Course Profile Core French, Grade 10, Applied, Catholic

Unit 2: La communication et ses divers moyens

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

Unit Description

In this unit, students explore the importance of meaningful communication in their relationships with others. Students learn the roles of the listener and the speaker in effective and respectful communication in light of gospel values. The concepts of one-way and two-way communication are introduced and the distinction is made between communication and its various means. Students study the use and importance of certain technological means of communication including the computer (electronic mail) and the telephone (a simulated conference call). This theme is developed through pertinent vocabulary acquisition and conversation activities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCGE1d; OCGE2a, e; OCGE3e; OCGE4b; OCGE5a, e; OCGE7j.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.01P, 03P, 04P, 05P; REV.01P, 03P; WRV.02P, 03P.

Specific Expectations: OC1.01P, 02P, 03P, OC2.01P, 02P, 05P, OC3.01P, 03P; RE1.01P, 03P, RE2.01P, 03P; WRI.01P, 02P, WR2.01P, 02P, 03P.

Activity Titles (Time + Sequence)

Activity 1	Les rôles de la communication	180 minutes
Activity 2	Découvrons l’ordinateur	140 minutes
Activity 3	Parlons de l’ordinateur!	240 minutes
Activity 4	Un appel conférence	180 minutes
Activity 5	L’expression d’un message	90 minutes
Activity 6	Écouter l’autre personne	110 minutes
Activity 7	Les obstacles à la communication	240 minutes

Prior Knowledge Required

· Acquisition of the knowledge and skills for the Grade 9 Core French Academic or Applied as set out in The Ontario Curriculum, Grades 9 and 10, French As a Second Language – Core, Extended and Immersion French document.

· Use of a French/English dictionary

· Verbs conjugated in the présent

· Regular and irregular verbs conjugated in the passé composé using the auxiliary verbs avoir and être

· Singular and plural, feminine and masculine, of irregular adjectives

· Interrogative constructions – question words and subject-verb inversion

· Negation (use of ne…pas with compound verbs)

Unit Planning Notes

· The teacher may photocopy or transcribe the handouts offered in the Appendices.

· Certain activities in this unit require teacher observation (partner work, dialogues, oral presentations). Prepare checklists for ongoing assessment.

· Reserve the computer lab for certain activities in this unit.

· Reinforce grammar structures by using various activities and exercises from resources such as Destinations 4.

Teaching/Learning Strategies

Students

· discuss

· brainstorm

· participate in group/partner work

· participate in conversations with their peers

· participate in daily discussion

· participate in a class survey

· present prepared material to the class

· role play

· mime

· contribute to a personal portfolio

Teacher

· lead discussions

· model language

· directly instruct

· mentor

· monitor

· tutor

· facilitate

Assessment and Evaluation

Diagnostic and Formative

· checklists

· teacher/self/peer rubrics

· written assignments

· role playing

· miming

· observation

Summative Evaluation

· written assignments

· dramatizations

· oral presentations/dialogues

· pencil and paper tests

Resources

Print

Bilingual/Unilingual dictionaries

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, 1992.

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, 1993.

Oliver, Simone. “Renseignez-vous sur le vocabulaire Internet.” Communication, March 1998 : 20.

Spolin, V., Theater Games for Rehearsal. Illinois: Northwestern University Press, 1985.

Salomé, Jacques and S. Galland. Si je m’écoutais je m’entendrais. Québec, Canada : Les Éditions de l’Homme, 1990.

Trafford, Larry. Educating the Soul. Toronto, Canada: Institute for Catholic Education, 1998.

Warren, Bernie. Drama Games. North York, Canada: Captus Press, 1996.

Technological

English-French Dictionary of Common Computing Terms
http://www.css.qmw.ac.uk/foreign/eng-french.htm

French/English Terminology in Office Compatible Basic Style Guide
http://technet.microsoft.com/cdonline/default-f.asp?target=
http://technet.microsoft.com/CDONLINE/CONTENT/INTERNATIONAL/DESK/OFFICE/COMPATIBLE/FRGLOSS.HTM

CD-ROM: The 1997 Grolier Multimedia Encyclopedia, Version 9.01M.

Activity 1: Les rôles de la communication

Time: 180 minutes

Description

This activity begins with a review of the past tense. This review supports the paragraph students write, outlining the events of their weekend. This piece of writing is edited until a final draft is completed, and then students memorize it. Once the piece of writing is memorized, students are placed in pairs and participate in an activity on communication. In this activity, students recite their memorized text three times, with different reactions from their partner: no visual contact or verbal or non-verbal response, visual contact but no verbal or non-verbal response, visual contact and verbal and non-verbal response. After the activity, students reflect on the experience and various aspects of communication are studied.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE4b - demonstrates flexibility and adaptability.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01P - listen and respond to a variety of spoken texts;

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

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

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

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

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

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

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC1.02P - respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;

OC2.01P - use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC2.02P - share opinions and formulate judgements about topics under study;

OC3.01P - recognize and use appropriate language structures;

RE3.03P - read a wide range of texts and respond through discussion or by giving short answers;

RE2.01P - recognize and use appropriate language conventions;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.02P - write a brief description using the appropriate past tenses;

WR2.01P - recognize and use appropriate language structures;

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

Planning Notes

· Prepare a review of the passé composé with exercises for the students.

· Select a model paragraph for students for the paragraph writing activity.

· Photocopy Annexe 2-1a – Retour sur l’activité for each student.

· Photocopy Annexe 2-1b – Les notions for each student.

Prior Knowledge Required

· The passé composé

· The structure of a paragraph (introduction, body, conclusion)

Teaching/Learning Strategies

The teacher will:	The students will:
· do a review of the passé composé	· participate in the review of the passé composé
· review the structure of a paragraph (introduction, body, conclusion) and give students a model paragraph for their writing (5-7 sentences)	· participate in the review of the structure of the paragraph
· give students a theme or a choice of themes to write about in their paragraph (e.g., décris tes activités de la fin de semaine, décris ton film préféré)	· write a paragraph relating to a certain theme
· guide the editing process · guide the peer editing process · evaluate students’ work	· edit their work · edit a peer’s work and have a peer edit their work · submit a final draft
· ask students to memorize their description and be able to recite it as if telling a story	· memorize their description and be able to recite it as if telling a story
· place students in pairs (preferably not with their peer editor) · ask them to determine who are “A” students and who are “B”students	· work in pairs · determine their role: “A” or “B”
· explain that “A” students will tell their story to “B” students for one minute · explain that “B”students will listen to the story told by “A” students, but will not give any verbal responses, including words and simple receptions such as mm hmm · explain that “B” students will also not give their partners any non-verbal responses, such as nodding their heads · explain that “B” students will also not make any visual contact with their partners · ask two students to perform a demonstration · start the activity by counting to three	· play the “A” role and tell their story to “B” students for one minute · play the “B” role without showing signs of response, including visual contact
· stop the speakers after one minute · ask “B” students to tell their story to “A” students · ask “A” students to respond as “B” students did, showing no sign of response, including visual contact · start the activity by counting to three	· reverse roles
· ask students to try the exercise again, with “A” students as the first speakers · explain that “B” students will listen to the story told by “A” students, but will not give any verbal responses, including words and simple receptions such as mm hmm · explain that “B” students will also not give their partners any non-verbal responses, such as nodding their heads · explain that students should make visual contact · start the activity by counting to three	· play the role of “A” and tell their story to “B” students for one minute · play the “B” role without showing any sign of verbal or non-verbal response
· stop the speakers after one minute · ask “B” students to tell their story to “A”students · ask “A” students to respond as “B” students did, showing no sign of verbal or non-verbal response · start the activity by counting to three	· reverse roles
· ask students to try the exercise a third and final time, with “A” students as the first speaker · explain that “B” students will listen to the story told by “A”students, and give verbal responses including words and simple receptions such as mm hmm · explain also that “B” students will give their partners non-verbal responses, such as nodding their heads · explain that students should make visual contact	· play the role of “A” and tell their story to “B” students for one minute · play the role of “B” without showing any sign of verbal and non-verbal responses
· ask students to briefly discuss their reactions to the experience with their partners	· discuss their reactions to the experience with their partners
· distribute a copy of Annexe 2-1a – Retour sur l’activité to students, a follow-up on the previous activity · explain the activities on the worksheet and introduce and review the vocabulary · ask students to complete the worksheet · provide assistance and question students to verify understanding (use a checklist)	· actively listen to the explanation of Annexe 2-1a – Retour sur l’activité · complete the worksheet
· distribute a copy of Annexe 2-1b – Les notions to students, a questionnaire on notions in communication · explain the activities on the worksheet and introduce and review vocabulary · explain to students that to complete the activity, they are to apply the knowledge they have gained from their experience in the previous activity · direct students responses as needed using the answer key (Annexe 2-1c – Clé de réponses – Sujets de discussion) · evaluate student responses using a marking scheme	· actively listen to the explanation of Annexe 2-1b – Les notions · complete the worksheet
· with the large group, ask students to share their responses · explain notions in communication using the answer key (Annexe 2-1c – Clé de réponses – Sujets de discussion) · lead a discussion on communication	· share responses to Annexe 2-1b – Les notions as needed · take notes on notions in communication as needed · participate in discussion on communication

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
S	Knowledge/Understanding Communication Thinking/Inquiry Application	Paragraph writing	Marking scheme	Teacher
F	Knowledge/Understanding Communication	Annexe 2-1a Questionnaire on reactions to activity	Checklist	Teacher
F	Thinking/Inquiry Application	Annexe 2-1b Worksheet on communication	Marking scheme	Teacher

Accommodations

· Pair students strategically for peer editing.

· Pair students strategically for the communication activity.

· Permit students to use a written copy of their paragraph or cue cards with key words during the communication activity.

· Remove the box with possible responses (Annexe 2-1a – Retour sur l’activité) or offer fewer choices to students.

· Complete a limited amount of responses (Annexe 2-1b – Les notions).

· Complete Annexe 2-1b – Les notions as a large group.

· Pair students strategically for written activities.

Resources

Salomé, J. and S. Galland. Si je m’écoutais je m’entendrais. Québec: Les Éditions de l’Homme, 1990.

French-English dictionaries

Appendices

Annexe 2-1a – La communication – Retour sur l’activité

Annexe 2-1b – La communication – Les notions

Annexe 2-1c – La communication – Clé de réponses – Sujets de discussion

Annexe 2-1a

La Communication
Retour sur l’activité

Réponds aux questions suivantes en utilisant des phrases complétes.

Quand j’ai parlé…

Première expérience : sans contact visuel, sans réponses verbales ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Deuxième expérience : avec contact visuel, sans réponses verbales ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Troisième expérience : avec contact visuel, avec réponses verbales et/ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Quand j’ai écouté…

Première expérience : sans contact visuel, sans réponses verbales ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Deuxième expérience : avec contact visuel, sans réponses verbales ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Troisième expérience : avec contact visuel, avec réponses verbales et/ou non-verbales

Comment est-ce que tu as trouvé l’expérience?

Je n’ai pas pu parler pendant une minute.

J’ai trouvé l’expérience frustrante. J’ai pu parler pendant une minute.

J’ai voulu parler. J’ai trouvé l’expérience difficile.

J’ai parlé. J’ai trouvé l’expérience acceptable.

J’ai pu écouter l’histoire de ma/mon partenaire.

J’ai trouvé l’expérience facile. Je n’ai pas pu écouter mon/ma partenaire.

J’ai trouvé l’expérience intéressante parce que…

Annexe 2-1b

La Communication
Les notions

Réponds aux questions suivantes en utilisant des phrases complètes.

1. Donne la définition de l’expression suivante : la communication à un sens.

2. Dresse une liste de moyens de communication à un sens.

1. la télévision

2.

3.

3. Donne la définition de l’expression suivante : la communication à deux sens.

4. Dresse une liste de moyens de communication à deux sens.

1. le télécopieur

2.

3.

4.

5. Quels rôles et éléments sont nécéssaires pour établir la communication à deux sens?

Annexe 2-1c

La Communication
Clé de réponses – Sujets de discussion

Réponds aux questions suivantes en utilisant des phrases complètes.

1. Donne la définition de l’expression suivante : la communication à un sens.
La communication à un sens est un aller simple dans la transmission d’un message.

2. Dresse une liste de moyens de communication à un sens.

1. la télévision

2. le journal

3. Internet

Sujet de discussion : L’Internet est aussi un moyen de communication à deux sens. Est-ce que c’est le seul?

3. Donne la définition de l’expression suivant : la communication à deux sens.

La communication à deux sens est un aller-retour entre deux ou plusieurs personnes où il y a l’envoi d’un message et la confirmation du message reçu.

D’après Thomas Gordon, la communication c’est mettre en commun.

4. Dresse une liste de moyens de communication à deux sens.

1. le télécopieur

2. le téléphone

3. la lettre traditionnelle

4. la messagerie électronique

Il y a également la boîte vocale, le télégramme,…

Sujet de discussion : S’il y a un délai entre l’envoi du message et la réponse, est-ce que c’est encore la communication à deux sens?

5. Quels rôles et éléments sont nécessaires pour établir la communication à deux sens?

envoi du message

ì î

locuteur récepteur

ë í

confirmation du message

reçu

Remarque que le locuteur et le récepteur changent de rôles constamment.

Activity 2: Découvrons l’ordinateur

Time: 140 minutes

Description

This activity begins by introducing students to various roles and responsibilities within a group when completing a task. Students work as interdependent team members to create a list of French vocabulary terms relating to the computer, a means of communication studied in the previous activity. Following this, students manipulate computer-related vocabulary in an acrostic activity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts,

media, technology and information systems to enhance the quality of life;

OCGE4b - demonstrates flexibility and adaptability;

OCGE5a - works effectively as an interpendent team member.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC3.01P - recognize and use appropriate language structures;

RE2.02P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR2.01P - recognize and use appropriate language structures;

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Decide which medium to use for recording students’ findings in the group activity (overhead, chart paper, or board).

· Select specific vocabulary relating to computer terminology from list supplied in the Teaching/Learning Strategies section according to students’ interests and skills.

· Prepare an overhead of Annexe 2-2a – L’ordinateur and Annexe 2-2b – L’imprimante for vocabulary introduction.

· Photocopy the acrostic activity from Annexe 2-2c – Vocabulaire de l’ordinateur for each student.

· Prepare checklist for observation of students during brainstorming activity.

Prior Knowledge Required

· Limited knowledge of computers and their functions

· Use of a French-English dictionary

Teaching/Learning Strategies

The teacher will:	The students will:
· introduce the following roles for group work: - le/la secrétaire - le gardien/la gardienne du temps - le gardien/la gardienne de la tâche - le gardien/la gardienne de la parole · elaborate with students a list of responsibilities for each role in the group, to be applied further in this activity	· participate in the creation of a list of responsibilities for the roles in a group
· in a class discussion, ask students to list various means of communication (as studied in the previous activity) to introduce the theme of computers · conduct a brief class survey by asking questions such as: - Qui a un ordinateur à la maison? - Qui a son propre ordinateur? - Qui partage l’ordinateur avec sa famille?	· participate in class discussion and subsequent class survey
· Place students in groups of four. · ask each student in the group to choose a role	· choose a role within their group
· ask each group to generate a list of words relating to the computer (using a dictionary) · evaluate students through observation	· work in groups to create a list of words relating to the computer (using a dictionary) · work cooperatively to complete their task
· ask a representative from each group (e.g., le gardien de la parole) to share the group’s findings with the larger group · record pertinent vocabulary (on board, overhead or chart paper) during group presentations	· share findings/listen to other students’ findings
· discuss the vocabulary generated by the groups and introduce other computer terminology, beginning with terms found in Annexe 2-2a – L’ordinateur and Annexe 2-2b – L’imprimante (as overhead or handout) · continue to introduce new vocabulary from the following list computer-related terms: - l’ordinateur (l’ordinateur personnel) – the personal computer - le clavier – the keyboard - la disquette – the floppy disk - la disque – the hard disk - la disquette de sauvegarde – the back-up disk - le lecteur de disquettes – the disc drive - le moniteur (le moniteur couleur) – the colour monitor - l’écran – the screen - la souris – the mouse - l’imprimante matricielle – the dot matrix printer - l’imprimante à jet d’encre – the inkjet printer - l’imprimante à laser – the laser printer - le virus – a virus - le fond – the background - la sauvegarde – the back up - le butineur – the browser (for Internet) - l’erreur (un bug) – a bug - l’octet – a byte -le câble – the cable - le tableau de commande – control panel - les données – the data - le courriel/le courrier électronique – electronic mail - la fenêtre principale – the main window - le fichier – the file - le graphique – the graphic - le bourrage – a jam in the paper feed - la marge – the margin - la mémoire – the memory - le menu – the menu - le réseau – the network - le mot de passe – the password - la puissance – the power - la panne de courant – the power failure - arrêt – power off - marche – power on - le logiciel – the software - la touche – the key - naviguer/surfer l’Internet – to surf the Internet - adresse Internet/nom d’hôte/nom - Internet-domain name address/host name/internet name - outil de recherche – web search engine - site Internet – Internet site	· practise vocabulary orally with the teacher (repetition and visual aids using Annexe 2-2a – L’ordinateur and Annexe 2-2b – L’imprimante)
· ask students to complete anacrostic activity (Annexe 2-2c – Vocabulaire de l’ordinateur) · correct the acrostic activity using Annexe 2-2d – Vocabulaire de l’ordinateur-Clé de réponses or ask students to exchange copies for peer evaluation	· become familiar with vocabulary by completing the acrostic activity handout (Annexe 2-2c – Vocabulaire de l’ordinateur) · hand in the completed assignment

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Communication	Observation Brainstorming activity	Checklist	Teacher
F	Knowledge/Understanding	Annexe 2-2c Acrostic activity	Annnex 2-2d Marking scheme	Teacher/Peer

Accommodations

· Allow more time for students to complete the task.

· Pair students strategically during group work.

· Increase or decrease the amount of vocabulary terms presented according to the particular needs and interests of students.

· Encourage use of visual aids for vocabulary acquisition.

Resources

Bilingual/Unilingual dictionaries

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, 1992.

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, 1993.

Oliver, Simone. “Renseignez-vous sur le vocabulaire Internet.” Communication, March 1998 : 20.

English-French Dictionary of Common Computing Terms
http://www.css.qmw.ac.uk/foreign/eng-french.htm

French/English Terminology in Office Compatible Basic Style Guide
http://technet.microsoft.com/cdonline/default-f.asp?target=
http://technet.microsoft.com/CDONLINE/CONTENT/INTERNATIONAL/DESK/OFFICE/COMPATIBLE/FRGLOSS.HTM

CD-ROM: The 1997 Grolier Multimedia Encyclopedia, Version 9.01 M.

Appendices

Annexe 2-2a – L’ordinateur

Annexe 2-2b – L’imprimante

Annexe 2-2c – Vocabulaire de l’ordinateur

Annexe 2-2d – Vocabulaire de l’ordinateur – Clé de réponses

Annexe 2-2a

L’ordinateur

Annexe 2-2b

L’imprimante

L’imprimante matricielle

L’imprimante à jet d’encre

L’imprimante à laser

Annexe 2-2c

Vocabulaire de l’ordinateur

Nom :

Partie A

Trouve les mots suivants à l’aide du code donné.

Voici ton code :	L’	O	R	D	I	N	A	T	E	U	R
	1	2	3	4	5	6	7	8	9	10	11

1. ___ ___ ___ ___ ___ ___ ___ ___ ___ ____

1 9 1 2 12 5 13 5 9 1

2. ___ ___ ___ ___ ___ ___ ___ ___ ___

1 9 13 1 7 14 1 9 11

3. ___ ___ ___ ___ ___ ___ ___ ___

1 7 15 2 10 11 5 15

4. ___ ___ ___ ___ ___ ___ ___ ___

1 9 4 5 15 16 10 9

5. ___’ ___ ___ ___ ___ ___

1 9 13 3 7 6

6. ___’ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 5 17 18 3 5 17 7 6 8 9

7. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 9 17 2 6 5 8 9 10 11

8. ___ ___ ___ ___ ___ ___

1 9 19 2 6 4

9. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 7 15 7 10 14 9 12 7 3 20 9

10. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 7 20 5 15 16 10 9 8 8 9

Mots possibles :

la souris l’écran le logiciel le fond

la disquette le moniteur le clavier la sauvegarde

l’imprimante le disque le câble le fichier

Partie B

Trouve les mots suivants, ensuite réponds à la question.

___ ___ ___ ___ - ___ ___ ___ ___ ___ ___ ___ ___ ___

15 7 5 15 8 10 16 10 7 6 20 1 9

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

18 3 9 17 5 9 3 2 3 4 5 6 7 8 9 10 11

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

18 9 11 15 2 6 6 9 1 7 9 8 9

___ ___ ___ ___ ___ ___ ___ ?

5 6 14 9 6 8 9

Réponse :

Annexe 2-2d

Vocabulaire de l’ordinateur
Clé de réponses

Partie A

Trouve les mots suivants à l’aide du code donné.

Voici ton code :	L’	O	R	D	I	N	A	T	E	U	R
	1	2	3	4	5	6	7	8	9	10	11

1. L E L O G I C I E L

1 9 1 2 12 5 13 5 9 1

2. L E C L A V I E R

1 9 13 1 7 14 1 9 11

3. L A S O U R I S

1 7 15 2 10 11 5 15

4. L E D I S Q U E

1 9 4 5 15 16 10 9

5. L ’ É C R A N

1 9 13 3 7 6

6. L ’ I M P R I M A N T E

1 5 17 18 3 5 17 7 6 8 9

7. L E M O N I T E U R

1 9 17 2 6 5 8 9 10 11

8. L E F O N D

1 9 19 2 6 4

9. L A S A U V E G A R D E

1 7 15 7 10 14 9 12 7 3 20 9

10. L A D I S Q U E T T E

1 7 20 5 15 16 10 9 8 8 9

Partie B

Trouve les mots suivants, ensuite réponds à la question.

S A I S T U Q U A N D L E

15 7 5 15 8 10 16 10 7 6 20 1 9

P R E M I E R O R D I N A T E U R

18 3 9 17 5 9 3 2 3 4 5 6 7 8 9 10 11

P E R S O N N E L A E T E

18 9 11 15 2 6 6 9 1 7 9 8 9

I N V E N T É

5 6 14 9 6 8 9

Réponse :

Le premier ordinateur personnel a été inventé dans les années 1940.

Activity 3: Parlons de l’ordinateur!

Time: 240 minutes

Description

In this activity, students continue to analyse technology and information systems in the review of computer vocabulary from the previous activity. They are introduced to computer-related verbs which are used to reinforce the imperative of -er, -ir, and -re verbs. As students work in partners and groups of three, their adaptability and flexibility as effective, interdependent team members are once again highlighted. Group tasks are miming and writing a conversation using the imperative of computer-related verbs.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

OCGE4b - demonstrates flexibility and adaptability;

OCGE5a - works effectively as an interpendent team member.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.02P - listen and respond to a variety of non-structured media works;

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

REV.01P - read and demonstrate a variety of texts;

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

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

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

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.02P - share opinions and formulate judgements about topics under study;

OC3.01P - recognize and use appropriate language structures;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine meaning of unfamiliar vocabulary;

WR2.01P - recognize and use appropriate language structures;

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Choose partners for verb practice activity or allow students to choose their own partners.

· Prepare flashcards of selected vocabulary from Activity 2 for oral reinforcement.

· Photocopy or prepare an overhead of Annexe 2-3a – Travail en groupe – L’ordinateur.

· Incorporate a written assignment to reinforce the imperative of -er, -ir, and -re verbs.

· Use this activity with the imperative as an introduction to the language structure: position of object pronouns with imperatives.

· The computer terms could be reinforced in any future research projects on the computer.

· Prepare rating scale for evaluation of oral presentations.

Prior Knowledge Required

· The imperative of -er, -ir, and -re verbs

Teaching/Learning Strategies

The teacher will:	The student will:
· review selected computer related vocabulary from Activity 2 (repetition, flash cards, overhead, etc.)	· practise selected computer-related vocabulary orally with the teacher
· introduce verbs that are directly related to computer terminology, such as: - appuyer sur – to press on - taper – to type - imprimer – to print - effacer – to erase - fermer (un fichier) – to close (a file) - ouvrir (un fichier) – to open (a file) - quitter – to exit (file menu) - installer – to install - améliorer – to upgrade · place the students in groups of two and ask them to take turns in miming a verb from the above list to their partner · observe partners and then choose volunteers to present to the class	· practise the computer verb vocabulary orally in partners, by following these directions: - one student chooses a verb and mimes it to his/her partner; - when the partner guesses the verb, he/she has a turn; - volunteers may present to the class
· review orally the imperative of -er, -ir, and -re verbs using the computer terminology verbs listed above (with flashcards, on board or on overhead)	· orally review verbs in the imperative form with the teacher
· place the students in groups of three · distribute the handout or display an overhead of Annexe 2-3a – Travail en groupe-L’ordinateur to reinforce the imperative of -er, -ir, and -re verbs · ask students to complete the activity on Annexe 2-3a – Travail en groupe – L’ordinateur in groups of three by writing at least six commands/instructions about the computer with two peers in a conversation (two commands per person), using the three forms of the imperative : tu/nous/vous. Have students orally practise these commands/instructions with their group · ask students to present their commands to the larger group · evaluate student presentations	· complete the activity on Annexe 2-3a – Travail en groupe - L’ordinateur in groups of three · present the finished product to the class · complete group evaluation form (Annexe 2-3b – Évaluation du groupe)

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Communication	Written Activity Annexe 2-3a	Checklist Annexe 2-3b	Student (group)
S	Knowledge/Understanding Communication	Oral presentation of conversation using the imperative of -er, -ir, and -re verbs	Rating scale	Teacher

Accommodations

· Provide for assistance from a peer tutor.

· Group or pair student strategically.

· Expand or decrease the number of sentences.

Resources

French-English dictionaries

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, 1992.

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, 1993.

Oliver, Simone. “Renseignez-vous sur le vocabulaire Internet.” Communication, March (1998): 20.

English-French Dictionary of Common Computing Terms
http://www.css.qmw.ac.uk/foreign/eng-french.htm

French/English Terminology in Office Compatible Basic Style Guide
http://technet.microsoft.com/cdonline/default-f.asp?target=
http://technet.microsoft.com/CDONLINE/CONTENT/INTERNATIONAL/DESK/ OFFICE/COMPATIBLE/FRGLOSS.HTM

Appendices

Annexe 2-3a – Travail en groupe – L’ordinateur

Annexe 2-3b – Évaluation du groupe

Annexe 2-3a

Travail en groupe – L’ordinateur

Les membres du groupe sont :

Prépare une conversation avec tes partenaires au sujet de l’ordinateur. Écris au moins six directives avec tes partenaires (deux directives par personne) en utilisant la forme impérative des verbes (tu/nous/vous). Après avoir lu les phrases avec ton groupe, présente-les à la classe. Voici quelques verbes possibles :

· appuyer sur,

· fermer,

· ouvrir,

· taper,

· effacer,

· quitter,

· trouver.

Conversation :

Annexe 2-3b

Évaluation du groupe

Les membres du groupe sont :

Date:

1. Nous avons écrit au moins six phrases à la forme impérative dans notre conversation.

OUI NON

2. Nous avons varié les personnes (tu/nous/vous) dans notre conversation.

OUI NON

3. Nous avons utilisé autant de verbes suggérés que possible.

OUI NON

4. Nous avons essayé d’utiliser le vocabulaire appris de l’ordinateur.

OUI NON

5. Nous avons répété notre produit final et nous sommes prêts à présenter.

OUI NON

Activity 4: Un appel conférence

Time: 180 minutes

Description

In this activity, students learn about another form of communication in our technological society, the conference call. Students examine a dialogue of a conference call in which they can participate, students work in groups to create their own call. They incorporate the computer vocabulary acquired in the previous activities and practise their greeting expressions on the phone. In these tasks, students listen actively and critically while working as an interdependent team member.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

OCGE5a - works effectively as an interdependent team member.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.02P - listen and respond to a variety of non-structured media works;

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

REV.01P - read and demonstrate a variety of texts;

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

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

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

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.02P - share opinions and formulate judgements about topics under study;

OC3.01P - recognize and use appropriate language structures;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine meaning of unfamiliar vocabulary;

WR2.01P - recognize and use appropriate language structures;

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Prepare an overhead or a photocopy of the sample dialogue (Annexe 2-4a – Un appel conférence).

· Choose groups of three prior to the activity in order to provide for peer assistance.

· Prepare evaluation tools for the dialogue creation and presentation.

Prior Knowledge Required

· Salutation expressions used on the telephone

· Verbs conjugated in the conditionnel

Teaching /Learning Strategies

The teacher will:	The student will:
· introduce the conference call through a dialogue presentation to the class (handout or on overhead). (Annexe 2-4a – Une conférence téléphonique)	· participate in the conference call dialogue by listening and volunteering for the roles for class reading
· place the students in groups of three and ask them to choose a role and read the dialogue · ask each group to make a list of words related to a conference call (either from the dialogue or words they have brainstormed) Examples of possible vocabulary words: - un appel conférence - un interlocuteur (le premier, le deuxième, et le troisième) - les mots/phrases de salutations (e.g., Comment allez-vous, Au revoir…)	· choose the roles in the dialogue and practice it within their groups of three · generate a list of words related to conference calling
· instruct the groups to compose their own conference calls/dialogues · circulate and observe the students during their dialogue creation	· create their own conference call dialogue · base the call on an office/work/school situation preferably discussing computers · be responsible for a minimum of three lines within the dialogue (minimum total of 9 lines in dialogue)
· assess the dialogue presentations	· present the dialogue in groups to the class

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Communication	Dialogue preparation Annexe 2-4a	Observation	Teacher
S	Knowledge/Understanding Communication	Oral presentation of conference call dialogue	Rating scale	Teacher

Accommodations

· Provide for assistance from a peer tutor.

· Provide strategic grouping of students.

· Expand or decrease the number of sentences required.

Resources

French-English dictionaries

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, 1992.

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, 1993.

Oliver, Simone. « Renseignez-vous sur le vocabulaire Internet. » Communication, March (1998): 20.

English-French Dictionary of Common Computing Terms
http://www.css.qmw.ac.uk/foreign/eng-french.htm

French/English Terminology in Office Compatible Basic Style Guide
http://technet.microsoft.com/cdonline/default-f.asp?target=
http://technet.microsoft.com/CDONLINE/CONTENT/INTERNATIONAL/DESK/OFFICE/COMPATIBLE/FRGLOSS.HTM

Appendices

Annexe 2-4a – Un appel conférence

Annexe 2-4a

Uné conférnce téléponique

M. Garnier, Mme Bleu, et Mlle Lajoie parlent au téléphone.

M. Garnier : Bonjour madme Bleu et mademoiselle Lajoie. Comment allez-vous?

Mlle Lajoie : Très bien merci.

Mme Bleu : Moi aussi, je vais très bien. Parlons de vos nouveaux ordinateurs.

M. Garnier : Bonne idée. J’aimerais vous remercier de tout le travail que vous avez fait.

Mlle Lajoie : Il n’y a pas de quoi M. Garnier. Nous avons installé les fichiers sans problèmes.

Mme Bleu : De plus, nous avons ajouté la vérification d’orthographe comme vous l’avez demandé et nous avons vérifié la fenêtre principale.

Mlle Lajoie : Comment fonctionne votre système courriel?

M. Garnier : Sans problèmes. Oh, je viens de recevoir un message urgent, alors, à la prochaine. Merci encore une fois pour votre aide.

Mme Bleu et Mlle Lajoie : Au revoir, M. Garnier.

Activity 5: L’expression d’un message

Time: 90 minutes

Description

Students interact with a large group of their peers in this “conversation” activity. Using only sounds, students portray various situations, for example a breakup or a lottery win. After completing a self-evaluation form, students reflect on the importance of non-verbal language and intonation in oral communication.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

OCGE4b - demonstrates flexibility and adaptability;

OCGE5a - works effectively as an interdependent team member.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

OCV.04P - make oral presentations on a variety of topics;

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

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

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

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

WRV.03P - identify and use appropriate language structures in their written work.

Specific Expectations

OC1.01P - understand and follow instructions of classroom activities;

OC1.02P - respond to spoken texts by answering questions, interpreting meaning, summarizing content,

adding information, and presenting dramatizations;

OC2.02P - share opinions and formulate judgements about topics under study;

OC2.04P - prepare and present short dialogues on topics under study;

OC3.03P - use correct pronunciation and intonation, and body language and other verbal cues to clarify

and enhance a message;

RE3.03P - read a wide range of texts and respond through discussion or by giving short answers;

RE2.01P - recognize and use appropriate language conventions;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.02P - write a brief description using the appropriate past tenses;

WR2.01P - recognize and use appropriate language structures.

Planning Notes

· Portions of this activity require an open space where only chairs are needed.

· Photocopy Annexe 2-5 – Auto-évaluation for students.

· Students may feel uncomfortable doing this activity. To develop trust within the group, teachers may wish to ask a few “leaders” to demonstrate the activity.

· A warm-up exercise such as a drama game is recommended (see Resources).

Prior Knowledge Required

· Conjugation of verbs in the passé composé

Teaching/Learning Strategies

The teacher will:	The students will:
· write the situations listed below on the board · introduce and/or review vocabulary from the list Situations - tu as gagné un concours de beauté - le chien a mangé tes devoirs - tu es amoureux - tu es perdu - tu as de la peine parce que ton meilleur ami a déménagé - tu as gagné la lotterie - tu as une peine d’amour - tu as un problème d’ordinateur	· participate in vocabulary introduction/review
· divide the group in half · seat one group of students in a circle facing out · seat the second group of students around the first circle, facing in, ensuring that all students have a partner (there may be a group of three)	· be seated in an inner or an outer circle
· ask students seated in the outer circle to choose one of the situations listed on the board · ask students to convey the message of their chosen situation by using only the sound “wa, wa, wa, wa” (or any other combination of sounds). Indicate that students may use actions to enhance their message · direct students seated in the inner circle to react to the “stories” told by their partners by using the sound “si, si, si, si”	· listen to the teacher’s instructions
· begin the activity by asking everyone to speak at the same time on the count of three · after 30-45 seconds, ask students to stop their “dialogues” · ask students from the inner circle to tell their partner which situation he/she thought was being described · ask students seated in the outer circle to stand and step one seat or two seats to the right · repeat the process · after four or five situations, reverse the roles by having students in the inner circle “tell the story”, or, alternate roles after each situation · give each group of students the chance to create their own situation(s) during this process	· speak using only the sound “wa, wa, wa, wa” if trying to describe a situation · speak using only the sound “si, si, si, si” if responding to a description Variation: If students speak a language other than English or French, the teacher may request that they use it during this activity
· distribute self-evaluation handout (Annexe 2-5 – Auto-évaluation) to students · introduce and/or review vocabulary · ask students to complete self-evaluation/follow-up reflection handout	· participate in the vocabulary introduction/review · complete the self-evaluation/follow-up reflection handout individually
· collect students’ work and evaluate it using a marking scheme	· hand in the self-evaluation to teacher
· conclude the activity by discussing with the large group the importance of non-verbal language and intonation in the communication of a message	· participate in the discussion on non-verbal language and intonation in the communication of a message

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Communication Application	Self-evaluation	Annexe 2-5a	Student

Accommodations

· For the inner/outer circle portion of the activity, students with physical disabilities should be placed in the circle which remains stationary (inner circle).

· Students may participate through observation.

· Pair students strategically for the self-evaluation.

· Allow for more time to complete the self-evaluation.

· Do the self-evaluation orally.

Resources

Spolin, V. Theater Games for Rehearsal. Illinois: Northwestern University Press, 1985.

Appendices

Annexe 2-5a – Auto-évaluation

Annexe 2-5a

Auto-évaluation

Nom :

Date:

Communication

1. Est-ce que tu as pu communiquer ton message? (2 points)

Rarement Parfois Souvent Toujours

1 2 3 4

2. Qu’est-ce que tu as fait qui a aidé la communication de ton message ? (2 points)

3. Est-ce que tu as bien reçu les messages de tes partenaires? (2 points)

Rarement Parfois Souvent Toujours

1 2 3 4

4. Quand est-ce que tu as trouvé la compréhension du message difficile ? (2 points)

5. Qu’est-ce que tu en déduis pour ton expression orale en français? (2 points)

TOTAL _____

10

Mots clés :

gestes intonation expressions faciales signes

Activity 6: Écouter l’autre personne

Time: 110 minutes

Description

In this activity, students explore effective listening through various exercises. The first is a brainstorm on behaviours displayed by effective listeners in various situations, such as: in person, on the telephone, and through electronic mail. Students are then offered an e-mail and asked to respond as an effective listener. Once complete, students write an e-mail to a classmate and respond to an e-mail that they receive.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

OCGE2a - listens actively and critically to understand and learn in light of gospel values.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

REV.01P - read and demonstrate an understanding of a variety of texts;

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

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

WRV.03P - identify and use appropriate language structures.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.01P - share opinions and formulate judgements about topics under study;

OC3.01P - recognize and use appropriate language structures;

RE1.03P - read a wide range of texts and respond through discussion or by giving short answers;

WR1.01P - write in a variety of forms;

WR2.01P - recognize and use appropriate language structures;

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

WR2.03P - apply the conventions of formal letter writing.

Planning Notes

· Decide which medium to use to record students’ findings during the period where they share examples of behaviours displayed by effective listeners (overhead, chart paper, or board).

· Reserve the computer lab, ensuring that the printer has paper.

· If possible, make arrangements to do the correspondence activity with students from another school.

· Ensure that students know how to access French accents and punctuation on the keyboard.

Prior Knowledge Required

· Use of a computer

· Method for sending electronic mail messages

· Use of a French-English dictionary

Teaching/Learning Strategies

The teacher will:	The students will:
· introduce to the large group the notion that the elements of communication may be present (locuteur, récepteur, message, confirmation du message reçu), but significant communication may not necessarily occur. In order to achieve significant communication, students must learn to be effective listeners	· actively listen to the teacher’s introduction
· ask students to work in pairs to generate a list of behaviours displayed by an effective listener in different situations: - in person (e.g., making eye contact, being still, facial expressions to show reaction) - over the telephone (e.g., simple acknowledgements, asking questions) - in a letter (e.g., responding to questions asked by sender, commenting on subject of sender’s letter)	· work in pairs to generate a list of behaviours displayed by an effective listener
· ask students to share their findings with the large group · record findings (on board, overhead or chart paper) during presentations · summarize student’s findings	· share their findings with the large group
· emphasize to students that listening is not only when the speaker is sending his or her message, but in the response given to the speaker. Remind students that communication is a two-way process. Redefine this notion in these terms, also focussing on vocabulary acquisition: - J’écoute l’expression de l’autre personne. - Je confirme que je l’ai entendue. Par exemple : « Je ne peux pas croire ce qu’il m’a dit. » « Je vois que tu es en choc. »	· actively listen to the teacher’s explanation
· introduce students to an example of an electronic mail message (Annexe 2-6 – Exemple d’un courriel) · explain to students that their task is to respond to this text as an effective listener by responding to all the messages the sender was transmitting (if possible, have students send their written response to you through electronic mail)	· respond to the electronic mail message (Annexe 2-6 – Exemple d’un courriel) in writing
· discuss letter writing in the form of electronic mail and ask students to write an e-mail that would be sent about a situation in the workplace. This letter should include: - la date - les salutations - 3 à 5 phrases · pair up students for the e-mail exchange · indicate to students that they should respond to their e-mail using their effective listening skills · ask students to print a copy of the e-mail for your evaluation	· write an e-mail to send to one of their classmates · respond to the e-mail sent by a classmate · print a copy of the exchange for teacher evaluation

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Thinking/Inquiry Communication Application	Writing process	Marking scheme (Teacher-created)	Teacher
S	Communication Thinking/Inquiry	Letter writing (three e-mails)	Marking scheme	Teacher

Accommodations

· Encourage student to create a list of behaviours displayed by effective listeners orally.

· Reduce the length of the written assignment from three to five sentences to one to two sentences.

· Pair students strategically for the activity.

Resources

Salomé, J. and S. Galland. Si je m’écoutais je m’entendrais. Québec: Les Éditions de l’Homme, 1990.

Appendices

Annexe 2-6a – Exemple d’un courriel

Annexe 2-6a

Exemple d’un courriel

le 1^er janvier 2000

Paul,

Je viens de recevoir ton courriel du 31 décembre. J’ai le plaisir de te dire que nous n’avons pas eu de problèmes avec nos fichiers. Nos ordinateurs fonctionnent bien.

As-tu eu des problèmes chez toi? Envoie-moi ta réponse avant le 8 janvier 2000.

À la prochaine,

Marie-Claire

Activity 7: Obstacles à la communication

Time: 240 minutes

Description

Students explore various communication obstacles (commanding, judging, interrupting, avoiding) within small groups. They orally present a simulated dialogue representing one type of obstacle to the class. These same dialogues are used to create meaningful communication, as students apply the formula of an “I-message” to express the same messages. These messages are also presented to the larger group.

Strands and Expectations

Ontario Catholic School Graduate Expectations

OCGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE4b - demonstrates flexibility and adaptability;

OCGE5a - works effectively as an interdependent team member.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01P - listen and respond to a variety of spoken texts;

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

OCV.04P - make oral presentations on a variety of topics;

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

REV.01P - read and demonstrate an understanding of a variety of texts;

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

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

WRV.03P - identify and use appropriate language structures.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.01P - share opinions and formulate judgements about topics under study;

OC2.05P - prepare and present short dialogues on topics under study;

OC3.01P - recognize and use appropriate language structures;

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

RE1.03P - read a wide range of texts and respond through discussion or by giving short answers;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01P - write in a variety of forms;

WR2.01P - recognize and use appropriate language structures.

Planning Notes

· Photocopy Annexe 2-7a – Les obstacles à la communication and cut out the various obstacles to communication to distribute to the groups.

· Prepare evalutation tools (checklist, marking scheme, rubric) for activity.

Prior Knowledge Required

· Types of questions

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé

· Verbs conjugated in the imparfait

Teaching/Learning Strategies

The teacher will:	The students will:
· review the communication notion that the response given by the listener is influenced by the message sent by the speaker · introduce the idea that the message sent by the speaker is also influenced by the anticipated response of the listener · ask students to cite examples where they have found this to be true · ask students to give examples of how the response could be anticipated · explain that messages can be blocked by communication obstacles. These obstacles are not only words included in the message or the response, but attitudes and behaviours displayed by the speaker and the listener	· participate in the discussion
· review the roles in a group · divide the class in groups of four, and ask students to determine their role within the group (as seen in Activity 2)	· participate in the review · choose an appropriate role within the group, and make compromises where necessary
· explain that there are four major types of communication obstacles (see Annexe 2-7a – Les obstacles à la communication) · distribute one type of obstacle to each group (cut strips from Annexe 2-7a – Les obstacles à la communication) · ask students to produce a series of messages and responses (a dialogue) that portray each verb listed (four verbs per obstacle) · circulate and evaluate students using a checklist	· work in groups · produce a series of messages and responses that portray their group’s obstacle (a dialogue)
· ask students to choose two dialogues from their lists to present to the class · explain the peer evaluation process · ask students to present their dialogues	· choose two dialogues from their lists to present to the class · present their dialogues to the larger group · evaluate their peers
· introduce the formula for an “I-message” (message-je): - Je me sens (identifier émotion) - quand tu (comportement de l’autre) - parce que (l’effet de ce geste sur toi) · explain that to communicate effectively, it is essential not to blame others as the cause of your feelings (e.g., You make me so angry!), (because in fact, the other person did not intentionally make you feel that way, you are reacting to a behaviour on the other person’s part) · review vocabulary relating to emotions	· actively listen to the explanation
· introduce/review vocabulary relating to emotions: - frustré(e) - triste-ennuyé(e) - confus(e) - (ne…pas) apprécié(e) - (ne…pas) aimé(e) - (ne…pas) certain(e)	· participate in vocabulary introduction/review
· ask students to apply the “I-message” model to situations created in the group work activity, creating eight I-message statements as a group -Example: Interrompre Original Message: M : « Tu crois que c’est moi le responsable. » R : « Non, je ne t’ai pas accusé… » M : « Oui, oui, je t’ai entendu parler avec Jean… » R : « Tu as mal compris… » M : « Ne me dis pas ce que j’ai entendu! » “I-Message” Statement M : « Je me sens frustrée quand tu parles aux autres d’un problème avec moi avant de m’en parler parce que tu ne connais pas ma version de l’histoire. Je ne suis pas la responsable. » R : « Tu as mal compris, je ne parlais pas de toi. » M : « Je ne comprends pas. Tu as mentionnée mon nom. » R : « Tu n’es pas la seule qui s’appelle Julie. » · ask students to prepare two I-messages for oral presentation (preferably the two that were chosen for the previous presentation)	· apply the I-message model to eight situations created in the group work activity · prepare two I-messages for oral presentation
· ask students to present their I-messages to the larger group · evaluate oral presentations	· present the I-messages to the larger group

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Communication Thinking/Inquiry Application	Observation during group work	Checklist	Teacher
S	Communication Thinking/Inquiry Application	Oral presentation	Marking scheme	Peer
S	Communication Thinking/Inquiry Application	Oral presentation	Rubric (teacher-prepared)	Teacher

Accommodations

· Reduce the number of communication obstacles required.

· Reduce the number of I-messages required.

· Pairing student strategically during group work.

· Students do oral presentations to teacher only.

Resources

Salomé, J. and S. Galland. Si je m’écoutais je m’entendrais. Québec: Les Éditions de l’Homme, 1990.

French-English dictionaries

Appendices

Annexe 2-7a

Annexe 2-7a

Les obstacles à la communication

1. Ordonner, menacer, conseiller, moraliser

Exemple pour ordonner

Messages et/ou réponses : M : « Donne-moi mes pantalons noirs. »

R : « Non. »

M : « Tu as mes pantalons depuis trois mois, donne-les moi! »

R : « Je ne veux pas. »

2. Juger, critiquer, humilier, blâmer

Exemple pour juger

Messages et/ou réponses : M : « Tu es retourné à la maison avec une autre fille, tu dois l’aimer. »

R : « Mais non, c’est toi que j’aime, c’est seulement une amie. »

M : « Je ne te crois pas. »

R : « C’est la vérité! »

3. Interrompre, questionner, argumenter, enquêter

Exemple pour interrompre

Messages et/ou réponses : M : « Tu crois que c’est moi le responsable. »

R : « Non, je ne t’ai pas accusé…»

M : « Oui, oui, je t’ai entendu parler avec Jean… »

R : « Tu as mal compris… »

M : « Ne me dis pas ce que j’ai entendu! »

4. Dévier, éviter, blaguer, interférer

Exemple pour dévier

Messages et/ou réponses : M : «Pourquoi est-ce que tu es rentré tard hier soir?»

R : (silence) « Uhh… Où sont mes livres? »

M : « Je te parle. Où étais-tu hier?»

R : (long silence) « Je ne sais pas. »

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