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Tu parles! 1TEACHER’S RESOURCEKarla Torrente-Lepage, authorLinda M. Hendry, publisher
Overview of Tu parles ! 1, a resource for Grade 9 Academic Core French Unit 1 Tu parles ! 1 is a resource designed for use with Grade 9 Academic students. It conforms to the most recent curriculum for French as a Second Language from the Ministry of Education in Ontario: French as a Second Language Core French — Extended French — French Immersion The Ontario Curriculum Grades 9 to 12 2014 REVISED. The resource also recognizes the impact of the Common European Framework of Reference, or CEFR, on current teaching practices in second language classrooms in Canada. It recognizes the need to teach FSL in a culturally rich context through meaningful, interactive activities. The resource provides natural, rich speaking situations, with sufficient modelling and vocabulary building to ensure success and comfort as students speak French. It is targeted at young teenagers and their need for social interaction. TABLE OF CONTENTSA. Introduction to the Teacher’s Resource i• Overview of Tu parles ! 1 i• Pedagogy of the Resource iii• Contexts for Learning iii• Influence of the CEFR vB. Instructional Strategies viiC. Lesson Plans 1Unité 1 Unité 4Module 1A 1 Module 4A 117Module 1B 15 Module 4B 128Module 1C 30 Module 4C 139Unité 2 Unité 5Module 2A 43 Module 5A 149Module 2B 54 Module 5B 159Module 2C 63 Module 5C 169Unité 3 Unité 6Module 3A 79 Module 6A 179Module 3B 94 Module 6B 189Module 3C 106 Module 6C 198D. Assessment 207E. Curriculum Correlation 231A. Introduction to the Teacher’s ResourceTu parles ! 1 Teacher’s Resource Introductioni©2015 RK Publishing
The choice between Units 2 or 3 and 4 or 5 will allow for:• variety from year to year for the teacher • the opportunity to choose a unit which will best interest the students• provide additional material for students in need of enrichment or variety• a reasonable pace in a semestered course, allowing time for assessment and evaluation and school activities.Each Unit is divided into three Modules (A, B and C). Teachers will recognize a pattern to the layout of the Modules. This pattern will be outlined in the Context for Learning.As students use the resource, they will be introduced to recurring characters. These teenagers have been chosen carefully in order to represent a rich cross-section of our demographic population. Our two main characters, Antonio (Tony) and Mélanie, will meet and interact with many other young people and adults as they explore their environment, their cultures, their interests, and participate in a variety of authentic social situations. Please see pages viii and ix in the Student Book for a listing of all the characters, with their photos.Tu parles ! 1 encourages students to listen, speak, read, and write in French as they explore the language in typical scenarios of teenage life. This resource has been designed with input from instructional leaders and teachers in classrooms throughout Ontario. The resource is comprised of the following:• Student Book• Teacher’s Resource• Student Workbook (Cahier)• BLMs (Black Line Masters – supplementary materials)• Video Program (18 clips)• Audio Program (up to 15 clips per unit)• Interactive games and activities for use with SMART Boards/media.The Student Book is comprised of 6 units, although only 4 units are taught in order to meet the essential Ontario Ministry expectations and content. • Unit 1 must be covered in order to create a clean introduction to the resource. • Teachers and students may choose Units 2 or 3.• Teachers and students may choose Units 4 or 5. • Unit 6 must be covered in order to provide closure and reflection at the end. Please see pages iv to vii in the Student Book for further detail. iiIntroduction Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
Unit 1 OverviewOverview of Unit 1 Students are introduced to Antonio (Tony), a student from Timmins, and learn that he is moving to Ottawa in order to play on a hockey team. He will be living with his aunt and uncle. Tony will also meet Mélanie, who is in the same grade at school. In their first encounter, Tony tries to impress Mélanie, but he finds out that hockey is not one of her interests. Mélanie introduces Tony to her friends and they talk about languages they speak or would like to speak, as well as other interests. Students will be asked to demonstrate the ability to introduce themselves and to greet someone appropriately, in different contexts. Dans cette unité, on explore…LEGENDV = visual activity+A = auditory activityK = kinesthetic activityAFL = Assessment for LearningAOL = Assessment of LearningAAL = Assessment as LearningUne nouvelle villeMODULE Acomment se présenter et les langues qu’on parle.MODULE Bnos préférences, comment exprimer nos opinions et les activités à l’école et dans la communauté.MODULE Ccomment négocier avec des amis, les sorties et comment exprimer nos désirs, nos capacités et nos responsabilités.Tu parles ! 1 Teacher’s Resource Unit 1 Module A1©2015 RK Publishing
Lesson 1 2. Model how to introduce oneself to a friend or another student. Explain to students the differences between greeting and introducing oneself to a friend, or someone of the same age versus greeting and introducing oneself to someone older, or in a position of respect/authority. This could lead to a brief cultural discussion to make connections from the students’ world to Francophone culture. You may wish to model an introduction to another student. You will now tell the class that they are going to pretend to meet another student in the class. It is reasonable to expect that, at this level, students will have some ability to introduce themselves and to greet someone. Modelling is still very important at this stage of the process.T: Bonjour ! Je m’appelle _____________.(You may wish to make up a first name—try to include a French-type name, and one that is not used in the text. Choices: Daniel, Martin, Josée, Lise, etc.)Ça va ? You will now have the student respond to the question. S: Ça va bien, merci. Je m’appelle _____________ (name of student). V AYou will be able to use this as an assessment in determining future strategies to assist students who need extra help or enrichment opportunities. A K 3. Inside/Outside Circle (see page xv in Teacher’s Resource). Using this strategy with this limited content will help students become familiar with the steps in the strategy, and will make it easier the next time it is used with more difficult content. Students will be labelled circle A or B. You might call on circle A to start the introductions, with circleB responding or vice versa. Students can follow the model or should be encouraged to use some of the other expressions that have been brainstormed on the T-Chart. If the classroom set-up doesn’t work for a circle, have the students face one another in lines, within the desk rows. 1. Minds-On! V A AFLTalk about how we greet friends. Brainstorm a list of some of the expressions in French that the students already know. You may wish to create a T-Chart (see page xix in Teacher’s Resource) on the board to keep track of greetings and of possible responses to greetings. This chart can be used later on, as the class expands its vocabulary with greetings and responses, according to the new vocabulary used in the chapter. Lesson 1Module A: Les présentationsNOTESThe suggested time this lesson will take is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 2-6• Audio Tracks 1.1, 1.2, 1.3• Cahier pp. 1-7, Ex. A to G• teacher-prepared large cards for Quelle est la question ? vocabulary game (optional)• cue cards (optional)2Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
4. Action! Meaning into context V AHave students look at the tableau visuel on pages 2-3 of the Student Book. Ask questions about the pages to personalize the images, and to provide a preview of what is to come. T: Où Tony va-t-il habiter maintenant ? – Est-ce que les amis de Tony vont lui manquer ? Comment le sais-tu ?– Peux-tu nommer d’autres détails de la vie de Tony ?You can confirm the information the students are providing, and can tell the class a little more about the context of the story. This will help provide a good foundation for speaking, listening, reading, and writing activities throughout the module. Play Audio Track 1.1.AUDIO TRACK 1.1The content of Student Book pages 2-3 is provided to assist with comprehension and scaffolding.1.1 5. Explain the messages on pages 2-3 that you feel students will need in order to understand what is going on in the Student Book. If desired, call on volunteers to read the messages aloud. MODEL:Tu vas nous manquer. Mime waving goodbye while tearfully reading the sentence. Sans show an empty pocket or box. Explain: Je ne peux pas aller au restaurant sans argent ! Tu pars Ask a student to stand up and head for the door, on a given signal. With a surprised voice ask, « Tu pars ? » The student opens the door, saying « Oui, c’est fini. Je pars. Au revoir! » Triste Draw happy faces and sad faces on the board. Present students with a situation, e.g., «Demain, il n’y a pas de classes ! Êtes-vous heureux ? Êtes-vous tristes ? » Point at the appropriate drawing as you ask the questions. Ask another question that will produce the opposite response, so that students are using both adjectives. Réussir « Voici les résultats d’un test de vocabulaire. » Write random French names on the board and passing marks: Kofi 6/10, Marie 8/10, Iman 5/10, Marc 9/10. And write one name (ensure it is not the name of a student in the class) without a passing mark, e.g., Jean-Claude 3/10. Explain: « Pour réussir, il faut au moins une note de 5 sur 10. Est-ce que Marie réussit ? Qui ne réussit pas ? » 6. Have students turn to page 4 of the Student Book.Here they will learn more about the main male character in the Student Book, Antonio or Tony. Have students look at the image at the bottom of page 4 with the listening icon. This is only the second listening activity of the semester, so students may need a refresher on listening strategies and the process for listening activities. The process may include listening to the piece once, with their Cahier closed, then reviewing the questions in their Cahier, and then listening again. Before listening to Audio Track 1.2, take a few moments to review listening strategies with the class. What are some strategies that we can use to maximize understanding of the listening activity? Predict some vocabulary that students might hear. Listen for the main ideas, rather than each word, etc. Refer students to page xi in the Student Book.T: Quelles stratégies peut-on utiliser pour mieux comprendre ? 7.Play Audio Track 1.2 for students. 1.2 A AFLEncourage students to just listen to the piece without looking at their Cahier. After students have listened to the audio track once, ask a few simple comprehension questions.T: Qui parle ?- De quel sport parlent-ils ?, etc.Play Audio Track 1.2 again and allow students a few moments to complete page 2, Ex. B of their Cahier. Take up the activity with the group. Ask students to reflect on what they understood well and what they had trouble with. This activity is not necessarily intended to be evaluated.3Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing
AUDIO TRACK 1.2Je m’appelle AntonioM. Tremblay : Bonjour, Antonio ! Je suis ton entraîneur, Serge Tremblay. Fais-nous une petite description de toi !Antonio : Salut, les Étoiles ! Bonjour, monsieur ! Euh… mon surnom est Tony. Euh… eh bien, je suis très sportif ! J’adore jouer au hockey, bien sûr ! Euh… et j’aime jouer au soccer et au baseball. Je fais du karaté et de l’haltérophilie aussi. Hum… euh… oh, je suis très organisé et ponctuel mais pas très bon en maths. Je vais habiter avec ma tante. Elle est très gentille, et mon oncle aussi. Ils sont super ! J’adore la poutine mais je déteste le foie. Euh… euh… oh, et j’aime jouer à des jeux électroniques. Mais ma passion, c’est le hockey.M. Tremblay : Formidable ! Bienvenue à Ottawa ! Tu vas aimer jouer pour notre équipe. Tout le monde a hâte de faire ta connaissance. Antonio : Merci, monsieur ! J’ai hâte de rencontrer tout le monde moi aussi ! 1.2Post-Listening: Ask students to share the information they gleaned from this audio clip. 8. Bonjour ! V APre-Reading: Have the students turn to page 5 in the Student Book. Ask them to look at the page, focusing on the text features, i.e., pictures, graphics, titles, etc. This will help them to preview the text. Ask a couple of general questions about what they see on this page. For this, have students use the strategy Think-Pair-Share (see page xx in Teacher’s Resource). Ask students to decide who is partner A and who is partner B. Depending on the letter called, the person will respond to the question. Encourage students to respond in complete sentences. You will state the question (please see examples), and then the name of the partner that will think and share with the others. Partners can help, if necessary. Ensure that each of the partners has the chance to respond to one or two questions. This will help to see that students are speaking. By doing so in a smaller setting, there is less risk, which can help build confidence. T: Antonio habite maintenant à Timmins ou à Ottawa ? - Quel âge a Antonio ? Comment le sais-tu ? - Quel est le surnom d’Antonio ?- Avec qui parle-t-il ? - Est-ce qu’Antonio est sportif ? Comment le sais-tu ? During Reading:Using the pairs from the previous activity, have students read or act out the scenes from the photos. Have them repeat the process, this time reversing roles. Post-Reading:Once completed, students may turn to page 3, Ex. C of their Cahier to verify their understanding. Page 5 of the Student Book is provided on Audio Track 1.3 to assist in the scaffolding of instruction. 9. Writing VHave students turn to page 1, Ex. A of their Cahier. Explain that over the course of this unit, students will be introduced to the characters who will appear throughout the Student Book. This is a place for students to record the information about each character. Based on the listening, reading and speaking activities, take a few moments to complete the sections for the characters that have already been introduced. ENRICHMENT 10. Fun with Words! For additional practice, you may wish to incorporate a vocabulary game into the lesson. Quelle est la question ? (see page xviii in Teacher’s Resource). You may wish to prepare large cards ahead of time that can be attached to a grid that is drawn on the board. 1.34©2015 RK PublishingUnit 1 Module A Tu parles ! 1 Teacher’s Resource
11. Je lis ! Pre-reading: Have students look at the reading on page 5, Ex. E of the Cahier, in order to reinforce the literacy strategies that they typically use in their first language and help them recognize how they can be applied to learning French. Students will note some of the following: • It’s an e-mail;• It’s addressed to mom and dad, and sister, etc.Read the e-mail aloud to the class once. Ask students to take a coloured marker or pen and underline the words that they know. What they will likely discover is that they know more than they thought they did. Ask a variety of students to share their underlined words with the class. Discuss some of these words if everyone is not familiar with them.Before students respond to the V A K AFL questions about the e-mail on page 6, Ex. F of the Cahier, use a strategy called Human Graph (see page xiv in Teacher’s Resource). You may wish to write on the board two or three headings, in this case, Vrai, Faux, Peut-être.You can then call out some statements. The class will take a moment to think about the response and stand in front of the heading that they think is correct. Later in the lessons, this activity will be developed further to incorporate speaking, but for now students will use this as a check. If they see that the majority are going to a certain spot as an answer, they will be encouraged to think about their answer and find proof in the text. It will serve as a double check for the students, as well as an assessment for learning for yourself, the teacher. When students are writing their final responses, you may wish to check in with certain students to ask further questions for explanations to answers. 12. Consolidation V A AFL AALBuilding on the skills from the beginning of the module, have students participate in spoken interaction activities including page 6 of the Student Book and page 4, Ex. D of the Cahier. If time permits, have students create cue cards with numbers 1-4 on one side, and have them put one name on each card from the character names provided on page 5 of the Student Book. You can use an abridged version of the strategy Mix-Music-Meet (see page xvi in Teacher’s Resource) to have the students move around, and when the music stops, you will then call out which numbers will pair and act out the introductions, which can be based on the model on page 5. The newly formed pair can then form a group of four, and one partner can introduce the other using «Je vous présente _______. » Students may also complete page 7, Ex. G of the Cahier.ENRICHMENTStudents who are ready, can add additional expressions to their dialogue. This will model for other students, and will also continue to build on authentic oral communication. As groups become comfortable, encourage the original pairs to come and visit you, so that there can be some immediate descriptive feedback provided. 5©2015 RK PublishingTu parles ! 1 Teacher’s Resource Unit 1 Module A
Lesson 2NOTESThe suggested time this lesson will take is 3classes or approximately 225 minutes.MATERIALS• props to describe adjectives (file folder, books, a picture, a ball)• Student Book pp. 7-9• 6-8 pictures of famous people from magazine• 6-8 more celebrity cards (optional)• Cahier pp. 1, 7-13• Video Segment 1• dice• BLMs A-E 1. Minds-On! V A KWhat is an adjective? Start by providing some examples in French that are similar to English words, so that students can become familiar with the cognates. For example, actif, difficile, grand, intelligent, organisé, sportif, etc. You may wish to write these on the board. See if students can add to the list in a class remue-méninges. Ask students what an adjective is. You may also wish to provide a model sentence as an example. T: L’enseignant est organisé et discipliné, mais aussi très sympa. Try to elicit the definition of an adjective from the class, before providing the answer. 2. Call on 4-5 students, who will model various adjectives. You may also wish to provide some additional props to enhance the description. For example, file folders for someone who is organized, several books for someone who is intelligent, a picture for someone who is artistic, a ball for someone who is athletic, etc. This will also help make it about the adjective and less about the person who is “modelling” the adjective, which can make the learning environment more comfortable. 3. You may choose to begin by asking questions. Students will practise with you first to generate confidence.T: Est-ce que _______ est sportif / sportive ? (Point to student holding ball.) Ask class to state, « Oui, _____ est sportif / sportive. » Repeat for the other examples. For the second round, structure the questions for a « non » response. T: Est-ce que ___________________ est organisé(e) ? (Point to student who is holding ball.) Ask class to respond by stating, « Non, ____________ n’est pas organisé(e). Il / Elle ______. »Repeat for the other examples. Try to ensure that you have a mix of boys and girls as examples. Then ask if the student is sportif / sportive or actif / active, etc.T: _______ est sportif ou sportive ? (Stand a boy and girl student beside one another, and ask:) - Sportif ou sportive ? - Actif ou active ?- Intelligent ou intelligente ?- Chanceux ou chanceuse ? Note the differences. Write some examples on the board, if needed. 6Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
4. Have students turn to the V A Ksentences at the top of page 8 of the Student Book. Read the sentences aloud to them. You may wish to have students use Think-Pair-Share (see page xx in Teacher’s Resource).T: Explique pourquoi l’adjectif discipliné est différent dans chaque cas. Listen to some of the students’ answers, which will include, singular, plural, masculine, feminine, etc. Have students note that some adjectives are regular and some are irregular. There are charts provided on page 8 of the Student Book.If time permits, have students work in groups to complete the Tu parles de l’image ! activity at the bottom of page 8. Students can even try to incorporate descriptive words or adjectives into this activity, where possible. 5. Action! V A KPost on the board 6-8 pictures of famous people or pictures from a magazine. Put the person’s real or fictitious name. Depending on the level of the class, beside the name, you may also wish to write an adjective in its masculine and singular form. If time permits, you may wish to make up sets of cards with 6-8 or more different pictures of celebrities and/or pictures from a magazine, enough for one set per group of 1 to 4 students. You may wish to model the process, with the help of another student, prior to having students move around. Then have students move around, or pre-select pairs and have them ask and respond to basic questions.T: Qui est / sont ton / tes personnage(s) ? S: Mon personnage est / Mes personnages sont ________.T: Comment est _______ ? Comment sont _________ ?S: Elle est gentille, charmante, etc. Ils sont sévères, grands, etc. T: Merci. At the end of the process, have students switch pictures with the person with whom they just paired. Find a new partner. Repeat the process 3-4times. Before the last round, inform students that it will be the last switch and that they will now present their exchange to the class.ENRICHMENTFor additional speaking practice, students can model conversations based on page 7 in the Student Book. Both Ex. A and B will enhance spoken interaction comfort and also practise the use of adjectives. 6. Have students turn to page 9 of the Student Book. On this page is a picture of Tony and Mélanie, which will set the stage for Video Segment 1. Ask students to predict what they think the conversation will be about. Where is the scene taking place? Time of day, etc. 7. Play Video Segment1 where Tony and Mélanie meet up again at school. Verify the predictions that the class made. Discuss any discrepancies. You may wish to take this opportunity to help students better understand any difficult or new words and expressions presented in the video segment. Play the video segment again and have students complete pages 10-11, Ex. K of their Cahier.BEFORE ALL LISTENING ACTIVITIESThe teacher may refer students to pages xii and xiii of their Student Book for Learning Strategies that students are encouraged to use to increase their understanding as they listen to audio or view video. The teacher is encouraged to target ONE strategy per activity to focus the students’ attention on increasing their understanding. After the activity, a brief discussion of how the strategy helped will be beneficial, and the teacher may wish to create an Anchor Chart that is added to as each strategy is used. This is an important metacognition strategy. This method may also be used for Speaking, Reading, and Writing skill development.17Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing
VIDEO SEGMENT 1Narratrice : Voici Tony dans le corridor de sa nouvelle école. Il est nerveux, et il ne trouve pas sa salle de classe. Il regarde son horaire.Tony : Ouw ! Oups ! Pardon !Mélanie : Aïe ! Oh, ça va. C’est juste un livre ! Oh ! Tony, n’est-ce pas ? Salut, Tony !Tony : Salut, Mélanie ! Désolé, je suis toujours en train de regarder mon horaire !Mélanie : Hé, laisse-moi regarder ! Oh, tu t’en vas à la classe de sciences.Tony : Tu vas à la classe de sciences toi aussi ?Mélanie : Non, désolée, je vais à ma classe favorite, le dessin, avec Mme Delman. Et toi, ta classe favorite… je sais, l’éducation physique !Tony : Oui ! Oui ! Mais j’aime aussi l’histoire. Mélanie : Oh ! Alors, tu vas aimer Ottawa ! Dis donc, veux-tu visiter la ville avec moi samedi ?Tony : Euh… oui ! Oui ! Samedi, c’est parfait !Mélanie : Oh non ! Les cours commencent ! Je me sauve ! Salut, Tony !Tony : Salut ! Et merci ! Tony : Oh non ! Où est ma classe ? Je vais être en retard !1For oral practice, have students model conversations from Student Book page 7 Ex. A and B.Refer students back to page 1 of their Cahier to add to or complete the character descriptions they already started. 8. Have students turn to page 12, Ex. L of their Cahier. Students will read an online chat session between Tony and his best friend from Timmins, Jason. In this back-and-forth dialogue, Tony describes to his friend Jason his new life in Ottawa, his hockey team, and the new friends he has made at his school in Ottawa, particularly Mélanie.Have students complete page 13, Ex. M of their Cahier to practise their writing skills in French and to further develop the chat session from page 12. Students will also have the opportunity to practise using adjectives in French. 9. Consolidation V AFL AALHave students turn to Ex. G on page 7 of their Cahier. This can be completed as a whole class activity or with partners. Once completed, you may wish to have students play the game on page 4, Ex. D of their Cahier. You will need one die per group.Have students complete page 9, Ex. I of their Cahier. This will help put their learning into context. Following the model of three sentences, students will write one sentence about themselves using two adjectives; one sentence about a male friend using two adjectives, and one sentence about a female friend using two adjectives. Students then describe their favourite male and female artist, using two adjectives for each. You are encouraged to circulate around the class at this time to offer suggestions and to ask questions, which is important to the feedback process. Additional adjective practice is available on BLMs B-E. 8Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
Students will have the opportunity throughout the Tu parles ! 1 program to discover new elements of their Student Book using La chasse aux trésors ! on BLM A. This activity helps students identify units in the program and become familiar with the layout and content of the Student Book.9©2015 RK PublishingTu parles ! 1 Teacher’s Resource Unit 1 Module A
1. Minds-On! V A K AFLRefer students to page 9 of their Student Book, Est-ce que tu parles…. Use the strategy That’s Me! (C’est moi !) (see page ix in Teacher’s Resource). You may wish to ask students questions such as:T: Qui parle français ?- Qui parle grec ?- Qui parle hindi ?, etc.- Est-ce que quelqu’un dans la classe parle… ? ou- Qui connaît quelqu’un qui parle… ?You may wish to take note of students’ answers. This information about the class could later be referred to in conversations about culture. Teachers could also display pictures of various flags from around the world (i.e., la Francophonie, birth nations of students in the class). This will help to create an inclusive environment. 2. Action!In pairs, use the model on page 9 of the Student Book to practise asking and responding to questions regarding languages spoken. 3. C’est quoi la culture ? Refer students to pages 10 and 11 of the Student Book for topics that reflect culture. First, review the key vocabulary terms that students may need to participate in the upcoming activity. Then, ask the class:T: C’est quoi la culture ? Listen to some student responses. Now have them think about Canada. What is Canadian culture? Divide the class into groups of 3-4. Use a Brainstorming Strategy (see page viii in Teacher’s Resource) to generate some answers and examples. Have them work together for 5-7 minutes. Listen to the various ideas generated by the class. A student volunteer could list them on the board.Additional topic discussion on culture can be explored using BLM G. 4. Share the overview of Audio Track 1.4 on page 9 of the Student Book with the class. Have the class listen to the scene first. Once they have listened to it, have them turn to page 14, Ex. N of their Cahier. They can read over the exercise before the scene is played again. Have the students complete the exercise. This is additional information about the characters that can be added to page 1 of their Cahier. Give students a few minutes to do that now.Lesson 3NOTESThe suggested time this lesson will take is 1-2 classes or approximately 75-150 minutes.MATERIALS• Student Book pp. 9-13• Cahier pp. 1, 14, 15, 17, Ex. A, N, O, Q• BLM G• Audio Track 1.410Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
AUDIO TRACK 1.4Est-ce que tu parles…Narratrice : Tony et Mélanie sont dans la cafétéria. Mélanie présente Tony à ses amis, et ils font des plans pour visiter la ville.Mélanie : Tony ! viens ici ! Hé, la gang, voici Tony, il est nouveau. Il joue pour Les Étoiles ! Groupe : Salut, Tony ! Les Étoiles ? Super ! Tony, assieds-toi ! Jasmine : Enchantée, Tony ! Tony, quel âge as-tu ? Quatorze ans, comme moi et Mélanie ? Pardon, je m’appelle Jasmine !Tony : Salut, Jasmine. Euh… oui, j’ai quatorze ans moi aussi. Je viens de Timmins.Mélanie : Tony et moi, nous allons visiter la ville samedi. À quelle heure, Tony ? À dix heures ? Tony : Parfait, comme ça nous pouvons dîner en ville. Tu es mon guide, alors moi, je paye le dîner, d’accord ?Tristan : Woah ! Mélanie, fais attention, ça va vite !Mélanie : Non, non, il est juste poli ! Oui, bien sûr, Tony, et merci ! Dis donc, ça va, tes classes ?Tony : Pas mal. Mais le cours de français est très difficile ! Mélanie : Ah, oui ? Mais tu parles bien !Tony : Oui, mais la grammaire ! Aïe ! Et j’écris mal.Mélanie : Ah, oui ? Ta famille peut t’aider ?Tony : Un peu. Mais je parle anglais à la maison avec mon oncle, et à mon école, à Timmins, nous parlons français seulement dans les classes. Mélanie : C’est comme moi et l’anglais ! Nous parlons seulement le français à la maison. Je n’ai pas la chance de pratiquer.Tony : C’est comme mon italien ! Je parle italien avec mes grands-parents, mais pas très bien. Mélanie : C’est dommage. J’adore les langues ! J’apprends le japonais en ligne. Mais il faut parler beaucoup et souvent pour apprendre !Tony : Waow ! Le japonais ? Et tu apprends ça à l’ordinateur ? C’est difficile !1.4Mélanie : Oui, mais intéressant ! Tony : Dis, Mélanie… euh, peux-tu m’aider un peu avec mon français ? Et moi je pourrai t’aider avec ton anglais !Mélanie : Bonne idée ! Pourquoi pas ? Nous allons commencer samedi en ville !Tony : D’accord ! Tony : À plus tard, OK ? Au revoir, tout le monde ! Bye, Mélanie !Tristan : C’est un gars sympa ! Ce Tony, il va se faire beaucoup d’amis ! 5. Consolidation AFL AALRefer students to page 13 of the Student Book. In pairs, students prepare a short presentation during which they will introduce their partner, describe their personality, their likes and dislikes and share the languages they are able to speak. Presentations take place during the next lesson. You may wish to have students complete Ex. Q on page 17 of their Cahier, which will help to organize their ideas and guide their questions. Please share the checklist as the success criteria for the presentation. ENRICHMENTHave students share some ideas about their own family culture(s) and languages and/or elements of culture/language in their community. They could present 3-4 ideas that represent their own cultures/languages. They should also try to incorporate the use of a regular and irregular adjective in their presentations. Before doing so, they may wish to try to complete page 15, Ex. O of their Cahier. 11Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing
NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 192-193• Audio Track 6.13• Cahier pp. 311, 315-320, Ex. H, K-N• BLMs G-JLesson 5To help students prepare for the final presentation, the following activities are provided:Cahier, page 317-318, Ex. L, La réflexion… Je suis unique ! provides a chart to help solicit information for the presentation and ideas for how the presentation may be shared.Cahier, page 318-319, Ex. M, C’est mon tour ! Comment je suis unique ! provides step-by-step assistance so that students are guided through the process to create a rich presentation.BLM J provides a graphic organizer to help students organize their ideas for the presentation. Optional:Cahier, page 315-316, Ex. K provides a rich exercise that asks students to write feedback to our characters as if they were the teacher. Lots of Vocabulaire utile boxes are provided for additional support. 3. Consolidation AOL AAL Students will make their presentation on Comment je suis unique ! to the class.Students will complete the final Je réfléchis… in the Cahier, page 320, Ex. N, on their progress in the unit and their reflections and thoughts on the course as a whole.1. Minds-On! AFL Take time to review concepts, provide support, or play review games.Have students work with a partner to ask and respond to the questions in Tu parles ! section on page 192 of the Student Book. This activity asks students to reflect on the whole course. You may prefer to ask the questions of the class as a whole. 2. Action! AOL The final two assignments include writing and speaking components.Using the Tu parles encore ! activity on Student Book page 192, students will write a 5-10 line poem about themselves. Read the model poem written by Émilie. Ask students to describe the type of information that was included in the poem. Talk about the success criteria for the task. Cahier, page 311, Ex. H provides an outline (un schéma) to help students organize their ideas. Students will then recite or sing their poem to a friend, who will offer feedback. 3. Comment je suis unique ! AOL Reinforce the idea that we are all unique, and that each of us brings something special to all that we do. This will form the basis of the final task of this module and will incorporate all of the learning completed during this semester.Students will work on their final presentation to the class, Comment je suis unique ! Review the model of Tony’s presentation on page 193 in the Student Book. Audio Track 6.13 allows 6.13students to hear Tony as he is presenting. Ask students to listen to pacing, pronunciation, enunciation, and expression. BLM I provides questions based on Tony’s presentation, intended to help students identify the kind of information that is being shared. It also leads to student reflection on their own real-life experiences.Have students refer back to what makes a good presentation. Establish the success criteria with the class. This will be important as students are working to create and present the final task. As well, it will be important when providing peer and self-assessment.Tu parles ! 1 Teacher’s Resource Unit 6 Module C205©2015 RK Publishing
ENRICHMENTThere are many additional activities that may be used to summarize the story of our characters and revisit what students learned in each unit.BLM G, Je lis ! Les personnages de Tu parles ! is an activity that may be completed in small groups. Students review everything they know about each character. This may lead to a follow-up reflection question – with which character does each student identify most? least? Why?BLM H, Qu’est-ce que tu as appris ? could be used by students to reflect on what they learned from the four units they studied. This may be useful preparation for students or classes who will be writing final exams.As students reflect on their achievements, remind them to consider the Learning Strategies they find most helpful. The teacher may wish to focus on one skill in particular. It is also important that the student consider their next steps to improve their skills, and how the Learning Strategies may help them. 206©2015 RK PublishingUnit 6 Module C Tu parles ! 1 Teacher’s Resource
TABLE OF CONTENTSAssessment for Learning:• Teacher Observation Tools: Speaking 208• Common Error Tracking Sheet 209• Listening Reflection: Je réfléchis… J’écoute ! 210• Speaking Reflection: Je réfléchis… Auto-évaluation de mon expression orale en français 211• Traffic Light (self) 212• Decision Maker’s Flow Chart 213• 3-2-1 Reflection Strategy (Assessment for Learning) 214-215Assessment as Learning:• Student Feedback Checklist: Listening 216• Student Feedback Checklist: Speaking 217• Student Feedback Checklist: Reading 218• Student Feedback Checklist: Writing 219• Student Feedback Checklist: Editing of Writing (La rédaction d’une activité écrite) 220Assessment of Learning:• Critères du succès : C’est ton tour ! Module 1C, page 33 221• Assessment Tool: Intercultural Understanding 222• Generic Speaking Rubric: Spoken Interaction 223• Assessment Rubrics for Speaking, Reading, and Writing 224Tu parles ! 1 AssessmentTu parles ! 1 Teacher’s Resource Assessment 207©2015 RK Publishing
Teacher Observation ToolsTracking a variety of student interactions and learning processes is important in gathering assessment information to be able to offer appropriate descriptive feedback, and adjust instruction. Tracking tools become an essential part of the assessment process in the CEFR inspired classroom that is focused on assessment for learning and improving student success in French. The criteria on the tracking sheet or in the checklist may vary depending on the learning goals, and/or the learning skills of the particular task. The tracking sheets may translate into marks, but don’t necessarily have to: they can be used to direct feedback and guide instruction. These tracking sheets may be adjusted to refl ect the success criteria established for assignments, in consultation with students. Here is an example for Speaking.Speaking tracking tool:Barème :1 = rare / à développer2 = parfois / satisfaisant3 = souvent / bien4 = toujours / très bienNom de l’élève :Parle clairement.Parle fort.Fait un effort pour parler français.Utilise des gestes.Utilise des aides visuelles.Essaie de se corriger quand nécessaire.Notes: 1. 2. 3. 4. 5. 6. 7. 8. 9.10.11.12.208©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
Assessment for Learning Tool: Common Error Tracking SheetThis tool may be used by teachers when they do assessments for the purpose of informing their instruction. This may be used to track the errors that students are making in a factual way, rather than relying on incidental memory. As the teacher listens to dialogues/presentations, classroom discussions, or reads student writing, he/she may use checkmarks to indicate the types of errors he/she is witnessing. This may lead to the re-teaching or review of previous lessons, and will infl uence the teacher as he/she plans the rest of the course.Date: ___________ Course: _________________ Assignment: _______________________________________Error types ina Listening a Speaking a WritingFrequency (checkmarks)Most common error made by students is _________________________________________________________.Follow-up instruction:a discussion a mini-lesson a re-teaching of concept using different teaching strategy209©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Je réfléchis… Auto-évaluation de mon expression orale en françaisNom : ____________________________________ Date : ________________ Classe : ____________Mon expression orale en français Non Parfois OuiJe regarde la personne à qui je parle. Je parle assez fort, mais pas trop fort. Je parle clairement (l’énonciation). J’utilise un vocabulaire clair. L’autre personne me comprend. Je parle d’une manière intéressante (expressivité). J’essaie de ne pas changer le sujet. Je contribue mes idées pendant les discussions. Je fais des gestes appropriés quand je parle. Je sais comment interrompre poliment la personne qui parle. Une chose qui m’aide quand je parle est…Je parle mieux quand…Quand je parle, je veux améliorer…Comment je vais l’améliorer…211©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Assessment for/as Learning Traffi c LightThe traffi c light strategy can be used to assess progress, and comprehension during a lesson or learning task. Students use a visual, which could be three circular cut-outs or shapes in red, yellow or green, or three markers of the same colours. Comfort or full understanding is indicated by green, partial or some comfort and understanding is indicated by yellow, while red indicates limited understanding and that more support is required. Students can self-assess and teachers can use this as visual feedback to adjust or guide their instruction during a lesson. On an exit card or a written task, students can also indicate their understanding by marking the colour on the corner of the card or paper. The teacher can read this quickly at the end of the lesson in preparation for the next day. Another option is doing a quick 3-2-1 check in. The teacher stops at various points in the lesson and asks students to indicate their level of understanding by holding up 3 fi ngers for full understanding, 2 for partial and 1 for limited. “Montrez-moi si vous comprenez…”, which will provide a general sense of student understanding. Examples for Creating Traffi c Lights:• Cut out circles (laminate if possible)• Circular disks: cut out one larger circle, and divide it into three parts. Colour in each part: red, green, and yellow. Students move their pencil or pen to the appropriate colour at the time.• Old CDs covered with red paper on one side; green on the other.• Popsicle sticks coloured red, green, and yellow (they can also be purchased in these colours).• Flags made with red, green, and yellow construction paper, and a pencil or popsicle stick on the end. • Red, green, and yellow markers. Hold up the marker or colour on the top of a sheet of paper. As the teacher is circulating, the colour will indicate where to check in and offer feedback. 212©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
The Decision Maker’s Flow ChartSujet : __________________________________________________________________________________+–Le club gleeC’est amusant !Les répétitions sont à 7 h 00.[Commentaire] [Commentaire] [Commentaire]Besoin : J’aime chanterDécision :213©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
3-2-1 Reflection Strategy (Assessment for Learning)3-2-1 gives students a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain. You can use this strategy in place of the usual worksheet questions on a chapter reading, and when students come to class the next day, you’re able to use their responses to construct an organized outline, to plot on a Venn diagram, to identify sequence, or to isolate cause-and-effect. It is also an effective assessment for learning strategy. 3 choses que j’ai bien comprises…2 choses que je veux améliorer…1 chose que je veux apprendre…Other 3-2-1 prompts: (on next page)214©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
3 choses qui sont faciles à comprendre…2 choses qui sont diffi ciles à comprendre…1 chose qui va m’aider…3 idées qui sont nécessaires à comprendre...2 idées importantes…1 bonne idée à savoir215©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Student Feedback Checklist: Speaking (based on MOE expectations for FSF 1D)Nom : _________________________________ Date : ______________ Classe : _________________________Tu utilises des stratégies de communication. Commentaire(s) : 4 3 2 1 RTu parles spontanément avec facilité.Commentaire(s) : 4 3 2 1 RTu participes beaucoup pendant les présentations préparées.Commentaire(s) : 4 3 2 1 RTu parles avec fl uidité.Commentaire(s) : 4 3 2 1 RTu parles avec une intonation appropriée.Commentaire(s) : 4 3 2 1 RTu parles avec une bonne prononciation.Commentaire(s) : 4 3 2 1 RTu parles en phrases complètes.Commentaire(s) : 4 3 2 1 RTu communiques clairement ton message.Commentaire(s) : 4 3 2 1 RTu choisis un vocabulaire précis.Commentaire(s) : 4 3 2 1 RTu t’exprimes avec des verbes appropriés.Commentaire(s) : 4 3 2 1 RTu réponds bien aux questions et aux commentaires des autres.Commentaire(s) : 4 3 2 1 RTu peux t’exprimer pendant une courte conversation.Commentaire(s) : 4 3 2 1 RTu peux reconnaître tes fautes et les corriger toi-même.Commentaire(s) : 4 3 2 1 RTu peux identifi er les stratégies qui t’aident à mieux parler français.Commentaire(s) : 4 3 2 1 RTu peux parler de la culture de ton pays et de celles des autres pays.Commentaire(s) : 4 3 2 1 RTu peux adapter le vocabulaire et les expressions pour les différentes situations sociales.Commentaire(s) : 4 3 2 1 RJ’ai lu l’évaluation et les commentaires de mon enseignant(e). Pour mieux réussir dans le futur, je…• ________________________________________________• ________________________________________________• ________________________________________________Je suis très fi ère / fi er de comment je peux…• ________________________________________________• ________________________________________________• ________________________________________________217©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Critères du succès : C’est ton tour ! Module 1C, page 33Inviter quelqu’un à faire quelque chose (dialogue entre deux élèves)Je peux…• utiliser les expressions du vocabulaire de l’unité pour inviter mon / ma camarade de classe à faire une activité• demander de 3 à 4 questions à quelqu’un pendant la conversation• répondre aux questions de mon / ma camarade de classe durant la conversation• accepter ou refuser une invitation en donnant une explication• parler naturellement, sans beaucoup de pauses et sans beaucoup d’erreursNote to teachers: This is an example of possible success criteria that could be generated for this assignment. Depending on how you have prepared your students for this assignment, you may wish to add, delete, or change certain criteria on the list. As well, depending on your students, you may wish to have them help create some of the criteria to take ownership of the assessment and evaluation process. Je réfl échis… Auto-évaluation Nom : ____________________________________________Je peux…avec facilitéavec un peu de diffi cultéavec diffi cultémes sentiments en général / notes…utiliser les expressions du vocabulaire de l’unité pour inviter mon / ma camarade de classe à faire une activité …demander de 3 à 4 questions à quelqu’un pendant la conversation …répondre aux questions de mon / ma camarade de classe durant la conversation …accepter ou refuser une invitation en donnant une explication …accepter ou refuser une invitation en donnant une explication …parler naturellement, sans beaucoup de pauses et sans beaucoup d’erreurs 221©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Assessment Tool: Intercultural UnderstandingMa culture et la culture de _____________________________________________ (pays ou région)Nom : _________________________________ Date : ______________ Classe : _________________________Fais des recherches sur un autre pays ou région. Réfl échis sur les différences entre ce pays ou cette région et ton pays. Considère quelques-uns des éléments suivants :a la langue a le gouvernement a la nourriture a la vie quotidiennea le système d’éducation a la musique a les festivals a les jours fériésa la danse (folklorique) a les médias a le climat a les vêtementsa le sport a l’histoire a les vedettes a l’économie/ l’argenta autre(s) : ___________________________________________________________________________En mots-clés, note les différences et les ressemblances sur ce diagramme de Venn.Ressemblances________________________ (pays ou région) Mon pays – Le Canada222©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
CategoryCriteriaStudent…Achievement Levels1 2 3 4CommentsApplicationSpokenInteraction(Communicative Competencies)a Can use basic sentences/group words to communicate in an everyday simple situation (or on a familiar topic)a Can express ideas to clearly convey a messagea Can use appropriate language conventions and vocabulary correctly Communicationa Can use appropriate expression (voice), body language, and tone to convey a messagea Can use appropriate pronunciation to be understood by othersa Can communicate considering audiencea Can demonstrate the acceptable conventions of conversation (taking turns, etc.)Knowledge/UnderstandingSpoken Interaction(Accuracy)a Can use new language structures effectivelya Can use appropriate subject-specifi c vocabularya Can use basic connectors or linking ideas, for example: et, mais, and parce queThinkingCreative/Critical Thinkinga Can use critical thinking skills while speaking (reasoning and explanations)a Can refl ect well while talking to effectively facilitate the conversationa Can make relevant connections between French and other languages (using cognates, for example) a Can clearly demonstrate creativity through speech and ideasStudent: ________________________________________________ Course code: ______________________ Date: _______________________223©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
Generic Speaking Rubric: Spoken InteractionRubrics are used as a means of communicating expectations for an assignment, providing focused feedback on work in progress, and for grading fi nal products. Rubrics articulate expectations for an assignment by listing the success criteria and describing levels of quality from excellent to needs improvement. Teachers typically tend to use rubrics to grade student work, yet they can serve another, more important, role as well. Rubrics can teach as well as evaluate. When used as part of a formative, student-centered approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students can learn to use rubrics just as teachers use them. Students can use rubrics to clarify the criteria for a quality performance, and to help provide ongoing feedback about progress toward those criteria. 224©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
Assessment RubricsORAL COMMUNICATION: SPEAKING RUBRICNom : ___________________________________________________________ Date : ______________________ Categories Level 1 Level 2 Level 3 Level 4KNOWLEDGE/UNDERSTANDINGThe student:Knowledge of content(i.e., appropriate vocabulary and expressions; concepts, ideas, opinions, facts; aspects of culture)demonstrates limited knowledge of contentdemonstrates some knowledge of contentdemonstrates considerable knowledge of contentdemonstrates thorough knowledge of contentUnderstanding of content (i.e., concepts, ideas, opinions meet the assignment requirements)demonstrates limited understanding of contentdemonstrates some understanding of contentdemonstrates considerable understanding of contentdemonstrates thorough understanding of contentTHINKINGThe student:Use of planning skills uses planning skills with limited effectivenessuses planning skills with some effectivenessuses planning skills with considerable effectivenessuses planning skills with a high degree of effectivenessUse of processing skills uses processing skills with limited effectivenessuses processing skills with some effectivenessuses processing skills with considerable effectivenessuses processing skills with a high degree of effectivenessUse of critical/creative thinking processesuses critical/creative thinking processes with limited effectivenessuses critical/creative thinking processes with some effectivenessuses critical/creative thinking processes with considerable effectivenessuses critical/creative thinking processes with a high degree of effectivenessCOMMUNICATIONThe student:Expression and organization of ideas and information in oral forms(i.e., fl uency, articulation, pronunciation, use of visual and verbal cues, etc.)expresses and organizes ideas and information with limited effectivenessexpresses and organizes ideas and information with some effectivenessexpresses and organizes ideas and information with considerable effectivenessexpresses and organizes ideas and information with a high degree of effectivenessCommunication for different audiences and purposes in oral formscommunicates for different audiences and purposes with limited effectivenesscommunicates for different audiences and purposes with some effectivenesscommunicates for different audiences and purposes with considerable effectivenesscommunicates for different audiences and purposes with a high degree of effectivenessUse of conventions, vocabulary and terminology of the discipline in oral forms(i.e., word choice, formality, etc.)uses conventions, vocabulary, and terminology of the discipline with limited effectivenessuses conventions, vocabulary, and terminology of the discipline with some effectivenessuses conventions, vocabulary, and terminology of the discipline with considerable effectivenessuses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness225©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
READING RUBRICNom : ___________________________________________________________ Date : ______________________Categories Level 1 Level 2 Level 3 Level 4KNOWLEDGE/UNDERSTANDINGThe student:Knowledge of content(i.e., appropriate vocabulary and expressions; concepts, ideas, opinions, facts; aspects of culture)demonstrates limited knowledge of contentdemonstrates some knowledge of contentdemonstrates considerable knowledge of contentdemonstrates thorough knowledge of contentUnderstanding of content (i.e., concepts, ideas, opinions meet the assignment requirements)demonstrates limited understanding of contentdemonstrates some understanding of contentdemonstrates considerable understanding of contentdemonstrates thorough understanding of contentTHINKINGThe student:Use of planning skills uses planning skills with limited effectivenessuses planning skills with some effectivenessuses planning skills with considerable effectivenessuses planning skills with a high degree of effectivenessUse of processing skills uses processing skills with limited effectivenessuses processing skills with some effectivenessuses processing skills with considerable effectivenessuses processing skills with a high degree of effectivenessUse of critical/creative thinking processesuses critical/creative thinking processes with limited effectivenessuses critical/creative thinking processes with some effectivenessuses critical/creative thinking processes with considerable effectivenessuses critical/creative thinking processes with a high degree of effectivenessCOMMUNICATIONThe student:Expression and organization of ideas and information in oral, visual, and written forms(i.e., fl uency, articulation, pronunciation, use of visual and verbal cues, etc.)expresses and organizes ideas and information with limited effectivenessexpresses and organizes ideas and information with some effectivenessexpresses and organizes ideas and information with considerable effectivenessexpresses and organizes ideas and information with a high degree of effectivenessCommunication for different audiences and purposes in oral, visual, and written formscommunicates for different audiences and purposes with limited effectivenesscommunicates for different audiences and purposes with some effectivenesscommunicates for different audiences and purposes with considerable effectivenesscommunicates for different audiences and purposes with a high degree of effectivenessUse of conventions, vocabulary and terminology of the discipline in oral, visual, and written forms(i.e., word choice, formality, etc.)uses conventions, vocabulary, and terminology of the discipline with limited effectivenessuses conventions, vocabulary, and terminology of the discipline with some effectivenessuses conventions, vocabulary, and terminology of the discipline with considerable effectivenessuses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness227©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment
APPLICATIONThe student:Application of knowledge and skills in familiar contextsapplies knowledge and skills in familiar contexts with limited effectivenessapplies knowledge and skills in familiar contexts with some effectivenessapplies knowledge and skills in familiar contexts with considerable effectivenessapplies knowledge and skills in familiar contexts with a high degree of effectivenessTransfer of knowledge and skills to new contextstransfers knowledge and skills to new contexts with limited effectivenesstransfers knowledge and skills to new contexts with some effectivenesstransfers knowledge and skills to new contexts with considerable effectivenesstransfers knowledge and skills to new contexts with a high degree of effectivenessMaking connections within and between various contextsmakes connections within and between various contexts with limited effectivenessmakes connections within and between various contexts with some effectivenessmakes connections within and between various contexts with considerable effectivenessmakes connections within and between various contexts with a high degree of effectivenessLa rétroaction descriptive du professeur / de la professeure:Points forts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Prochaines étapes pour s’améliorer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Note : / ______________________________________________________________________________________________Je réfl échis…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________228©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
APPLICATIONThe student:Application of knowledge and skills in familiar contextsapplies knowledge and skills in familiar contexts with limited effectivenessapplies knowledge and skills in familiar contexts with some effectivenessapplies knowledge and skills in familiar contexts with considerable effectivenessapplies knowledge and skills in familiar contexts with a high degree of effectivenessTransfer of knowledge and skills to new contextstransfers knowledge and skills to new contexts with limited effectivenesstransfers knowledge and skills to new contexts with some effectivenesstransfers knowledge and skills to new contexts with considerable effectivenesstransfers knowledge and skills to new contexts with a high degree of effectivenessMaking connections within and between various contextsmakes connections within and between various contexts with limited effectivenessmakes connections within and between various contexts with some effectivenessmakes connections within and between various contexts with considerable effectivenessmakes connections within and between various contexts with a high degree of effectivenessLa rétroaction descriptive du professeur / de la professeure:Points forts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Prochaines étapes pour s’améliorer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Note : / ______________________________________________________________________________________________Je réfl échis…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________230©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource
FSF 1D Academic Ontario Curriculum Correlation Tu parles! 1TEACHER’S RESOURCE231©2015 RK PublishingTu parles ! 1 Teacher’s Resource FSF 1D Academic Ontario Curriculum Correlation
Tu parles ! 1 FSF 1D Academic Ontario Curriculum CorrelationLISTENINGBy the end of this course, students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6A1.1 Using Listening Compre-hension Strategies: identify arange of listening comprehen-sion strategies and use thembefore, during, and after listening to understand oralFrench textsStudent Book pp. xii-xiii, 14,15Audio and Video- throughout,as they listen and viewCahier p. 18BLM 1A, p. 6TR – throughout (i.e., p. 3)Student Book pp. xii-xiii, 36,46, 48, 56Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 64,73)Student Book pp. xii-xiii, 66,68, 78, 79, 86 Audio and Video- throughout,as they listen and viewTR – throughout (i.e., p. 114)Student Book pp. xii-xiii,100,104, 110, 112, 120Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 118,131, 134)Student Book pp. xii-xiii, 131,133, 142, 146, 152, 154Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 150,151)Student Book pp. xii-xiii, 162,165, 172Audio and Video- throughout,as they listen and viewTR – throughout i.e., pp. 182,193)A1.2 Demonstrating Under-standing: demonstrate an understanding of the purposeand meaning of oral Frenchtexts about new and familiartopics, with contextual and visual supportAudio scripts 1.1 to 1.15Videos 1 – 3Student Book p. 19, 20, 25, 38,39, 40Cahier pp. 2, 3, 10, 11, 14, 16,19, 20, 28, 29, 35, 36, 42, 48Audio scripts 2.1 to 2.16Videos 4 – 6Student Book p. 56Cahier pp. 54, 55, 57, 63, 65,770, 71, 78, 79, 80, 86, 87, 88,90BLM 2C, p. 16Audio scripts 3.1 to 3.13Videos 7 – 9Student Book pp. 66, 68, 78,88, 95Cahier pp. 96, 97, 98, 99, 108,112, 113, 117, 118, 119, 123,127, 129, 134, 135, 138, 145Audio scripts 4.1 to 4.12Videos 10 – 12Student Book pp.98, 99, 100,101, 104, 112Cahier pp. 156, 157, 158, 162,163, 165, 167, 177, 178, 180,183, 186, 192, 203BLM 4B p. 17Audio scripts 5.1 to 5.15Videos 13 – 15Student Book pp. 131, 133,142, 146, 149, 152Cahier pp. 208, 209, 211, 217,226, 227, 235, 237, 251, 252,258, 263, 266Audio scripts 6.1 to 6.14Videos 16 – 18Student Book pp. 165, 172,174, 176, 179, 181, 184, 186Cahier pp. 269, 270, 273, 281,288, 290, 293, 294, 295, 303,304, 305, 307A2.1 Using Interactive Listen-ing Strategies: identify anduse interactive listening strate-gies to suit a variety of situa-tions while participating instructured and guided socialand academic interactionsStudent Book p. 23TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. 102, 104,114, 117TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307TR – throughout (i.e., pp. 180,184, 189, 192)A2.2 Interacting: respond withunderstanding to what otherssay while participating in a variety of structured andguided interactions about newand familiar topics, in formaland informal situationsStudent Book p. 23Cahier pp. 4, 22TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book p. 102, 104, 114,117Cahier p. 189TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307BLM 6B p. 2, 3TR – throughout (i.e., pp. 180,184, 189, 192)A2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter listening; (b) identify theirareas of greater and lesserstrength as listeners, and plansteps they can take to improve their listening skillsStudent Book pp. xii, xiii, 5Cahier p. 18BLM 1A, p. 6TR – throughout (before Lis-tening activities, see p. 7, andduring Listening activities andend of module reflections, i.e.,p. 41)Cahier pp. 64, 77, 95TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p.147)Cahier pp. 248, 268TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 177)Cahier pp. 284, 286, 287, 302,317, 320BLM 6B p. 6, 7TR - throughout (during Listening activities and end of module reflections, i.e., p. 205)A3.1 Intercultural Awareness:using information from oralFrench texts, identify French-speaking communities inAfrica and Asia, find out aboutaspects of their cultures, andmake connections to personalexperiences and their own and other communitiesStudent Book p. 9 Student Book p. 63 Student Book pp. 90, 93BLM 3B p. 11Student Book pp. 109, 117Audio 4.7TR p. 113Student Book p. 138, 139 Student Book pp. 181, 191A3.2 Awareness of Sociolin-guistic Conventions: using information from oral Frenchtexts, identify and demon-strate an understanding of sociolinguistic conventionsused in a variety of situationsin diverse French-speaking communitiesStudent Book pp. 6, 9Audio throughout (i.e., 1.1,1.2, 1.3)Videos 1, 2, 3Student Book pp. 35, 46Cahier p. 90Audio throughout (i.e., 2.1,2.5, 2.6)Videos 4, 5, 6Student Book p. 112Cahier p. 124Audio throughout (i.e., 3.1,3.3, 3.5)Videos 7, 8, 9Student Book p. 112Audio throughout (i.e., 4.2,4.5, 4.6)Videos 10, 11, 12Student Book pp. 150, 156Audio throughout (i.e., 5.2,5.3, 5.11)Videos 13, 14, 15Student Book pp. 179, 182Audio throughout (i.e., 6.4,6.7, 6.8)Videos 16, 17, 18SPEAKINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6B1.1 Using Oral Communica-tion Strategies: identify arange of speaking strategiesand use them to expressthemselves clearly and coher-ently in French for various purposes and to a variety of audiencesStudent Book pp. x, 7, 22, 31TR – throughout (i.e., pp. 2, 4,5, 7)Student Book p. 64TR – throughout (i.e., pp. 46,49)Student Book pp. x, 96BLM 3A p. 9, 3C pp. 7, 15TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. x, 128BLM 4B p. 9TR – throughout (i.e., pp. 119,121, 123, 126)Student Book pp. x, 160BLM 5C p. 8TR – throughout (i.e., pp. 150,153, 162)Student Book pp. x, 166, 172,183TR – throughout (i.e., pp. 180,184, 189, 192)B1.2 Producing Oral Commu-nications: produce preparedand spontaneous messages inFrench to communicate infor-mation, ideas, and opinionsabout matters of personal interest and familiar and academic topics, with contextual, auditory and visual support as appropriateStudent Book pp. 6, 7, 12, 13,22, 23, 33Cahier pp. 4, 17, 33, 34Student Book pp. 41, 43, 44,48, 49, 50, 54, 58, 60, 61, 64Cahier pp. 72, 73, 74, 85, 89,93BLM 2B p. 5 and 2C pp. 9, 10Student Book pp. 75, 76, 82,86, 92, 93, 96Cahier pp. 121, 125, 130, 148,149BLM 3C pp. 7, 15Student Book pp. 103, 104,108, 118, 123, 128BLM 4A p. 4, 4B p. 9, 4C pp. 1,7Student Book pp. 134, 140,150, 160, 161Cahier p. 231BLM 5B pp. 9, 10, 5C p. 8Student Book pp. 166, 172,179, 183, 192, 193Cahier pp. 281, 300BLM 6B p. 3B1.3 Speaking with Fluency:speak with a smooth pace, appropriate intonations, andaccurate pronunciation in prepared communicationsabout a range of familiar topicsStudent Book pp. 12, 13, 23,32, 33Cahier pp. 30, 34BLM 1B p. 7Student Book pp. 43, 44, 50,54, 58, 60, 64Cahier p. 93BLM 2B p. 3Student Book pp. 76, 82, 86,92, 96BLM 3C pp. 3, 4Student Book pp. 102, 103,104, 108, 118, 123, 28BLM 4B p. 9Student Book pp. 134, 140,160, 161Student Book pp. 172, 179,183, 192, 193B1.4 Applying language structures: communicate theirmeaning clearly, using parts of speech and word order appropriatelyStudent Book pp. 7, 17, 21,28, 29, 32BLM 1A p. 8, 1B p. 8, 1C pp. 6,7, 8Student Book pp. 41, 54, 61,64, 72, 73Student Book pp. 71, 72, 76,82, 86, 92, 93, 96Cahier pp. 104, 125, 149BLM 3C pp. 3, 4Student Book pp. 103, 105,108, 111, 115, 118, 123, 128Cahier pp. 199, 202BLM 4A pp. 11, 12, 13Student Book pp. 134, 135,140, 147, 155, 160, 161BLM 5C p. 9Student Book pp. 168, 169,172, 179, 183, 187, 189, 192,193BLM 6A p. 4B2.1 Using Speaking Interac-tion strategies: demonstratean understanding of appropri-ate speaking behaviours wheninteracting with others in a variety of structured, guided,formal, and informal situationsStudent Book pp. 6, 23, 33Cahier p. 37Student Book pp. 54, 61Cahier pp. 74, 85, 89, 93BLM 2B pp. 8, 9Student Book pp. 70, 72, 80,86, 92Student Book pp. 104, 111,128Cahier pp. 159, 160, 171Student Book pp. 150, 157,160BLM 5C p. 3Student Book pp. 165, 176,179, 182, 183232FSF 1D Academic Ontario Curriculum Correlation Tu parles ! 1 Teacher’s Resource©2015 RK Publishing
Tu parles ! 1 FSF 1D Academic Ontario Curriculum CorrelationLISTENINGBy the end of this course, students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6A1.1 Using Listening Compre-hension Strategies: identify arange of listening comprehen-sion strategies and use thembefore, during, and after listening to understand oralFrench textsStudent Book pp. xii-xiii, 14,15Audio and Video- throughout,as they listen and viewCahier p. 18BLM 1A, p. 6TR – throughout (i.e., p. 3)Student Book pp. xii-xiii, 36,46, 48, 56Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 64,73)Student Book pp. xii-xiii, 66,68, 78, 79, 86 Audio and Video- throughout,as they listen and viewTR – throughout (i.e., p. 114)Student Book pp. xii-xiii,100,104, 110, 112, 120Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 118,131, 134)Student Book pp. xii-xiii, 131,133, 142, 146, 152, 154Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 150,151)Student Book pp. xii-xiii, 162,165, 172Audio and Video- throughout,as they listen and viewTR – throughout i.e., pp. 182,193)A1.2 Demonstrating Under-standing: demonstrate an understanding of the purposeand meaning of oral Frenchtexts about new and familiartopics, with contextual and visual supportAudio scripts 1.1 to 1.15Videos 1 – 3Student Book p. 19, 20, 25, 38,39, 40Cahier pp. 2, 3, 10, 11, 14, 16,19, 20, 28, 29, 35, 36, 42, 48Audio scripts 2.1 to 2.16Videos 4 – 6Student Book p. 56Cahier pp. 54, 55, 57, 63, 65,770, 71, 78, 79, 80, 86, 87, 88,90BLM 2C, p. 16Audio scripts 3.1 to 3.13Videos 7 – 9Student Book pp. 66, 68, 78,88, 95Cahier pp. 96, 97, 98, 99, 108,112, 113, 117, 118, 119, 123,127, 129, 134, 135, 138, 145Audio scripts 4.1 to 4.12Videos 10 – 12Student Book pp.98, 99, 100,101, 104, 112Cahier pp. 156, 157, 158, 162,163, 165, 167, 177, 178, 180,183, 186, 192, 203BLM 4B p. 17Audio scripts 5.1 to 5.15Videos 13 – 15Student Book pp. 131, 133,142, 146, 149, 152Cahier pp. 208, 209, 211, 217,226, 227, 235, 237, 251, 252,258, 263, 266Audio scripts 6.1 to 6.14Videos 16 – 18Student Book pp. 165, 172,174, 176, 179, 181, 184, 186Cahier pp. 269, 270, 273, 281,288, 290, 293, 294, 295, 303,304, 305, 307A2.1 Using Interactive Listen-ing Strategies: identify anduse interactive listening strate-gies to suit a variety of situa-tions while participating instructured and guided socialand academic interactionsStudent Book p. 23TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. 102, 104,114, 117TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307TR – throughout (i.e., pp. 180,184, 189, 192)A2.2 Interacting: respond withunderstanding to what otherssay while participating in a variety of structured andguided interactions about newand familiar topics, in formaland informal situationsStudent Book p. 23Cahier pp. 4, 22TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book p. 102, 104, 114,117Cahier p. 189TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307BLM 6B p. 2, 3TR – throughout (i.e., pp. 180,184, 189, 192)A2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter listening; (b) identify theirareas of greater and lesserstrength as listeners, and plansteps they can take to improve their listening skillsStudent Book pp. xii, xiii, 5Cahier p. 18BLM 1A, p. 6TR – throughout (before Lis-tening activities, see p. 7, andduring Listening activities andend of module reflections, i.e.,p. 41)Cahier pp. 64, 77, 95TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p.147)Cahier pp. 248, 268TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 177)Cahier pp. 284, 286, 287, 302,317, 320BLM 6B p. 6, 7TR - throughout (during Listening activities and end of module reflections, i.e., p. 205)A3.1 Intercultural Awareness:using information from oralFrench texts, identify French-speaking communities inAfrica and Asia, find out aboutaspects of their cultures, andmake connections to personalexperiences and their own and other communitiesStudent Book p. 9 Student Book p. 63 Student Book pp. 90, 93BLM 3B p. 11Student Book pp. 109, 117Audio 4.7TR p. 113Student Book p. 138, 139 Student Book pp. 181, 191A3.2 Awareness of Sociolin-guistic Conventions: using information from oral Frenchtexts, identify and demon-strate an understanding of sociolinguistic conventionsused in a variety of situationsin diverse French-speaking communitiesStudent Book pp. 6, 9Audio throughout (i.e., 1.1,1.2, 1.3)Videos 1, 2, 3Student Book pp. 35, 46Cahier p. 90Audio throughout (i.e., 2.1,2.5, 2.6)Videos 4, 5, 6Student Book p. 112Cahier p. 124Audio throughout (i.e., 3.1,3.3, 3.5)Videos 7, 8, 9Student Book p. 112Audio throughout (i.e., 4.2,4.5, 4.6)Videos 10, 11, 12Student Book pp. 150, 156Audio throughout (i.e., 5.2,5.3, 5.11)Videos 13, 14, 15Student Book pp. 179, 182Audio throughout (i.e., 6.4,6.7, 6.8)Videos 16, 17, 18SPEAKINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6B1.1 Using Oral Communica-tion Strategies: identify arange of speaking strategiesand use them to expressthemselves clearly and coher-ently in French for various purposes and to a variety of audiencesStudent Book pp. x, 7, 22, 31TR – throughout (i.e., pp. 2, 4,5, 7)Student Book p. 64TR – throughout (i.e., pp. 46,49)Student Book pp. x, 96BLM 3A p. 9, 3C pp. 7, 15TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. x, 128BLM 4B p. 9TR – throughout (i.e., pp. 119,121, 123, 126)Student Book pp. x, 160BLM 5C p. 8TR – throughout (i.e., pp. 150,153, 162)Student Book pp. x, 166, 172,183TR – throughout (i.e., pp. 180,184, 189, 192)B1.2 Producing Oral Commu-nications: produce preparedand spontaneous messages inFrench to communicate infor-mation, ideas, and opinionsabout matters of personal interest and familiar and academic topics, with contextual, auditory and visual support as appropriateStudent Book pp. 6, 7, 12, 13,22, 23, 33Cahier pp. 4, 17, 33, 34Student Book pp. 41, 43, 44,48, 49, 50, 54, 58, 60, 61, 64Cahier pp. 72, 73, 74, 85, 89,93BLM 2B p. 5 and 2C pp. 9, 10Student Book pp. 75, 76, 82,86, 92, 93, 96Cahier pp. 121, 125, 130, 148,149BLM 3C pp. 7, 15Student Book pp. 103, 104,108, 118, 123, 128BLM 4A p. 4, 4B p. 9, 4C pp. 1,7Student Book pp. 134, 140,150, 160, 161Cahier p. 231BLM 5B pp. 9, 10, 5C p. 8Student Book pp. 166, 172,179, 183, 192, 193Cahier pp. 281, 300BLM 6B p. 3B1.3 Speaking with Fluency:speak with a smooth pace, appropriate intonations, andaccurate pronunciation in prepared communicationsabout a range of familiar topicsStudent Book pp. 12, 13, 23,32, 33Cahier pp. 30, 34BLM 1B p. 7Student Book pp. 43, 44, 50,54, 58, 60, 64Cahier p. 93BLM 2B p. 3Student Book pp. 76, 82, 86,92, 96BLM 3C pp. 3, 4Student Book pp. 102, 103,104, 108, 118, 123, 28BLM 4B p. 9Student Book pp. 134, 140,160, 161Student Book pp. 172, 179,183, 192, 193B1.4 Applying language structures: communicate theirmeaning clearly, using parts of speech and word order appropriatelyStudent Book pp. 7, 17, 21,28, 29, 32BLM 1A p. 8, 1B p. 8, 1C pp. 6,7, 8Student Book pp. 41, 54, 61,64, 72, 73Student Book pp. 71, 72, 76,82, 86, 92, 93, 96Cahier pp. 104, 125, 149BLM 3C pp. 3, 4Student Book pp. 103, 105,108, 111, 115, 118, 123, 128Cahier pp. 199, 202BLM 4A pp. 11, 12, 13Student Book pp. 134, 135,140, 147, 155, 160, 161BLM 5C p. 9Student Book pp. 168, 169,172, 179, 183, 187, 189, 192,193BLM 6A p. 4B2.1 Using Speaking Interac-tion strategies: demonstratean understanding of appropri-ate speaking behaviours wheninteracting with others in a variety of structured, guided,formal, and informal situationsStudent Book pp. 6, 23, 33Cahier p. 37Student Book pp. 54, 61Cahier pp. 74, 85, 89, 93BLM 2B pp. 8, 9Student Book pp. 70, 72, 80,86, 92Student Book pp. 104, 111,128Cahier pp. 159, 160, 171Student Book pp. 150, 157,160BLM 5C p. 3Student Book pp. 165, 176,179, 182, 183233©2015 RK PublishingTu parles ! 1 Teacher’s Resource FSF 1D Academic Ontario Curriculum Correlation