Course Profile Core French, Grade 10, Applied, Public

Unit 1: Youppi! Je peux conduire

Time: 18 hours

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

Unit Description

In this unit, students follow a process as if they were going to obtain a driver’s permit in Ontario. Instead of demerit points, the students collect “merit” points in order to qualify for their license. They learn and use vocabulary dealing with car parts, road signs, and driving rules. They practise language structures by participating in activities based on real situations such as changing a tire, dealing with a mechanic or salesperson, and filling the gas tank. They read and complete activities based on sections of “The Drivers’ Handbook” in French. They consolidate their knowledge of the unit by developing a board game based on the theme of driving.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

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

Specific Expectations: OC1.01P, OC1.02P, OC1.04P, OC2.01P, OC2.04P, OC3.01P, OC3.02P, OC3.03P; RE1.01P, RE1.03P, RE2.01P, RE2.02P, RE2.03P; WR1.01P, WR1.04P, WR2.01P, WR2.02P, WR2.04P.

Activity Titles (Time + Sequence)

Activity 1	Sur la bonne route	150 minutes
Activity 2	Arrêtez! Vérfiez votre véhicule	150 minutes
Activity 3	Le feu jaune – l’examen théorique	150 minutes
Activity 4	Le feu vert – l’examen sur la route	80 minutes
Activity 5	Votre propre véhicule	150 minutes
Activity 6	Votre voiture idéale!	100 minutes
Activity 7	Reculez et recommencez	300 minutes

Prior Knowledge Required

· Imperative

· Direct object pronouns

· Prepositions: en, au, aux, etc.

· Infinitives with impersonal expressions

Planning Notes

· Prepare a list of key vocabulary

· Obtain copies of “The Driver’s Handbook” in French from Ontario vehicle license outlets, if available.

· Obtain copies of city maps (of your area).

· Create large versions of road signs.

· Prepare overheads and worksheets listed in the activities and Annexes.

· Provide samples of board games.

· Collect several small prizes.

· Arrange a demonstration of changing a tire and reviewing parts of a car.

· Provide model/toy cars.

· Create “G1” licenses for students.

· Collect pictures of different cars.

· Provide materials for a game board.

Teaching/Learning Strategies

· Creating and presenting dialogues

· Discussing and presenting in groups

· Developing research skills

· Simulating scenarios with a car

· Reading a wide range of materials

· Writing and presenting information about group members

· Using the Internet

· Creating teacher-directed lessons

· Using French/English dictionaries

Assessment and Evaluation

Formative and Diagnostic

Activity 1 Listening quiz

Activity 2 Dialogue

Activity 3 Written test– Teacher and student prepared tests, reading and writing

Evaluation of poster

Activity 4 Written evaluation of group’s instructions

Activity 5 Evaluation of written advertisement

Activity 6 Evaluation of oral dialogue

Summative

Activity 7 This unit contains a final student activity (creation of a board game on the theme of driving) that will be assessed using a rubric that reflects the Achievement Chart in the Curriculum document. The criteria are from the categories in the Achievement Chart as well as other task specific criteria (see Annexe G)

Resources

Communication. Centre Educatif et culturel Inc. ISBN 2-7617-0274-3

Connaitre et se connaître. Holt Rinehart and Winston. ISBN 0-03-002122-7

** Conversations, situations Addison-Wesley. ISBN 0-582-22042-4

** D’accord 2, Activité en groupe. Addison Wesley. ISBN 0-201-43958-1

** D’accord 2. Addison-Wesley, 1988. ISBN 0-201-43940-9

** D’accord 2, Cahier d’activités. Addison-Wesley, 1988. ISBN 0-01-43940-9

** Destinations 4. Addison-Wesley, 1993. ISBN 0-7730-5201-1

**Destinations 4, Cahier d’activités. Addison-Wesley, 1993. ISBN 0-7730-5201-1

* En direct 1. Prentice-Hall Canada Inc., 1993. ISBN 0-06-632211-1

** Entrez 1. Addison-Wesley. ISBN 0-7730-4563-5

Getting Assessment Right, FSL, Core and Immersion French Grades 9 and 10, Data Based Directions, Barrie, ON 2000

Guide officiel de l’automobiliste, Imprimeur de la Reine pour l’Ontario, 1995.

SOL Videos, TVO.

SOS Binder, see Durham district School board Catalogue.

* Now distributed by Gage Educational Publishing.

** Now distributed by Pearson Education Canada.

*** Now distributed by ITP Nelson.

Activity 1: Sur la bonne route

Time: 150 minutes

Description

In this first activity of the unit, students give and follow directions as they prepare to take their imaginary drivers’ test for their French class G1 license. They also demonstrate knowledge of the driving code by following instructions as indicated on road signs. Students use infinitives following impersonal expressions to demonstrate knowledge of road signs.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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 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;

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

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

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

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

WR1.04P - write a brief report based on researched information.

Planning Notes

· Gather several prizes, and city maps.

· Prepare road signs and corresponding instructions using Annexes A and B.

· Cut Annexe B and place into envelopes.

· Prepare a lesson on infinitives following impersonal expressions.

· Prepare a guided dialogue to accompany your city map.

Prior Knowledge Required

· Impératif, directions

New Language Structures

· Infinitives following impersonal expressions

Teaching/Learning Strategies

1. As a diagnostic activity to determine students prior knowledge, hide several objects (bookmark, poster, eraser, candy…) around the classroom (enough for each student if your class size permits). One by one, students try to find an object. Give directions (non, non, à gauche, trop loin) to direct students to the objects, similar to a hot/cold game. Students write the directions they followed to find the object in their notebooks with symbols (arrows) to remind them about what they mean.

2. In pairs, students look at a city map, and complete a guided dialogue. Partner A is lost and calls partner B giving present location and destination. Partner B uses a city map to direct his/her partner. Partner A takes notes, which fill in the blanks on the teacher-prepared guided dialogue. Students change roles. Students join another group and exchange notes for self-evaluation. Group A follows the notes to verify if destination will be reached.

3. Distribute Driver’s Handbooks and copies of Annexe A. Teachers may wish to reduce the number of signs. Students write a corresponding word or phrase beside each road sign on the handout by using the vocabulary or the handbook as reference. As the teacher corrects with the class, larger versions of each sign are posted. Post each sign’s corresponding written instruction in random order on the board e.g., Il faut arrêter. Il est nécessaire de ralentir, etc. One by one, students match the instruction to the sign by placing the sentence under the corresponding sign. Post signs with instructions around the room.

4. Students identify structures used in instructions. Teach a lesson on infinitives following impersonal expressions, e.g., Il faut boucler la ceinture. Il est bon de conduire attentivement. Provide necessary consolidation exercises.

5. Distribute an envelope with information from Annexe B, prepared as in the planning notes, to one partner. Students work with a partner to match each road sign to its corresponding instruction by using the pieces found in the envelope.

6. Distribute three different sign shapes to students, one indicating caution, one the shape of stop and one the shape of yield. Students write comical instructions for each shape using impersonal expressions, e.g., with a stop sign: Il faut arrêter de manger les vers. Post these around the classroom.

7. Students complete a listening quiz where they follow teacher’s directions, and write the final location on Un plan de ville.

8. Instead of receiving demerit points for disobeying the law when they get their driver’s license, students have the opportunity to earn merit points by completing an optional task at the end of each activity. Students who have earned 15 merit points at the end of the unit receive a reward (time on the computer, a driver’s handbook, a certificate, photo on the student of the month, display). At the end of this activity, encourage students to get directions to a destination in Québec from the Internet or by visiting the Resource Centre. They receive three points for returning the written directions to a specific location in Québec to the teacher signed by a parent or teacher-librarian.

Assessment/Evaluation Techniques

· Listening quiz

Accommodations

· Highlight certain phrases on vocabulary list to direct students’ search in Strategy 3.

· Provide a copy of the listening script.

Resources

Communication 1. Centre Éducatif et Culturel inc. ISBN 2-7617-0274-3, p. 56-7, 94-5

Connaître et se connaître. Holt, Rinehart and Winston. ISBN 0-03-002122-7, pp. 180-183

** Conversations, situations. Addison-Wesley. ISBN 0-582-22042-4, pp. 42-3

** D’accord 2, Activités en group. Addison-Wesley. ISBN 0-201-43958-1, M36-37, M39-40

** D’accord 2. Addison-Wesley. ISBN 0-201-43940-9, pp. 94, 95, 102, 107

** D’accord 2. Cahier d’activités. Addison-Wesley. ISBN 0-201-43942-5, pp. 56, 61, 62, 63, 66

** Destinations 4. Copp Clark Longman. ISBN 0-7730-5201-1, pp. 131, 219, 222

** Destinations 4. Cahier d’activités. Copp Clark Longman. ISBN 0-7730-5202-X, pp. 120-2

** Entrez 1. Copp Clark Pitman. ISBN 0-7730-4563-5, pp. 190-1

Guide officiel de l’automobiliste. Imprimeur de la Reine pour l’Ontario, 1995.

SOS Binder. See Durham District School Board Catalogue.

** Now distributed by Pearson Education Canada.

Activity 2: Arrêtez! Vérifiez votre véhicule

Time: 150 minutes

Description

Students take responsibility for driving by learning the parts of the car, how to change a tire, fill the gas tank and/or fill the windshield washer container. Students use the imperative with pronouns to get other people to do the above tasks, simulating situations at a garage or service station.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

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;

OC1.04P - take brief notes on presentations, oral reports, and discussions;

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

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

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

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

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

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, and computer software);

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

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

Planning Notes

· Arrange with an automotive teacher or a student to demonstrate parts of the car, and changing a tire, if necessary.

· Review with the class safety procedures with the auto teacher or driver education instructor.

· Prepare an instruction sheet on how to change a tire using the imperative. Place the steps in random order.

· Prepare a lesson on the imperative with pronouns.

· Copy Annexes C and D.

· Prepare vocabulary for parts of a car and tools needed to change a tire.

Prior Knowledge Required

· Object pronouns

· Imperative

New Language Structures

· Imperative with pronouns

Teaching/Learning Strategies

1. Use pictures of cars to develop vocabulary for parts of the car and pictures of tools needed to change a tire. Explain that part of the responsibility of having a license also entails being responsible for the vehicle, checking tire pressure, oil, etc.

2. Students go outside or to the automotive lab to see a car. Point to and say the parts of the car (or narrate for the auto teacher or student demonstrating). As the demonstration is happening, students give the vocabulary of the car part or the tool. Teachers may demonstrate (or have students demonstrate and provide narration) how to check the oil, windshield washer fluid, etc., giving instructions using the imperative with pronouns. Students try to check the oil, etc., following instructions (given in the imperative with pronouns).

3. Enlarge Annexe C. Give each student one instruction (from Annexe C) in the tire changing process. Demonstrate how to change a tire (or narrate while another teacher or student changes a tire), giving instructions using the imperative with pronouns (Trouve le pneu de rechange. Prends-le…). As each instruction is given, the student with the corresponding written instruction shows it to the class.

4. When they return to class, students numerically order the steps to change a tire on the handout, Annexe D. Students share the correct order, review the steps, and identify the imperative with pronouns. Elicit the structure from the students. Teach a lesson on the imperative with pronouns.

5. Students work in partners to create a dialogue. The dialogue could be between a driver and a mechanic, an auto club employee, a tow truck driver, etc. Students self-evaluate on task behaviour.

6. Students present their dialogue to the class.

7. Optional tasks, students write the 3-5 steps that should be followed in order to do a car related activity, e.g., vérifier l’huile. Students receive 3-5 merit points as explained in Activity 1, Strategy 8.

Assessment/Evaluation Techniques

· Dialogue

Accommodations

· Provide a vocabulary list to assist students in matching the car parts to a picture.

· Tape the dialogues.

Resources

Connaître et se connaître. Holt, Rinehart and Winston. ISBN 0-03-002122-7, p. 188-9

** Conversations, Situations. Addison-Wesley. ISBN 0-582-22042-4 pp. 38-9

** D’accord, 2. Addison-Wesley. ISBN 0-201-43940-9, p. 108, 109

** Destinations 4. Copp Clark Longman. ISBN 0-7730-5201-1, pp. 115, 217

** Destinations 4, Cahier d’activités. Copp Clark Longman. ISBN 0-7730-5202-X, pp. 105-6

Sol videos. TVO.

** Now distributed by Pearson Education Canada.

Activity 3: Le feu jaune – l’examen théorique

Time: 150 minutes

Description

Students use the Internet and/or the Drivers’ Handbook in French to find more information about safe driving skills. Using the vocabulary and language structures from Activities 1 and 2, students create a safety poster for the rules of the road.

Strand(s) and Expectations

Strand(s): Reading, Writing

Overall Expectations

REV.02P - read a wide range of texts to gather information and to expand their knowledge of the French language;

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

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software);

RE1.03P - read a wide range of texts (e.g., public surveys, articles, e-mail, pen-pal communications) and respond through discussion or by giving short answers;

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

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

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

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

Planning Notes

· Copy Annexe E or F. Scavenger hunt of the Internet site or Handbook.

· Prepare a“G1” test. Choose items from student-prepared tests, if desired.

· Prepare evaluation format for the safety poster.

Prior Knowledge Required

· Vocabulary and language structures from previous lessons

New Language Structures

· none

Teaching/Learning Strategies

1. Set the mood by telling the students that they have one last step before they can write the test and get their French class G1 license! This last step requires some studying, of course!

2. Introduce the Internet or Handbook scavenger hunt, pre-teaching any new vocabulary found in Annexe E or F. Students complete Annexe E or F using the resources.

3. Students complete a pre-test on the web site www.mto.gov.on.ca.

4. Divide the class into four groups to prepare a written driving test. Group 1 prepares a direction-following exercise, group 2 a sign-recognition section, group 3 a car parts section and the corresponding imperative (freins – arrêtez) and group 4 gives imaginary situations, e.g., conduire sur la glace, that require the students to respond with the correct infinitive following an impersonal expression. The students use the resources around the room, the exercise they just finished and their notes. Re-form the groups of four with one representative from each test-making group. Students complete a student-prepared quiz, one part at a time, as the test writer in the group corrects and explains. After having seen the test results, students complete a self-assessment on the preparation of their section of the test, e.g., a bien travaillé, a bien expliqué.

5. Students complete a teacher-prepared written“G1” test.

6. Distribute the “G1” French driving licenses to all. They are ready for the road.

7. Students create a road-safety poster incorporating vocabulary and language structures from this unit. The theme of the poster could be: l’entretien de votre véhicule, la distance entre véhicules, les ceintures de sécurité, le changement de voie, la conduite en mauvais temps, etc. Discuss the evaluation criteria of the poster with the students.

8. For this activity’s optional task, students return to the web site and complete the test for bicycle safety. They receive two points for completing it and printing out their score, four merit points if that score is a pass (Refer to Activity 1, 8).

Assessment/Evaluation Techniques

· Teacher- and student-prepared tests, reading and writing

· Safety-poster evaluation, writing

Accommodations

· Provide a printed test from the web site with vocabulary

· Provide page numbers as guidelines for the Handbook search

Resources

** D’accord 2, Cahier d’activités. Addison-Wesley. ISBN 0-201-43942-5, p. 64, 68-9

Guide officiel de l’automobiliste. Imprimeur de la Reine pour l’Ontario, 1995.
www.mto.gov.on.ca

** Now distributed by Pearson Education Canada.

Activity 4: Le feu vert – l’examen sur la route

Time: 80 minutes

Description

Students prepare a simulated driving lesson and present it to classmates using vocabulary and language structures from previous activities.

Strand(s) and Expectations

Strand(s): Oral Communication, Writing

Overall Expectations

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

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

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;

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

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

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

WR1.01P - write in a variety of forms e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

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

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

Planning Notes

· Students bring in remote control cars or toy cars.

· Decide on the evaluation of the written activity instructions, the impératif used correctly, etc.

· Make French “G2” drivers’ licenses for the class.

Prior Knowledge Required

· Unit vocabulary

· Impératif

New Language Structure

· None

Teaching/Learning Strategies

1. Using resources from previous activities, students give input to make a list of what a driver examiner would ask someone to do during a driving test, e.g., tournez à gauche, stationnez ici, etc. Post the list.

2. Divide the class into groups of four, (two and two). Two members of the group prepare a driving lesson, and the other two prepare the driving test itself. The preparation consists of a list of instructions that an examiner would give to the driver and can be chosen from the list formulated in Strategy 1. The instructions can be executed in the classroom. Students hand in the instructions for evaluation.

3. Each student, walking in the class, and using a toy car, follows a lesson on the overhead or board. One student from the group who prepared the lesson reads the instructions – as an examiner – for the “driver” to follow. At the end of the lesson, the examiner gives suggestions for improvement.

4. Each student proceeds to the driving test. The group gives their instructions as the students complete the test one by one, using their toy or remote cars, the overhead with a map transparency, or walking while following instructions. Students receive their G2 certificates.

5. For this activity’s optional task, students read another government document and write the five most important facts for four merit points, e.g., Guide de consommation de carburant. Ce que vous devez savoir sur les ceintures de sécurité, etc. (Refer to Activity 1, 8.)

Assessment/Evaluation Techniques

· Written evaluation of group’s instructions

Accommodations

· Use non-verbal cues during the driving test.

Resources

** Entrez 1. Copp Clark Pitman. ISBN 0-7730-4563-5, p. 116-119

Guide officiel de l’automobiliste. Imprimeur de la Reine pour l’Ontario, 1995.

Pamphlets and brochures from the local Driving Examination Centre.

** Now distributed by Pearson Education Canada.

Activity 5: Votre propre véhicule

Time: 150 minutes

Description

Students create their own advertisement to sell a car. Students read samples of classified ads for cars from newspapers or magazines and continue to use and practice vocabulary and language structures from previous activities while incorporating prepositions with places.

Strand(s) and Expectations

Strand(s): Reading, Writing

Overall Expectations

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

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisement, publicity ads, CD-ROMs, computer software);

RE2.02P - identify and model language conventions used in job advertising, personal letter writing, and press releases;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

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

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

Planning Notes

· Prepare a list of cars made in different countries.

· Collect classified ads for vehicles.

· Prepare and evaluation for the advertisement.

Prior Knowledge Required

· Prepositions: en, au, aux…

New Language Structures

· Prepositions with geographical names

Teaching/Learning Strategies

1. Post posters, magazine pictures of cars, minivans, etc., around the classroom. Students circulate looking at the pictures.

2. Using the Co-operative learning structure – 4-corners – students gather by the picture of the car they like the most. Individually or with the other students gathered at the same picture, students write what they like about the car. Students justify their choice to the rest of the class by sharing the reasons for their choice.

3. Add the country where the car was made to the students’ information and to the remaining pictures. Ask Originalement, où est-ce qu’on a fait… une Peugeot?, en France; une Mercedes?, en Allemagne. Teach a lesson on prepositions with place names. Using the list of cars, students indicate where each car is made.

4. Students read classified ads of cars for sale and use these ads as models to create their own. Students use the writing process to write an ad. They post their ads with a picture or an illustration.

5. Students circulate and look at the cars for sale and choose one to buy. Students justify their choice to their classmates.

6. For this activity’s optional task, students create a list of items to look for when purchasing a vehicle. This is worth three points, e.g., Est-ce que c’est un véhicule de sport? Le prix, moins de 30 000 $.

Assessment/Evaluation Techniques

· Evaluation of written advertisement

Accommodations

· Students work in partners to create an advertisement.

· Students pre-write their advertisement.

· Students use the computer to create their advertisement.

Resources

** Destinations 4. Copp Clark Longman. ISBN 0-7730-5201-1, pp. 205-6

** Destinations 4, Cahier d’activités. Copp Clark Longman. ISBN 0-7730-5202-X, pp. 40-1, 45

** Now distributed by Pearson Education Canada.

Activity 6: Votre voiture idéale!

Time: 100 minutes

Description

Students role play a car salesperson and a customer. This is an opportunity to practise and consolidate vocabulary and language structures from the unit in preparation for the final task.

Strand(s) and Expectations

Strand(s): Oral Communication

Overall Expectations

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

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

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;

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

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

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

Prior Knowledge Required

· Unit vocabulary

· Interrogative expressions

New Language Structure

· None

Teaching/Learning Strategies

1. Students bring in a picture or a drawing of their ideal car. In small groups students share their picture and state why they chose that car. Using examples from the students’ pictures, reinforce vocabulary by asking questions about the car, e.g., Est-ce que l’année de la voiture est importante?, la couleur?

2. Together with the students, the teacher develops a list of questions that the students would want answered by a salesperson before buying a car. Beside each question record possible answers. Post the list.

3. Students create a dialogue between a car salesperson and themselves as potential customers buying the ideal car. Students can use above examples in their dialogue.

4. Students present their dialogues with a partner either in front of the class or on video. Students self-assess their participation in the dialogue.

5. Extension: Students design and label the car of the millennium with at least five labels for five merit points.

Assessment/Evaluation Techniques

· Evaluation of the oral dialogue

Accommodations

· Model a dialogue.

Resources

Communication 1. Centre Éducatif et Culturel inc. ISBN 2-7617-0274-3, p. 90

** Conversations, Situations. Addison-Wesley. ISBN 0-582-22042-4, pp. 80-81

* En direct. Prentice-Hall Ginn. ISBN 0-06-632211-1, pp. 143-6

* Now distributed by Gage Educational Publishing.

** Now distributed by Pearson Education Canada.

Activity 7: Reculez et recommencez

Time: 300 minutes

Description

Students create a board game to review driving language and the rules of the road. The game incorporates the theme of driving and includes a review of infinitives following impersonal expressions, the position of pronouns with the imperative and prepositions with geographical names.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

REV.02P - read a wide range of texts to gather information and to expand their knowledge of the French language;

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 conventions in their written work.

Specific Expectations

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

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisement, publicity ads, CD-ROMs, computer software);

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

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

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

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

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

Planning Notes

· Gather necessary equipment: bristol board, markers, blank playing cards, drivers’ handbooks and toy cars.

· Choose a board game to use with the class, make an overhead of a game board, or draw a board game on the floor. (D’Accord 2 Group Work)

· Organize the classroom to allow space for students to move.

· Copy the evaluation rubric (Annexe G).

· Use bilingual instructions in available games; make various game boards available.

· Use the criteria on the rubric to develop a checklist for self- and peer-assessment.

Prior Knowledge Required

· Driving vocabulary from previous activities

· Use of infinitives with impersonal expressions, position of pronouns with the imperative and prepositions with geographical names from previous activities

New Language Structures

· None

Teaching/Learning Strategies

1. Give students a card with the type of a car as they enter the class. Have them form groups with students who have the same card.

2. In preparation for making their own board game, the class plays a game. Each group chooses a toy car as a marker and places it at the beginning of the game board that is drawn on the floor (or on the board or on overhead). Number off each member of each car group 1, 2, 3, 4, 1, 2… . (Co-operative group strategy – numbered heads.) Take a teacher-prepared question card (D’Accord 2 Group Work) and read it to the class. Each group has time to discuss and verify the answer. Call a number and the first student (given that number) who raises his or her hand answers. If the answer is correct the student moves the group’s car along the track. If not he or she receives a contravention. The game continues until a team reaches the finish line.

3. In preparation for the final task where students make their own game, teacher and students list criteria for what makes a game fun. These opinions are based on the game just played or from prior experience. Write ideas on the board.

4. Students return to their groups to select three criteria for an interesting board game by examining other games. Give each group a board game with question cards. The group looks at the game and starts a list of vocabulary as seen on game boards/cards, e.g., commencement, manquez un tour. Students also note what made the board interesting. At the teacher’s signal, groups exchange games and repeat the process. Re-group the class and form one list of possible game vocabulary and the three top criteria for an interesting game. Relate game vocabulary to driving vocabulary (démarrez, reculez).

5. Before students begin preparing their game, discuss the evaluation rubric (Annexe G) with the class. Select criteria that you intend to use to evaluate the games. Add others, if appropriate.

6. Students return to their groups to design a draft copy of a driving board game. Each group chooses a theme for their board: road test, race, rally, etc. Students use information from previous activities, the handbook, tire-changing instructions, posted signs, etc., to create accompanying question cards.

7. Check the draft board games and question cards for content and grammar. Conference with groups to have students make corrections and prepare the final game on bristol board.

8. In order to create instructions for their own games, the class develops a list of generic instructions that could be used in planning games. The teacher demonstrates each command, e.g., roulez le dé, manquez un tour, etc. Post the list for reference. Groups choose the instructions they need to explain their game from the list. Each group explains how to play their game to the class.

9. After the teacher evaluates the games, the groups play and evaluate their own and each others’ games using a teacher-prepared checklist. Students self-assess their participation in the game creation.

10. Optional: Students who have accumulated 15 merit points over the unit by completing the suggested activities receive their “merit” points and corresponding teacher-chosen award. (Refer to Activity 1, Stategy 8)

Assessment/Evaluation Techniques

· Rubric to evaluate game (Annexe G)

Accommodations

· Provide sentence starters for question cards and game rules.

Resources

** D’Accord 2, Activités en groupe. Addison-Wesley. ISBN 0-201-43958-1, M41-M43

** Now distributed by Pearson Education Canada.

Annexe A

Panneaux de Circulation

_____________________________	_____________________________
_____________________________	_____________________________
______________________________	_____________________________
______________________________	____________________________
_____________________________	____________________________
__________________________	_____________________________
____________________________	_____________________________
_____________________________	____________________________
_____________________________	_______________________

Annexe B

Connaissez-vous les panneaux de circulation?

	Il est nécessaire d’arrêter.
	Il faut faire attention aux piétons.
	On ne doit pas entrer ici.
	Il faut céder la priorité.
	Il est défendu de tourner à gauche.
	Il est mieux de ralentir parce que la route est glissante.
	Il faut faire attention aux enfants dans la rue.
	Il est défendu de dépasser.
	Il faut regarder les signaux de circulation.
	Il faut ralentir parce que la route en avant est cahouteuse.
	Il est interdit de faire un demi-tour.
	Il est prohibé de dépasser 80 km.
	Il est suggéré de faire attention à l’intersection.
	Il est nécessaire d’aller à droite /gauche parce que la voie se rétrécisse.
	Il est bon de ralentir parce que la route en avant est sinueuse.
	Il faut arrêter pour les piétons.
	Il est interdit de stationner ici.
	Il faut virer raide en direction de la flèche.

Annexe C

Comment changer un pneu crevé.

1. Allez au coffre de la voiture. Ouvrez-le.

2. Trouvez le pneu de rechange. Prenez-le.

3. Trouvez le cric et la clé à écrous. Mettez-les près du pneu crevé.

4. Desserrez les écrous du pneu crevé.

5. Prenez le cric.

6. Soulevez la voiture avec le cric.

7. Enlevez les écrous avec la clé à écrous. NE LES PERDEZ PAS !

8. Prenez le pneu crevé. Envlevez-le.

9. Prenez le pneu de rechange. Mettez-le bien.

10. Remplacez les écrous et resserrez-les bien.

11. Baissez la voiture à terre avec le cric.

12. Resserrez encore les écrous avec la clé à écrous.

13. FÉLICITATIONS ! :-)

Annexe D

Comment changer un pneu crevé

Mettez les étapes en bon ordre :

Allez au coffre de la voiture. Ouvrez-le.

Trouvez le pneu de rechange. Prenez-le.

Trouvez le cric et la clé à écrous. Mettez-les près du pneu crevé.

Desserrez les écrous du pneu crevé.

Prenez le cric.

Soulevez la voiture avec le cric.

Enlevez les écrous avec la clé à écrous. NE LES PERDEZ PAS!

Prenez le pneu crevé. Envlevez-le.

Prenez le pneu de rechange. Mettez-les bien.

Remplacez les écrous et resserrez-les bien.

Baissez la voiture à terre avec le cric.

Resserrez encore les écrous avec la clé à écrous.

Annexe E

Surfons sur le Net!!!

Chasse au Trésor

Vous allez explorer le site Web du Ministère des Transports de l’Ontario pour trouver les réponses aux questions suivantes. Amusez-vous bien !

1. Tapez l’adresse Web http://www.mto.gov.on.ca

2. Cliquez sur “français”, bien sur!

3. Vous arrivez à la page d’accueil du ministère.

1. Comment s’appelle le Ministère des Transports? ____________________________________

Où habite-t-il? ___________________________________

4. Retournez à la page d’accueil.

5. Trouvez “Recherchez MTO”, tapez “panneaux” dans le carré et cliquez sur “démarrez la recherche”.

6. Suivez le premier lien dans la liste, et répondez aux questions suivantes.

2. Dessinez les panneaux suivantes et complétez leurs descriptions françaises.

1. Sens ____________

2. Signaleur _____________________________

3. Fin de _______________________

4. Bifurcation __________________

…suite

Annexe E…suite

7. Retournez encore une fois à la page d’accueil. Maintenant, c’est à vous de trouver les réponses aux questions suivantes quelquepart sur cette site Web.

BONNE CHANCE!!!! :-)

3. Comment dit-on “graduated licensing” en français ? ______________________________________

4. Combien de points est-ce qu’on a si on dépasse la limite de vitesse de 18 km/h? (e.g Le maximum est 50 km/h et vous conduisez à 68 km/h) _______________________

5. Combien coûte-on pour écrire l’examen théorique? ($) ________________________________

6. Quel temps fait-il? Trouvez la condition de la route. Téléphonez à ______________.

7. Combien de caméras de circulation y a-t-il entre Don Mills Rd. et l’autoroute 400? ___________________________________________

8. Quel problème AIR PUR Ontario combat-il? ___________________________________________

9. Qu’est-ce que le système COMPAS fait-il? _________________________________________

10. MAINTENANT. . . Cliquez sur le lien “La sécurité routière” et puis “jeu-questionnaire sur la sécurité routière.”

Allez au “Jeu-questionnaire pour les Enfants # 3"

Faites les 10 questions en utilisant cette liste de vocabulaire et notez vos résultats

VOCABULAIRE	TOTAL: / 10
voler - to fly	les ceintures de sécurité - seat belts
la circulation - traffic	l’entraînement - practice
tu dois - you must / should	asseoir - to seat
ramasser - to pick up	les genoux - knees
remarquer - to notice	plus - more
le goûter - a snack	moins - less
vérifier - to check	libre - free
la voie - lane (of traffic)	la taille - size
traverser - to cross	par dessus ton épaule - over your shoulder
tout - everything

Annexe F

Chasse au Trésor

MTO Guide d’Automobile

1. Quelle est la définition d’un autobus scolaire? (à l’intérieur de la couverture)

________________________________________________________________

2. Quelles deux dates sont sur la carte-photo du permis de conduire? p.7

___________________________ / _______________________________

3. Quelle catégorie de permis est-ce qu’on a besoin pour conduire une motocyclette? p.9 _______________________________.

4. Qu’est-ce que c’est qu’un cyclomoteur? (décrivez et dessinez) p. 14

_________________________________________

_________________________________________

5. Quel âge doit-on avoir pour conduire les motoneiges sur les voies publiques? p. 15 _______ ans.

6 Quels 3 examens devez-vous passer avant de conduire? p. 19

a) _________________ b) _________________ c) _________________

7. Dessinez le logo qui avertit aux conducteurs de ne pas boire et conduire. p. 25

Si vous _____________, ne __________________ pas le _____________.

8. Quelle est la peine si vous buvez de l’alcool quand vous conduisez? p. 29

____________________________________________________________

9. Nommez 4 autres facteurs qui influencent la conduite? p. 30

a) _______________ b) _____________ c) ______________ d) ______________

10. Combien de points est-ce qu’on reçoit pour tourner à droite ou à gauche incorrectement?
p. 33 _________ points. …suite

Annexe F …suite

11. Dessinez les panneaux de circulation qui indiquent:

Virages Interdits”. p. 37

Véhicule lent p. 44

Restaurant p. 45

12. Qu’est-ce qu’un piéton doit faire avant de traverser la rue aux Passages à Piétons ? P. 52

13. Comment dit - on “snow plow” en français et quelle couleur de feu est sur ces véhicules? P. 90

Annexe G

Evaluation Rubric – Creating a Game

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding · Use of impératif, infinitives following impersonal expressions, prepositions with geographical names and appropriate vocabulary from the unit	- demonstrates limited knowledge of the required language structures and vocabulary	- demonstrates some knowledge of the required language structures and vocabulary	- demonstrates considerable knowledge by using most of the required language structures and vocabulary	- demonstrates a high degree of knowledge by using all or almost all of the required language structures and vocabulary
Thinking/Inquiry · Planning and developing a board game	- little evidence of organization	- some evidence of organization	- considerable evidence of organization	- game is well thought out and well organized
Communication · Effectiveness and clarity of language in explanations, rules · Accuracy of questions and answers	- explains game with limited effectiveness and clarity - limited accuracy	- explains game with moderate effectiveness and clarity - moderate accuracy	- explains game with considerable effectiveness and clarity - considerable accuracy	- explains game with a high degree of effectiveness and clarity -a high degree of accuracy
Application · Completeness of the game (rules, explanation of play, question cards, etc.)	- game contains few of the required elements	- game contains some of the required elements	- game contains most required elements	- game contains all required elements

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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