Series Originator Series Editor and Senior Author St. Francis Xavier University

Transcription

1 Program Guide Levels 1-3 Irene Bernard Series Originator Series Editor and Senior Author St. Francis Xavier University Copyright 1998 Gage Educational Publishing Co. Scarborough, Ontario

2 Welcome to Acti-Vie! Acti-Vie is a three-level, core French program designed for students who are initiating their studies in French. As the name suggests, it is an active program, based on real-life experiences. FLEXIBLE In response to the realities of today s classroom, Acti-Vie offers a unique and flexible design. The program is packaged in a modular format; each unit is a self-contained thematic entity. Although six units support a full-year program, there are eight themes provided per grade level, allowing for Board, school, teacher and student input in establishing a successful, high-interest program for individual classes. In addition, a variety of practical program features are included to support the teacher in adapting to special classroom situations, such as varied backgrounds of students or combined grades. Through this model of flexibility, Acti-Vie can easily accommodate a four-level program. By combining units in creative ways, teachers will discover that there is enough material and linguistic challenge to suit the needs of four years of instruction. MULTIDIMENSIONAL Acti-Vie is a program that has its roots in The National Core French Study, which was founded on the notion of the multidimensional curriculum proposed by H. H. Stern. Directed by nationally recognized scholars in the field, the Study incorporates input from provincial representatives, as well as the latest research on second language teaching and learning. Completed in 1990, the Study revolutionized second language programs throughout Canada by establishing the need to have students work toward experiential goals in structured units and by proposing that curriculum models be multidimensional. COMMUNICATIVE & EXPERIENTIAL Acti-Vie encourages students to learn a second language by living real experiences in that language. Students develop comprehension skills and learn to negotiate meaning. They produce written and oral texts in a variety of real-life contexts. Acti-Vie fosters awareness of, and sensitivity to, personal culture, a second culture, our multicultural and intercultural society, and to the world community. Acti-Vie introduces language in context and teaches the student to reflect on its use. The program is designed to help students become aware of the types of strategies that can increase their ability to communicate and survive in a second language. It also encourages students to learn how to learn through strategies that increase their ability to make connections with their previous knowledge and make mental links between concepts and content. NATIONAL Acti-Vie, a national program, was created after a thorough review of Canada-wide curriculum documents. Its featured experiential goals, themes and outcomes reflect the requirements of all provincial guidelines. In addition, its creative team reflects the national identity talented teachers and consultants from across the country actively participate in the authoring and reviewing of all program units. Acti-Vie Program Guide 2

3 The Authors Irene Bernard Irene Mailhot Bernard (Ph.D., Pennsylvania State University) is Associate Professor of French Education at St. Francis Xavier University where she instructs B.Ed. students in French as a Second Language methodology. Previously, Dr. Bernard was professor of French Education at Nova Scotia Teachers College where she taught courses in Core French, Immersion, and Culture methods. During her eight years there, she worked primarily with pre-service and in-service teachers at the elementary and junior high levels. She coordinated numerous summer and weekend sessions for non-specialist and specialist French teachers wanting to do intensive work in special topics related to teaching methodology. In addition to her work with teachers, Dr. Bernard has published several articles and French teaching units and has delivered many workshops on teaching FSL. She has taught FSL in various settings over the past 24 years: in schools, universities and in the public sector. Beverley Biggar Beverley Biggar began her undergraduate degree at the University of Western Ontario, where she studied French and Spanish. She obtained a B.A. in French from Laval University, Quebec City, and a Bachelor of Education from the University of Toronto. She later taught French as a Second Language with the Halton Board of Education, and English as a Second Language in both Ontario and Manitoba. Ms. Biggar has extensive experience in publishing. She began her career at Copp Clark Pitman, where she was editor of several FSL programs and supplementary items. She was later a developmental editor of FSL elementary materials at Addison-Wesley Publishers. Currently, she is the Managing Editor, FSL School department, at Prentice Hall Ginn. Beverley Buxton Beverley Buxton began her undergraduate degree at Glendon College where she studied philosophy in French. She completed her B.A. at the University of Toronto and holds a Master s Degree in English Literature from Queen s University. Her publishing career began at Prentice Hall as an editor of FSL materials, and she eventually held the position of Managing Editor of FSL portfolio, travelling frequently across the country to research provincial curricula and trends. Contributing Authors Contributing authors have been selected from across Canada. Their biographies can be found on the copyright page of the Teacher Resource Book that accompanies their respective units. 3 Acti-Vie Program Guide

4 Program Goals Acti-Vie has two main goals. Firstly, the program is intended to help teachers in their task of teaching a second language using the communicative/experiential approach. By providing the tools necessary to guide students through this process, Acti-Vie can help them to develop their receptive skills (listening, reading and viewing) and their productive skills (speaking, writing and representing) in a second language. Secondly, Acti-Vie proposes to educate the student by building knowledge in several dimensions of experience. Students learn about real subjects and participate in hands-on projects that support their general education. Through this program of purposeful learning, students interest level will subsequently increase as they perceive the meaningful aspect of the program content. The experiential goal in each unit isdesigned to encourage students to communicate in French, and its motivation is enhanced by the need to acquire language to complete the final task. Through Acti-Vie, students learn language in contexts that reflect different real-life situations, thereby enabling them to discover interesting cultural realities. In addition, students discover aspects of the learning process by reflecting on how they learn; they make links with previous knowledge and with other curriculum areas. The intrinsic educational value of Acti-Vie is such that it broadens and expands students experience and thus contributes to their overall general education. Acti-Vie Program Guide 4

5 Outcomes Communicative/ Experiential Cultural General Language Education Language Comprehension Listening Students will seek information from aural documents that allows them to complete the task at hand. Students will use intonation, tone, sounds and other cues to aid in comprehension. Students will listen for the gist of a message. Students will identify some detail in a message from a familiar field of experience. Reading and Viewing Students will find information that relates to the purpose for reading. Students will use contextual clues to identify the genre and the purpose of a document as well as its main message. Students will read for gist. Students will identify some detail related to a familiar field of experience. Negotiation Students will seek clarification. Students will adjust messages based on feedback from others. Students will evaluate messages received according to the purpose for communicating. Production Speaking, Writing and Representing Students will determine what information will be needed to produce an oral or written message. Students will produce oral and written texts for a specific purpose. Students will express orally and in writing their ideas, experiences and feelings on familiar topics. These products will include both planned and spontaneous texts. Personal Culture Students will gain an understanding of the elements of their personal culture. Francophone Cultures Students will gain an awareness of francophone cultures of Canada and of the world. Multicultural Contexts Students will become aware of the multicultural nature of Canadian society. Students will acquire knowledge about specific representations of various ethnic groups and cultures in Canada, e.g., celebrations, traditions. Intercultural Contexts Students will gain an appreciation for the intercultural relationships of people. Students will recognize the cultural differences and similarities between their culture and other cultures. International Cultures Students will gain an awareness of how unit topics are represented in different international contexts, e.g., games around the world. Knowledge Students will gain new knowledge related to various fields of experience. Strategies Students will make use of various strategies to support communication in both prepared and spontaneous oral communication, e.g., using visual cues, varying tone of voice, speaking loudly and clearly, speaking with expression, using gestures and facial expressions. Students will make use of various learning strategies to assist them in becoming reflective, autonomous learners, e.g., formulating hypotheses, predicting, previous knowledge, key words, cognates, intelligent guessing, and using resources. Students will recognize the importance of their role in the learning process and discover new ways in which they can learn to learn, e.g., through graphic organizers. Students will learn to write by working with process writing strategies, e.g., organizing information, using resources, writing a first draft, peer editing, preparing a final copy. Language Students will compare different language systems. Students will recognize patterns within the second language, including verb structures, plural and singular forms of nouns, agreement of adjectives and the use of pronouns. Culture Students will gain an appreciation of different cultural traditions. Students will gain an awareness of the nature of culture. Students will understand the role of culture in society. Use Students will understand and use various language functions to communicate effectively in a variety of authentic situations, e.g., describing, asking questions, giving information, presenting oneself, indicating preferences, giving opinions. Usage Students will acquire vocabulary related to the theme and the experiential goal, which includes core vocabulary and additional vocabulary. Students will gain knowledge about language structures that are needed to complete the task at hand. Students will recognize and produce sounds that make up the French language and they will recognize the letter combinations that make up these sounds, e.g., the sound [e] is represented by the letters ai, é, er, et. Behaviour Students will re-evaluate their behaviour as it relates to the various fields of experience. Attitudes Students will examine their attitudes as they relate to the various fields of experience. 5 Acti-Vie Program Guide

6 Ontario Expectations Oral Communication Reading Writing Grammar, Language Conventions & Vocabulary 1 Level Students will follow basic classroom instructions. Students will ask simple questions, and ask for repetition to clarify understanding. Students will use visual and verbal clues to understand what they hear. Students will use some conventions of oral language to speak in rehearsed manner. Students will respond briefly to oral texts. Students will give a short oral presentation of up to five sentences in length. Students will make simple revisions to oral language in form and content using teacher feedback. 1 Level Students will read aloud familiar material, using correct pronunciation and intonation. Students will read at least six simple passages or stories. Students will read and respond briefly to written materials. Students will use all available cues to determine meaning. 1 Level Students will copy and write simple words, phrases and short sentences and questions, using basic vocabulary and very simple language structures. Students will write, using a model, a first draft and corrected version in guided and cooperative writing tasks. Students will write responses to very simple questions. Students will use and spell the vocabulary appropriate for this level. 1 Level words to introduce a noun plural nouns pronoun subjects nouns with definite and indefinite articles present tense of être, avoir and some -er verbs with singular pronoun or noun subject adjective agreement prepositions interrogative constructions basic vocabulary spelling strategies, rhyming words, basic sounds and their spelling patterns And beyond: ne... pas expressions with avoir and faire imperative form possessive adjectives Level 2 Students will follow and give basic classroom instructions. Students will ask simple questions, and ask for repetition to clarify understanding. Students will use visual and verbal clues to understand and convey the meaning of familiar material. Students will use some conventions of oral language to speak and to understand in familiar contexts. Students will respond to oral texts, using simple but complete sentences. Students will give an oral presentation of five to ten sentences in length. Students will make simple revisions to oral language in form and content, using resources and feedback from the teacher and their peers. Level 2 Students will read at least nine simple passages or stories. Students will read aloud with expression, using correct pronunciation and intonation. Students will read and respond briefly to written materials by answering short questions or restating information. Students will use various reading strategies to determine meaning and make sense of unfamiliar words. Level 2 Students will write simple phrases, short sentences and questions, using learned vocabulary and simple language structures. Students will write, using a model, a first draft and corrected version in guide and cooperative writing tasks. Students will use and spell the vocabulary appropriate for this level. Level 2 pronoun subjects present tense of être, avoir and some -er verbs with plural noun or noun subject expressions with avoir verb and infinitive adjective agreement ne/n... pas prepositions in short sentences question words basic vocabulary, use of English-French dictionary abbreviations, basic sounds and their spelling patterns, use of resources And beyond: agreement of partitive expressions with faire comparative immediate future tense possessive adjectives -ir verbs conjunctions Level 3 Students will ask and answer simple questions using complete sentences. Students will use appropriate pronunciation, liaison, intonation and language in familiar contexts. Students will respond to oral texts. Students will give an oral presentation of 10 to 15 sentences in length. Students will make revisions to oral language in form, content and organization, using appropriate resources and teacher and peer feedback. Level 3 Students will read at least nine simple passages or stories. Students will participate in a variety of reading situations, such as guided, shared and choral reading, using expression, correct pronunciation and intonation. Students will read and produce simple, structured responses that convey understanding of written text. Students will identify the main idea and a few supporting details. Students will use various reading strategies to determine meaning. Level 3 Students will write sentences and questions that contain learned vocabulary and familiar language structures. Students will write in different forms. Students will write, using a model, a first draft and corrected version in guided and cooperative writing tasks. Students will use and spell the vocabulary appropriate for this grade level. Level 3 partitive article present tense of some -ir and -re verbs, of faire and aller with singular and plural pronouns or noun subjects expressions with faire imperative form possessive adjectives conjunctions adverbs and expressions of quantity basic vocabulary, use of English-French dictionary basic sounds and use of resources And beyond: past tense superlative negative imperative and infinitive Acti-Vie Program Guide 6

7 A Guide to Acti-Vie Components Each level of Acti-Vie includes eight units, each packaged in a modular format. Module Contents Teacher Resource Book (including Evaluation and Supplementary Activities in reproducible BLM format) 30 Student Books Language and Strategy Boards in BLM format Cassette and CD Other items such as videos and posters are included as required in individual units. The Workbooks and Program Guide are available for purchase separately. Program Guide methodology and philosophy of program general overview of themes, content and language suggested teaching strategies, e.g., cooperative learning, using graphic organizers, authentic documents, group work, evaluation, portfolios student language reference section entitled InfoStructures, in blackline master (BLM) format, which includes structures drawn from all three levels of Acti-Vie bibliography of teacher reference material available for purchase separately Teacher Resource Book a comprehensive guide to each unit theme overview and description summary charts on outcomes useful teacher resource section includes vocabulary lists, a bibliography of theme-related materials and background information on theme-related topics summary of the cassette/cd program suggested 20-, 30- and 40-minute lesson plans detailed teaching commentaries for Core and Supplementary Activities suggestions for adapting lessons to accommodate multi-level classrooms tapescripts for listening activities reproducible blackline masters for Evaluation, Core and Supplementary Activities Strategy Boards support, enhance and facilitate presentation of communication and learning strategies reproducible blackline master (BLM) format 7 Acti-Vie Program Guide

8 Language Boards support, enhance and facilitate the presentation of language when applicable, language is represented with illustration to aid comprehension reproducible x 11 blackline master format where appropriate, enlarged illustration on back of Language Boards enhances visibility Student Book highly visual and motivating includes representation of theme s final task rich in authentic student-produced materials presentation of language including vocabulary and structures in a clear, highly visual format wide variety of topics reflecting student interests opportunities for developing both francophone and international insights into culture cross-curricular rich in design: each book has its own look Workbook supports the core activities rich in fun, authentic tasks appropriate balance of skills and individual and group work includes a thematic French-English lexique for student reference an environmentally-friendly product suitable for recycling available for purchase separately Cassettes/CDs a variety of authentic voices organized for easy reference, following the sequence of lessons in Teacher Resource Book a combination of authentic and program-specific listening texts include listening activities, songs, chants, rhymes, conversations and passages for Core, Supplementary and Evaluation Activities modules available with cassette and CD components Videocassettes enhance, contextualize and facilitate the presentation of unit themes and final tasks a combination of authentic and program-specific video segments for each segment, corresponding video storyboards are included in the Student Books, and soundtracks are included on cassette/cd four videocassettes are available for select thematic units at Level 1, three at Level 2 and four at Level 3 Acti-Vie Program Guide 8

9 Overview Theme Dimension Experiential Final Task Language Goal Découvrons notre école! Students will learn how to introduce themselves and greet each other. use survival expressions for the classroom. watch a video of a student s first day at school. identify school objects and locations. conduct a survey about school supplies. listen to and sing a song about school. participate in an oral cooperative learning activity. Bonne fête à tous! Students will identify student birthdays and complete a birthday calendar. become aware of the birthdates of some famous Canadians. recognize dates in the context of a radio game show. express birthday wishes in song and in writing. read and write invitations and learn about RSVP. play party games. make birthday cards. social social Playing a cooperative board game about getting around and surviving at school Planning and participating in a class birthday party Comment t appelles-tu? Je m appelle. Comment ça va? Ça va bien. Ça va mal. Comme ci, comme ça. Qu est-ce que c est? C est + name of room/object. Il y a. Voici. Vocabulary: greetings; Oui, Non, Merci, S il te plaît. classroom objects and furniture, locations in a school numbers: 1 to 20 À quelle date est ton anniversaire/l anniversaire de? C est le + date. Quel âge as-tu? J ai ans; Tu as ans. Arrêtez! (core verbs in plural imperative form) Pour qui? Où? Chez X; à + location À quelle heure? à X heure(s)/à X h Vocabulary: language related to birthday celebrations and birthday greetings months of the year action/participation verbs, e.g., continuer, marcher, mettre Links to Curriculum social studies language arts music Multiple Intelligence: interpersonal art physical education social studies (multicultural studies) Multiple Intelligence: musical/rhythmic body/kinesthetic Au jeu! Students will understand instructions for and play Tag. comprehend oral directions and play Tortillon and Simon dit! chant a comptine and create a clapping routine. participate in relay games. be able to give and follow instructions. ask for, express and graph game preferences. leisure physical Adapting one of four recreational games and presenting it to the class Je préfère ; Tu préfères ; Nous préférons. Évitez! (core verbs in plural imperative form) J aime ; Tu aimes. Je n aime pas ; Tu n aimes pas. Touche!; Crie! Vocabulary: body parts and colours action verbs, e.g., courir, sauter, ramper words of encouragement une comptine, une rime, un rythme physical education language arts music Multiple Intelligence: musical/rhythmic body/kinesthetic Logos-animaux Students will conduct a survey. identify animals, their characteristics and animal logos. play an oral relay game. express and describe colour and animal preferences. discover how animal symbols represent personal attributes. choose a mascot that represents them. social Creating a class logo and presenting it with a cheer Qu est-ce que c est? C est + un/une + animal name. Je préfère/tu préfères/x préfère + le/la + animal name. Comment est + animal name? Tu préfères + le + colour; X préfère + le + colour. Le/La + animal name + est + physical characteristic. On est + personality trait. Vocabulary: names of various animals and colours adjectives for various physical characteristics (masc. and fem. forms) adjectives for various personality traits (masc. and fem. forms) language arts music art Multiple Intelligence: logical/ mathematical 9 Acti-Vie Program Guide

10 Experiential Theme Dimension Final Goal Task Language Souvenirs de ma famille Students will share general information about their families. gain an awareness of the different types of modern families. conduct a survey about family activities. read about a family that adopts a child. draw and identify their family members, and chart their extended family. identify favourite family activities. gain an awareness of cultural celebrations. read and create a poem of their own. social Creating a family scrapbook to be dedicated to someone special C est ma/mon + family member. On aime + infinitive of activity verbs. On + present tense of activity verbs. Vocabulary: names for family members various pastime activities (in the infinitive and third person singular forms) Links to Curriculum social studies (multicultural studies) language arts art Multiple Intelligence: intrapersonal Et maintenant... la météo Students will listen to, complete and present a weather report. identify various weather conditions. understand how to study weather using various instruments. view weather reports and extreme weather conditions on video. learn about safety in dressing for different weather conditions. identify the steps for conducting a scientific experiment. intellectual Creating weather advice posters to display around the school Quel temps fait-il? Il fait chaud/frais/froid; Il fait du soleil/vent; Il neige./il pleut./c est nuageux. un/une/des + clothing Portez + clothing! (core verbs in plural imperative form) Ne restez pas! (core verbs in negative imperative form) Tu portes? (rising intonation) Je porte + clothing. Vocabulary: weather measurement and advice the seasons various items of clothing science language arts art Multiple Intelligence: logical/ mathematical naturalist Les aventures d A-V Students will identify favourite comic strip characters. identify components of a comic strip. read comic strips in groups. view an interview with a comic strip artist. write narration describing the setting, the characters and the speech bubbles for various comic strips. intellectual Creating a comic strip Il/Elle est + adjective. (gender agreement) Je/Il/Elle vole. (core verbs in present tense) Je m appelle ; Il/Elle s appelle. le/la/les + body parts dans (prepositions of place) Vocabulary: words related to comic strips adjectives relating to personality traits various geographic locations and body parts courir, danser, grimper, marcher, nager, sauter, tomber, voler language arts dramatic arts art health Multiple Intelligence: visual/spatial linguistic Bonne collation, bonne nutrition! Students will identify snack foods, and express and graph preferences. listen to an interview with a nutritionist. classify snacks according to their nutritional value. examine food groups. examine snacks from around the world. discover how a recipe is set up. view a video about recipes. evaluate and adapt recipes. physical social Choosing and preparing a nutritious snack J ai faim. Je/Il/Elle préfère + le/la/les + snack. C est nutritif./ce n est pas nutritif. un/une/des + ingredient Placer (core verbs used in the infinitive in instructions) Vocabulary: various snack foods and ingredients, names of food groups verbs used in recipes, e.g., ajouter, mélanger health (nutrition) language arts math Multiple Intelligence: logical/ mathematical Acti-Vie Program Guide 10

11 Overview Theme Dimension Experiential Final Task Language Goal Au café Students will... listen to an ad for a café and compare types of restaurants. identify typical café foods. read and create a menu. roleplay taking and giving food orders. record café songs. discover two authentic cafés: one in Québec, the other in France. create decorations, a poster and survey. civic social Hosting a café to raise money for a local food bank un/une/du/de la/de l /des + café foods Vous êtes ; Nous sommes. Tu choisis ; Qu est-ce que vous choisissez? Je vais prendre ; Il/Elle va prendre. Vous êtes prêts à commander? (questions using rising intonation) Moi, je ; Toi, tu. Bonjour, je m appelle. Voici votre. Vocabulary: drinks and desserts language describing working aspects and elements of a café commander, prendre une commande Links to Curriculum social studies art dramatic arts language arts Multiple Intelligence: intrapersonal Tous des champions! Students will... read about and identify famous Olympic athletes. listen to students talk about sports. identify favourite sports. participate in a fashion show and identify equipment. learn about sports sites and schedules. sing the national anthem in French and demonstrate recognition of countries, their flags and anthems. create and present a sports song and a banner. leisure Participating in a board game about Summer or Winter Olympics Je fais/il/elle fait du/de l /de la + sport. Je/Il/Elle joue au + sport. Je finis. (core verbs in -ir, first person singular) Il/Elle finit. (core verbs in -ir, third person singular) Voici. Vocabulary: various sports, sports equipment, sporting sites and traditions action/sports verbs physical education language arts math Multiple Intelligence: visual/spatial Que le spectacle commence! Students will... view a student-run magic show on video. identify elements of a magic show. identify magic tricks. participate in and perform in scientific and sleight-of-hand tricks. give magic trick instructions. perform a song. prepare a magic act: create cue cards, advertising posters and programs. leisure Planning, preparing and holding a magic show Je vais + infinitive; Il/Elle va + infinitive. Colle! (core er verbs in the singular imperative form) Collez! (core er verbs in the plural imperative form) Mets! (core re verbs in the singular imperative form) Mettez! (core re verbs in the plural imperative form) Moi, je ; Toi, tu. Vocabulary: magic and magic shows, magic tricks and materials verbs used in instructions and verbs for mathematical operations numbers 1 to 30 language arts dramatic arts math science Multiple Intelligence: logical/ mathematical body/kinesthetic Une maison pas comme les autres! Students will... identify favourite rooms and colours. create floorplans and make comparisons of rooms in a home. sing a song about home activities. create layout of and arrange furniture in their alien homes. comprehend how physical limitations will influence design specifications. follow written instructions to create patterns. describe their alien homes in writing. social intellectual Designing and creating a home for a group of aliens Je/Il/Elle préfère. ma préférée Je suis. plus grand(e) que; moins grand(e) que Nous chantons. (core -er verbs in present tense, first person plural) Il/Elle a + physical description. Place! (core -er verbs in singular imperative form) Mets! (core -re verbs in singular imperative form) Vocabulary: rooms and levels in a home; colours and décor; furniture & appliances shapes action verbs numbers 1 to 31 art math language arts Multiple Intelligence: logical/ mathematical interpersonal 11 Acti-Vie Program Guide

12 Experiential Theme Dimension Final Goal Task Language Vive l amitié! Students will... consider and chant a rhyme about different types of friends. graph the eye and hair colour of classmates. listen to and conduct interviews. do a personality test and create personality profiles. identify and write a description of a friend s talent. express colour and pastime preferences. create a square for a friendship quilt. read about group activities. identify qualities of a good friend. social Making a friendship cube to honour a special friend Il/Elle a les cheveux/les yeux + colour. Je suis/tu es/il est/elle est + personality trait. Il/Elle est doué(e) en. Il/Elle fait. Il/Elle joue. Tu aimes + activity?; Vous aimez + activity? Il/Elle aime + activity. Vocabulary: colours adjectives describing hair and eye colour adjectives describing personality traits hobbies and pastimes names of group pastimes adjectives describing the qualities of a friend Links to Curriculum health art language arts Multiple Intelligence: interpersonal linguistic Voici ma collection! Students will... discuss different types of collections and view a videotaped interview. estimate the size of collections in numbers from 1 to 100. create and present a verse of a song. read about and discuss museums. discuss and identify storage locations. learn how to organize information about their collection in order to present it. leisure Cric? Crac! Autour du feu de camp Students will... identify camping activities and gear. sing campfire songs and create a new verse for one. listen to and identify elements of a story. create and tell a story. express snack preferences and follow a recipe. learn about campfire safety. Bienvenue chez nous! Students will... sing and comprehend a song. discuss and identify community services and helpers. read a newspaper report. express preferences for types of shops. classify community activities. write an advertisement. view an opinion poll on video and express their own opinions. read about a community in Europe. leisure physical social Participating in a display fair or presenting a collection Planning and participating in campfire activities Creating and presenting a community bulletin J habite à + city name; en, au, à, dans les + province/territory. D où est? Il/Elle est de. D où sont? Ils/Elles sont de. Combien d objets est-ce qu il y a dans la/ta collection? Il y a. Où est-ce que tu ranges ta collection? dans/sur. Pourquoi est-ce que tu collectionnes? Parce que. Qui collectionne? Qu est-ce que tu collectionnes? Je collectionne. Vocabulary: collectibles (in singular and plural forms) and storage places dans, sur numbers 1 to 100 Canadian provinces and territories du/de la/des + ingredients Ils/Elles chantent. (core verbs in the third person plural) Il faut + apporter. (core verbs in the infinitive form) Qui? Où? chantez (represents core verbs in the plural imperative form) Vocabulary: camping gear story-telling and outdoor activity vocabulary and verbs camping snacks Est-ce que? Pourquoi? Parce que. Où est-ce que tu vas? Je vais à/au/à la/à l. Où?; Qui?; Quel(s)?; Quelle(s)? Il/Elle aide. (core verbs in the third person singular, present tense) Vocabulary: names for communities of differing sizes community services, shops and helpers adjectives for describing communities aider, assister, diriger, livrer, transporter expressions for giving directions language arts math music Multiple Intelligence: intrapersonal logical/mathematical physical education language arts social studies dramatic arts Multiple Intelligence: musical/rhythmic body/kinesthetic naturalist social studies language arts music Multiple Intelligence: intrapersonal naturalist Acti-Vie Program Guide 12

13 Overview Theme Dimension Experiential Final Task Language Goal L environnement et moi Students will... identify and classify environmental elements and dangers. read and create a poster to help protect the environment. conduct an experiment about acid rain and report their results. read about and report on endangered species in Canada and the world. analyse the waste in school lunches. Explorons l univers! Students will... identify elements of a science project. identify four different kinds of science fair projects. view a video of a class science display. choose between making a model of the Solar System; writing a research project on Jupiter; performing a demonstration showing the phases of the moon; and conducting an experiment on how meteors create craters to determine why Mars is red. Fêtons l hiver! Students will... view a video about the Quebec Winter Carnival. read about Canadian winter festivals. discuss winter festival activities. listen to and sing festival songs. read about ice sculptures and masks and create their own. invent and participate in races and relays. follow a recipe in order to make crêpes. create publicity posters. civic intellectual intellectual social Writing and performing an environment jingle Creating and presenting a science fair project on space Planning and participating in a class winter festival Le mystère du trophée de basket-ball Students will... read a mystery story. examine clues, fingerprints and hand-writing. create a police poster. listen to witness testimony. read witness reports. read and analyse alibis. analyse information they have gathered and create a poster. intellectual Reading, solving and selecting the ending of a mystery story On peut + infinitive verb. Sing. object + peut. Pl. object + peuvent. faire du mal à la/au/à l /aux + environment element. Arrêtez! (core verbs in second personal plural imperative form) Vocabulary: l eau, la terre, l air, les plantes, les animaux, les habitats espèces en péril and some of their names environmental dangers; industrial materials la pluie acide, une expérience, arrosez, mesurez réduire, réutiliser, recycler, utiliser, acheter C est + ; Il y a ; Voici. superlatives imperatives (plural) Il/Elle fait ; Ils/Elles font. Il/Elle a. Il/Elle est. prepositions of place Vocabulary: planet names science project terms other objects in space numbers 100 to 999 On peut + infinitive verb. Chantons! (core verbs in first person plural imperative form) Patinez! (core verbs in second person plural imperative form) Mettre (infinitive form of core verbs used as imperatives) Je/Tu veux/je/tu ne veux pas + infinitive verb. Nous voulons/nous ne voulons pas + infinitive verb. Il/Elle est + adjective; Elles sont + plural adjective. J aime parce qu il/elle est + adjective. Vocabulary: winter festival activities verbs used to give instructions verbs which describe participation in winter activities adjectives for describing masks and ice sculptures verbs and nouns used in recipes son/sa/ses + noun position of adjectives agreement of adjectives adverbs of manner, ending in -ment re verbs: Il/Elle entend ; Il/Elle répond. à côte de, dans, derrière, devant, sous, sur emphatic pronouns Vocabulary: une histoire à suspense : assorted vocabulary hair and eye colours body parts descriptive adjectives environ Links to Curriculum social studies science music dramatic arts language arts Multiple Intelligence: musical/rhythmic naturalist science art Multiple Intelligence: logical/ mathematical social studies (geography, history) art music physical education Multiple Intelligence: body/kinesthetic language arts art Multiple Intelligence: visual/spatial linguistic 13 Acti-Vie Program Guide

14 Experiential Theme Dimension Final Goal Task Language Soyons branchés! Students will... identify traditional and high-tech media. learn how a magazine is produced. research technology use in their school and write an article. conduct and transcribe an interview on TV and radio preferences. write an ad for a key-pal and learn about corresponding on the Internet. create a word game. write a review of a web site or software. complete a comic strip. Au secours! Students will... view emergency and first-aid situations on video. listen to first-aid dialogues on cassette. discuss their first-aid experiences. distinguish between 911 and non-911 situations. discover how to assess and treat first-aid situations. create a first-aid manual and kit. read posters and newspaper articles. prepare and present several role plays. Fini les conflits! Students will... discuss personality traits. listen to a radio phone-in show. discover 8 conflict resolution strategies. listen to a guidance counsellor talk about conflict resolution. read an advice column. complete scripts for a role play. make a poster illustrating a conflict resolution strategy. learn about dramatization. intellectual social civic physical social Voyageons dans le temps Students will... view a video about Tutankhamun s tomb. choose a time capsule container. read about 20th-century events. select a document to include in capsule. write letters about themselves. read about and discuss clothing preferences. listen to an audio tour of a museum exhibit and create their own. social intellectual Creating a class magazine about technology and media Preparing and presenting a role play based on a first-aid situation Preparing and presenting a role play of a conflict situation being resolved Creating and presenting a time capsule As-tu une radio? (inversion) Tu as une radio? (rising intonation) Combien d heures par semaine est-ce que? Quel(le)? Je/Tu veux/il veut/elle veut + infinitive verb. des jeux, des images + plural adjective Il/Elle utilise ; Ils/Elles utilisent. Vocabulary: communication media and corresponding equipment types of TV and radio programming school staff vocabulary relating to magazine publishing communication-related verbs adjectives describing web sites and software Appliquer (infinitive form of core verbs used as imperatives) Ne pas appliquer (infinitive form of core verbs used as negative imperatives) tu versus vous (politesse) J ai /Il/Elle a mal à la/au/à l /aux + body part. Il faut/il ne faut pas + infinitive verb. Je vais/vous allez + infinitive verb. Vocabulary: nouns and verbs expressing first-aid situations and treatments items in a first-aid kit adjectives for describing injuries; types of injuries Je me suis/il/elle s est coupé/brûlé/foulé/gelé + body part. pouvoir and vouloir (all persons, present tense) + infinitive Vous prenez. (core verbs in second person plural, polite form) Attendons! (core verbs in first person plural imperative form) ton/ta/tes; son/sa/ses Mon ami/mon amie est + adjective Il est toujours poli. (adverbs of time) Tu parles calmement. (adverbs of manner) Vocabulary: personality traits adverbs of manner and time conflict resolution strategies: nouns and verbs Il/Elle/On a gagné ; Ils/Elles ont gagné. (core verbs in past tense) J ai ; Je suis. Il y a eu. expressing years/dates ce/cet/cette/ces + noun; mon/ma/mes + noun J étudie. (core verbs in present tense, first person singular) Vocabulary: history, art and media-related words names of containers salutations used in letters les vêtements : dimensions, prices and fabrics Links to Curriculum language arts social studies science (technology) Multiple Intelligence: logical/ mathematical visual/spatial health language arts social studies dramatic arts Multiple Intelligence: body/kinesthetic health dramatic arts social studies Multiple Intelligence: interpersonal language arts social studies Multiple Intelligence: intrapersonal Acti-Vie Program Guide 14

15 15 Acti-Vie Program Guide Exploring a Unit

16 Sequence of lessons Lesson One serves to introduce the entire unit and to personalize the theme and contextualize the experiential goal. It also informs students of the steps that will be followed by the class to reach this goal. In addition, the first lesson generally includes an activity which is itself the first step leading to the experiential goal. Lessons Two through Seven or Eight comprise the steps leading to the final task. These lessons each focus on one or two of the following aspects: reading, writing, listening or speaking. Each of these lessons provides the building blocks needed for the student to be able to complete the task successfully. The penultimate lesson is always the Final Task lesson. It includes detailed instructions on how to complete the final task successfully as well as suggestions on how to modify it if necessary. All worksheets and organizational materials needed for the final task are also found here. The last lesson of the unit is a collection of summative evaluations. It includes at least one summative evaluation activity for each skill area, as well as one selfevaluation activity. These activities are similar to those that students have encountered throughout the unit. Suggestions on how to organize the evaluation session are included in this lesson. Each activity is given specific suggestions related to its content, its focus and whether it should be a group or individual activity. Also included in this lesson are grid evaluation charts needed for the activities in the summative package, as well as a Global Evaluation chart that can be used to record evaluation activities throughout the entire unit. Experiential goal Each unit is built around an experiential goal that relates to the students lives. While working on a unit, students learn to analyse the components of their goal and consciously monitor their readiness to accomplish the final task successfully. The way in which each unit is organized enables students to focus on their own learning and ensures that they are using language in a real way in preparation for their task. Content and number of lessons The program units contain nine or 10 lessons, depending upon the theme s experiential goal. Since elementary French programs throughout the country vary in terms of time allotted to French (from 45 minutes each day to 20 minutes three times a week), Acti-Vie is structured to allow you to by-pass one or two lessons per unit. In the overview of each unit, you are informed as to which lessons can be eliminated. Some adaptations in the material may be necessary if these lessons are omitted. Suggestions for modifications are included, as is an indication of what may be missed in terms of experiential and linguistic learning. By including nine or 10 lessons and by suggesting options for adaptations, the units are suitable for most classroom situations. A summary of outcomes, materials, skills and links to the curriculum are all included in the Unit at a Glance chart located at the beginning of each unit s Teacher Resource Book. Acti-Vie Program Guide 16

17 Special Features Language Boards Language Boards are a unique feature of Acti-Vie. They provide the teacher with various options for integrating language learning in the unit. Each unit has 30 to 40 Language Boards, each one representing a core vocabulary word or structure from the unit. Whenever applicable, the board has an accompanying visual cue to help students understand the word or structure. The same visual will also appear in a much larger format on the reverse side of the board. Language Boards are produced in a simple blackline master format and are included in all modules making them accessible to all teachers. You may wish to have students colour the visuals to enhance interest and appeal. They can be laminated, mounted onto colour-coded Bristol board, or both. In instances where Language Boards with accompanying visuals are to be used, you may wish, for the sake of visibility, to prepare photocopies of both sides of the board and fasten them together or at least display them together when they are used as initial presentation material or when they serve as a visual dictionary on classroom walls. The Language Boards serve many purposes and can be utilized in a number of ways. Throughout the teaching notes for each unit, you will discover many uses for Language Boards: to aid in student comprehension, as tools for playing word games or preparing warm-up activities, as elements for creating graphic organizers, etc. Integrated phonetic activities Many Acti-Vie units integrate phonetic activities. These activities build on sounds that are present in songs, chants, comptines or other oral documents. Phonetic activities help students become aware of sounds that are typical in French and of combinations of letters that make up certain sounds. Authentic music Every unit contains authentic music related to its theme. Sometimes the songs serve as background music to be played during activities; other times the music can be part of a Supplementary Activity that requires a simple recognition task of the students. The authentic music complements each theme and exposes students to music listened to in real-life situations. The authentic music also helps students become tolerant of listening to words that they don t fully understand. Learning to accept ambiguity is an important habit to develop as a second language student. 17 Acti-Vie Program Guide

18 The Introductory Unit The introductory unit, Découvrons notre école!, is the only obligatory unit of the Acti-Vie program. It is expected that all first-level students begin their language studies with this theme on school. This unit has been designed to introduce students to the study of a second language by having them discover that many different strategies, in addition to language, can be used to help an individual communicate. The gradual discovery of some basic communication strategies permits students to succeed in understanding and communicating at this early stage in their language development. Their subsequent successes will encourage them to take risks and apply these kinds of strategies in later units of the program. This constant building of communication tools will assist the student in becoming aware of the nature of language and communication as he or she acquires more language. In addition to introducing strategies, this unit also introduces the basic language of the classroom and the school, numbers, simple greetings, expressions of feeling and requests for permission. These basics are the tools the student needs to make French the language of the classroom as early as possible. Subsequent units of Level 1 of Acti- Vie build on the language presented and acquired in Découvrons notre école! A unique feature of this unit is the accompanying video component entitled, Bienvenue à l école! This innovative tool is designed to reinforce the communication strategies emphasized throughout the unit and takes the form of a home video of a boy s first day at school. Students watching the video learn to look for facial expression and gestures and learn to listen for tone of voice to infer meaning. They also learn to listen for cognates and words they know in the second language in order to understand what is going on. Aside from Découvrons notre école!, all units in Acti-Vie are completely selfstanding and, within each level, may be presented in any sequence desired. Acti-Vie Program Guide 18

19 A Guide to Planning Planning a Balanced Program Balance is a key factor in creating a successful program. In order to achieve balance, there are many elements to consider: dimensions of experience skill emphasis language cross-curricular integration seasonal appropriateness varying final tasks mandated curriculum requirements student and personal interest Dimensions of experience Acti-Vie offers units based on the five dimensions of experience physical, social, civic, leisure, intellectual proposed by the National Core French Study. It is important to ensure that, over the course of the three levels of the program, students have had an opportunity to gain knowledge and experience in each of these dimensions. At the elementary level, the social dimension takes on a dominant role in the curriculum, but it must not preclude the other dimensions. For that reason, you may have a tendency to select more than one unit from the social dimension while still including units that provide experience in the other dimensions. To ensure an appropriate balance of dimensions, refer to the Overview Charts on pages of the Program Guide when selecting units. Skill emphasis Another factor to consider when carrying out long-term planning is to include final tasks with varying skill focuses. Although each unit includes lessons that focus on the different skills, the final tasks are usually based on oral or written work. This is the nature of a final task: to culminate in the production and/or completion of a project. In some units, students prepare an oral presentation supported by visual representations and dramatizations; other units have a writing focus where students prepare a written document such as a brochure, a scrap book or a magazine. Still other units stress group oral participation during social activities or games. A wide range of final tasks helps to motivate students. Remember to include a certain amount of variety to stimulate student interest and to offer opportunities to develop the different skills. Language Language content can also play a role in the selection of units for the school year. Certain topics and language structures are required by various school jurisdictions. Acti- Vie includes most of these required topics and structures. The language outlined in the 19 Acti-Vie Program Guide

20 Overview Charts on pages and the Language Outcomes identified at the beginning of each unit can help you organize your program according to the specific requirements of your ministry or school board and your class. Spiralling and overlapping of language is a major feature of Acti-Vie and should also be considered during unit selection. Take, for example, the units studied in Level One. Vocabulary related to celebrations is encountered in both Souvenirs de ma famille and Bonne fête à tous!; physical descriptions occur in Au jeu! and again in Les aventures d A-V. Imperative structures are found in Bonne fête à tous!, Au jeu! and in Bonne collation, bonne nutrition! Dates and numbers are integral to Découvrons notre école! and Bonne fête à tous! Gender, colour and agreement of adjectives are found in Logosanimaux as well as in Les aventures d A-V. For a more detailed outline of how grammar spirals throughout the three levels of Acti-Vie, consult the Summary Chart of Acti-Vie Language on pages Cross-curricular integration You may wish to choose certain units in cooperation with your colleagues, e.g., a unit such as Au jeu! may be introduced when the physical education teacher stresses games, and one such as L environnement et moi may be introduced when the science teacher addresses environmental issues. In fact, topics that relate to virtually every subject taught at the elementary level are explored in Acti-Vie: math; science; language arts; dramatic arts; social studies, including history, geography and multicultural studies; music; physical education, art; health and nutrition; technology. To facilitate curriculum coordination, refer to the Overview Charts on pages or to the Unit at a Glance chart that appears at the beginning of each unit s Teacher Resource Book. Seasonal appropriateness When selecting units, consider the appropriateness of specific times of the year for certain themes. For example, if it is difficult to obtain the use of the gymnasium in your school, you may wish to complete Au jeu! in the spring so that students can play Tag outside. Fêtons l hiver!, obviously, would work best in the winter months. Et maintenant la météo might be most effectively taught in a season when a variety of weather conditions prevail. Varying final tasks You may wish to consider the scope of the final task when scheduling units. Each level in Acti-Vie offers a variety of types of final tasks, some more involved than others. Some tasks, such as making a frienship cube in Vive l amitié! or creating a comic strip in Les aventures d A-V are easily undertaken and will require little or no change to your class schedule or classroom set-up. Au café and Que le spectacle commence!, on the other hand, may require some reconfiguration of seats and tables, some additional movement on the part of the students, and perhaps even some modification of your normal schedule. You may wish to alternate these types of final tasks. Mandated curriculum requirements To ensure that specific board and provincial curriculum requirements are covered, contact your Prentice-Hall Ginn Canada representative for the appropriate provincial cross-reference chart. Acti-Vie Program Guide 20