Grade
5- Communicating
This organizer contains the
following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources
PRESCRIBED
LEARNING OUTCOMES
It
is expected that students will:
- ask and respond to simple
questions
- identify greetings and
expressions of politeness
- communicate likes, dislikes,
wants, and needs
- respond to classroom
instructions
SUGGESTED
INSTRUCTIONAL STRATEGIES
For many students, this
is their first exposure to a second language. Because Grade 5 sets the stage
for years to come, it is important that the experience be non-threatening, rewarding,
and enjoyable. Give students every opportunity to hear, repeat, and "play"with
the language. Routinely give classroom instructions in French instead of English.
Encourage students to use drawings and other visual aids as well as non-verbal
gestures to extend communication.
- Provide opportunities
for students to hear greetings and expressions of politeness (e.g., begin
lessons with Bonjour, comment ça va?)
- Have students prepare
posters of greetings and expressions of politeness for display around the
room.
- Have students interview
partners to obtain information such as name, age, likes, dislikes, etc. Students
then use the information to introduce their partners to the class, using the
following format:
- Je vous présente
- Il/Elle s'appelle
- Il/Elle habite
- Il/Elle aime(nourriture)
- Il/Elle n'aime pas
- Son sport préféré
est
- Son passe-temps préféré
est
- Open each day with Calendar
Time in French. Initially, ask students to respond to questions on the date,
time, season, weather, temperature, and how they are feeling that day (e.g.,
Quelle est la date aujourd'hui? Quelle heure est-il? Quel temps fait-il? Quelle
est la température aujourd'hui? Comment ça va?) Students may
eventually take turns opening the day. Calendar Time also provides an opportunity
for presenting seasonal poems and rhymes, as well as for celebrating birthdays.
- Provide opportunities
for students to follow routine classroom directions and instructions in French
(e.g., Sortez votre crayon. Chantez avec la cassette. Formez une ligne ˆ
la porte.) Use gestures to clarify meaning.
SUGGESTED
ASSESSMENT STRATEGIES
At this level, students
may feel awkward attempting to communicate in a new language. In a supportive
environment, they may begin to feel more comfortable and gain satisfaction from
exploring and demonstrating their new skills. Assessment should encourage risk-taking
and participation, rather than emphasize correctness.
- As students engage in
communication activities, observe and note evidence that they:
- listen actively to
follow instructions
- choose the appropriate
expression from those they have practised
- approximate French
pronunciation
- take risks to speak
in French
- experiment with sounds
and words
- participate willingly
in classroom activities in French
- support and encourage
each other
- When students create
posters, assess the extent to which they:
- reproduce key vocabulary
accurately
- include supporting
details in the form of illustrations, graphics, or symbols
- After students have been
introduced to new vocabulary and structures, have them demonstrate their learning
by drawing pictures in response to oral directions (e.g., Dessinez l'hiver;
un crayon.) They can also sketch, use pictures, or create computer graphics
to show their understanding of a brief oral story or paragraph.
RECOMMENDED
LEARNING RESOURCES
Print
Materials
- Stoddart Colour Visual
Dictionary French-English
Multimedia
- Acti-Vie 1
- Savoir faire: Visages
1
©
Copyright 2001. All Rights Reserved. Curriculum Branch.
Maintained by: International Languages Coordinator
Last
Modified: February 2002
BC
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