Grade 6- Communicating

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• make and respond to simple requests
• use greetings and expressions of politeness
• recognize and use formal and informal forms of address
• express preferences and interests
• participate in known and predictable classroom situations
  

SUGGESTED INSTRUCTIONAL STRATEGIES

The emphasis at this level is on continuing to help students develop positive attitudes to learning and using French. Students may feel successful using the French they learned in Grade 5, but need the challenge of new topics and new situations. Interactions with partners and small groups are more frequent. Pre-framed models continue to help students express their ideas.

• Using pre-framed models, have students role-play using greetings and expressions of politeness.

  
  Sample Role-Play Frame

  1. Bonjour.
  2. Bonjour.
  1. Je m'appelle______. Et toi, comment t'appelles-tu? (informal)/Et vous, comment-vous appelez-vous? (formal)
  2. Je m'appelle ______. Ça va?
  1. Ça va, merci. Et toi?/Et vous?
  2. Comme-ci, comme-ça, merci.

• Play Inside-Outside Circles. Have students form two circles, one inside the other. When the music begins, students walk in opposite directions. When the music stops, students quickly exchange greetings based on the situation described in English by the teacher (e.g., You meet a friend on the street. What is the first thing you say?) Students should have the opportunity to practise formal and informal modes of address.
• Have the class choose a topic for a survey (e.g., favourite food, actors, music) and brainstorm the vocabulary they need. Teachers should accept suggestions in English but record them in French. In pairs, students use a pre-framed structure to gather information (e.g., Quel(le) est votre ______ favori(te)? Je préfère ______.) At the end of the survey, students may graph the findings.
• Introduce students to the meaning and pronunciation of a variety of questions which they will use to complete a student "scavenger hunt" (e.g., Est-ce que tu aimes, est-ce que tu manges, est-ce que tu parles?)
  Trouve quelqu'un qui... Signature
  1. aime les carottes ______________
  2. n'aime pas le hockey ___________

SUGGESTED ASSESSMENT STRATEGIES

Assessment activities at this level should support students as they develop comfort and confidence in their emerging language skills. Students' enjoyment of language learning is a continuing priority. Students are expected to take risks and personalize their experiences, attempting to use previously learned structures. Assessment focusses on students' participation in speaking, listening, and viewing activities. Students demonstrate their learning orally and through visual representations.

• To assess students' abilities in a role play, game, or other oral interaction, look for evidence that they are able to:
  • use the structures and vocabulary they have practised
  • reproduce or approximate the pronunciation of the more familiar words they use
  • use appropriate intonation or emphasis
  • say the phrases they have practised smoothly, pausing after phrases or groups of words
  • recognize the difference between formal and informal forms of address
• To assess students' abilities in classroom oral activities such as surveys or class scavenger hunts, bring the class together to talk about how effectively they were able to use familiar structures and vocabularies in a new situation:
  • Which parts of the activity went well?
  • Did most people obtain the information they wanted? What helped?
  • Which questions were most difficult to ask? Why? What did you do to help others understand what you wanted?
  • How did you help others get the information they wanted? How did others help you?
  • What did you notice about your use of French?
    

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• Acti-Vie 1, 2
• Savoir faire: Visages 2

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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