Ah! je comprends maintenant. Peux-tu me le prsenter?Tania : Bien sr. Il est dans la bibliothque. Allons-y!Christophe : Eh, Martin, sais-tu quil y a une nouvelle lve dans mon

cours dducation en plein air?Martin : Ah, oui? Comment sappelle-t-elle?Christophe : Elle sappelle Julie Chartrand. Sa mre est irlandaise et

son pre est qubcois.Martin : Alors, elle est rousse?Christophe : Ah, oui! videmment, elle a les cheveux roux et longs, les

yeux verts et ronds, le nez pointu et le visage carr.Martin : Je vois que tu lobserves bien.Christophe : Mais oui, en classe, elle sassoit ct de moi.Martin : Elle est aimable?Christophe : Oui, trs aimable. Elle est aussi dynamique et comique. Je

sais quelle aime le sport et la lecture.Martin : Peux-tu me la prsenter?Christophe : Bien sr, elle est dans le gymnase avec lquipe de volley-

ball.Mario : Psst, Claire, qui est-ce?Claire : Oh! a, cest Arthur Kourouma. Il est africain, plus

prcisment de la Cte-dIvoire.Mario : Ah! Son nom de famille est Kourouma? Comment pelles-

tu a?Claire : K-o-u-r-o-u-m-a. Il est sympathique. Jaime bien ses

cheveux friss. Son visage rond est si mignon. Et jadore ses yeux bruns.

Mario : Dici, je ne le vois pas trs bien. Est-il grand ou petit?

24 / Grade 7 Lesson Series Textes audio Alberta Education, Canada, 2008

Claire : Il est de grande taille et assez mince.Mario : Est-ce quil est sportif?Claire : Ah, oui! Je sais quil aime bien le jogging et le soccer.Mario : Est-il timide?Claire : Pas du tout! Il est trs sociable. Il aime beaucoup les

partys .Bibliothcaire : Chutt! vous deux. Vous tes dans la bibliothque.Mario : Oh! Pardon.

Alberta Education, Canada, 2008 Grade 7 Lesson Series Transparent no 1

Les personnes autour de moi


La tte


La tte

les cheveux (m.)

une cicatrice

le front

les sourcils

les yeux (m.)

lil (m.)

le nez

les dents (f.)

les lvres (f.)

le menton

une fossette

la joue

les cils

loreille

les taches (f.) de rousseur


Le visage

Le front


Les yeux

Les lvres


Les cheveux


Le nez

Les joues


Lge

La taille


Qui suis-je?

Jai les cheveux .

Jai les yeux .

Jai le nez .

Jai le visage .

Jai le front .

Jai les lvres .

Jaime .

Je suis .

Jai .

Je .


Traits de personnalit

En gnral, je suis

Quelquefois, je suis

Traits physiques

Je suis

Jai

Talents

Je suis


En gnral, je suis


Traits physiques

Je suis

Jai

Talents

Je suis

R a l i t

I m a g i n a t i o n


Ce que jaime faire comme passe-temps...


Les activits de plein air

En t


En hiver

Tout au long de lanne


un cinquain

le prnom du/de la camarade de classe

trois traits de personnalit

une phrase qui dcrit deux de ses traits physiques

une phrase qui dcrit deux choses quil/elle aime(sports, activits, matires)

son nom de famille

Christine,

honnte, patiente, responsable.

Jai les yeux bleus et les cheveux bruns.

Jaime le volley-ball et le ski.

Labont


Exe

mpl

e d

un c

inqu

ain


Nos camarades de classeGroupe A

1. : kg; cm2. : kg; cm3. : kg; cm4. : kg; cm

Groupe B


Groupe C


Groupe D


Groupe E


Groupe F


Groupe G


Groupe H


Groupe I


Alberta Education, Canada, 2008 Grade 7 Lesson Series Feuille dactivits no 1a

mes traitsphysiques

mes sportsprfrs

mes activitsprfres

mes traits depersonnalit

ma vie scolaire

mon informationpersonnelle

mon numro de tlphone

mon ge

MoI

positifs

ngatifs

ma datede naissance

mon enseignant(e)prfr(e)

mes matiresprfres

Alberta Education, Canada, 2008 Grade 7 Lesson Series Feuille dactivits no 1b

mes amis/amies

les personnesautour de moi

les autres personnesautour de moi

de sport de musique

les vedettes

de cinma

de tlvision

les voisins/voisines

les hros/hrones

mes enseignants

mes camaradesde classe

mes animauxde compagnie

ma famille

mon adresse

Alberta Education, Canada, 2008 Grade 7 Lesson Series Feuille dactivits no 2a

ses traitsphysiques

ses sportsprfrs

ses activitsprfres

ses traits depersonnalit

sa vie scolaire

son informationpersonnelle

son numro de tlphone

son ge

Mon/ma camaradede classe sappelle

positifs

ngatifs

sa datede naissance

son enseignant(e)prfr(e)

ses matiresprfres

Alberta Education, Canada, 2008 Grade 7 Lesson Series Feuille dactivits no 2b

ses amis/amies

les personnesautour de lui/delle

les autres personnesautour de lui/delle

de sport de musique

les vedettes

de cinma

de tlvision

ses voisins/voisines

ses hros/hrones

ses enseignants

ses camaradesde classe

ses animauxde compagnie

sa famille

son adresse

Alberta Education, Canada, 2008 Grade 7 Lesson Series Feuille dactivits no 3

CoMMENT ES-Tu?

Garon ou Fille Garon Fille Garon Fille aimable artistique brave calme comique dynamique efficace nergique enthousiaste extraordinaire fantastique formidable honnte individualiste modeste optimiste populaire pratique raisonnable raliste responsable sincre sociable timide

amusant amusante assur assure charmant charmante confiant confiante content contente dtermin dtermine diligent diligente disciplin discipline indpendant indpendante intelligent intelligente loyal loyale motiv motive musical musicale organis organise passionn passionne patient patiente persvrant persvrante poli polie prudent prudente sentimental sentimentale tolrant tolrante

affectueux affectueuse ambitieux ambitieuse aventureux aventureuse chaleureux chaleureuse chanceux chanceuse consciencieux consciencieuse courageux courageuse curieux curieuse gnreux gnreuse heureux heureuse joyeux joyeuse respectueux respectueuse srieux srieuse studieux studieuse talentueux talentueuse

Garon Fille Garon Fille Garon Fille actif active cratif crative intuitif intuitive sportif sportive

gentil gentille ponctuel ponctuelle rationnel rationnelle

travailleur travailleuse

Garon Fille Garon Fille bon bonne mignon mignonne

discret discrte


un visage carr un long visage un visage piriforme un visage ovale

un visage rond un front bas un front bomb un front fuyant

un haut front un front plat les yeux en amande les yeux brids

de grands yeux les yeux ronds les yeux avec des poches les joues creuses

les joues pendantes les joues rondes un nez aplati un nez aquilin

un nez droit un gros nez un nez pointu un nez retrouss

de fines lvres de grosses lvres des lvres paisses les cheveux boucls

les cheveux courts les cheveux friss les longs cheveux les cheveux onduls

les cheveux raides une barbe une barbiche une moustache

des favoris les cheveux en dsordre les cheveux en brosse les cheveux en chignon

tre chauve tre vieux tre vieille tre de grande taille

tre de moyenne taille tre de petite taille tre gros tre mince



En gnral, je suis


Traits physiques

Je suis

Jai

Talents

Je suis


En gnral, je suis


Traits physiques

Je suis

Jai

Talents

Je suis

R a l i t

I m a g i n a t i o n

Alberta Education, Canada, 2008

Mes camarades de classe

Concours Qui est-ce?

Cest... Indice (trait physique)1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

Nom :

Date :

Grade 7 Lesson Series Feuille dactivits no 6


Nom :

Date :

Les traits physiques de mes camarades de classe

Quelquun quia les cheveux bruns.

Quelquun quia les yeux en amande.

Quelquun quiest mince.

Quelquun quia une fossette.

Quelquun quiest de petite taille.

Quelquun quia le nez retrouss.

Quelquun quia les cheveux boucls.

Quelquun quia le visage ovale.

Quelquun quiest de grande taille.

Quelquun quia les yeux verts.

Quelquun quia le nez droit.

Quelquun quia le visage carr.

Quelquun quia la peau brune.

Quelquun quia le nez droit.

Quelquun quia le visage carr.



Nom :

Date :


J

aim

e...

Mon

/ma

cam

arad

e ai

me.

..

Nou

s aim

ons..

.


Nom :

Date :

Sondage Champs dintrtE

st-c

e qu

e tu

aim

es...

?

Per

sonn

e

Cha

mps

di

ntr

t

12

34

56

78

910


Nom :

exercice no 1 ceSt tout un viSage!

Utilisez les mots-ressources pour identifier les parties de la tte selon les numros.

Mots-ressourcesles cheveux les cils les dents la fossettele front la joue les lvres le mentonle nez lil loreille le sourcil

1. 7. 2. 8. 3. 9. 4. 10. 5. 11. 6. 12.

12 3

4

5

6

7

8

9

10

11

12

Grade 7 Lesson Series Cahier dexercices no 1


Nom :

exercice no 2 me reconnaiSSez-vouS?

Dessinez le visage de la personne selon sa description. Ensuite, utilisez votre dessin pour identifier les traits physiques.

1. Description

Nom :

2. Description

Nom :

3. Description

Nom :

4. Description

Nom :



Nom :

exercice no 3 comment SuiS-je?

Partie A

Compltez les phrases en utilisant Je suis ou Jai selon le cas.

1. les cheveux bruns et les yeux bleus.

2. petite et blonde.

3. poli et patient.

4. la peau noire.

5. calme et discipline.

6. le nez pointu.

7. les lvres fines.

8. les yeux verts en amande.

9. chaleureux.

10. intelligent, persvrant et dtermin.

11. les cheveux chtains.

12. les joues rondes.

13. jeune.

14. les cheveux assez longs.

15. jolie.

16. aventureuse et active.

17. le front bomb.

18. de grande taille.

19. les cheveux assez boucls.

20. timide mais polie.



Nom :

exercice no 3 comment SuiS-je? (Suite)

Partie B

Compltez les phrases suivantes en indiquant les traits physiques que vous aimez.

Jaime...

le nez .

le front .

les cheveux (coloration) .

les cheveux .

les yeux (coloration) .

les yeux .

le teint .

le visage .

les oreilles .

les lvres ou les lvres .

Partie C

Inscrivez les rsultats de votre partage dinformation.

aime aime aimele front .les cheveux .les cheveux .les yeux .les yeux .le teint .le visage .les oreilles .les lvres .

le front .les cheveux .les cheveux .les yeux .les yeux .le teint .le visage .les oreilles .les lvres .




Nom :


Partie D

Comme groupe, utilisez votre information pour complter les phrases.

1. Le nez le plus populaire est le nez .

2. Le front le plus populaire est le front .

3. La couleur de cheveux la plus populaire est le .

4. Les cheveux sont les plus populaires.

5. La couleur des yeux la plus populaire est le .

6. La forme des yeux la plus populaire est la forme .

7. Le teint de la peau la plus populaire est le teint .

8. La forme de visage la plus populaire est la forme .

9. Les oreilles les plus populaires sont les oreilles.

10. Les lvres les plus populaires sont les lvres. ou

Les lvres les plus populaires sont les lvres .



Nom :

exercice no 4 LeS PrfrenceS de PaSSe-temPS

Partie A

Utilisez chaque image pour indiquer vos prfrences laide du verbe aimer et la structure ne... pas, si ncessaire. Le numro 1 est fait comme exemple.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Moi, jaime la danse comme passe-temps. ouMoi, je naime pas la danse comme passe-temps.



Nom :

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Partie B

exercice no 4 LeS PrfrenceS de PaSSe-temPS (Suite)



Nom :

Partie B

Utilisez les images pour demander un ou une camarade de classe sil ou elle aime le passe-temps illustr. Notez sa rponse. Le numro 1 est fait comme exemple

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Sasha naime pas la danse comme passe-temps.



Nom :

exercice no 5 LeS diffrentS chamPS dintrt

Utilisez les indices donns et le nombre de lettres comme indice pour complter les phrases. Ensuite remplissez la grille.

Horizontalement

1. Mon amie joue au _______________________.

2. Jadore les ______________________.

3. Ma sur prend des leons de ______________________.

4. Nous aimons la ______________________ de jazz.

5. Jaime l______________________. Jai de bonnes notes.

6. Nous faisons de la _______________________ au studio.

7. Mon oncle joue souvent au _______________________.

8. Je fais toujours de la _______________________ en vacances.

9. Tous les ts, ma famille fait du _______________________.

10. Jai une grande collection de livres. Jadore la _______________________.

11. Est-ce que vous aimez l _______________________ moderne?

12. Mes amis aiment faire du _______________________.

13. Jaime regarder la _______________________ avec ma famille.

14. Le directeur de lcole fait du _______________________ alpin Banff.

15. Ma petite fille adore les _______________________.

16. Gilles fait partie de notre quipe de _______________________.



Nom :

17. Ma tante regarde toujours le _______________________ artistique la tlvision.

18. La famille de ma sur fait du _______________________ nautique au lac en t.

19. Mon neveu joue la _______________________.

Verticalement

1. Mon pre fait de la _______________________.

2. On fait de la ____________________________ en t.

3. Le vendredi soir, on joue des _______________________ de socit.

4. Le samedi, je fais du _______________________ au centre commercial.

5. Papa aime faire du _______________________.

6. Ma mre fait du _______________________ le lundi soir.

7. Nous aimons les _______________________ de timbres et de cartes postales.

8. Est-ce que l _______________________ est dangereuse?

9. Ma sur aime le _______________________ et le pratique. Elle est une fille bien sportive.

10. Mon ami aime jouer aux _______________________.

11. Jadore le _______________________. Jaime surtout les films daventure.

12. On joue au _______________________ sur un court.

13. On peut jouer au _______________________ lintrieur ou lextrieur.

exercice no 5 LeS diffrentS chamPS dintrt (Suite)



Nom :


14. Je nai pas de cano, mais jai un ____________________________.

15. Ma cousine fait du ____________________________ -cross.

2 5 1

6 1

3 2 7 4 8

3 4

9 5

6 7

10

8

11 9

10 11

12

12 13 14

13 14

15

15 16

17 18

19



Nom :

exercice no 6 deS camaradeS de cLaSSe du PaSS

Identifiez chaque personne clbre. Dcrivez chaque personne en crivant un trait de personnalit, un trait physique et un passe-temps quil ou elle aime faire et un autre quil ou elle naime pas faire.

1.

2.

3.

4.

5.

Voici Benjamin Franklin.



Nom :

exercice no 6 deS camaradeS de cLaSSe du PaSS (Suite)

6.

7.

8.

9.

10.



Nom :

exercice no 7 PoidS et grandeur!

Partie A


1. Paul Tourbon : kg; cm.

2. Laurier Comeau : kg; cm.

3. Claire Saint-Jrme : kg; cm.

4. Joseph Lemieux : kg; cm.

5. Sonia Levasseur : kg; cm.

6. Rene Turcotte : kg; cm.

7. Bruno Rondeau : kg; cm.

8. Pierrette Dcor : kg; cm.

9. Frdric Poitras : kg; cm.

10. Laure Laroche: kg; cm.

Partie B

Compltez les phrases suivantes avec votre information personnelle et avec celle de deux de vos camarades de classe.

1. Je pse et je mesure cm.

2. Un de mes camarades de classe pse et il mesure .

3. Une de mes camarades de classe pse et elle mesure .

Nom : Date :


Alberta Education, Canada, 2008 Grade 7 Lesson Series Cahier dexercices no 1 Rponses

exercice no 1 ceSt tout un viSage!

Utilisez les mots-ressources pour identifier les parties de la tte selon les numros.

Mots-ressourcesles cheveux les cils les dents la fossettele front la joue les lvres le mentonle nez lil loreille le sourcil

1. les cheveux 7. les lvres2. le front 8. le menton3. le sourcil 9. les dents4. les cils 10. la fossette5. lil 11. la joue6. le nez 12. loreille

12 3

4

5

6

7

8

9

10

11

12


exercice no 2 me reconnaiSSez-vouS?

Dessinez le visage de la personne selon sa description. Ensuite, utilisez votre dessin pour identifier les traits physiques.

1. Description

chauve, visage rond,

nez aquilin,

yeux ronds, yeux bleus,

grandes oreilles,

Nom : Benot Thibault lvres fines

2. Description

visage ovale, front bas,

yeux ronds, de longs cils, yeux bruns,

cheveux boucls, chtains,

nez retrouss

Nom : Caroline Saint-Pierre lvres fines, teint olivtre

3. Description

visage carr, front plat,

cheveux blonds, onduls,

yeux bleus, de petits cils,

nez pointu,

Nom : Francine Tourbon teint bronz 4. Description

long visage, front plat, teint roux,

cheveux roux, courts, nez droit,

taches de rousseur sur le nez et les joues,

lvres assez grosses

Nom : Guy Desjardins yeux ronds, yeux verts

Grade 7 Lesson Series Cahier dexercices no 2 Rponses



Partie A

Compltez les phrases en utilisant Je suis ou Jai selon le cas.

1. Jai les cheveux bruns et les yeux bleus.

2. Je suis petite et blonde.

3. Je suis poli et patient.

4. Jai la peau noire.

5. Je suis calme et discipline.

6. Jai le nez pointu.

7. Jai les lvres fines.

8. Jai les yeux verts en amande.

9. Je suis chaleureux.

10. Je suis intelligent, persvrant et dtermin.

11. Jai les cheveux chtains.

12. Jai les joues rondes.

13. Je suis jeune.

14. Jai les cheveux assez longs.

15. Je suis jolie.

16. Je suis aventureuse et active.

17. Jai le front bomb.

18. Je suis de grande taille.

19. Jai les cheveux assez boucls.

20. Je suis timide mais polie.




Partie B

Compltez les phrases suivantes en indiquant les traits physiques que vous aimez.Exemples de rponses possibles.

Jaime...

le nez pointu .

le front haut .

les cheveux (coloration) blonds .

les cheveux boucls .

les yeux (coloration) bleus .

les yeux en amande .

le teint bronz .

le visage ovale .

les oreilles petites .

les grosses lvres ou les lvres fines .

Partie C

Inscrivez les rsultats de votre partage dinformation.

aime aime aimele front .les cheveux .les cheveux .les yeux .les yeux .le teint .le visage .les oreilles .les lvres .






Partie D

Comme groupe, utilisez votre information pour complter les phrases.

1. Le nez le plus populaire est le nez .

2. Le front le plus populaire est le front .

3. La couleur de cheveux la plus populaire est le .

4. Les cheveux sont les plus populaires.

5. La couleur des yeux la plus populaire est le .

6. La forme des yeux la plus populaire est la forme .

7. Le teint de la peau la plus populaire est le teint .

8. La forme de visage la plus populaire est la forme .

9. Les oreilles les plus populaires sont les oreilles.

10. Les lvres les plus populaires sont les lvres. ou

Les lvres les plus populaires sont les lvres .



exercice no 4 LeS PrfrenceS de PaSSe-temPS

Partie A

Utilisez chaque image pour indiquer vos prfrences laide du verbe aimer et la structure ne... pas, si ncessaire. Le numro 1 est fait comme exemple.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Moi, jaime la danse comme passe-temps.

Moi, jaime le jardinage comme passe-temps.

Moi, jaime les sports comme passe-temps.

Moi, jaime les jeux de socit comme passe-temps.

Moi, jaime linformatique/les ordinateurs comme passe-temps.

Moi, jaime la photographie comme passe-temps.

Moi, jaime le magasinage comme passe-temps.

Moi, jaime le thtre comme passe-temps.

Moi, jaime les voyages comme passe-temps.

Moi, jaime lartisanat comme passe-temps.

Moi, je naime pas la danse comme passe-temps.

Moi, je naime pas le jardinage comme passe-temps.

Moi, je naime pas les sports comme passe-temps.

Moi, je naime pas les jeux de socit comme passe-temps.

Moi, je naime pas linformatique/les ordinateurs comme passe-temps.

Moi, je naime pas la photographie comme passe-temps.

Moi, je naime pas le magasinage comme passe-temps.

Moi, je naime pas le thtre comme passe-temps.

Moi, je naime pas les voyages comme passe-temps.

Moi, je naime pas lartisanat comme passe-temps.



Moi, jaime les collections comme passe-temps.Moi, je naime pas les collections comme passe-temps.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Moi, jaime la musique comme passe-temps.Moi, je naime pas la musique comme passe-temps.

Moi, jaime lcriture comme passe-temps.Moi, je naime pas lcriture comme passe-temps.

Moi, jaime la couture comme passe-temps.Moi, je naime pas la couture comme passe-temps.

Moi, jaime les jeux vido comme passe-temps.Moi, je naime pas les jeux vido comme passe-temps.

Moi, jaime la peinture comme passe-temps.Moi, je naime pas la peinture comme passe-temps.

Moi, jaime la sculpture comme passe-temps.Moi, je naime pas la sculpture comme passe-temps.

Moi, jaime la lecture/les livres comme passe-temps.Moi, je naime pas la lecture/les livres comme passe-temps.

Moi, jaime le cinma comme passe-temps.Moi, je naime pas le cinma comme passe-temps.

Moi, jaime le dessin comme passe-temps.Moi, je naime pas le dessin comme passe-temps.



exercice no 5 LeS diffrentS chamPS dintrt

Utilisez les indices donns et le nombre de lettres comme indice pour complter les phrases. Ensuite remplissez la grille.

Horizontalement

1. Mon amie joue au _______________________.

2. Jadore les ______________________.

3. Ma sur prend des leons de ______________________.

4. Nous aimons la ______________________ de jazz.

5. Jaime l______________________. Jai de bonnes notes.

6. Nous faisons de la _______________________ au studio.

7. Mon oncle joue souvent au _______________________.

8. Je fais toujours de la _______________________ en vacances.

9. Tous les ts, ma famille fait du _______________________.

10. Jai une grande collection de livres. Jadore la _______________________.

11. Est-ce que vous aimez l _______________________ moderne?

12. Mes amis aiment faire du _______________________.

13. Jaime regarder la _______________________ avec ma famille.

14. Le directeur de lcole fait du _______________________ alpin Banff.

15. Ma petite fille adore les _______________________.

16. Gilles fait partie de notre quipe de _______________________.

badminton

voyages

judo

musique

cole

danse

golf

photographie

camping

lecture

art

karat

tlvision

ski

animaux

hockey



17. Ma tante regarde toujours le _______________________ artistique la tlvision.

18. La famille de ma sur fait du _______________________ nautique au lac en t.

19. Mon neveu joue la _______________________.

Verticalement

1. Mon pre fait de la _______________________.

2. On fait de la ____________________________ en t.

3. Le vendredi soir, on joue des _______________________ de socit.

4. Le samedi, je fais du _______________________ au centre commercial.

5. Papa aime faire du _______________________.

6. Ma mre fait du _______________________ le lundi soir.

7. Nous aimons les _______________________ de timbres et de cartes postales.

8. Est-ce que l _______________________ est dangereuse?

9. Ma sur aime le _______________________ et le pratique. Elle est une fille bien sportive.

10. Mon ami aime jouer aux _______________________.

11. Jadore le _______________________. Jaime surtout les films daventure.

12. On joue au _______________________ sur un court.

13. On peut jouer au _______________________ lintrieur ou lextrieur.


patinage

ski

crosse

boxe

voile

jeux

magasinage

jardinage

yoga

collections

escalade

sport

checs

cinma

tennis

soccer




14. Je nai pas de cano, mais jai un ____________________________.

15. Ma cousine fait du ____________________________ -cross.

2 5 1

6 V J 1 B A D M I N T O N

3 Y 2 V O Y A G E S 7 O 4 8

3 J U D O I R C X 4 M U S I Q U E

E G 9 L D 5 C O L E A S

U 6 D A N S E I L 7 G O L F C

X N L A 10 A

8 P H O T O G R A P H I E S L

11 G 9 C A M P I N G C A

10 L E C T U R E 11 A R T N H D

I I 12 K A R A T E E

N O 12 G 13 C 14

13 T L V I S I O N T E S 14 S K I

M 15 S E O A

15 A N I M A U X N 16 H O C K E Y

O N C A

T 17 P A T I N A G E 18 S K I

19 C R O S S E S R

kayak

moto



exercice no 6 deS camaradeS de cLaSSe du PaSS

Identifiez chaque personne clbre. Dcrivez chaque personne en crivant un trait de personnalit, un trait physique et un passe-temps quil ou elle aime faire et un autre quil ou elle naime pas faire.

1.

2.

3.

4.

5.


Voici Benjamin Franklin.

Voici le prince Charles.

Voici Wayne Gretzky.

Voici Jeanne dArc.

Voici Napolon.


exercice no 6 deS camaradeS de cLaSSe du PaSS (Suite)

6.

7.

8.

9.

10.


Voici Spock.

Voici Elvis Presley.

Voici la mre Teresa.

Voici Bill Cosby.

Voici Beethoven.


exercice no 7 PoidS et grandeur!

Partie A


1. Paul Tourbon : kg; cm.

2. Laurier Comeau : kg; cm.

3. Claire Saint-Jrme : kg; cm.

4. Joseph Lemieux : kg; cm.

5. Sonia Levasseur : kg; cm.

6. Rene Turcotte : kg; cm.

7. Bruno Rondeau : kg; cm.

8. Pierrette Dcor : kg; cm.

9. Frdric Poitras : kg; cm.

10. Laure Laroche: kg; cm.

Partie B

Compltez les phrases suivantes avec votre information personnelle et avec celle de deux de vos camarades de classe.

1. Je pse et je mesure cm.

2. Un de mes camarades de classe pse et il mesure .

3. Une de mes camarades de classe pse et elle mesure .

Nom : Date :


66 182

157 62

26 145

58 165

52 175

48 162

85 190

49 164

63 172

39 149

Alberta Education, Canada, 2008 Grade 7 Lesson Series Fiche dvaluation no 1

Strategy Observation Checklist

Date:

Criteria

Names of studentpairs

Students are able to

focus attention on the required information

collaborate with others to exchange information

use models to create a similar text

collaborate with others to communicate messages

ouI NoN ouI NoN ouI NoN ouI NoN


Peer Assessment

Date : My name is

I am giving feedback to

One compliment I would like to give you on your description :

One suggestion I have:

Date : My name is




Date : My name is




Date : My name is





Membres du groupe :

Date :

FICHE DoBSERVATIoN DES GRouPES

Nom du/de la camarade : valuateur/valuatrice :

During your oral description, you were able to: Oui Non 1. use correct vocabulary to describe your classmates physical traits. 2. use correct vocabulary to describe your classmates personality traits. 3. use correct adjectival agreements. 4. use the correct form of the verb avoir for the subject. 5. use the correct form of the verb tre for the subject.

Mistakes observed:



Mistakes observed:



Mistakes observed:

Alberta Education, Canada, 2008 Grade 7 Lesson Series Fiche dvaluation no 4a

Nom :

Date :

TEST DCouTE No 1

Pour chaque description, cochez les traits physiques et les traits de personnalit mentionns.

1. Nom de llve :

Cheveux Yeux Peau Coloration du visage Nez Visage Taille

blancs blonds boucls chtains courts friss longs noirs onduls raides roux teints

bleus bleu-vert brids bruns en amande grands gris noirs ronds verts

blanche brune noire

teint basan teint bronz teint clair teint de blonde teint de rousse teint olivtre

aplati aquilin droit gros pointu retrouss

carr long ovale piriforme rond

grande mince moyenne petite

Traits de personnalit :

2. Nom de llve :




blanche brune noire






Alberta Education, Canada, 2008 Grade 7 Lesson Series Fiche dvaluation no 4a (Rponses)

Nom :

Date :

1. Nom de llve : Susie Nguyen

Cheveux Yeux Peau Coloration du visage Nez Visage Taille blancs blonds boucls chtains courts friss longs noirs onduls raides roux teints


blanche brune noire





Traits de personnalit : sympathique, timide

2. Nom de llve : Tom Boudreau

Cheveux Yeux Peau Coloration du visage Nez Visage Taille blancs blonds boucls chtains courts friss longs noirs onduls raides roux teints


blanche brune noire





Traits de personnalit : sportif et nergique

Alberta Education, Canada, 2008 Grade 7 Lesson Series Fiche dvaluation no 4b

Nom :

Date :

3. Nom de llve :




blanche brune noire






4. Nom de llve :


blancs blonds boucls

exercice no 7

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