Lesson #36- Les fêtes et les célébrations

Transcription

1 Lesson #36- Les fêtes et les célébrations Holidays and Celebrations Grade 4 FSL Duration: 1 hour Specific Learner Outcomes: Learning Objective: Assessments: 2.15 The students will be able to recall and use vocabulary related to holidays and celebrations. Formative (or summative) assessment of itinerary. Preparation Required: Print off one Sample Itinerary for each student. Introduction (5 minutes): Hook/Attention grabber : Bonjour, comment ça va? Quelle est la date? Quelle heure est-il? Quel temps fait-il? Introduction: So far this year, we have looked at some winter holidays and festivals. Now we are going to look at other holidays that we find during the rest of the year. Pre-task (20 minutes): As a class, brainstorm holidays and festivals that we celebrate in spring and summer. The teacher should be writing these down somewhere students can easily see. Students may require some prompting, so here is a list of possible holidays and celebrations: Easter Mother s Day Father s Day Aboriginal Day St. Jean Baptiste Day Canada Day Thanksgiving Calgary Stampede K-Days (Edmonton) Heritage Festival (Edmonton) Whoop-Up Days (Lethbridge) Street Wheelers (Lethbridge) Pass the sample itinerary out to all students. Together, you will go through the itinerary and discuss what each line means. Task (25 minutes): Using the sample itinerary as a guide, students will create their own itinerary for what they like to do or what they normally do during a specific festival or holiday. They will choose one of the holidays or festivals from the list that was brainstormed in the pre-task. 85

2 The itinerary should include a minimum of four activities. Students are also encouraged to use their dictionaries to write out their activities (It would be a great idea to look at the Spring Activities section of their dictionary). Post-task (15 minutes): During the post-task, it is up to you as the teacher to determine what elements students struggled with or were brought up in the task. Examples include vocabulary, pronunciation, or grammatical elements. The post-task is also a great time to have students share their accomplishments from the task. The post-task for this lesson might address the following: When students have finished their itinerary, they will share it with a partner. If there is time, they can share with another partner. When they are sharing their itinerary, this is a great time for students to practice their oral production and listening comprehension skills. Each student will read out their itinerary to at least one partner. 86

3 Lesson # 37- La fête de St. Jean Baptiste Québec s National Holiday Grade 4 FSL Duration: 1 hour Specific Learner Outcomes: Learning Objective: Assessments: 2.15, 3.2 The students will be able to discuss aspects of Québecois culture. Formative assessment of class discussions. Formative (or summative) assessment of student sentences. Preparation Required: Print off Québecois Matching Worksheet for students. Display a picture, or bring in a flag of Québec to show students. Introduction (5 minutes): Hook/Attention grabber : Bonjour, comment ça va? Quelle est la date? Quelle heure est-il? Quel temps fait-il? Introduction: In this lesson we will be exploring Québecois culture. What do we already know about Québec? What are some Québecois traditions that we learned about before winter break? Pre-task (25 minutes): Have a discussion with the class: What is La Fête de St Jean Baptiste? It is Québec s national holiday that happens every year on June 24 th. It is celebrated mainly in Québec, and in other French Canadian areas in the country. Why does Québec have its own national holiday? Québec is a nation within Canada, which means they have their own distinct culture, but are still a part of a united Canada. St Jean Baptiste Day is like Canada Day in Québec. This is also a good time to talk about the Québec flag, which is called Le Fleurdelisé. What are the colours? Bleu et blanc. What symbols do we see on the flag? There is a cross, which represents the Catholic Church, and there are four fleur de lys, which is a symbol of la francophonie. What makes Québec special? Pass out the matching worksheet to each student. The students will need to look at the words on the worksheet, and match them with the English word. Students are encouraged to use their dictionaries. You may also wish to have students work together during the pre-task. Task (25 minutes): From the worksheet that students have completed, they will choose 3 words that they feel describes Québec the best. Students can also use their dictionaries to find other words (look at adjectives) that might also describe Québec. Students will underline or highlight the 3 words they choose on the worksheet, or add words found in their dictionary at the bottom of the worksheet. When students have picked their 3 words, they must think about why they chose those words. If needed, students can write their justifications on the back of their worksheet (in English), but this is not necessary. When they are ready, students 87

4 will find a partner and share what French words they think best describe Québec, and justify (in English) why they chose those 3 words. Ex: I choose bleu et blanc as one of my words that best suits Québec. I chose this because the Québec flag is bleu et blanc. This part of the activity is done in English. Post-task (10 minutes): During the post-task, it is up to you as the teacher to determine what elements students struggled with or were brought up in the task. Examples include vocabulary, pronunciation, or grammatical elements. The post-task is also a great time to have students share their accomplishments from the task. The post-task for this lesson might address the following: After students have shared their words, they will hand in their worksheets. Go to to create a Wordle of the words the students chose. Type in the 3 words from each student and see what type of word cloud is created. Look at it as a whole class, and ask students what they think. What were some of the most common words chosen by the class? Why? 88

5 Lesson # 38- L été Summer Grade 4 FSL Duration: 1 hour Specific Learner Outcomes: Learning Objective: Assessments: 1.1, 1.2, 2.14, 2.15 The students will be able to describe images. The students will be able to use vocabulary related to summer weather and activities. Formative assessment of class discussions. Formative assessment of student conversations during task, and ability to complete the task. Preparation Required: Print out the Spot the Differences worksheet for summer weather and activities. If you want to reuse the printouts, put them in sheet protectors. Introduction (5 minutes): Hook/Attention grabber : Bonjour, comment ça va? Quelle est la date? Quelle heure est-il? Quel temps fait-il? Introduction: Today, we are going to be learning about summer weather and activities that we can do in the summertime. Pre-task (20 minutes): Students will take out their dictionaries and turn to La Météo. There are two new weather terms they will be learning today. Go over these with the class Il fait très chaud It is very hot out Il y a un orage There is a storm Turn to Les Activités in the dictionary, and continue adding new terms. If you wish, you can add the terms together as a class, or you can have students work together to make guesses, and look up the words in the dictionary. Jouer au football Play football Aller à la piscine Go to the swimming pool Aller à la plage Go to the beach Aller en vacances Go on holidays Jouer dehors Play outside Manger de la crème glacée Eat ice cream Manger du melon d eau Eat watermelon Faire do camping Go camping Lire un livre Read a book Together as a class you should go over the pronunciation of the words (have students repeat after you), and make sure everyone has the correct translations. 89

6 Task (25 minutes): Students will get into partners. Each pair will have two different images. It is important that they do not look at each other s images, as it will defeat the purpose of the activity. Taking turns, the students will describe, in French, what they are seeing in the image. Students can use their personal dictionaries to help them describe the image. When they spot a difference, they should circle it on the image. Before beginning, you should model how the conversation should go. Example: Student 1: Dans mon image, il y a des nuages. Student 2: Dans mon image, il y a des nuages. Student 1: Dans mon image, il mange de la crème glacée. Student 2: Dans mon image, il mange du melon d eau. (This is where the students would circle the differences) Post-task (10 minutes): During the post-task, it is up to you as the teacher to determine what elements students struggled with or were brought up in the task. Examples include vocabulary, pronunciation, or grammatical elements. The post-task is also a great time to have students share their accomplishments from the task. The post-task for this lesson might address the following: Have students find another pair and compare their results. Did they find the same differences? If they found different ones, what are they? Review any vocabulary which students struggled with or ask students if they remember how to say different words in french. 90

7 Lesson #39- La Négation Negation Grade 4 FSL Duration: 1 hour Specific Learner Outcomes: Learning Objective: Assessments: 2.14, 2.15 The students will be able to use negation in simple sentences. Formative assessment of observations and class discussions. Formative assessment of Negation Matching Worksheet. Preparation Required: Prepare Pioche! Classroom Items card sets (1 per group). Print out Negation Matching Worksheet (1 per student). Introduction (5 minutes): Hook/Attention grabber : Bonjour, comment ça va? Quelle est la date? Quelle heure est-il? Quel temps fait-il? Introduction: Today we are going to learn about negation. Instead of giving the rules of negation to students, we are going to work together as a class to come up with rules, based on what we already know about French. Pre-task (25 minutes): Hand out the Negation Matching Worksheet to each student. Together as a class, we will go through each phrase to understand what they mean. This is a great time for students to use their dictionaries to help them figure out the phrases. What types of phrases are on the worksheet? Some sentences are affirmative, and some are negative. What do they notice about the negative sentences? Is there a pattern that we can see? (In a negative sentence we put ne in front of the verb and pas after the verb). Together as a class, write out (in English) a rule for remembering negation. Using the new rule that the class came up with, the students will now have an opportunity to write out the affirmative or negative form of each phrase on the worksheet. For example: If the phrase is Il y a des nuages We know this is an affirmative sentence, therefore we need to write out the negative sentence. Il n y a pas de nuages. Here, you can see that the e in ne is replaced by an apostrophe. Why? Because it doesn t sound good to say Il ne y a pas de nuages. We take away the e so that there is a nicer flow to the sentence. Task (20 minutes): Now students are going to practice using negation while playing Go Fish in groups of 4. Before, when we have played, our answers have been a simple oui or non. Now, we are going to use complete sentences. Here is an example: Est-ce que tu as un crayon bleu? 91

8 The other students must now answer in an affirmative or negative way. Affirmative: Oui, j ai un crayon bleu. OR Negative: Non, je n ai pas un crayon bleu. Students can play Go Fish in pairs or in groups. Post-task (10 minutes): During the post-task, it is up to you as the teacher to determine what elements students struggled with or were brought up in the task. Examples include vocabulary, pronunciation, or grammatical elements. The post-task is also a great time to have students share their accomplishments from the task. The post-task for this lesson might address the following: Students will return to their desks and take out the worksheet that they completed earlier in class. Now, together go through the answers. This is a good time to call upon students to say the phrases out loud so that they can practise their oral production skills. If it appears that students do not have a firm understanding of negation, do some more examples with the class and focus on the aspect that they are not understanding. 92

9 Lesson #40- Révision de vocabulaire de la salle de classe Classroom Vocabulary Review Grade 4 FSL Duration: 30 minutes Specific Learner Outcomes: Learning Objective: Assessments: 2.15 The students will be able to recall and use a wide range of vocabulary associated with the classroom. Formative assessment of Classroom Word Jumble. Formative assessment of conversations throughout survey activity. Preparation Required: Print out Classroom Word Jumble sheets (1 per student). Introduction (5 minutes): Hook/Attention grabber : Bonjour, comment ça va? Quelle est la date? Quelle heure est-il? Quel temps fait-il? Introduction: This year, in grade 4 French, we have learned so much! Now it is time to revisit what we learned to make sure that we still remember everything. One of the most important parts about learning a new language is practice, practice, practice! Today, we are going to review some classroom vocabulary. Pre-task (10 minutes): Hand out the Classroom Word Jumble Worksheets to each student. Individually, students will unscramble the words to figure out which classroom vocabulary word it is. They may use their Dictionnaire Personnel if needed. When they have completed the worksheet, get them to share their answers with an elbow buddy. If there are some that aren t the same, get students to look at their dictionaries together to figure out the correct answer. Task (15 minutes): Class Survey: Students will each come up with their own survey question they would like to ask. The survey question should begin with Est-ce que tu aimes, and the students will choose a classroom vocabulary word to complete the sentence. Ex: Est-ce que tu aimes l horaire? Students will answer by saying either Oui, j aime l horaire or Non, je n aime pas l horaire. Each student will mark down the number of students that said Oui and Non. Students will go around and ask as many classmates as time permits. Post-task (5 minutes): During the post-task, it is up to you as the teacher to determine what elements students struggled with or were brought up in the task. Examples include vocabulary, pronunciation, or grammatical elements. 93

10 The post-task is also a great time to have students share their accomplishments from the task. The post-task for this lesson might address the following: This is a great time for students to share their survey results. 94