Course Profile Core French, Grade 11, Open, Catholic and Public

Unit 4: La francophonie à la porte

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Developers: Elizabeth Ferns, Rhonda Ruddy, Bob Stilson

Unit Description

Students work in pairs to research a francophone city. In anticipation of an imaginary visit, students write formal letters and journal entries, fill out a passport application, role-play travel situations, and plan an itinerary. Through the various activities in the three strands, students prepare to showcase their chosen city. These activities revisit the theme of les loisirs and prepare students for Unit 5, where they promote the tourist attractions in their own region. Students learn the sequence of tenses with si using the imparfait and the conditionnel présent, as well as the use of the subjonctif présent with impersonal expressions. As a culminating task, students prepare a display using audio and/or visual materials, captions, and short paragraphs. Students orally promote their destination with reference to the display.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
3.1 Parcourons la francophonie	180 min	REV.01, .02, .03, .04+ OC1.02, .03; OC2.03; OC3.01, .02, .03; RE2.04	Thinking/Inquiry Communication	Overview of the francophone world
3.2 Une ville francophone	300 min	OCV.02, .04; REV.01, .02, .03, .04; OC1.02, .03; OC2.03; OC3.01, .02, .03; RE1.03, .04; RE2.01, .03, .04	Knowledge Thinking/Inquiry	Research a francophone city
3.3 Faisons nos valises	360 min	OCV.01, .03, .04; REV.01, .02, .03, .04; WRV.01, .02, .03; OC1.01, .02, .03; OC2.01, .02, .04; OC3, .01, .02, .03, .04; RE1.01, .04; RE2.01, .03, .04; WR1.01, .02, .03, .04, .05; WR2.01, .02, .03, .04, .05	Knowledge/ Understanding Thinking/Inquiry Communication Application Making Connections	Practical travel preparation
3.4 Expo-franco	240 min	REV.02, .03, .04; WRV.01, .02, .03; OC2.05; OC3.01, .02, .03, .04; RE1.01, .04; RE2.01, .03, .04; WR1.01, .05; WR2.01, .02, .03, .04, .05	Thinking/Inquiry Communication Application	Preparation of display
3.5 Faisons la pub!	240 min	OCV.03, .04; OC1.04; OC2.01, .04, .05; OC3.01, .02, .03, .04	Knowledge/ Understanding Communication Application	Culminating Task: Promotion of destination

Activity 1: Parcourons la francophonie

Time: 180 minutes

Description

Students become aware of the scope of the francophone world by researching general information about a francophone country, e.g., population, climate, economy, culture, etc. Students share their findings with the class. From this research, students then choose a francophone city to research in-depth in Activity 2. Students review the formation of the imparfait and the conditionnel présent.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

REV.01 - read and demonstrate an understanding of a variety of media works that relate to everyday situations and personal experience;

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

REV.03 - expand their understanding of francophone culture around the world through their reading;

REV.04 - identify and understand language conventions used in their reading materials.

Specific Expectations

OC1.02 - respond to media works (e.g., radio broadcasts, videos) by summarizing content, interpreting meaning, and adding information;

OC1.03 - take point-form notes on oral reports, discussions, and spoken texts (e.g., recorded readings of short stories);

OC2.03 - contribute to class or small-group discussions (e.g., suggest topics for discussion, present points of view, agree or disagree with classmates);

OC3.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

OC3.02 - use newly acquired vocabulary in conversation;

OC3.03 - interpret the meaning of unfamiliar words and expressions (e.g., by recognizing cognates, word families, metaphors);

RE2.04 - use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Prior Knowledge & Skills

· Grade 10 Applied Core French expectations

· The use of prepositions with country names

· The formation of futur simple

· Some prior knowledge of the concept of “La francophonie”

· Oral communication skills

· Note-taking skills

Planning Notes

· Ensure access to up-to-date French maps and/or atlases.

· Locate and review film strips, videos, etc., with information on various francophone countries.

· Provide access to the Internet.

Teaching/Learning Strategies

The teacher:

The students:

· reviews formation of the imparfait and the conditionnel présent

· leads a brainstorm of francophone countries

· assigns a country to pairs of students

· monitors and advises students throughout research process

· complete verb exercises

· participate in discussion and take notes

· work with a partner to research the country through various means for general information

· share information with the class

· take notes during presentations

Assessment & Evaluation of Student Achievement

Type	User	Tool	Strategy/Activity	Category
Diagnostic	Teacher	Marking scheme	Verb Exercises	Knowledge
Formative	Teacher	Observation	Research	Knowledge Thinking/Inquiry
Formative	Teacher	Observation	Informal Oral Reporting	Communication

Accommodations

· Vary time allotment.

· Provide sample framework for presentation.

· Simplify language of instruction.

· Regular conferencing.

· Provision of resources.

Resources

Bilingual French-English dictionaries

Peruzzo, Elver et al. Destinations 4. Toronto: Pearson Education, 1993.

Profil culturel. Toronto: Université de Toronto, 1999-2000 (a comprehensive list of resources and websites pertinent to each specific country is available in the back of each profile)

www.lonelyplanet.com

http://www.berlitz.com/language_express/language_express_french.html

Berlitz phrase books

Activity 2: Une ville francophone

Time: 300 minutes

Description

Students work in pairs to choose and research a francophone city, focusing on points of interest to the tourist, e.g., geographical location, historical monuments, nightlife, etc. - sample in Annexe 4.1. This research is more in-depth than the previous activity. The chosen city does not have to be from the previously researched country. The research will provide the basis for Activities 4 and 5. Students learn the sequence of tenses with si using the imparfait and the conditionnel présent.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.02 - express ideas and opinions in self-directed conversations and discussions;

OCV.04 - use correct grammar and appropriate language conventions during oral communication activities;

REV.01 - read and demonstrate an understanding of a variety of media works that relate to everyday situations and personal experience;

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

REV.03 - expand their understanding of francophone culture around the world through their reading;

REV.04 - identify and understand language conventions used in their reading materials.

Specific Expectations

OC1.02 - respond to media works (e.g., radio broadcasts, videos) by summarizing content, interpreting meaning, and adding information;

OC1.03 - take point-form notes on oral reports, discussions, and spoken texts (e.g., recorded readings of short stories);

OC2.03 - contribute to class or small-group discussions (e.g., suggest topics for discussion, present points of view, agree or disagree with classmates);

OC3.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

OC3.02 - use newly acquired vocabulary in conversation;

OC3.03 - interpret the meaning of unfamiliar words and expressions (e.g., by recognizing cognates, word families, metaphors);

RE1.03 - skim a text for specific information or to determine the writer’s point of view;

RE1.04 - research and organize information (e.g., by writing notes, compiling lists and charts) and report on their findings;

RE2.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

RE2.03 - identify and model language conventions used in brochures, menus, visa and passport applications, and directions;

RE2.04 - use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Prior Knowledge & Skills

· Grade 10 Applied Core French expectations

· Formation of imparfait and conditionnel présent

· Research skills

Planning Notes

· Ensure access to up-to-date French maps and/or atlases.

· Provide access to the Internet.

Teaching/Learning Strategies

The teacher:

The students:

· introduces the sequence of tenses with si using the imparfait and the conditionnel présent

· brainstorms with students a checklist of criteria for assignment (Annexe 4.1)

· monitors, corrects, and advises students throughout research process

· complete grammar exercises

· participate in discussion and take notes

· work with a partner to research chosen city

Assessment & Evaluation of Student Achievement

Type	User	Tool	Strategy/Activity	Category
Diagnostic	Teacher	Exercises	Exercises	Knowledge/Understanding
Formative	Student	Checklist	Research	Knowledge, Thinking/Inquiry

Accommodations

· Vary time allotment for research.

· Suggest strategic pairing.

· Provide resources.

Resources

Bilingual French-English dictionaries

Peruzzo, Elver et al. Destinations 4. Toronto: Pearson Education, 1993.

Profil culturel. Toronto: Université de Toronto, 1999-2000 (a comprehensive list of resources and websites pertinent to each specific country is available in the back of each profile)

www.lonelyplanet.com

http://www.berlitz.com/language_express/language_express_french.html

Berlitz phrase books

Appendices

Annexe 4.1

Activity 3: Faisons nos valises

Time: 360 minutes

Description

Students plan the practical aspects of taking a week’s holiday to their chosen city. They complete a passport application, plan a detailed itinerary, and write an imagined journal based on the activities in their itinerary. Students also role-play travel situations, e.g., complaint to hotel manager, currency exchange process, etc. Students learn the use of the subjonctif présent with impersonal expressions.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01 - respond in a variety of ways to media works and spoken texts;

OCV.03 - make oral presentations on a variety of topics;

OCV.04 - use correct grammar and appropriate language conventions during oral communication activities;

REV.01 - read and demonstrate an understanding of a variety of media works that relate to everyday situations and personal experience;

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

REV.03 - expand their understanding of francophone culture around the world through their reading;

REV.04 - identify and understand language conventions used in their reading materials;

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

WRV.02 - write in a variety of forms, adjusting the language to suit the purpose and the audience;

WRV.03 - use correct grammar and appropriate language conventions in their written work.

Specific Expectations

OC1.01 - follow a series of directions (e.g., how to reach a particular destination);

OC1.02 - respond to media works (e.g., radio broadcasts, videos) by summarizing content, interpreting meaning, and adding information;

OC1.03 - take point-form notes on oral reports, discussions, and spoken texts (e.g., recorded readings of short stories);

OC2.01 - present an argument, a point of view, or researched information relating to a topic under study;

OC2.02 - role-play situations based on a topic under study (e.g., applying for a passport, discussing personal finances with a bank employee);

OC2.04 - give individual or group presentations based on their research (e.g., of a francophone country), incorporating audio and visual aids;

OC3.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

OC3.02 - use newly acquired vocabulary in conversation;

OC3.03 - interpret the meaning of unfamiliar words and expressions (e.g., by recognizing cognates, word families, metaphors);

RE1.01 - read and prepare written summaries of a variety of media texts (e.g., magazine and newspaper articles, travel pamphlets);

RE1.04 - research and organize information (e.g., by writing notes, compiling lists and charts) and report on their findings;

RE2.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

RE2.03 - identify and model language conventions used in brochures, menus, visa and passport applications, and directions;

RE2.04 - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01 - write in a variety of forms (e.g., a paragraph expressing an opinion, a poem, a newspaper article, a brochure, a research report);

WR1.02 - complete an application (e.g., for a passport, a visa, other related travel documents);

WR1.03 - write a formal letter requesting information (e.g., to an embassy, a consulate, a tourist centre, a Chamber of Commerce);

WR1.04 - write a journal entry detailing a day’s activities (e.g., sites visited, cultural events, interactions with the local people);

WR1.05 - use information obtained from research to complete a written task (e.g., an itinerary or a timetable that includes details and descriptions for a trip);

WR2.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

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

WR2.03 - identify correctly indicators for parts of speech (e.g., n. for noun, adj. for adjective) that are found in a dictionary;

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

WR2.05 - use French-English dictionaries to verify spelling, confirm the meaning of newly acquired words and phrases, and expand their vocabulary.

Prior Knowledge & Skills

· Grade 10 Applied Core French expectations

· How to prioritize information and manage time

· Present tense of verbs

· The expressions of politeness using vous and the conditionnel présent (e.g., pourriez-vous…?)

Planning Notes

· Obtain French-language passport applications from local travel agent.

· The teacher may choose to invite a guest speaker from the travel and tourism and/or the hospitality industries.

Teaching/Learning Strategies

The teacher:

The students:

· introduces the use of the subjonctif présent with impersonal expressions

· reviews criteria of evaluation for itinerary and journal (Annexe 4.3)

· monitors, corrects and advises students throughout writing process

· leads brainstorm on hypothetical travel situations

· complete grammar exercises

· complete passport application

· work with partner from Activity 2 to plan week-long itinerary in chosen city

· write and perform role-play based on hypothetical travel situation

· use checklist (Annexe 4.2) for peer evaluation of role-play

· work with partner to compile an imaginary journal based on itinerary

Assessment & Evaluation of Student Achievement

Type	User	Tool	Strategy/Activity	Category
Diagnostic	Teacher	Exercises	Completion of grammar exercises	Knowledge/Understanding
Diagnostic	Teacher	Observation	Completion of passport application	Knowledge/Understanding Application
Formative	Teacher	Observation and feedback	Role-play	Communication
Formative	Student	Checklist (Annexe 4.2)	Peer evaluation of role-play	Communication
Formative	Teacher	Rubric (Annexe 4.3)	Itinerary and journal	Communication Application Making Connections

Accommodations

· Vary time allotment for assignments.

· Vary length of itinerary and journal.

· Present role-play to teacher only.

· Provide access to computer for word-processing.

· Allow for regular conferencing.

Resources

Notes from Activities 1 and 2

Bilingual French-English dictionaries

Peruzzo, Elver et al. Destinations 4. Toronto: Pearson Education, 1993.

Profil culturel. Toronto: Université de Toronto, 1999-2000 (a comprehensive list of resources and websites pertinent to each specific country is available in the back of each profile)

www.lonelyplanet.com

http://www.berlitz.com/language_express/language_express_french.html

Berlitz phrase books

Appendices

Annexe 4.2, 4.3

Activity 4: Expo-franco

Time: 240 minutes

Description

Students prepare the poster display, comprised of pictures, captions, and short paragraphs that they will present in Activity 5. Students monitor their progress with the help of the rubric (Annexe 4.4).

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

REV.03 - expand their understanding of francophone culture around the world through their reading;

REV.04 - identify and understand language conventions used in their reading materials;

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

WRV.02 - write in a variety of forms, adjusting the language to suit the purpose and the audience;

WRV.03 - use correct grammar and appropriate language conventions in their written work.

Specific Expectations

OC2.05 - create a media presentation (e.g., a news report, an interview, a travelogue);

OC3.01 - recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

OC3.02 - use newly acquired vocabulary in conversation;

OC3.03 - interpret the meaning of unfamiliar words and expressions (e.g., by recognizing cognates, word families, metaphors);

OC3.04 - identify and use particular vocabulary items used in Canada that are different from those used in other French-speaking regions (e.g., clothing size, travel items);