Four activities/exercises which encourage students to learn basic vocabulary associated with different past times/hobbies (cycling, running, swimming, chess, music, reading..). Allows students to read and listen to the instructions for each activity in French. Activities are varied and interactive (drag and drop, click on the appropriate answer, rearrange the words to form a logical sentence, crossword puzzle etc.). The activities are auto-corrected. The photos appear authentic and are of diverse peoples from around the world including the francophone parts of the world. Opportunity to reflect on and discuss : different sports around the world (le vélo/la bicyclette : sport ou transport ?, le vélo/la bicyclette, les échecs et la natation : des sports « blancs », des sports pour personnes plus riches : oui ou non? Le vélo = transport important..moins cher..plus équitable..meilleure pour la planète, pour combattre le réchauffement climatique..le football/le soccer : sport global? Le lacrosse : sport national du Canada/le plus sport en Amérique du nord/sport inventé par les communautés autochtones Learner outcomes: Vocabulary and expressions Language structures/conventions (grammar/syntax) Appropriate use of language structures/conventions/vocabulary in different contexts Intercultural understanding Vocabulary and expressions Students learn new vocabulary words related to hobbies, past times, sports. Students learn how to express their opinions about/preferences for different hobbies, past times, sports. Vocabulary: le théâtre, la musique, le sport, les livres, les échecs, la natation, la piscine, le vélo/la bicyclette, les vacances, le tennis, le football, le cinéma, le rugby, un ballon, la guitare, le métro, la plage Language structures/conventions (grammar/syntax) Verbs: « faire », « jouer », « regarder », « aller », « aimer », « adorer », « détester » aller (ex. Je vais) à la, au, en vacances faire (ex. Je fais) + du, de la, de l’ + un loisir/un sport individuel jouer (ex. Tu joues) + au, aux + sport d’équipe/collectif jouer (ex. Ils jouent) + du, de la, de l’ + instrument musical Present tense verbs: (J’aime, J’adore, Je déteste) + infinitive (jouer, regarder, nager, voyager) Appropriate use of language structures/conventions/vocabulary in different contexts le football vs. le soccer (terme au Canada), le vélo vs. la bicyclette (terme au Canada) Curriculum: Grade 4 A1.2Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about everyday topics and situations, with contextual and visual support C1.4Developing Vocabulary: use a few vocabulary-acquisition strategies C2.1 model the use of a variety of verbs C3.1Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities D3.2Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them Grade 5 B1.2Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support Teacher prompts: (1) Teachers can model the use of standard forms of familiar expressions for expressing likes and dislikes (e.g., “J’aime” and “Je n’aime pas”). (2) Teachers can scaffold students’ learning by modelling the use of verbs for expressing a preference (e.g., “préférer/aimer/adorer/ détester”) C1.2Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as required C1.4Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words C3.1Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities C3.2Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities Grade 6 B1.2Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing ideas and information about themselves, family, friends, and their environment, with contextual, auditory, and visual support C1.1Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts Teacher prompt Instructional tip: Teachers can introduce vocabulary and expressions related to making predictions, such as “Je pense que”, C1.4Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words C3.1Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities C3.2Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities.
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