Forreferenceonly.Notfor distribution.
FICHES DE DIFFÉRENCIATION
LEÇON 1: Je me présente
Student Edition p. 26-27
NAME:
LIRE, INTERAGIR ET ÉCRIRE
CLASS:
A. Max is a fan of these people from Canada. Look at the pictures below and the Lexique feature. In pairs, match the name of each person to their profession.
9 PERSONNALITÉS DU CANADA
Forreferenceonly.Notfor distribution.
LES PROFESSIONS
• l’acrobate
• l’acteur / l’actrice
• l’artiste
• l’astronaute
• le chanteur / la chanteuse singer
• le cuisinier / la cuisinière chef
• le musicien / la musicienne
• le nageur / la nageuse swimmer
• le réalisateur / la réalisatrice filmmaker
David SAINTJACQUES A
MALICIOUZ F
Caroline LAUZON I
Anne DORVAL H
Charlotte CARDIN B
Aurélie RIVARD C
Martin PICARD G
Xavier DOLAN D
Émile BILODEAU E
LEXIQUE pp. 36-37
LEXIQUE
a. David Saint-Jacques
b. Charlotte Cardin
c. Aurélie Rivard
d. Xavier Dolan
e. Émile Bilodeau
f. MALICIOUZ
g. Martin Picard
h. Anne Dorval
i. Caroline Lauzon
1. chanteuse
2. astronaute
3. réalisateur
4. cuisinier
5. nageuse
6. actrice
7. musicien
8. artiste
9. acrobate
B. In pairs, point to a photo and ask your partner who it is. Your partner answers using C’est or Il/Elle s’appelle and tells what the person does. Then, swap roles.
Student 1 pointing to picture A: C’est qui?
Student 2: C’est David Saint-Jacques. Il est astronaute. / Il s’appelle David Saint-Jacques. Il est astronaute.
C. Brainstorm names of people you know and have the same professions as the nine famous Canadians. Pick two people.
Write a full sentence about the two people you chose. Céline Dion est chanteuse.
Steven Spielberg est réalisateur.
LEXIQUE
PRÉSENTER QUELQU’UN
Introducing somebody
• C ’est qui? Who is it?
• C’est Max. It’s Max.
• C’est Aurélie. It’s Aurélie.
• Il s’appelle Max. His name is Max.
• Elle s’appelle Aurélie. Her name is Aurélie.
Forreferenceonly.Notfor distribution.
LEXIQUE pp. 36-37
GRAMMAIRE
THE PRESENT TENSE OF THE VERB ÊTRE To be il/elle est ils/elles sont Il est chanteur. Elles sont réalisatrices.
NOUN AGREEMENT
le cuisinier la cuisinière le chanteur la chanteuse le réalisateur la réalisatrice le musicien la musicienne l’astronaute l’artiste
To form the plural, add an s to the masculine or feminine singular form.
GRAMMAIRE pp. 31, 33
LEÇON 1: Je me présente
Student Edition p. 26-27
NAME:
CLASS:
9 PERSONNALITÉS DU CANADA
LEXIQUE
LES PROFESSIONS
• l’acrobate
• l’acteur / l’actrice
• l’artiste
• l’astronaute
• le chanteur / la chanteuse singer
• le cuisinier / la cuisinière chef
• le musicien / la musicienne
• le nageur / la nageuse swimmer
• le réalisateur / la réalisatrice filmmaker
PRÉSENTER QUELQU’UN
Introducing somebody ’est qui? Who is it?
C’est Max. It’s Max.
His name is Max.
Forreferenceonly.Notfor distribution.
C’est Aurélie. It’s Aurélie. Il s’appelle Max.
Elle s’appelle Aurélie. Her name is Aurélie.
LEXIQUE pp. 36-37
David SAINTJACQUES A
MALICIOUZ F
Caroline LAUZON I
Anne DORVAL H
Charlotte CARDIN B
Aurélie RIVARD C
Martin PICARD G
Xavier DOLAN D
Émile BILODEAU E
A. Max is a fan of these people from Canada. Look at the pictures on the previous page. In pairs, give the names of these people and match them with their professions.
1. Elle est chanteuse. 6. Elle est actrice.
2. Il est astronaute.
3. Il est réalisateur.
4. Il est cuisinier.
5. Elle est nageuse.
7. Il est musicien.
8. Elle est artiste.
9. Elle est acrobate.
A2: Il s’appelle David Saint-Jacques. Il est astronaute.
B. In pairs, point to a photo and ask your partner who it is. Then, swap roles.
• C’est qui?
• C’est… Il/Elle est…
C. Write sentences about other people who have the same professions as the people on the previous page.
Céline Dion est chanteuse.
Forreferenceonly.Notfor distribution.
GRAMMAIRE
THE PRESENT TENSE OF THE VERB ÊTRE To be il/elle est ils/elles sont Il est chanteur. Elles sont réalisatrices.
NOUN AGREEMENT le cuisinier la cuisinière le chanteur la chanteuse le réalisateur la réalisatrice le musicien la musicienne l’astronaute l’artiste
To form the plural, add an s to the masculine or feminine singular form.
GRAMMAIRE pp. 31, 33
DÉFI
D. Look at the following pictures. Write complete sentences to introduce these people. journaliste photographe footballeuse danseur
Il/Elle s’appelle… / C’est… Il/Elle est…
Forreferenceonly.Notfor distribution.
A. Yann Arthus-Bertrand
B. Deanne Rose
C. Benjamin Millepied
D. Léa Salamé
Nom et Prénom Date
COMPARAISON CULTURELLE
ÉCRIRE
Complete the chart below with information from this unit. Write two to three sentences to compare greetings in both cultures.
TOPIC: GREETINGS IN FRANCOPHONE COUNTRIES IN YOUR COUNTRY
PARLER
Complete the chart below with information from this unit. Record two to three sentences to compare national holidays in both cultures.
TOPIC: NATIONAL HOLIDAYS
Forreferenceonly.Notfor distribution.
ASSESSMENT RUBRIC
MINI-PROJET – LEÇON 1
NAME:
Content Checklist
• Project: Le club de théâtre en français
CLASS:
• Project instructions: Create a script for a skit and a performance for your school’s theater club.
• Mode of communication: Presentational Writing / Speaking
• Proficiency level: Novice
• Checklist instructions: Make sure the student includes the following content.
FINAL PRODUCT
Skit and performance
COMMUNICATION
Greet each group member.
Introduce yourself and share your profession.
Give farewell.
LANGUAGE
Noun agreement
Definite articles: le, la, l’, les
Subject pronouns
The verb être
Forreferenceonly.Notfor distribution.
CHECK
ASSESSMENT RUBRIC
MINI-PROJET – LEÇON 1
NAME:
Expectations Rubric
• Project: Le club de théâtre en français
CLASS:
• Project instructions: Create a script for a skit and a performance for your school’s theater club.
• Mode of communication: Presentational Writing / Speaking
• Proficiency level: Novice EXCEEDS
OVERALL QUALITY & COMPLETENESS
Content
All required content and other relevant information are included in the project (see checklist).
Project Project is very well prepared and well presented.
SKIT: PRESENTATIONAL WRITING / SPEAKING
COMMUNICATION & LANGUAGE
All required content is in the project (see checklist).
Project is well prepared and presented.
Communication Message is communicated. Message is mostly communicated.
Words in context
Spelling
Language control
Forreferenceonly.Notfor distribution.
Comprehensibility
Appropriate use of a wide variety of familiar and new words.
Most of the words are spelled correctly.
Appropriate use of familiar words and some new words
Required content is missing (see checklist). The project is not complete.
Project is poorly prepared and/or presented.
Use of practiced and memorized grammatical structures with minimal errors. Attempts to create with the language are evident.
Presentation is comprehensible to someone accustomed to language learners.
Many of the words are spelled correctly.
Message is poorly communicated.
Limited use of vocabulary; some words are not used appropriately.
Few words are spelled correctly.
Use of practiced and memorized grammatical structures with some errors.
Presentation is comprehensible most of the time to someone accustomed to language learners.
Limited, repetitive use of grammatical structures; errors are frequent.
Presentation is not comprehensible, even to someone accustomed to language learners.
MINI-PROJET – LEÇON 1
ASSESSMENT RUBRIC 1
PRODUCT PRESENTATION
Organization
Performance
TEACHER’S COMMENTS
EXCEEDS EXPECTATIONSMEETS EXPECTATIONS APPROACHES EXPECTATIONS
Forreferenceonly.Notfor distribution.
Presentation is very well organized and sequenced. Viewers can follow easily.
Overall, skit is very appealing to the viewer thanks to the appropriate combination of content and performance.
Presentation is organized. Viewers can follow for the most part.
Overall, skit is appealing to the viewer thanks to the appropriate combination of content and performance.
NEXT STEPS AND STRATEGIES
Presentation is poorly organized. Viewers might not follow the message.
Overall, skit is minimally appealing to the viewer due to limited or poor use of content and performance.
RUBRIC: SELF AND PEER ASSESSMENT FOR GROUP WORK
MINI-PROJET – LEÇON 1
NAME:
Content Checklist
• Project: Le club de théâtre en français
CLASS:
• Project instructions: Create a script for a skit and a performance for your school’s theater club.
• Mode of communication: Presentational Writing / Speaking
• Proficiency level: Novice CHECK
FINAL PRODUCT
Skit and performance
COMMUNICATION
Greet each group member.
Introduce yourself and share your profession.
Give farewell.
LANGUAGE
Noun agreement
Definite articles: le, la, l’, les
Subject pronouns
The verb être
Forreferenceonly.Notfor distribution.
RUBRIC: SELF AND PEER ASSESSMENT FOR GROUP WORK
MINI-PROJET – LEÇON 1
NAME: CLASS:
Rubric: Self-Assessment for Group Work
• Project: Le club de théâtre en français
• Project instructions: Create a script for a skit and a performance for your school’s theater club.
• Mode of communication: Presentational Writing / Speaking
• Proficiency level: Novice
• Rubric instructions: Reflect on your work. Indicate if you strongly disagree (1), agree (2) or strongly agree (3) with each statement.
INSTRUCTIONS
My group and I created a script for our school’s theater club and then performed it, including all the required content (see checklist).
SKIT: PRESENTATIONAL WRITING / SPEAKING
COMMUNICATION & LANGUAGE
Our skit is clearly written and performed.
Our skit includes the required vocabulary and appropriate grammatical structures (see checklist).
PRODUCT PRESENTATION
Our skit is appealing to viewers through our performance and use of gestures.
Our skit includes a conversation that flows logically.
GROUP COLLABORATION
I actively participated in the preparation of the performance. I offered useful ideas and I contributed to the success of the project.
I worked together with my partners. I listened to their ideas. I was supportive of the group throughout the project.
I worked well on my assigned tasks and finished them on time.
Forreferenceonly.Notfor distribution.
SELF-ASSESSMENT 123
RUBRIC: SELF AND PEER ASSESSMENT FOR GROUP WORK
MINI-PROJET – LEÇON 1
NAME: CLASS:
Rubric: Peer Assessment for Group Work
• Project: Le club de théâtre en français
• Project instructions: Create a script for a skit and a performance for your school’s theater club.
• Mode of communication: Presentational Writing / Speaking
• Proficiency level: Novice
• Rubric instructions: Reflect on your classmates’ work. Indicate if you strongly disagree (1), agree (2) or strongly agree (3) with each statement.
INSTRUCTIONS & CONTENT
Characters in the skit meet and introduce themselves.
The skit includes the expected content.
SKIT: PRESENTATIONAL WRITING / SPEAKING
COMMUNICATION
The skit is understandable.
PRODUCT PRESENTATION
The skit is appealing to the listener/viewer thanks to performance strategies.
Forreferenceonly.Notfor distribution.
RUBRIC: SELF AND PEER ASSESSMENT FOR INDIVIDUAL WORK
MINI-PROJET – LEÇON 2
NAME: CLASS:
Content Checklist
• Project: Mon Carnet de français
• Project instructions: Create the informational section of your Carnet de français
• Mode of communication: Presentational Writing
• Proficiency level: Novice
• Checklist instructions: Make sure the student includes the following content.
FINAL PRODUCT
Cover and information page of your Carnet de français
COMMUNICATION
Attach a visual of yourself.
Introduce yourself, including your name, age, birthday, and where you live.
Design a culturally appropriate cover.
LANGUAGE
The verb avoir
Regular -er verbs
Question words
Date, including month and numbers
Previously learned words and grammatical structures
Forreferenceonly.Notfor distribution.
I can do this really well! I can do this. I could have done better. Review how well you have progressed in this unit. Check your progress by filling out the chart below.
I can greet people and introduce myself.
I can identify professions and introduce somebody else.
I can understand the main idea and supporting details of a short article about a modern circus company.
Act. 4 p. 24
Act. 5 p. 25
Act. 6 p. 25
Act. 7 p. 26
Act. 8 p. 27
Act. 9 p. 28
Act. 10 p. 28
I can present an artist from Le Cirque du Soleil. C’est vous les reporters! p. 29
I can ask how old people are and tell my age.
I can ask and respond to questions about my name, my age, and where I live.
Act. 2 p. 42
Act. 3 p. 42
Act. 4 p. 43
Act. 5 p. 43
Act. 6 p. 43
Act. 7 p. 44
Act. 8 p. 45
Act. 9 p. 45
3
If you want to improve…
Forreferenceonly.Notfor distribution.
I can understand the main idea and supporting details of a short article about holidays and celebration in the Francophone world.
I can write about an event, where it is celebrated, and when.
Act. 10p. 46
Organize the expressions to greet people into “Greetings” and “Good-byes”.
Choose a celebrity and write three sentences introducing him / her.
Research a modern circus company. Consider what similarities that company has with the circus described by Max on p. 28.
Imagine a performer in a modern circus company. Create a description of this artist and include a picture.
Think of five people you know of differing ages. Write a sentence for each indicating their age. Write out the number in French.
Find a picture of a famous person. Write a short interview including three questions asking their name, age, and where they live and the answer for each.
Choose a Francophone country and research three celebrations that occur there. Consider if those celebrations are celebrated in your community. Act. 11p. 46
Act. 12 p. 47
Choose a celebration from those you researched and write a description. Include the celebration’s name, when and where it occurs. C’est vous les reporters! p. 47
EXTRA RESOURCE WORKSHEET 1
Lexique: Jeu
Student Edition p. 37
Forreferenceonly.Notfor distribution.
USEFUL EXPRESSIONS TO COMMUNICATE
C’EST PARTI!
GREETINGS
Salut! Hi!
• Ça va? / Comment ça va? How are you?
• Bien, et toi? I’m fine, and you?
Bonjour! Good morning! / Hello!
Bonsoir! Good afternoon! / Good evening!
• Comment allez-vous? How are you?
• Bien, merci. Et vous?
I’m fine, thank you. And you?
SAYING GOODBYE
Salut! Bye!
À plus! See you later!
À bientôt! See you soon!
À demain. See you tomorrow.
Au revoir. Goodbye.
INTRODUCING ONESELF
• Comment tu t'appelles? / Comment vous vous appelez? What’s your name?
• Je m'appelle Léa. My name is Léa.
EXPRESSING LIKES AND DISLIKES
INTERACTING AT SCHOOL
• Qu’est-ce que c’est? What is it/that/this?
• C’est une gomme! It’s an eraser.
• Ce sont des feuilles. These are sheets of paper.
• Tu as un stylo? Do you have a pen?
• Oui, j’ai un stylo. Yes, I have a pen.
Forreferenceonly.Notfor distribution.
• Tu aimes les chats ou les chiens?
Do you like cats or dogs?
• J’aime les chats! I like cats!
• J’aime les chats et les chiens. I like cats and dogs.
• Moi aussi! Me too!
• Moi, non. J’aime… I don’t. I like…
• Non. No.
Je ne comprends pas.
I don’t understand.
Vous pouvez répéter, s'il vous plaît?
Can you repeat that, please?
Je ne sais pas. I don’t know.
Vous pouvez parler plus lentement, s'il vous plaît? Can you speak more slowly, please?
Et… / Ou… And… / Or…
REQUESTING INFORMATION
J'ai une question: … I have a question: …
Comment on dit… en français?
How do you say… in French?
Comment ça s'écrit…?
How do you spell…?
Comment ça se prononce?
How is that pronounced?
Qu'est-ce que ça veut dire?
What does that mean?
Est-ce que tu as…? Do you have…?
ASKING FOR PERMISSION
Je peux aller aux toilettes?
May I go to the restroom?
GIVING INSTRUCTIONS
Levez la main. Raise your hand.
Asseyez-vous. Sit down.
Répondez aux questions. Answer the questions. Répétez. Repeat.
Verb Conjugation Tables
OTHER VERBS
FAIRE TO DO
Present tense je fais nous faisons tu fais vous faites
il/elle/on fait ils/elles font
METTRE TO PUT (ON)
Present tense
je mets nous mettons
tu mets vous mettez
il/elle/on met ils/elles mettent
POUVOIR TO BE ABLE TO, CAN
Present tense je peux nous pouvons tu peux vous pouvez
il/elle/on peut ils/elles peuvent
Remember: the imperative of pouvoir is not used.
PRENDRE TO TAKE, TO HAVE (food and beverages)
Present tense
je prends nous prenons tu prends vous prenez
il/elle/on prend ils/elles prennent
Imperative fais faisons
faites
Imperative mets
mettons mettez
Imperative aime
aimons aimez
Imperative prends prenons prenez
All the verbs ending in -prendre are conjugated following the forms of the verb prendre (apprendre, comprendre, etc.).