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					BON VOYAGE!
                  LES ATTENTES
•   PARTICIPATE IN DIRECTED CONVERSATIONS
•   ASK FOR SPECIFIC INFORMATION
•   SHARE INFORMATION ABOUT ACTIVITIES AND INTERESTS
•   USE FEATURES OF VOICE AND GESTURES TO HELP CLARIFY MEANING
•   PARTICIPATE IN FAMILIAR ACTIVITIES
•   WRITE TEXT APPLYING THE STAGES OF THE WRITING PROCESS
•   TRANSCRIBE AN ORAL TEXT (50-55 WORDS)
                  LES ATTENTES
• LISTEN ATTENETIVLEY TO ORAL TEXTS FOR GENERAL MEANING AND
    SPECIFIC INFORMATION
•   READ ABOUT FAMILIAR TOPICS FOR INFORMATION
•   EXTRACT AND PROCESS INFORMATION FROM A FRENCH RESOURCE TO
    COMPLETE A TASK
•   IDENTIFY KEY MESSAGES AND SUPPORTING DETAILS
•   READ ORALLY WITH GOOD PRONUNCIATION AND INTONATION
                  LES ATTENTES
•   USE SAMPLES OF LITERATURE AND RESPOND CREATIVELY TO THEM
•   IDENTIFY THE MAIN IDEA OF A TEXT
•   DEMONSTRATE GENERAL COMPREHENSION OF A TEXT
•   PREDICT GLOBAL MEANING BY IDENTIFYING CONTEXTUAL CUES
•   SHARE PERSONAL RESPONSES TO EVENTS, CHARACTERS AND IDEAS
•   IDENTIFY MESSAGES USED IN PUBLICITY
                LES ATTENTES
• DEMONSTRATE GENERAL KNOWLEDGE OF FRENCH CULTURAL HERITAGE
  THROUGHOUT THE WORLD
• RECOGNIZE THAT THE FRENCH LANGUAGE MATERIALS REFLECT THE
  FRANCOPHONE CULTURE
• RECOGNIZE THE MULTICULTURAL NATURE OF CANADA
                  LES ATTENTES
• APPLY STRATEGIES TO FACILITATE COMMUNICATION
• PREDICT MEANING BY POSING QUESTIONS AND USING SYNONYMS
• IDENTIFY PATTERNS IN PRONUNCIATION, SPELLING, PHRASE
    STRUCTURE AND QUESTIONING TECHNIQUES
•   DEMONSTRATE UNDERSTANDING OF KEY MESSAGES AND SUPPORTING
    DETAILS
•   DISTINGUISH SOUNDS AND LANGUAGE PATTERNS
•   USE CUES AND PERSONAL EXPERIENCE TO MAKE SENSE OF SHORT ORAL
    AND WRITTEN TEXTS
•   COMMUNICATE WITH SUPPORT USING A VARIETY OF STRATEGIES
•   GATHER IDEAS AND ORGANIZE INFORMATION IN A VARIETY OF FORMS
•   USE AUTO CORRECTION AND PEER EDITING TO REVISE WRITTEN TEXTS
•   USE A FRENCH/ENGLISH DICTIONARY AND A GLOSSARY
                       LEÇON 1
• Les oiseaux rares:          Even though you may know
    each other very well, everyone is unique. E-Mail your
    teacher, using French, one thing that you think the
    others may not know. (Quality, favorite food, sport or
    music, an experience that you’ve had, a place you’ve
    traveled). The teacher will read them out. Students will
    guess who wrote the sentence. It is understood that
    students have a working knowledge of the present and
    past tenses for this activity.
•   **This activity comes from Apacki, Carol (1991)
    Energizers and Other Great Cooperative Activities
    For All Ages. Quest International, Newark, OH.
Leçon 1 (cont)
• Hello around the world:             We will use this activity to group students.
    These groups will remain in effect until the end of the year/unit.
•   Students will choose a slip of paper on which is written the word hello in
    different languages. (Students will have practiced saying these as a whole
    group prior to the activity.) Students circulate saying their hello to find the
    other members of their group who are saying the same word.

• Hello Around the World (Examples)

•   Spanish                 bweh-nos-dee-as
•   Chinese                 knee-how
•   Italian                 bwon-jor-no
•   French                  bonjour
•   Swahili                 jambo
•   Arabic                  kay-fa ha-lek
Leçon 1 (cont.)
• Brainstorming:             Students, in their newly
  established groups, and using inspiration software, will
  brainstorm French vocabulary items for the following
  four categories: French speaking places to visit, modes
  of transportation, activities to do and things to take on a
  trip. They will record these in a travel log. As a whole
  group we will prepare a vocabulary web using
  inspiration. To ensure equal participation, each group
  will offer one to two items at a time for each category.
  Students will add missing vocab to their webs. These
  charts will serve as a ready reference for various
  activities.
                         LEÇON 2
• Getting around:       Students write answers to the following
  questions in the 4 corners of the screen: Où as-tu voyagé (passé
  composé)? Quel est ta nourriture préférée? Quel moyen de
  transport préfères-tu? Où vas-tu voyager un jour? (Futur)
• While students prepare their responses (full sentences), write the
  questions on chart paper or the board or use the data projector so
  that they will have them for reference during the activity. Students
  mill around to music. When the music stops they turn to the person
  closest to them and take turns asking the first question. Continue
  until everyone has the opportunity to ask and respond to the 4
  questions.
• **This activity comes from Apacki, Carol (1991) Energizers and
  Other Great Cooperative Activities For All Ages. Quest
  International, Newark, OH.
Leçon 2(cont)

• Laisser le bon temps rouler: lecture et
  compréhension (Destinations 2 Unité E)
• Students read and answer the questions
• E-mail responses to teacher
                Leçon 3

• Dans ma valise (practicing vocabulary)
• À l’écoute A (comes from Destinations 2
  Unité E)
• Dictée
• Corrigé
                 Leçon 4 & 5
•   Jeu des chiffres
•   Ne…jamais révision
•   P.108 À l’écoute C (Destinations 2 Unité E)
•   Acheter WB P. 115
•   Personnalités WB P.116-117
•   Nous allons voyager à… /cubes parlants (élèves
    lancent le cube et chaque membre du groupe
    parle du sujet indiqué sur le coté approprié du
    cube)
                Leçon 6
• Brainstorm list of French Speaking areas
  to travel
• Must include Québec, Saint Pierre, New
  Brunswick, Louisiana, France and any
  others
• Students have been assigned their groups
  during the “Hello Around the World”
  activity.
                              Le Projet
• Vous allez voyager avec tes amis à la destination choisie.
• Vous allez voyager pendant 4 jours.
• Vous allez préparer un journal de voyage qui indique tous les informations
    que vous recherchez, l`horaire des activités, le coût ($$).
•   Vous allez déterminer comment voyager (moyens de transport), les
    logements (hôtels, etc), les attractions touristiques à visiter, et les objets
    nécessaires pour le voyage (passeports, vêtements, équipement, etc).
•   Vous allez préparer une présentation « power point » (illustrations des
    attractions touristiques ou monuments, etc., une titre, l’adresse du site WEB
    ou adresse et téléphone, une phrase qui décrit la ville ou qui invite les gens
    à visiter)
•   Vous allez écrire une carte postale à ta famille de la destination. Vous allez
    préparer/créer la «photo » utilisant clip art ou Corel Draw ou un autre
    programme
•   Vous allez présenter à l’oral votre ville. Tous les membres du groupe
    parlent!
                        Leçon 6 (cont.)
• Deciding Where to Go: Students return to their cooperative groups and determine
   which place they will visit on their imaginary trip. A member of each group will
   choose the destination from the envelope to ensure that a variety of locations are
   studied. Students will prepare a travel log book that they must return to the teacher
   at the end of each class. (LITE class will use a laptop folder.) This will help students
   demonstrate that they are working on their project and keep them on task. The log
   book will be the folder provided and have the title: Notre Voyage. It will contain
   the group members’ names, their destination and all work samples completed
   throughout the project classes. (LITE students will e-mail file contents at designated
   intervals.)

• Students will begin preliminary research of their destination using the Internet

• Students make preliminary plans on how to get there (Comment y aller) and what
   they might do (Ce qu’on va faire). These are the titles for the 2 log pages today.
   Indicate any WEBSITE addresses visited as well as other pertinent information.
   Collect at end of class.
                          Leçon 7

• This should be a class devoted to finding resources on the WEB to
  assist students in discovering interesting facts about their chosen
  area of travel. Inform students that at the end of the period they
  should have entered the websites “traveled”, any info they have
  found with respect to the tourist attractions, accommodations,
  transportation, etc. By recording the websites, students can return
  for further exploration, and also have proper references for the
  completion of their project. Penalties should be taken for
  incomplete log book at the end of the research classes. Any other
  Web Surfing will be done on their own time, either at home or in
  the school’s computer lab after school or at lunch time and they can
  ask for the log book to enter data.
                                   Leçon 8
• À la gare:           Students, in groups of three, are given travel itineraries with certain
    info missing. Each group member has a different itinerary, but all three combined
    complete the one itinerary. They must discuss within their group the info given and
    fill in the blanks for each missing piece of info.
•   **This activity is adapted from À la gare de Winnipeg in Edwards, V. and Rehorick, S.
    ( 1994) A Touch of... Class!: Practical teaching tips for second language
    teachers at the secondary level. (3rd collection) The Canadian Modern Language
    Review, Welland, ON.

• Activité: À la Gare Prépare une activité pour former les groups (casse-tête, etc.)
• Il y a trois passagers dans chaque groupe. Chacun a un horaire des trains qui
    partent de Québec aujourd’hui. Malheureusement, il y a un problème avec
    l’ordinateur de la gare. Il y a de l’information importante qui manque. Demandez
    aux autres membres de ton groupe de t’aider a remplir ton horaire en posant des
    questions. Ne regardez pas les horaires des autres! Le groupe gagnant sera le
    premier à remplir les trois horaires, sans utiliser l’anglais.
                Leçon 9
• Notre itinéraire:Students are permitted
 to begin work on their project itinerary for
 this class. Please include dates of
 departure, arrival, destination (s), arrival
 at hotels, sightseeing trips, etc. They can
 use the itinerary from the previous activity
 to assist in developing this part of the
 project. The information garnered from
 WEB activity will be useful here.
                Leçon 10

• À l’écoute C & D (Destinations 2 Unité E)
• Destinations:           This is a game in
  the Destinations 2 masters package
  (M48-50). Students play in their groups
  or divide the class into 2 teams.
• Histoire coopérative (M55-63 Destinations
  2 masters package)
                         Leçon 11

• Dictation

• Carte postale:                 Students prepare a post card to send
  to a family member from their chosen destination. This is an
  individual activity. All group members will submit their cards to the
  travel log upon completion. It is important to illustrate the post
  card to increase the authenticity of the activity, as well as to ensure
  that it contains the appropriate information (stamp area, address
  area, writing area, etc.) The text should be on one rectangle and
  the illustration on another of the same size to properly view in the
  travel log. LITE students will e-mail their post cards to teacher.
  This is a process writing piece and thus students will follow all the
  steps of the writing process to complete the task.
                          Leçon 12
• Passez le paquet:              Students pass a wrapped package as
  the music plays. The person who has the package when the music
  stops uncovers a layer and responds to the question written inside.
  These questions can cover a range of topics as review and also
  should contain some questions from the current travel project.
• **French teacher Sarah White used this activity often and it is one
  that most students enjoy. Thanks!
• Au restaurant:          Since we all eat out when we travel, students
  will listen to a dialogue between two friends and respond to the
  activities which follow. **Canadian Association of Second Language
   Teachers Intermediate Assessment Package, Listening
   Comprehension Section

• Plan a menu for a taste test of cultural foods at the end of the unit
               Leçon 13
• Students begin work on slide show of their
 destination. They should be creative,
 contain group member’s names, prices if
 applicable, addresses, contain the pictures
 and names of the attractions as well as
 the city, include the mode of
 transportation, necessary travel items and
 contain one sentence that describes the
 city or invites people to visit.
                                 Leçon 14
• Dans ma valise:                        In this memory game students will “put” items
   in a suitcase that they will need on a trip. They must repeat what each previous
   person added and add something else. No repetition of previous submissions.

• À l’écoute E

• Exercice de lecture du texte

• Liste de voyage:                       Students return to their groups and prepare a
   common list of items that they will require on their journey. This will be entered in
   the log book and submitted at the end of class. Each list will contain at least 12
   items and will be written in accurate French.


• Autre détails:              The rest of the class will be devoted to finalizing all
   aspects of the project, ensuring that all components are completed and ready for
   submission.
                Leçon 15

À l’écoute F

Fêtes et célébrations
Écouter la cassette Destinations 2 Unité E
  pour s’informer au sujet des différentes
  célébrations au Canada
            Un petit gouter!

• Students will participate in a celebration
  during which time we will sample some
  different cultural dishes.
                           Evaluation
• Students will complete a WEBQUEST

• Students will complete a a travel log
• Students will prepare a poster (slide show for 801) for their destination.
• Students will present, orally, their poster or slide show.

• Students will complete several oral comprehension and dictation activities

• Students will participate in an interview at the end of the unit.
• Students will perform self and peer evaluation.
                                        Leçon 7 (cont)
•   Original

•   Train      Destination   Départ        Arrivée   Prix     Quai
•   19         Toronto       17h00         01h00     $40.00   8
•   24         Halifax       14h00         23h00     $95.00   2
•   82         Montreal      21h00         24h00     $25.00   10
•   36         Moncton       08h00         15h00     $60.00   5

•
•   Student Copies

•   Train                    Destination             Départ   Arrivée   Prix            Quai

•   19                                                        17h00             01h00
               $40.00                      8

•   24                       Halifax                 14h00                              $95.00
                             2

•   82                       Montreal                21h00              24h00           $25.00


•   36                       Moncton                                    15h00
                             5


•   Train                    Destination             Départ   Arrivée   Prix            Quai

•   19                       Toronto                 17h00                              $40.00
                             8

•   24                                                        14h00             23h00
               $95.00                      2

•   82                       Montreal                                   24h00
                             10

•   36                       Moncton                 08h00                              $60.00
                             5

•

				
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