Course Profile Core French, Grade 10, Academic, Public

Unit 2: La communication, ca clique : à mon avis

Time: 34.5 hours

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.03D, OCV.05D, REV.01D, REV.02D, REV.03D, WRV.01D, WRV.02D, WRV.03D.

Specific Expectations: OC1.01D, OC2.01D, OC2.02D, OC3.01D, OC3.02D, OC3.03D, RE1.01D, RE1.05D, RE1.06D, RE2.01D, RE2.03D, RE2.04D, RE2.06D, WR1.01D, WR1.03D, WR1.04D, WR2.01D, WR2.02D, WR2.03D.

Unit Description

This unit outlines a collaborative communication project. Working in teams, students will create and send messages to another group of students either in the same school, the same board or elsewhere in the province. Students may communicate by e-mail, fax, board courier, or regular mail. Students use their language skills to compose and answer messages, to design a survey, and to evaluate their own group process throughout the activities. They apply critical thinking skills to evaluate web sites and explain reasons for choosing favourites.

Activity Titles (Time + Sequence)

Activity 1	Bienvenue au projet « La communication ça clique! »	75 minutes
Activity 2	La nétiquette	150 minutes
Activity 3	Bonjour	450 minutes
Activity 4	Une communauté, c’ est…:	375 minutes
Activity 5	Que fait-on dans le cyberespace?	450 minutes
Activity 6	En cas de doute, doutez!	450 minutes
Activity 7	Au revoir	120 minutes

Prior Knowledge Required

· Accessing school network via login and password

· Connecting to and using the Internet

· Accessing and sending e-mail if using it to communicate

· Keyboarding if using a word processor

· Naming/saving/opening/closing files if using word processor or e-mail

· Research skills

· Writing process

· Interrogatives, passé composé

· Reading skills

· Paragraph writing

· Note taking

New language Structures

· Personal object pronouns (me, te, nous, vous)

· Oral use and reading of affirmative and negative infinitives following impersonal expressions

· Imperfait and conditionnel présent of –er, -ir, and –re verbs and irregular verbs

· Prepositions with geographical names

Unit Planning Notes

Communicating through e-mail is the fastest, most efficient way of completing the activities, however, if you are using other methods you will need to adjust recommended timelines and intersperse the activities with others (e.g., reading) as you wait for return messages from the partner class.

Teachers may find a class with which to partner in a focussed “pen-pal or “key-pal” format by:

· Collaborating with a colleague at their school;

· Contacting board co-ordinator/consultant to obtain contact information for schools within their own school district;

· Visiting The Ministry of Education contact information and web page addresses for all district school boards at http://www.edu.gov.on.ca/eng/general/list/bordlist.html;

Joining the Education Network of Ontario, (freely accessible to all Ontario teachers), at http://www.enoreo.on.ca. Registration usually takes about 24 hours. Join the discussion in the Core French Online Conference area at http://www.enoreo.on.ca/Conferences/webconfindex1.htm to meet a teacher in Ontario wishing to partner with another class.

Students will engage in oral and written classroom activities in preparation for five communication tasks:

1. Introductions;

2. Defining the word community;

3. Surveying ways people connect in a virtual community;

4. Establishing guidelines for web site evaluation, evaluating and sharing good web sites;

5. Good-byes.

Each team of students will prepare a project display to share the messages they receive with the other teams in their own class. As an extension, displays may be shared with other classes and the school community. Displays will contain a map showing the location of the pen-pal/key-pal partner, information about the partner team, and print copies of messages sent and received. Team displays could be in the format of a bulletin board, binder, portfolio, scrapbook etc. As an extension some student teams familiar with computers may wish to prepare a web site to display project information. HTML knowledge and/or access to an HTML editor will be required to create the web pages.

Note: Teachers and students are encouraged to expand their technology skills in this unit.

As stated on p. 43 of the document The Ontario Curriculum, Grades 9 and 10, French As a Second Language – Core, Extended, and Immersion French, Ministry of Education and Training, 1999, the role of technology is particularly relevant for FSL program planning.

“The introduction of Internet access has been an important innovation in the area of language study, since the use of e-mail enables both students and teachers to communicate directly with French speakers. Through the Internet, students can “talk” to key-pals from regions or countries where French is spoken. Teachers may also use the Internet to set up class projects with some language learners.”

Pre-planning

Three to four weeks before the start of the unit

1. Make arrangements to partner with another class.

2. Check school/board policies and procedures for using the desired method for sending messages:
e-mail, fax, courier, mail.

3. If using e-mail to send messages, teachers can send the messages themselves or consult with school/board technical support staff to set up e-mail accounts for your students. Note: for accountability purposes it is strongly recommended that each student have his/her own account. Check your board’s policy.

Two weeks before the start of the unit

1. Complete Project Schedule Template, Annexe A with teacher of partner class, establishing dates for each exchange of messages.

2. Establish project ground rules with partner class teacher, e.g., approval procedure to follow before sending messages, how to handle off-topic conversations, how to handle inappropriate messages etc.

3. Establish class teams – four students per team.

4. If students are sending the messages, exchange list of student teams and contact information, i.e., e-mail addresses, fax numbers, regular mail addresses with partner class teacher.

5. Working with partner class teacher matches up teams of students, e.g., Team #1 from Northwestern Collegiate corresponds with team #1 from South River High School.

6. Acquire copies of school Acceptable Use Policy for using computers and the Internet for students to sign.

7. If using courier or regular mail to communicate, create language activities for student use while waiting for messages.

Teaching/Learning Strategies

· Teacher-led group discussions

· Brainstorming to generate ideas and vocabulary

· Vocabulary lists

· Crossword Puzzle

· Mind map

· Group work

· Writing process

· Word processing

· Reading

· Writing letters or sending e-mail

· Bulletin board display

· Web page creation (optional)

Assessment and Evaluation

Formative

Activity 1: Teacher observation of student participation in oral group discussion

Activity 2: Teacher evaluation of ‘nétiquette’ cartoons

Teacher evaluation of oral participation

Activity 3: Teacher observation of student participation

Teacher evaluation of oral presentations of student interviews

Teacher evaluation of written messages

Ongoing teacher assessment of team display

Activity 4: Teacher observation of student participation

Teacher evaluation of written messages

Peer and teacher assessment of acrostics

Ongoing teacher assessment of team displays

Activity 5: Teacher observation of student participation

Peer assessment of written messages

Ongoing teacher assessment of team display

Teacher evaluation of written messages

Activity 6: Teacher observation of student participation

Peer assessment of written messages

Ongoing assessment of team displays

Activity 7: Teacher observation of student participation

Teacher and student self assessment of their role in the project using rubric, Annexe J

Teacher/Peer evaluation of team displays

Activity 3-7: Teacher evaluation of team displays

Summative

In this unit communication project which is a team display (portfolio, scrapbook) containing messages sent and received, is evaluated by the teacher. The group process is also evaluated by the teacher and students. (See Annexe J – Evaluation Rubric.)

Resources

Bennett, B., C. Rolheiser, L. Stevahn, (traduit par MacKinnon, M). L’apprentissage co-opératif:rencontre du coeur et de l’esprit. Toronto: Educational Connections, 1995. ISBN 0-9695388-2-0

Gollert, Heidi, Elver Peruzzo and Claire Piché. Destinations 3, Canada: Copp Clark Pitman Limited, now Pearson Education, 1992. ISBN 0-7730-5134-1, p. 181 – 183.

Ministry of Education, District School Boards and School Authorities
http://www.edu.gov.on.ca/eng/general/list/bordlist.html

McConnell, G. Robert and Rosemarie Giroux Collins. Voyages 1, Canada: Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57486-1, p. 29, 51-56, 62, 63, 66, 109-114, 142, 143.

McConnell, G. Robert, Rosemarie Giroux Collins and Alain M. Favrod. Passages 3, Canada: Éditions Addison-Wesley, now Pearson Education, 1992. ISBN 0-201-57377-6, p. 152 – 156.

Peruzzo, Elver, Claire Piché and Heidi Gollert. Destinations 4, Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-1, p. 205, 206, 207.

Piché, Claire, Elver Peruzzo, Dieter Euler and Heidi Gollert. Destinations 4, Cahier d’activités,Canada : Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5202-X, p. 40, 41, 45, 72.

Activity 1: Bienvenue au projet « La Communication, ça clique! »

Time: 75 minutes

Description

Students will participate in a collaborative communications project: « La Communication, Ça Clique! » They will review the writing process for preparing messages as well as rules for working in co-operative groups. If they use e-mail to send their messages and in order to access the World Wide Web in communication task #4, they will discuss and sign a school Acceptable Use Policy. Students will visit the Resource Centre, computer lab, or main office where they will access the Internet or fax machine or courier/mail area as required. Students will learn and use the new language structure, personal object pronouns (me, te, nous, vous).

Strand(s) and Expectations

Strand(s): Oral Communication

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions.

Specific Expectations

OC2.01D - participate in teacher-guided discussions and debates, and in dramatizations.

Planning Notes

· Prepare some co-operative learning activities for students to learn French expressions useful for working in groups.

· Prepare project schedule from Annexe A - Planning Schedule Template (for teacher use in planning).

· Photocopy Annexe C – Taper en français.

· Prepare Student Checklist Annexe I.

· Prepare list of teams in the partner class and contact information (i.e., e-mail addresses, fax numbers, regular mail addresses) as required for each team.

· Prepare lessons and consolidation activities for object pronouns (me, te, nous, vous)

· Prepare list of basic expressions to use in discussing school computer routines. Even if you do not use e-mail, students will need this list for communication task #4, evaluating web pages.

· Enlist the aid of a colleague (e.g., computer teacher, librarian, technician, support staff) to assist with explanation of computer/network access, routines, rules, and schedule, if necessary.

· Acquire copies of school Acceptable Use Policy for students to sign.

Note: Depending on the number of computers available, you need to organize your students to send messages in different ways. If you use a few computers in a resource centre, send the representatives of each group to send the messages. If you have one computer in your classroom, the writers simply take turns using it. If you have limited access to a computer lab, you need it only for activity four (evaluating web sites)

Prior Knowledge Required

· Writing process (to compose and respond to messages)

· Accessing school network via login and password

· Connecting to the Internet/e-mail

New Language Structures

· Personal object pronouns (me, te, nous, vous)

Teaching/Learning Strategies

Note: If teachers are concerned about compliance with the school’s/board’s acceptable use policy, all teams could send messages to the partner teacher instead of sending messages to the individual student teams. Another way of ensuring compliance is to have participating teachers send and receive the messages then distribute them to the students.

1. Review strategies for working in groups. Use some co-operative learning structures and have students practise them in French.

2. If you are using e-mail, verify students’ familiarity with routines and rules for using school computers. Ask students general questions, e.g., Qui a utilisé les ordinateurs au centre de ressources? Explain and discuss school routines for use of computers e.g., is there a sign-up list, where is it, where are computers available, who is the teacher in charge, etc. If using another means of communication, explain and discuss procedures to follow in accessing fax machine, mail or courier area.

3. Teach vocabulary and expressions as needed to allow students to discuss routines in French.

4. Describe project and hand out Liste de contrôle, Annexe I.

5. Students work in groups of four and remain in these groups for the whole project. Teacher introduces the pronouns me, te, se, nous, vous while establishing rules for group work with the students. e.g., Quand je travaille en groupe :

· je t’écoute, je vous écoute;

· je t’aide, je vous aide;

· je te respecte, je vous respecte;

· je te critique gentillement, je vous critique gentillement;

· je te parle poliment, je vous parle poliment;

· je t’encourage, je vous encourage;

· je te regarde quand tu parles;

· je te donne des conseils;

· nous travaillons bien ensemble :

- nous nous aidons;

- nous nous écoutons;

- nous nous respectons;

6. Use consolidation exercises to have students practise all object pronouns.

7. Ask questions to see what students already know about their partner class and where they are from.e.g., Qui a visité…, Qui connaît… etc.

8. Give students the names and contact information of the partner class team with which they are matched.

9. If students are using e-mail complete #9 and #10. Students log on to school network and access e-mail. Even if students are not using e-mail they can key messages into an e-mail format, print them, then send them by other means. In this way they can use e-mail terminology in French.

Teach students address line, subject line and copy to (cc) functions. When students send an e-mail message they will copy (cc) it to all the members of their partner class team.

10. Students send test messages to their key-pal partners, typing the address of one team member in the “To” line and copying it to the rest of the team typing their addresses in the “cc” line. Note: separate addresses with a comma. Refer to Annexe C for assistance with typing accents.

Assessment/Evaluation Techniques

· Teacher observation of student participation in oral group discussion

Accommodations

· Peer helper

· Teacher conference with individual students as necessary

Resources

Bennett, B., C. Rolheiser, and L. Stevahn, (traduit par MacKinnon, M). L’apprentissage co-opératif: rencontre du coeur et de l’esprit. Toronto: Educational Connections, 1995. ISBN 0-9695388-2-0

McConnell, G. Robert, Rosemarie Giroux Collins and Alain M. Favrod. Passages 3. Canada: Éditions Addison-Wesley, now Pearson Education, 1992. ISBN 0-201-57377-6, p. 152 – 156.

Peruzzo, Elver, Claire Piché and Heidi Gollert. Destinations 4. Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-1, p. 33, 198.

Piché, Claire, Elver Peruzzo, Dieter Euler, and Heidi Gollert. Destinations 4, Cahier d’activités. Canada : Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5202-X, p. 31 – 33.

Activity 2: La nétiquette

Time: 150 minutes

Description

Students learn French vocabulary specific to computer and Internet use. They read about and discuss netiquette, the informal code of behaviour commonly accepted by Internet users. They create cartoons illustrating the rules of netiquette. Cartoons are placed around the room without their captions. Students identify the caption for each cartoon. Students will be introduced to the new language structure, verbs: affirmative and negative infinitives following impersonal expressions orally when discussing rules of netiquette.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

WRV.01D - express ideas and opinions in short written texts;

WRV.03D - identify and use appropriate language conventions in their written work.

Specific Expectations

OC2.01D - participate in teacher-guided discussions and debates, and in dramatizations;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

OC3.02D - use newly acquired vocabulary in conversation;

RE1.01D - demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple-choice questions, giving short answers, performing matching activities);

RE2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

WR2.03D - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Prepare the following appendices

· Annexe B – Vocabulaire

· Annexe C – Taper en fançais

· Annexe D – Mots croisés

· Annexe E – La nétiquette

· Annexe F – La nétiquette, composez les phrases

· Gather art supplies for cartoons.

Prior Knowledge Required

· Reading skills; use of various strategies to ensure comprehension

New Language Structures

· Oral use and reading of affirmative and negative infinitives following impersonal expressions (e.g., Il est important de respecter les règlements de l'école pour l'ordinateur. Il est bon de ne pas écrire en majuscules)

Teaching/Learning Strategies

For teachers unfamiliar with Internet terminology, refer to Annexe B. Students may understand the concepts but will need assistance with the new vocabulary. Do not hesitate to enlist students to help with the discussions if necessary.

1. Read vocabulary list, Annexe B - Vocabulaire with students, discussing terms and asking personalized questions to check comprehension, e.g., Qui visite les bavardoirs? À qui parles-tu?

2. Students complete Annexe D - Mots croisés.

3. Discuss with students how rules are decided in different settings to set the stage for introducing netiquette. Ask questions such as Qui décide des règles à l’école? Chez toi? Qui décide des règles sur Internet?

4. Read and discuss Annexe E - La nétiquette with students, asking questions to check comprehension.

5. Teach/review as necessary the language structure affirmative and negative infinitives following impersonal expressions. Using Annexe F – « La nétiquette, composez les phrases » as guide, students reword the rules of netiquette, e.g., Il est important de respecter les règlements de l'école pour l'ordinateur. Il est bon de ne pas écrire en majuscules uniquement.

6. Students each choose one rule of netiquette to illustrate in cartoon format with the caption using the language structure impersonal expression plus infinitif. Captions should not be attached to the cartoon.

7. Display cartoons in the classroom. Display captions in a different part of the classroom. Students orally match the captions with the cartoons.

Assessment/Evaluation Techniques

· Teacher evaluation of netiquette cartoons

· Teacher evaluation of oral participation

Accommodations

· Peer helper

· Teacher conference with individual students as necessary

Activity 3: Bonjour

Time: 450 minutes

Description

This is the first of five communication tasks. Students prepare “Bonjour” messages introducing themselves to their pen-pal/key-pal partners. In introducing themselves students learn and use the conditional tense as well as prepositions with geographical place names. Students send their introductory messages to their partner team. They read their partner team’s messages, prepare and send replies. They print/copy the messages they have sent and received to include in a team display in order for messages to be shared with other teams. The display will contain information about their partner team. The display can be in the form of a binder, scrapbook, portfolio, bulletin board, etc. As an extension certain teams may choose to prepare a web page to display their messages.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.03D - identify and understand language conventions used in their reading materials;

WRV.01D - express ideas and opinions in short written texts;

WRV.02D - create short written texts in structured and open-ended situations;

WRV.03D - identify and use appropriate language conventions in their written work.

Specific Expectations

OC2.01D - participate in teacher-guided discussions and debates, and in dramatizations;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

OC3.02D - use newly acquired vocabulary in conversation;

OC3.03D - use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

RE2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

RE2.06D - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01D - write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR1.03D - organize information into paragraphs for written assignments;

WR1.04D - prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs);

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24);

WR2.02D - revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;

WR2.03D - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Establish schedule for team conferences.

· Prepare lessons on the formation and use of conditional tense.

· Prepare lessons on prepositions used with names of cities, provinces, countries, and continents.

· If using e-mail, confirm computer bookings. Students will only need access to one or two computers on a rotating basis to send and receive messages. If teachers send the messages it eliminates the need for computer access.

Prior Knowledge Required

· Interrogatives

· Writing process

· Paragraph writing

· Note-taking

New Language Structures

· Imparfait and conditionnel présent of -er, -ir, and -re verbs and irregular verbs in si clauses

· Prepositions with geographical names (e.g., en France, au Canada, à Winnipeg)

Teaching/Learning Strategies

1. Students work in teams of four with each student taking a different role. Students change roles for each of the five communication tasks e.g., Bonjour, Une communauté c’est… etc.

2. Responsibilities of all students:

· Prepare an individual paragraph/comment/question on the communication topic. Responses will be discussed, edited, and compiled by the group and sent to partners as a team message. At least once during each communication task all teams in the class will conference with the teacher.

· Perform the assigned role for each communication task.

· Contribute to the preparation of the team display.

3. Assigned roles for each communication task:

· Team Leaders ensure that all messages have gone through the approval process established by the teacher before being sent. The team leader seeks assistance if any technical difficulties arise, schedules a conference time with the teacher for the team and co-ordinates work on the team display.

· Editors gather all of the individual written comments from their team, lead the team through discussion of each and co-ordinate the compilation of ideas into one message. The editor does not write the message. Editors seek assistance from the teacher for any language issues that arise.

· Writers prepare/key and send the final copy of the team message. Writers make copies/print all messages sent to add to the team display.

· Note-takers create a chart (using the following headings: date, sujet and question/commentaire) to keep track of the messages received and read. Note-takers use the comment section to record comments or questions the group wishes to make in responding to the messages. Note-takers make a copy the messages received to add to the team display.

4. If using e-mail or a word processor, discuss keyboard shortcuts for French characters, Annexe C – Taper en français

5. Students brainstorm list of questions to use in interviewing each other.

6. Teacher introduces questions that must be added to the list above in order to teach the formation of the conditional tense and the use of prepositions with geographic place names:

· Qu’est-ce que tu ferais si tu gagnais la loterie?

· Où est-ce que tu aimerais aller si tu avais beaucoup d’argent?

· Avec quelle vedette est-ce que tu voudrais passer une soirée?

· Qu’est-ce que tu aimerais faire après l’école secondaire?

· Où aimerais-tu habiter?

· Quels pays aimerais-tu visiter? Est-ce que tu es jamais allé en/à la/au _____?

7. Students interview the members of their team, make notes and prepare an oral presentation on one person. Each student selects a different team member to interview so that all members are represented

8. Students orally present information about one of their team members to the class.

9. Working in their teams, students use the writing process to prepare a “Bonjour” message introducing the members of their team to their partner team in another class/school.

· Each student prepares a paragraph about the student they interviewed.

· The editor leads the team through discussion of individual paragraphs and compilation of team message e.g., Les membres de notre équipe s’appellent John, Nicole, Louise et Mark. Si nous gagnions la loterie, Louise achèterait…

· The writer prepares the team message in final copy, sends it to their pen-pal/key-pal partner team and makes a copy for the team display.

· Note: if e-mailing the message, type the e-mail address of one of the key-pal team members in the “To” line and the addresses of the other team members in the “cc” line.

10. Students read and discuss introductions received from their partners. Note-takers take notes using chart they created.

11. Teams use the writing process to prepare a response to the “Bonjour” message they have read.

· Each student prepares an individual comment/question.

· The editor leads the team through discussion of individual replies and compilation of the team reply.

· The writer prepares the team message in final copy, sends it to their partner team and makes a copy for the team display.

12. Teams start work on their display.

13. If time allows, further communication with partner teams is encouraged.

Assessment/Evaluation Techniques

· Teacher observation of student participation

· Teacher evaluation of oral presentations of student interviews

· Ongoing teacher assessment of team displays

· Teacher evaluation of written messages

Accommodations

· Provide guided questions for student interviews.

· Provide teacher-prepared outline for postings/e-mail messages.

· Provide teacher-interviews with individual students as needed.

Resources

Gollert, Heidi, Elver Peruzzo and Claire Piché. Destinations 3. Canada: Copp Clark Pitman Limited, now Pearson Education, 1992. ISBN 0-7730-5134-1, p. 181 – 183

McConnell, G. Robert, and Rosemarie Giroux Collins. Voyages 1. Canada: Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57486-1, p. 29, 62, 63, 66, 142,143

McConnell, G. Robert, and Rosemarie Giroux Collins. Voyages 1, Cahier d’activités. Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57497-7, p. 51–56, 109-114

Peruzzo, Elver, Claire Piché, and Heidi Gollert. Destinations 4. Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-1, p. 205, 206, 207, 211, 212, 215, 216

Piché, Claire, Elver Peruzzo, Dieter Euler and Heidi Gollert. Destinations 4, Cahier d’activités. Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5202-X, p. 40, 41, 45, 72, 82, 83, 127, 128, 129

Activity 4: Une communauté, c’est…

Time: 375 minutes

Description

This is the second of five communication tasks. Students discuss the meaning of the word community. Teams send their definition to their pen-pal/key-pal partner teams. Students read the definition received from their partner, take notes, prepare and send team replies. Students add their community definitions to their team display.