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

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

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

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

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

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

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

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

Language Boards support, enhance and facilitate the presentation of language when applicable, language is represented with illustration to aid comprehension reproducible 8 1 2 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

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

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

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

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

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

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 Acti-Vie Program Guide Exploring a Unit

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

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

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

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 12-17 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

Overview Charts on pages 12-17 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 28-29. 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 12-17 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

Summary Chart of Acti-Vie Language 1 Acti-Vie 1 Acti-Vie 2 Acti-Vie 3 2 Core Language Additional Language Découvrons notre école! Bonne fête à tous! Au jeu! Logos-animaux Souvenirs de ma famille Et maintenant... la météo Les aventures d A-V Bonne collation, bonne nutrition! Au café Tous des champions! Que le spectacle commence! Une maison pas comme les autres! Vive l amitié! Voici ma collection! Cric? Crac! Autour du feu de camp Bienvenue chez nous! L environnement et moi Explorons l univers! Fêtons l hiver! Le mystère du trophée de basket-ball Soyons branchés! Au secours! Fini les conflits! Voyageons dans le temps... Nouns Introducing a noun: C est/ce sont. Il y a. Voici. Articles indefinite articles definite articles contractions partitive articles Pronouns pronoun subjects emphatic pronouns vous polite form Adjectives predicate agreement position of predicate possessive adjectives demonstrative adjectives comparative & superlative cardinals & ordinals Adverbs adverbs of time adverbs of manner Prepositions preposition + noun Conjunctions 21 Acti-Vie Program Guide

1 Acti-Vie 1 Acti-Vie 2 Acti-Vie 3 2 Découvrons notre école! Bonne fête à tous! Au jeu! Logos-animaux Souvenirs de ma famille Et maintenant... la météo Les aventures d A-V Bonne collation, bonne nutrition! Au café Tous des champions! Que le spectacle commence! Une maison pas comme les autres! Vive l amitié! Voici ma collection! Cric? Crac! Autour du feu de camp Bienvenue chez nous! L environnement et moi Explorons l univers! Fêtons l hiver! Le mystère du trophée de basket-ball Soyons branchés! Au secours! Fini les conflits! Voyageons dans le temps... Verbs Present tense: -er verbs -ir verbs -re verbs avoir être faire irregular verbs reflexive verbs aimer/il faut/pouvoir /vouloir + infinitive Past perfect tense: (avoir/être + past participle) Immediate future tense: (aller + infinitive) Imperative singular form plural form infinitive form Interrogation rising intonation Est-ce que? inversion interrogative pronouns interrogative adjectives interrogative adverbs Negation ne...pas/n...pas negative imperative/infinitive Acti-Vie Program Guide 22

Planning a Balanced Unit There are several items to consider when planning a balanced unit. These include: the final task scheduling setting performance outcomes The final task Once a unit is selected, the first step is to examine the final task. Usually there are several ways to complete the final task, and the option chosen may influence how you proceed through the unit. For example, in the unit Fêtons l hiver!, students can organize a full-fledged, outdoor winter festival complete with competitions, displays, games, food and invited guests. Alternately, they can complete selected festival-related activities in the classroom at the end of each lesson. When there are various possible formats for the final task, specific suggestions are provided to guide the class through each of the options. Scheduling Consider the total amount of time you have to devote to the chosen unit. If it seems too long for your schedule, you can look at the optional lessons which can quite easily be eliminated if certain adaptations are made in the unit. These adaptations are identified in the overview of the unit. Planning for the amount of time each lesson will take is the next step. This will allow you to get an overall perspective on how long the whole unit will last. An estimate of the duration for the core activities is provided at the beginning of each lesson, but you must adapt each lesson to your particular teaching situation whether 20, 30 or 40 minutes a day. Charts in each unit can offer suggestions on how to proceed depending upon the length of your class. Once the lessons are planned, consider which Evaluation and Supplementary Activities best suit your students. Some of the Supplementary Activities may also be used as warm-ups to begin your class. The activities that you choose and the emphasis that you place on certain aspects of the unit will help determine which Evaluation activities you should select. Setting performance outcomes Deciding upon reasonable expectations and levels of outcomes for your students comes next. If some of the language in the unit has only been seen once by students, you may decide that simple recognition of these elements is appropriate. If, on the other hand, students have seen a language feature several times, you may expect more of them in terms of producing the language. This, of course, will be influenced by the sequence of the units that you choose since certain language structures may or may not have been practised in earlier units. 23 Acti-Vie Program Guide

Planning a Balanced Lesson Planning a lesson involves: reviewing the materials needed for the lesson making judgements about appropriate Multi-Level Strategies for your class and for specific students making judgements about the Supplementary Activities deciding upon Evaluation activities scheduling daily sessions and planning warm-ups Materials When planning a lesson, begin by referring to the materials list located directly under the outcomes chart. Review the Blackline Masters (BLMs), the Workbook pages, and gather any additional materials that may be needed for the lesson. Arrange for any audio-visual equipment that may be required. Determine whether an Evaluation activity is included in the lesson. Decide which of the program materials you will want to use, and adapt any that you feel may work better in another way with your students. Multi-Level Strategies (MLS) While reading through the information in the Teacher Resource Book, take note of the MLS suggestions and decide if any of these may be appropriate for your class or for specific students. Generally, these strategies are easy to implement and can be achieved with minimal additional preparation. Supplementary Activities Next, look over the Supplementary Activities (Activités supplémentaires). You may wish to use them where indicated or at any later point in the lesson. Many of these activities can also work well as warm-up activities. The Supplementary Activities offer additional opportunities for the students to reuse language from the lesson and provide further practice in the skill areas. Evaluation activities Determine which Evaluation activities you will use and ensure appropriate emphasis on the material studied. You may even decide to use a content-based Evaluation activity as an alternate Supplementary Activity. It is advisable to choose a number of formative Evaluation activities for each unit. This will give you ample opportunity to monitor students progress. After receiving feedback, you may wish to do more work on a particular topic or language skill before proceeding with the rest of the unit. When choosing Evaluation activities, consider the emphasis you are placing on the particular content to be evaluated. You may expect students to be able to recognize a certain language element, but not necessarily expect them to reproduce it. Ensuring that the Evaluation activity has the same expectations you do is essential. Acti-Vie Program Guide 24

Scheduling daily sessions and planning warm-ups Establish approximate time-lines for the lesson in your class and decide where you will end each class session. Also, plan a quick warm-up activity for the first few minutes of each class. Warm-ups are short, five-minute activities that relate to the material of the day and help to motivate students. There are several options for warm-up activities: Supplementary Activities can sometimes be used; Language Boards can be used to play a game dealing with the day s lesson; a short, fun activity from the last class can be redone to provide some linking with the students previous learning; students can listen to and/or sing a song from the unit; card games can be played when provided with the unit. Suggestions for appropriate games can be found on pages 49-50. Warm-ups are flexible. Each day should be looked at independently, and your decision as to which activity to use should be based on how students are proceeding with the lesson, whether they have attained a certain familiarity with vocabulary, language or linguistic structures, and whether they have a grasp of strategies being used in certain contexts. Warm-up activities give students the opportunity to reuse language. They also give you the opportunity to take a few minutes to observe the students ability in this nonthreatening, fun situation. Warm-ups are a productive motivating feature of every class session. Planning for Multi-Level and Combined Grades Multi-level and combined grades have unique considerations. Not only are students from two different grade levels present in the same classroom, but students with a vast range of ability levels are also brought together since often weaker students from the upper grades are combined with advanced students from the lower grades. Also to be considered is the fact that students will have had different prior learning experiences, both in French and in other subject areas. All these factors influence the way you approach second-language instruction in this special situation. Although you might choose to teach two different units, from two different levels, at once in your combined grades, this is not the recommended approach. Because of Acti-Vie s flexibility and the modification suggestions built into each unit of the program, a more effective strategy would be to teach the same unit to the whole class, making adaptations as needed. Some of the modifications you might make fall into the following areas: Multi-Level Strategies: Depending on the ability of your students, you might decide to implement all the To add challenge suggestions for senior students, all the To simplify suggestions for junior students, or both. Supplementary Activities: These activities generally fall into three categories: a) activities that contextualize concepts coming up in the lesson; b) activities that reinforce concepts encountered in the lesson; c) activities that exploit concepts encountered in the lesson further. The first type of Supplementary Activity is useful for all types of students, but will be especially useful for junior students. For example, if a math-based lesson is 25 Acti-Vie Program Guide

coming up, a Supplementary Activity that reviews, in context, numbers from one to 30 might be suggested. Junior students may have only briefly, if ever, encountered these numbers before; therefore this optional reviewing exercise will be essential for them. The second type of Supplementary Activity, the reinforcement type, is useful for all your students. The junior students benefit from them since they might need more practice with a concept in order to grasp it as well as the senior students. On the other hand, more advanced students may finish their core activities more quickly than their classmates and a related Supplementary Activity could be the perfect way to challenge them further. The final type of Supplementary Activity will be most useful with the more advanced students. They may often grasp concepts more quickly and might, therefore, have the extra time and ability to carry out further study of an interesting theme. Often, this extra research or work done by a few volunteers can be presented to the class as a whole, thus benefitting all students. This presentation strategy also helps create the impression that all students are part of the same whole, despite the different activities going on in the same classroom. Cooperative group work: Depending on the objective of the activity at hand, you may wish to group students in different ways. For instance, heterogeneous groups, including students from both grade levels, offer built-in support for the weaker students and mentoring possibilities for the stronger students. This type of grouping is useful in any number of activities: reading and listening activities, peer editing, games, etc. Homogeneous grouping, on the other hand, is the most effective strategy to use when different outcomes are expected, e.g., when a more challenging form of an activity or final task is assigned to an advanced group. Also, summative group evaluations are best suited to homogeneous groups. Modified final tasks: As mentioned on pages 25 and 30, final tasks can take many forms. Most often, a unit will provide an optional form of the final task. If that optional task is more challenging, you might want to consider it for senior students. If it is a simplified version, recommend it for your students. Evaluation activities: Often, evaluations in Acti-Vie come with MLS suggestions to make them either simpler or more challenging. You can definitely make use of these suggestions. In addition, you must also be aware of any adaptations you made throughout each lesson and evaluate students accordingly. If half of the class was not required to achieve a certain outcome, ensure that they will not be later evaluated on that skill. Review all Evaluation activities carefully and make any necessary modifications before giving them. Diagnostic evaluation can be especially useful in the combined grade, as students will be learning at different rates and at varying levels. You should carefully monitor students progress to ensure that they are all on a relatively equal footing. The many formative evaluation sheets provided in Acti-Vie can help you with this task. Optional lessons: You may wish to have only more advanced students complete the optional lesson in a unit, thus allowing weaker students more time to absorb and review the core concepts presented in the main lessons. Alternatively, you may choose to skip the optional lesson altogether in an effort to keep all students on the same track. Acti-Vie Program Guide 26

Implementing Acti-Vie in the Classroom The section Exploring a Lesson, on pages 22 23, outlined Acti-Vie s basic instructional elements: personalization, contextualization, anticipation, reading or listening for global comprehension, reading or listening for detail, preparing an oral presentation or a written document, reflecting on learning and reinvesting that learning. In addition to the specific elements described above, the following teaching strategies are also at the core of this program. Group Work Pair and group work, as well as cooperative group work, are key elements in Acti-Vie and are included as early as the very first unit of the program. Pairing and grouping students for activities is important in learning a second language: in order to have real communication, one must have someone to talk to. In real life, one speaks to an individual or a group of individuals; speaking in a whole-class situation is not representative of our everyday lives. Besides being more authentic, communicating in pairs or in small groups allows students to take risks in a non-threatening environment surrounded by supportive peers. Grouping students not only helps them learn to communicate in French, it also helps them learn valuable social skills. Learning to respect and encourage the members of one s group, to allow for everyone s input, to monitor one another and to be responsible for specific tasks, are all important life skills that students acquire through grouping. Additional social skills (such as learning to share material, help others, graciously accept help, praise others, negotiate, listen attentively, speak quietly, follow directions, work within a group) may also be goals during group activities. The group grid evaluations provided for teacher use in Acti-Vie always include content evaluation but usually also include some social interaction outcomes. Group evaluations that provide students with the opportunity to analyse their own interaction and production are also included with many cooperative learning activities. Establishing habits It is important to establish classroom routines, a French environment and a lesson style before beginning to group students. As soon as students have a command of some survival sentences and some communication strategies, you can begin to introduce short controlled pair activities. Always begin simply and work toward a more ambitious type of grouping. The first unit of the program, Découvrons notre école!, gradually introduces the students to pair and group work and to cooperative learning. Students move through the lessons, learn communication strategies and the language needed to interact in French in the school setting, engage in controlled pair and group activities, and then participate in a simple game using the cooperative learning structure Numbered Heads Together before ending the unit with the final task game. 27 Acti-Vie Program Guide

One way to get students used to working in pairs is to include the procedure as often as possible in your lessons. Organize the partners yourself when you first start grouping. It is best to begin by using simple instructions, such as your partner is the person to your left. Initially, don t allow students to choose their own partners. The desired goal is to have the class learn to move to partner work quickly and efficiently, and the problems associated with choosing a partner can be avoided if you direct this step. Once students are accustomed to working in pairs, you can begin to organize them in more creative ways. Having students choose their own partners can be a special activity done occasionally once they are familiar with the process. While students are first learning to work with partners, ensure that the activities are short and simple. Initially, students need not work in pairs or groups for longer than five minutes. Once they have some experience with group work, you can occasionally give them activities that take longer to complete. The types of activities that students are first asked to complete in groups should also involve limited language. Usually, activities that are structured and have language guides are most useful. In many cases, reviewing the type of language needed to do the activity and displaying Language Boards can assist students in completing the activity using French only. Organizing groups quickly and effectively There are many quick and fun ways to organize random partners or groups for an activity. You can prepare pre-cut pieces of coloured paper, distribute one to each student upon entering the classroom and then have them group themselves by colour. You might make copies of illustrated Language Boards and cut the boards in two, randomly distributing illustrated segments and text-only segments for students to match. Distribute these vocabulary and visual cards to the students and have them find their partners. You can also group students quickly by using a deck of playing cards this works particularly well when organizing groups of four. You may sometimes wish to group students in a certain way for a specific purpose. Groups may be organized to allow for different or similar levels of ability, gender representation, mixed cultural representation, or specific interests within the group. In these cases, you should establish the groups prior to the activity and call out or post the names of group members at the outset of the task. Cooperative Grouping Techniques In the first level of Acti-Vie, students are introduced to basic cooperative activities and procedures. Gradually, in the second and third levels, the cooperative activities become more complex so that, by the end of the program, students are well grounded in cooperative learning techniques. Many of these can be set up quickly and can be used with a variety of activities in the classroom. In Acti-Vie, suggestions are provided on how to organize groups in specific situations; however, there are always other options to consider. The following are some grouping techniques which can be most useful in the elementary Core French class. Acti-Vie Program Guide 28

Language Boards Language Boards are simple tools that aid in communication and support students efforts in learning. These basic visual aids represent the core language of the program and serve as a valuable reference for students. Uses for the Language Boards Language Boards are most often used as visual cues to help students understand a new word that is needed for a step of an activity. Most Language Boards are illustrated with a visual that corresponds to the core vocabulary word presented on it. (The Blackline Master also carries the same but enlarged visual on the reverse side of the board. You may wish to prepare a photocopy of the front and back of the board to enable students to see the visual clearly.) Using these illustrated Language Boards allows you to communicate with your students without using English. Language Boards serve other functions as well. When personalizing a new topic, they can help students understand new language and get a better idea of the context of a situation. In anticipations, Language Boards help to offer possibilities to the students which they could not have come to without the use of English. Language Boards may also be combined to create language structures, used to play games and displayed permanently as a visual vocabulary reference. Displaying the Language Boards Language Boards can help you set up a visual reference for the unit in your classroom. As students are exposed to new core language, the appropriate Language Boards can be displayed on the walls of the classroom. Students are then free to refer to these cues to help them with communication whenever needed. The Language Boards also help to provide the appropriate linguistic context for the unit: students are surrounded by language that is appropriate and necessary for their work. Students will quickly learn to use references as a support to learning. Many elementary Core French teachers do not have their own classrooms. This can present some problems with certain uses of the Language Boards. Itinerant teachers who move from class to class may wish to use the Language Boards only when they are signalled in the teaching notes, rather than display them on the wall. If you have several classrooms, more than one set of Language Boards may be useful if you wish to display them permanently as a visual reference. You may wish to ask the homeroom teacher if a certain area on the classroom wall can become the French reference section so that each of your classes could have its own set of Language Boards. This is a good practice since students will become accustomed to French being part of their everyday environment rather than something that comes in and out with the French teacher. Language Boards are included in each module and are produced in Blackline Master format to make them accessible in multiple quantities. See page 20 for more ways to make use of Acti-Vie Language Boards. 29 Acti-Vie Program Guide

Creating language structures The Language Boards are also designed to help students with language structures needed to communicate in given situations. A sentence structure needed by the students can be displayed by using two Language Boards together. Then components within the sentence may be changed by simply replacing one Language Board. For example: Je vais prendre du gâteau can be placed before the class, and individual students can indicate their own preferences in games by substituting another expression for du gâteau. In this situation, the structure Je vais prendre could be placed in the centre of the wall and all of the possibilities provided in the lesson could be placed around it. Students would be left to make their own personal choices. You may wish to add words not provided on Language Boards if students wish to express additional ideas. Playing games with Language Boards Language Boards can also be used to play games in a whole-class situation. These can be played easily and quickly when you feel that students need additional practice with the language of a lesson. The word and visual from certain Language Boards can be separated and copied onto separate boards in order to play matching games such as Concentration. Other games, similar to those played with a deck of cards, can also be played with separate matching Language Boards, e.g., Pige! (Go Fish). For these types of games, you may wish to reduce the size of the Language Board BLMs as you photocopy them to create playing cards that are small enough to suit students hands. Other games, such as memory/guessing type games, can be played with the Language Boards intact. Place a few Language Boards on the ledge of the blackboard and ask students to observe the display for a few minutes. Then, change the order of the language or remove certain words altogether. Students must identify these changes. See the chart on pages 49-50 for a full description of games that can be played with the Language Boards. Acti-Vie Program Guide 30

Strategy Boards Strategy Boards, unlike Language Boards, can be used and reused throughout every unit in the program. Strategy Boards help students learn about learning by encouraging them to reflect upon the methods by which they comprehend, communicate and discover new concepts in French. As you introduce a strategy, display the board on the wall of your classroom. It should remain there and be referred to whenever the strategy is again appropriate to an activity. Several strategies are encountered in the first unit of the program. Additional strategies are introduced as needed throughout the program some focus on comprehension and communication, others on oral presentations or process writing, still others help students organize their work. A complete list of the 40 program strategies, broken down into their specific functions and identified numerically, are listed in the chart below. Like Language Boards, Strategy Boards can be laminated, colour-coded and/or mounted on Bristol board, depending on your teaching style and particular classroom needs. Communication and Learning Strategies Reading Strategies Process Writing Strategies Oral Comprehension Strategies Oral Presentation Strategies Communication Strategies les actions! 2 les images! 3 les expressions! 4 Regardez 1 nos mots français! 6 les mots-amis! 7 les mots importants! 11 Regardez dans le dictionnaire! 14 Regardez le type de document! 31 Regardez le titre! 36 Faites des prédictions! 9 Pensez aux expériences personnelles! 12 Utilisez un modèle! 17 Utilisez des ressources! 19 Organisez votre travail! 26 Faites un brouillon! 27 Faites des corrections! 28 Écrivez la copie finale! 29 Organization Strategies Utilisez un graphique! 13 nos mots français! 6 Écoutez 5 les mots-amis! 7 le ton de voix! 8 les mots importants! 11 Faites des prédictions! 9 Pensez aux expériences personnelles! 12 Regardez un modèle! 15 Parlez fort! 23 Parlez clairement! 24 Parlez de façon expressive! 25 Changez le ton de voix! 30 Regardez les spectateurs! 32 Faites des pauses! 33 Ne parlez pas trop vite! 34 Représentez une situation réelle! 37 Exprimez des émotions! 38 Faites des gestes et des mouvements! 39 Apprenez par cœur! 40 Comment dit-on en français? 10 Utilisez un mot connecteur! 16 Utilisez des synonymes! 18 Pardon? 20 Répétez, s il vous plaît! 21 Je ne comprends pas! 22 Ça veut dire! 35 31 Acti-Vie Program Guide

Games Games are integrated into the units of Acti-Vie as required; however, you may wish to add games of your own to certain lessons for various reasons. Games can be used if students need a break or a review of vocabulary or certain structures. They also function very well as warm-ups to begin your class. The following chart describes games that can be played with the help of the Acti-Vie Language Boards. However, there are also several other types of games that are fun and appropriate for the elementary French as a second language class. These include simple games such as Simon dit (Simon says); Charades; Jeu de chaîne (oral chain relay where students repeat the statements of previous students and add a statement of their own); Jeu du pendu (Hangman); Devinettes (20 Questions); Jeopardy; Devine (Pictionary); etc. Any of the above are easily organized by incorporating the unit s vocabulary and language structures into familiar game formats. Games Outcomes Materials Instructions Relais Students will demonstrate Language Boards, Divide the class into teams of equal size. The first team comprehension of vocabulary. cut in half lines up several feet from the blackboard. On a desk Students will associate visuals with stopwatch in front of the team, place a pile of either the word or written word. the visual halves of the Language Boards, face down. Place the other halves face up on the ledge of the blackboard. At the signal, one student turns over a board on the desk, runs to the blackboard to find its match, then runs back and tags the next team member. He/she repeats the process. Stop the time as soon as all the boards have been matched. The next team then tries to beat this time. Trouve ton Students will demonstrate Language Boards, Distribute Language Board halves and have students partenaire comprehension of vocabulary. cut in half find their matching partner. Encourage students Students will associate visuals with to use the expression: Est-ce que tu as? written word. The object is to find one s partner as quickly as possible. Concentration Students will demonstrate Language Boards, Whole class version: Divide the class into two teams. comprehension of selected vocabulary. cut in half Create a grid on the blackboard, i.e., with numbers Students will use memory skills. grid on blackboard across the top and letters down the left side, and Students will associate visuals with (optional) affix the halves of the Language Boards to the grid, written word. face down. Members of each team alternate to find matches by identifying Language Boards according to their coordinates, e.g., A1 and B4. When a pair is found, the student must say the word aloud. The winning team has the most pairs at the end. Small group version: Students arrange boards on a desk, no grid is needed. They take turns turning over two boards, trying to make a match. Again, they must say the word aloud to get the point. Acti-Vie Program Guide 32

Games Outcomes Materials Instructions Rummy Students will demonstrate Language Boards, Have students work in pairs or groups of four. comprehension of selected vocabulary. cut in half Select Language Boards with varying topics. Students Students will practise categorizing should receive five cards each to begin; the remaining words and concepts. cards are placed in a pile on the desk. The first student draws a card from the pile and attempts to lay down three cards on the same theme. If he/she cannot, the play passes to the next student who follows the same procedure. If a student successfully lays down a set of three related cards, he/she may draw again and attempt to create another set. Cards that are laid down must be read aloud. The game ends once all cards are used up. Pige! Students will ask for selected items. Language Boards, This game is played like Go Fish. Divide students into Students will use the expression: cut in half small groups. Each student is dealt five cards, and the Est-ce que tu as un/une? remaining cards are placed face down on the desk. Students will review selected Player 1 looks for a match to a card in his/her hand vocabulary. by asking any other player: Est-ce que tu as un/ une? If Player 2 has the card, he/she gives it to the first player. Player 1 puts the pair down, and then asks another person for a card. If the player does not have the requested card, he/she says: Pige! and Player 1 picks a card from the pile. If Player 1 draws the card asked for, his/her turn continues. If not, play moves to the next person. The player with the most pairs when the cards run out wins. Loto! Students will use known vocabulary. Loto! cards Students create their own Bingo-style cards by writing Students will prepare game cards. 16 Language Boards Loto! at the top of a piece of paper and then drawing 16 counters (pennies or a 16-square grid below it. Place Language Boards on the Bingo markers) for each blackboard ledge, and have students write one word, student randomly, in each of their 16 squares. Once this is done, retrieve the Language Boards and call them out one by one, in random order. Students put a marker on each word called out. They call out Loto! when they get four markers in a row in any direction. Tic-Tac-To Students will use known vocabulary. blackboard and chalk, Whole-class version: Create a Tic-Tac-Toe grid on the or blank paper board, putting a number or letter in each square. Then visual halves of Language affix the visual half of a Language Board in each Boards square, face down. Students play in teams. Player 1 identifies a square by its number or letter. Turn over the visual and have the student identify it. If he/she is correct, that team puts their mark (X or O) in the square. Three marks in a row in any direction wins. Pairs version: Students create a Tic-Tac-Toe grid on a piece of paper. Visual halves of Language Boards are placed in a pile face down between players. Player 1 turns over the top board and identifies the visual. If correct, Player 1 puts his/her mark in the square of his/her choice. Play continues as above. 33 Acti-Vie Program Guide

Authentic Documents Using authentic documents in second language teaching brings students closer to the real communication that they will encounter in the actual world. Acti-Vie includes authentic documents written, oral, visual and audio-visual whenever possible. In addition to authentic documents, Acti-Vie also includes realistic documents which are included when an authentic document is not available or appropriate for the purpose of the program. Students will recognize the type of document used in an activity, e.g., poster, invitation, poem, and be given the same opportunities to practise the reading and listening strategies that they have used with authentic texts. Progression and variety Level 1 of Acti-Vie contains several authentic documents. For example, in Bonne fête à tous!, students examine calendars, invitations and greeting cards; in Et maintenant... la météo, students view a weather report made up of authentic clips; in Bonne collation, bonne nutrition!, students work with the Canada Food Guide. For the most part, authentic documents at this level are recognizable and fairly simple to understand, although there is certainly some progression from the calendar in Bonne fête à tous! to the Canada Food Guide. Level 2 of Acti-Vie makes use of such authentic documents as identity cards in Vive l amitié!, programs in Que le spectacle commence!, and menus in Au café. Level 3 of Acti-Vie features more sophisticated texts: an information brochure on endangered species published by the World Wildlife Fund in L environnement et moi,an adaptation of the St. John s Ambulance First Aid Guide in Au secours!, and a page from the Sears catalogue in Voyageons dans le temps... Obviously, these documents are more challenging than those from the previous two levels. Using authentic documents All the documents in Acti-Vie, from the simplest to the most complex, are nevertheless accessible since they include limited language which students encounter in the unit. Likewise, the activities relating to these documents remain accessible, regardless of the complexity of the text, because of the strategies suggested for their exploitation. One strategy used often in the program is referring to personal experience and prior knowledge about documents in order to make links. Other strategies include using intelligent guessing by looking at clues in the documents; using the text type to help infer the purpose of the document and its general content; examining charts, titles and graphics for clues; and searching for key known words and cognates to help decipher general meaning. Using different reading layers like scanning and skimming before following up with intensive reading also helps to simplify texts. And using the Jigsaw strategy that is, dividing a document into smaller parts to be studied by various subgroups in the class makes reading more complex texts possible. These are just some of the many strategies used to exploit the authentic documents in Acti-Vie. These strategies give students confidence in their ability to understand French-language documents and encourage them to take risks with texts that may initially seem beyond their scope. This is the approach to learning through authentic texts espoused by Acti-Vie. Acti-Vie Program Guide 34

Multi-Level Abilities Overview Every Core French class has students with a wide range of language abilities. In a Grade 4 class, for example, most students are just beginning their French language study. These students would display all the different levels of talent that are normally associated with any classroom. In addition to this, however, the French class might include students from a different district who started their French program at an earlier level. There may also be students in the class who began their studies in a French Immersion program or even bilingual students who speak French at home. Furthermore, some French classes combine more than one grade level. All of these situations present a challenge to the Core French teacher. Acti-Vie is designed with all of these situations in mind and is flexible enough to adapt to the needs of classes and students of all ability levels. The final task The units in Acti-Vie are flexible and most of them lead to a final task that is very adaptable. Usually, several suggestions on how to simplify or add challenge to a final task are provided in the introduction to the units. These alternatives can help you address the special needs of your specific class situation. The number of lessons The number of lessons in each unit is also adaptable. Specific suggestions are provided in the introduction to each unit indicating which lessons can be omitted and how the final task should be modified if you decide to do so. Using the Multi-Level Strategies (MLS) Within each lesson, there are many opportunities for adaptation. The Multi-Level Strategies provided in the teaching notes offer simple ways to modify many activities, either by simplifying them or by adding challenge. Even when these suggestions provide a simplified alternative to the activity, they always ensure that the basic objective of the activity remains intact. MLS suggestions may sometimes recommend adaptations for certain worksheets. The MLS suggestions should not limit you in any way. On the contrary, these strategies will probably lead you to even more ideas on how to adapt activities for various students in your class. The MLS suggestions in Acti-Vie are there to help you accommodate the needs of students with different abilities in a quick, convenient and effective way. Multi-level and combined grades See pages 32-33 for a more detailed description of how to handle the special needs of the combined grade. 35 Acti-Vie Program Guide

Process Writing The initial exposure to process writing in the Core French class is very simple due to the language limitations of beginner students. Nevertheless, establishing the habit of process writing at this early stage enables students to begin learning that writing in a second language follows the same process as writing in their mother tongue. Pre-Activity Writing lessons begin like all lessons with personalization, contextualization and anticipation phases. During the anticipation phase, students brainstorm what should be included in the type of document they will be producing. Students are often exposed to several samples of this type of document and can, therefore, observe the components and sample language that will be required. Once the vital elements of the document are determined, criteria for successful completion of the product should be established cooperatively by you and the students. Activity During the activity phase, students work through the process of writing. They begin by deciding on the content of their document, proceed to organizing the material, and then move on to writing a first draft. During this time you should circulate in the class, offering assistance when needed and addressing questions and areas of difficulty experienced by the students. Students then either pair up, work in small groups, or work in the Pairs-Check grouping model to read each other s documents and share ideas and comments. Often, at the elementary level, this pair- or small-group editing is simply a basic check to ensure that the required content is present and that language is used correctly. Encourage students to use resources such as the Language Boards and the lexique in their Workbook, as well as other classroom reference tools such as dictionaries, to help them in this process. Students should also be encouraged to use their strategies of communication in asking for help or additional information. At this time, you may also want to complete a short language lesson dealing with student questions and difficulties observed during the first draft stage. Language Boards are often useful for these types of lessons. As a final step, students make corrections to their texts and prepare the final versions. If drawings, illustrations, colours or other elements are to be included with the document, they are added at this point. Post-Activity In this phase of the lesson, students reflect upon the document they have written to identify its purpose, in which context it is used, how and when to modify it, and the characteristics of the genre or format. For example, in Bonne fête à tous!, students might determine that all invitations include specific information like time, date, location, and honoured guest; or that all birthday cards include birthday wishes and greetings, the name of the person celebrating the birthday and the name of the person addressing the birthday wishes. Acti-Vie Program Guide 36

Finally, in the reinvestment phase of the lesson, students can put their documents to real use. In Bonne fête à tous!, they can send their birthday invitations or cards to real people; in Que le spectacle commence!, they can actually use the programs they created for their show. The relevance of the document produced must be made clear to students; using the document in an appropriate, authentic manner best achieves this goal. Evaluating writing Evaluation of a written product should be based on criteria developed cooperatively with students. Is the required information found in the document? Is the information presented clearly and correctly? Are additional required elements, e.g., illustrations, drawings, graphics, included? Evaluation is also based on the process of writing. Did the student work conscientiously on the task? Did the student work through the peer sharing and editing in French? Did the student use the resources available in the classroom? Evaluation of written work should examine both product and process. Ensure that students clearly understand the criteria by which they will be evaluated before they begin an activity. 37 Acti-Vie Program Guide

Evaluation Successful teaching requires that outcomes, learning activities and evaluation all work together effectively. Outcomes are achieved by choosing appropriate learning activities and by using appropriate methodology for the activities. Student learning must be evaluated using methods that reflect the outcomes and the activities used to reach them. If students are expected to develop competence in the skill areas listening, reading, viewing, speaking, writing, representing then evaluation must take place in each of them. If students are expected to develop good social habits and responsible behaviour when working in groups, then these expectations must become evaluation criteria for group work. Evaluate only what you teach and how you teach it. Acti-Vie reflects this philosophy and provides the materials and guidance needed to achieve this objective. Formative Evaluation Formative evaluations are carried out on an on-going basis and are used to evaluate student progress during the course of instruction. They also serve to inform you of individual student achievement and reflection throughout the unit. The formative evaluations found in all units of Acti-Vie will alert you if a particular student needs extra help or if certain content is unclear to your class. By assessing the results of these evaluations, you will know whether to re-teach certain elements of a lesson or whether students have a grasp on the required concepts and are prepared to continue to the next step in the process at hand. Although several evaluation options are provided for each unit, you are not required to use them all. If a certain outcome was not stressed in your class, you may prefer not to evaluate it. Alternatively, you may wish to modify one of the recommended evaluations to suit what was covered in your class. These are decisions you will make as you consider the various evaluation activities available to you. Formative evaluation may take many forms: observation of students and their participation, progress charts, grids, questionnaires, as well as tasks quite similar to classroom activities. Communicative content Certain evaluations provide feedback related to the language learned in specific communicative contexts. These content evaluations include activities similar to those that students have completed as regular activities and cover all the skill areas. (See example, above right). Grids, with suggested evaluation criteria, are usually provided when oral or written activities are to be evaluated. (See examples, right.) Note: Scoring rubrics have been included with selected activities throughout the Teacher Resource Books in order to assist you in assessing specific criteria. Acti-Vie Program Guide 38

As with all evaluations, you should consider the emphasis that was placed on certain content in each lesson as you select and adapt suitable evaluation activities. These formative content evaluations will help you determine whether students have understood certain concepts or whether additional work would be warranted. Group work evaluation Evaluations of group activities relate to the outcomes of the lesson and may be completed by you (see example, left) or by students (see examples, below left). Grid evaluations provide guidance as you observe student performance in groups. They evaluate whether or not students accomplish the given tasks, display appropriate social interaction skills and maintain French as the language of communication. Self-evaluation There are two types of self-evaluation, group (see example, far left) and individual self-evaluations (see example, left.) These evaluations enable students to reflect on their own accomplishments several times throughout the unit. These reflections are useful as reminders of their progress in the second language. They also provide an opportunity for students to take charge of their learning. In addition to these positive learning features, self-evaluations also give you insight into students feelings about the program material and will alert you to their successes or failures with certain activities. All this will help you decide how and when to adapt strategies, increase work in specific areas, or eliminate certain activities. Summative Evaluation The National Core French Study describes the goal of Summative Evaluation as the assessment of a student s performance at the end of a course of study. Acti-Vie provides evaluation tools to evaluate the final task of each unit (see example, far left). This evaluation material allows you to assess student performance, upon completion of the unit, in relation to each communicative/experiential goal. Acti-Vie also provides a summative evaluation package as the last step of every unit (see example, left). These evaluations resemble the communicative activities seen throughout the unit. Some are to be completed individually, and others in partners or small groups. The variety of activity types reflects the distribution of the content of the unit. Once again, you are invited to select only those suggested activities that are most appropriate for your class. 39 Acti-Vie Program Guide

Self-evaluation Finally, there is a self-reflection activity in which students assess their ability to do each task in the unit and indicate their general impressions of the unit itself. The students summative evaluation may also give you insights on how to modify and best present the unit when using it in the future (see example, right). Portfolio Assessment The portfolio has traditionally been used by artists to offer a sample of the type of work they feel represents their artistic development best. The portfolio, when applied to education, is a collection of work done by a student and selected by that student because he or she feels that it represents his or her progress in a certain area. Many language arts programs call for the use of portfolios with students. Other curriculum areas are also beginning to use the portfolio as one measure of student development over time. Some elementary classes are developing integrated portfolios of student work in a number of curriculum areas. With portfolios, the conscious selection of pieces of work by the students makes them aware of their progress and this type of reflection is one that Acti-Vie encourages throughout each unit. For example, each unit in Acti-Vie promotes student awareness of what students are working on and where they are going with the task. Students are introduced, in the first lesson, to the final task and the steps leading to this task. The program s formative evaluation activities also encourage student reflection by providing feedback on skill development, content, self- and group participation, and personal achievement. This type of feedback lends itself well to the notion of portfolio development as students reflect on their progress. Lastly, the production of the final task and the summative evaluation activities in Acti-Vie supply students with products to select from when demonstrating their final achievements. Portfolio development allows students to select pieces of work that demonstrate their progress, and allows them to reflect on their work and make some judgments about it. Two units, in particular, make use of the portfolio as their structural progression: Une maison pas comme les autres! and Soyons branchés! In the latter, each group begins by setting up a portfolio and, with each lesson, works cooperatively to add documents to it. In the final stages of the unit, groups have gathered enough material to create a class magazine which includes two features selected by each group. In the former, students work on their design portfolio, including, with each lesson, more elements centered around the design and construction of their home for aliens. Portfolios also serve to give students ownership of their learning. If this process is one that you, or your Board, wish to embrace, Acti-Vie offers a means of including French as one of the curriculum areas represented in the student portfolios. Acti-Vie Program Guide 40

Les articles Info Structures Un article accompagne un nom. Il s accorde avec le nom qu il accompagne. Copyright 1998 Gage Educational Publishing Company le / la / l / les (articles définis) On utilise... le devant un mot masculin : le nez la devant un mot féminin : la bouche l devant un mot masculin ou féminin qui commence par une voyelle : l océan les devant un mot pluriel : les jambes un / une / des (articles indéfinis) On utilise... un devant un mot masculin : un pamplemousse une devant un mot féminin : une pomme des devant un mot au pluriel : des raisins du / de l / de la (articles partitifs) On utilise... du devant un mot masculin : du chocolat de la devant un mot féminin : de la cassonade de l devant un mot masculin ou féminin qui commence par une voyelle : de l avoine au / aux (articles contractés) On utilise... au devant un mot masculin : à + le = au le base-ball Elle joue au base-ball. aux devant un mot masculin ou féminin pluriel : à + les = aux les habitats Les déchets peuvent faire du mal aux habitats. à la devant un mot féminin : la plage Je joue à la plage. à l devant un mot masculin ou féminin qui commence par une voyelle : l activité Elle participe à l activité.

Les pronoms Info Structures Le pronom personnel représente la personne. Les pronoms personnels sujets Je Tu Il / Elle / On Nous Vous Ils / Elles La forme accentuée Moi Toi Lui / Elle Nous Vous Eux / Elles Le vous de politesse On utilise... Copyright 1998 Gage Educational Publishing Company On utilise la forme accentuée pour insister sur une ou plusieurs personnes : Moi, je veux être un volontaire. Toi, tu es le volontaire. vous quand on parle à une personne plus âgée ou quand on ne connaît pas bien la personne : Quel service voulez-vous? Qu est-ce que vous choisissez? tu quand on parle à un ami : Tu veux quelque chose à boire?

Les adjectifs Info Structures Copyright 1998 Gage Educational Publishing Company Un adjectif est un mot qui décrit un nom. L accord de l adjectif L adjectif s accorde avec la personne ou la chose qu il décrit. En général, les adjectifs sont différents au masculin et au féminin : Il est gentil. Elle est gentille. Il est fâché. Elle est fâchée. Il est grand. Elle est grande. Il est beau. Elle est belle. Il est généreux. Elle est généreuse. Il est agressif. Elle est agressive. Mais certains adjectifs ont la même forme au masculin et au féminin : Il est sympathique. Elle est sympathique. Il est triste. Elle est triste. Les adjectifs de couleur Les adjectifs suivants sont différents au masculin et au féminin : blanc blanche bleu bleue blond blonde brun brune gris grise noir noire roux rousse vert verte violet violette Mais certains adjectifs ont la même forme au masculin et au féminin : jaune orange rose rouge La place de l adjectif Les adjectifs sont presque toujours placés après le nom : un motif floral un masque unique Mais, les adjectifs suivants se placent toujours devant le nom : beau/belle une belle illustration bon/bonne une bonne idée grand/grande une grande ville gros/grosse un gros ours jeune un jeune homme joli/jolie une jolie jupe long/longue un long voyage mauvais/mauvaise un mauvais exemple nouveau/nouvelle une nouvelle école petit/petite un petit dessin vieux/vieille une vieille femme

Les adjectifs Info Structures Le comparatif Pour faire une comparaison entre deux choses à l aide d un adjectif, on utilise... plus + adjectif + que le salon est plus grand que la cuisine. ou moins + adjectif + que la cuisine est moins grande que le salon. Les adjectifs possessifs L adjectif possessif s accorde avec le nom qu il accompagne. L adjectif possessif indique le lien entre une chose et une personne. ma famille mon père mes sœurs Avec un mot Avec un mot Avec un masculin féminin mot pluriel singulier singulier mon ma mon* mes ton ta ton* tes son sa son* ses notre notre nos votre votre vos leur leur leurs Copyright 1998 Gage Educational Publishing Company Le superlatif Pour exprimer le degré supérieur d une chose à l aide d un adjectif, on utilise... le/la plus + adjectif + de/du/de/la Voici l objet le plus intéressant de ma collection. Pluton est la planète la plus éloignée du Soleil. *Attention! Devant un mot féminin qui commence par une voyelle, on utilise mon, ton ou son : mon amie ton école Les adjectifs démonstratifs L adjectif démonstratif sert à montrer une chose ou une personne. Il s accorde avec le nom qu il accompagne. ce collier cette table cet instrument ces scènes

Les adjectifs Info Structures Copyright 1998 Gage Educational Publishing Company Les adjectifs cardinaux Les adjectifs cardinaux indiquent le nombre. 0 zéro 1 un 2 deux 3 trois 4 quatre 5 cinq 6 six 7 sept 8 huit 9 neuf 10 dix 11 onze 12 douze 13 treize 14 quatorze 15 quinze 16 seize 17 dix-sept 18 dix-huit 19 dix-neuf 20 vingt 21 vingt et un 22 vingt-deux 23 vingt-trois 24 vingt-quatre 25 vingt-cinq 26 vingt-six 27 vingt-sept 28 vingt-huit 29 vingt-neuf 30 trente 31 trente et un 32 trente-deux 33 trente-trois 34 trente-quatre 35 trente-cinq 36 trente-six 37 trente-sept 38 trente-huit 39 trente-neuf 40 quarante 41 quarante et un 42 quarante-deux 43 quarante-trois 44 quarante-quatre 45 quarante-cinq 46 quarante-six 47 quarante-sept 48 quarante-huit 49 quarante-neuf 50 cinquante 51 cinquante et un 52 cinquante-deux 53 cinquante-trois 54 cinquante-quatre 55 cinquante-cinq 56 cinquante-six 57 cinquante-sept 58 cinquante-huit 59 cinquante-neuf 60 soixante 61 soixante et un 62 soixante-deux 63 soixante-trois 64 soixante-quatre 65 soixante-cinq 66 soixante-six 67 soixante-sept 68 soixante-huit 69 soixante-neuf 70 soixante-dix 71 soixante et onze 72 soixante-douze 73 soixante-treize 74 soixante-quatorze 75 soixante-quinze 76 soixante-seize 77 soixante-dix-sept 78 soixante dix-huit 79 soixante dix-neuf 80 quatre-vingts 81 quatre-vingt-un 82 quatre-vingt-deux 83 quatre-vingt-trois 84 quatre-vingt-quatre 85 quatre-vingt-cinq 86 quatre-vingt-six 87 quatre-vingt-sept 88 quatre-vingt-huit 89 quatre-vingt-neuf 90 quatre-vingt-dix 91 quatre-vingt-onze 92 quatre-vingt-douze 93 quatre-vingt-treize 94 quatre-vingt-quatorze 95 quatre-vingt-quinze 96 quatre-vingt-seize 97 quatre-vingt-dix-sept 98 quatre-vingt-dix-huit 99 quatre-vingt-dix-neuf 100 cent 101 cent un 102 cent deux 200 deux cents 201 deux cent un 202 deux cent deux 1000 mille Les adjectifs ordinaux Les adjectifs ordinaux indiquent le rang. premier (1 er )/ première (1 re ) deuxième (2 e ) troisième (3 e ) quatrième (4 e ) cinquième (5 e ) sixième (6 e ) septième (7 e ) huitième (8 e ) neuvième (9 e ) dixième (10 e ) J ai fini troisième en course à pied. 799 66 7 23 18 46 9

Les adverbes Info Structures L adverbe est un mot invariable qu on ajoute à un verbe pour décrire une action. Les adverbes de manière Pour former les adverbes de manière, on ajoute en général -ment à la forme féminine de l adjectif. soudaine soudainement franche franchement rapide rapidement seule seulement complète complètement Les adverbes de temps jamais Il n est jamais agressif. rarement Elle est rarement égoïste. quelquefois Il est quelquefois difficile. souvent Elle est souvent impatiente. toujours Il est toujours heureux. Avec les adjectifs qui se terminent en -i, -u, -ai ou - é, on ajoute -ment à la forme masculine de l adjectif. poli poliment Copyright 1998 Gage Educational Publishing Company Avec les adjectifs qui se terminent en -ant ou -ent, on remplace -ant ou -ent par -amment ou -emment. bruyant bruyamment prudent prudemment

Les noms Info Structures Pour introduire un nom On peut utiliser les expressions suivantes : Il y a + nom. Dans une école, il y a une bibliothèque. Voici + nom. Voici le menu. Voici votre sandwich au jambon. Copyright 1998 Gage Educational Publishing Company C est + nom singulier. C est une école. C est mon père. Ce sont + nom pluriel. Ce sont des chaussures de course.

Les prépositions Info Structures Copyright 1998 Gage Educational Publishing Company Les prépositions sont utilisées avec un nom pour exprimer le lieu, par exemple : dans Ma collection est dans le bocal. sur Mon livre est sur l étagère. sous Le ballon de basket-ball est sous la table. devant Les empreintes de pattes de chien sont devant la porte du bureau. derrière La feuille de papier froissée est derrière le pupitre. à côté de La plante est à côté de la table. Pour les noms de villes, on utilise à + le nom de la ville : J habite à Winnipeg. Pour les noms de provinces et de pays : masculin singulier commençant par une consonne féminin singulier commençant par une consonne masculin et féminin singulier commençant par une voyelle masculin et féminin pluriel à + le = au à + la = en à + l = en à + les = aux Il habite au Nouveau- Brunswick. Elle habite en Colombie- Britannique. Tu habites en Allemagne. J habite à New-York aux États-Unis.

Les verbes réguliers au présent Info Structures Aimer (les verbes en -er) j aime tu aimes il/elle/on aime nous aimons vous aimez ils/elles aiment Les verbes dans Acti-Vie qui se conjuguent comme aimer : Finir (les verbes en -ir) je tu il/elle/on nous vous ils/elles finis finis finit finissons finissez finissent Les verbes dans Acti-Vie qui se conjuguent comme finir : choisir Copyright 1998 Gage Educational Publishing Company accepter additionner aider ajouter allumer appliquer apporter arrêter arroser assister attacher chanter chercher chuchoter collectionner coller conserver continuer couper créer crier cuisiner danser décorer découper déterminer diviser donner écouter enfoncer étaler étudier évaluer éviter exercer frotter gagner glisser graisser griller grimper habiter inventer jouer laver livrer magasiner marcher mesurer multiplier organiser paniquer parler participer passer patiner porter pousser préparer raconter ramper réchauffer réconforter recycler regarder représenter rester retourner réutiliser rouler sauter taper téléphoner tirer tomber toucher transporter trouver utiliser vérifier verser voler Entendre (les verbes en -re) j entends tu entends il/elle/on entend nous entendons vous entendez ils/elles entendent Les verbes dans Acti-Vie qui se conjuguent comme entendre : correspondre, répondre S appeler (les verbes pronominaux) je m appelle tu t appelles il/elle/on s appelle nous nous appelons vous vous appelez ils/elles s appellent Les verbes dans Acti-Vie qui se conjuguent comme s appeler : s amuser, s identifier, se brûler, se couper, se fouler

Autres verbes au présent Info Structures acheter j achète tu achètes il/elle/on achète nous achetons vous achetez ils/elles achètent courir je cours tu cours il/elle/on court nous courons vous courez ils/elles courent dormir je dors tu dors il/elle/on dort nous dormons vous dormez ils/elles dorment geler je gèle tu gèles il/elle/on gèle nous gelons vous gelez ils/elles gèlent aller je vais tu vas il/elle/on va nous allons vous allez ils/elles vont couvrir je couvre tu couvres il/elle/on couvre nous couvrons vous couvrez ils/elles couvrent envoyer j envoie tu j envoies il/elle/on envoie nous envoyons vous envoyez ils/elles envoient lire je lis tu lis il/elle/on lit nous lisons vous lisez ils/elles lisent Copyright 1998 Gage Educational Publishing Company avoir j ai tu as il/elle/on a nous avons vous avez ils/elles ont commencer je commence tu commences il/elle/on commence nous commençons vous commencez ils/elles commencent Les verbes dans Acti-Vie qui sont comme commencer : placer cuire je cuis tu cuis il/elle/on cuit nous cuisons vous cuisez ils/elles cuisent dire je dis tu dis il/elle/on dit nous disons vous dites ils/elles disent être je suis tu es il/elle/on est nous sommes vous êtes ils/elles sont faire je fais tu fais il/elle/on fait nous faisons vous faites ils/elles font manger je mange tu manges il/elle/on mange nous mangeons vous mangez ils/elles mangent Les verbes dans Acti-Vie qui se conjuguent comme manger : bouger, déménager, diriger, mélanger, nager, ranger

Autres verbes au présent Info Structures mettre je mets tu mets il/elle/on met nous mettons vous mettez ils/elles mettent Les verbes dans Acti-Vie qui se conjuguent comme mettre : battre pouvoir je peux tu peux il/elle/on peut nous pouvons vous pouvez ils/elles peuvent réduire je réduis tu réduis il/elle/on réduit nous réduisons vous réduisez ils/elles réduisent s asseoir je m assieds tu t assieds il/elle/on s assied nous nous asseyons vous vous asseyez ils/elles s asseyent Copyright 1998 Gage Educational Publishing Company partir je pars tu pars il/elle/on part nous partons vous partez ils/elles partent peindre je peins tu peins il/elle/on peint nous peignons vous peignez ils/elles peignent préférer je préfère tu préfères il/elle/on préfère nous préférons vous préférez ils/elles préfèrent prendre je prends tu prends il/elle/on prend nous prenons vous prenez ils/elles prennent Les verbes dans Acti-Vie qui se conjuguent comme prendre : apprendre répéter je répète tu répètes il/elle/on répète nous répétons vous répétez ils/elles répètent rire je ris tu ris il/elle/on rit nous rions vous riez ils/elles rient soustraire je soustrais tu soustrais il/elle/on soustrait nous soustrayons vous soustrayez ils/elles soustraient voir je vois tu vois il/elle/on voit nous voyons vous voyez ils/elles voient vouloir je veux tu veux il/elle/on veut nous voulons vous voulez ils/elles veulent

Autres formes des verbes Info Structures Le passé composé On utilise le passé composé pour parler d une action passée. On conjugue un verbe au passé composé comme ceci : sujet + avoir + participe passé Indira Gandhi a accepté le poste de Premier ministre. On a inventé l ordinateur en 1946. Les docteurs Banting et Best ont utilisé l insuline pour la première fois en 1922. L impératif On utilise l impératif pour donner un ordre, une instruction ou une suggestion. les verbes les verbes les verbes en -er en -ir en -re à une personne Chante! Choisis! Réponds! à plus d une personne Chantez! Choisissez! Répondez! Copyright 1998 Gage Educational Publishing Company Le futur proche On utilise le futur proche pour parler de ce qu on va faire. On conjugue un verbe au futur proche comme ceci : sujet + aller + l infinitif Je vais tourner le dos. Il va faire le tour de magie. La négation On utilise ne + verbe + pas pour indiquer la négation. Je suis canadien. Je ne suis pas canadien. J aime les bananes. Je n aime pas les bananes. Je veux chanter. Je ne veux pas chanter. à notre groupe Chantons! Choisissons! Répondons! La forme négative d un impératif : L infinitif Ne touche pas la blessure! Ne paniquons pas! Ne restez pas dans la rue! On utilise l infinitif... pour donner des instructions écrites (quand on ne parle pas directement à une personne) : Chanter une chanson. Ne pas bouger la victime. Répondre à la question. Ne pas faire de bruit. Choisir un ingrédient. comme complément après des verbes de volonté : vouloir + infinitif : Je veux correspondre avec un garçon. Elle veut patiner. comme complément après des verbes de sentiment : aimer + l infinitif : J aime aller chez des amis. On aime faire de la bicyclette.

Les questions Info Structures Il y a trois manières de poser une question : avec est-ce que Est-ce que tu as une radio? avec l inversion As-tu une radio? avec l intonation Tu as une radio? On peut répondre à ces questions par oui ou par non. Différents types de questions???? QUESTION RÉPONSE Copyright 1998 Gage Educational Publishing Company Qu est-ce que c est? Comment vas-tu? Quel âge as-tu? Qui collectionne des objets? Qu est-ce que tu collectionnes? Où est-ce que tu ranges ta collection? D où sont tes autocollants? Quand pars-tu? Pourquoi est-ce que tu aimes les autocollants? Combien d autocollants est-ce qu il y a dans ta collection? Quel est ton animal préféré? Quelle activité commence le 22 juillet? Quels objets sont à toi? Quelles sont tes activités préférées? C est un cheval. Comme ci, comme ça. J ai onze ans. Sarah et Jean-Luc collectionnent des objets. Je collectionne les autocollants. Je range ma collection sur une étagère. Mes autocollants sont de partout. Je pars le 22 juillet. J aime les autocollants parce qu ils sont colorés. Il y a quatre-vingt-dix-neuf autocollants dans ma collection. Mon animal préféré est le lion. C est le festival de Grande-Île. Les objets sur la table sont à moi. Mes activités préférées sont la natation et la lecture.

Vocabulaire utile Info Structures Les jours de la semaine lundi mardi mercredi jeudi vendredi samedi dimanche L heure 1 h 00 Il est une heure (du matin). 1 h 30 Il est une heure et demie. 1 h 15 Il est une heure et quart. 1 h 45 Il est deux heures moins le quart. 12 h 00 Il est midi. 24 h 00 Il est minuit. Copyright 1998 Gage Educational Publishing Company Les mois de l année janvier février mars avril mai juin juillet août septembre octobre novembre décembre Pour exprimer la date 14 juin 1999 le quatorze juin mille neuf cent quatre-vingt-dix-neuf 2001 deux mille un 1903 mille neuf cent trois Les saisons le printemps l été l automne l hiver Les provinces et territoires du Canada l Alberta la Colombie-Britannique l Île-du-Prince-Édouard le Manitoba le Nouveau-Brunswick la Nouvelle-Écosse l Ontario le Québec la Saskatchewan Terre-Neuve les Territoires du Nord-Ouest le Yukon