Grade
7- 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 for and give simple
information
- exchange information
about themselves
- participate in classroom
activities
- begin to derive meaning
in new language situations
SUGGESTED
INSTRUCTIONAL STRATEGIES
At this level, students
are working with some memorized language and can begin to connect ideas to form
complete messages or short interactions. They use writing for reference purposes
and to develop their language skills, although accuracy of written expression
is not evaluated in Grade 7.
- Pin a card with the
picture or name of a famous person, cartoon figure, etc. on the back of each
student. Students must ask each other questions in order to determine the
names of the people on the cards. For example: Est-ce que je suis un garçon
ou une fille? J'ai quel âge?
- Have students work in
pairs. Each partner receives a map with different cities and their weather
forecasts. Partner A's map is missing information found on Partner B's map
and vice versa. Students must ask their partners questions to complete their
maps.
- Have students work in
groups of five to survey and take notes on each other's likes, dislikes, and
interests. Possible topics include: repas, animaux, jeux, films, and chansons
populaires. One person from each group records the information on a master
tally chart and the class discusses the results (e.g., Quelle est l'activité
favorite de la classe? Combien de personnes aiment regarder les vidéos?)
- Encourage students to
keep an ongoing record of useful phrases and survival expressions such as:
- Répète,
s'il te plaît./Répétez, s'il vous plaît.
- Je ne comprends
pas.
- Tu veux être
mon partenaire?
- Qui est le chef
du groupe?
- Aide-moi, s'il
te plaît./Aidez-moi, s'il vous plaît.
SUGGESTED
ASSESSMENT STRATEGIES
At this level, students
begin to engage in more complex interactions that build on the frequently used
expressions and language they have acquired. When assessing student development,
consider both the extent of their participation and their level of comprehensibility
and understanding.
- As students try to determine
the names on the cards, note the extent to which they:
- participate in the
activity
- formulate questions
- respond to questions
- take risks to speak
French
- experiment with new
vocabulary and structures
- approximate French
pronunciation
- support and encourage
each other to complete messages
- As students work in pairs
to fill in weather maps, note the extent to which they:
- use the vocabulary
and structures they have learned
- speak with appropriate
intonation and emphasis
- ask appropriate
questions to retrieve needed information
- use as much French
as possible
- fill in correct information
- When students report
on group surveys, look for evidence that they:
- report information
accurately
- use learned vocabulary
structures
- take risks to use
newly acquired language
- When students keep a
record of useful phrases and survival expressions, review the list for evidence
that they:
- add to the list
- refer to the list
when required
RECOMMENDED
LEARNING RESOURCES
Print
Materials
- Stoddart Colour Visual
Dictionary French-English
Multimedia
- Acti-Vie 2, 3
- Savoir faire: Visages
2
©
Copyright 2001. All Rights Reserved. Curriculum Branch.
Maintained by: International Languages Coordinator
Last Modified: February 2002
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