"Guess Who! ”
From January 2017, the students began a new unit: “ Guess who!”.
This unit aims to help the students to acquire the basics of the people description through new vocabulary about the body parts, health, clothes, jobs and qualities.
Then, they might learn some useful language structures to describe hobbies, preferences and background in general.
The main focal area for this unit is: "Bienvenue dans le monde des arts!" which means "Welcome in the arts world!"
The main focal area for this unit is: "Bienvenue dans le monde des arts!" which means "Welcome in the arts world!"
For sure, the contents and the organization will vary according to the student levels, their needs and interests. For example for the beginners, the description of the vocabulary ad easy sentences dealing with the main adjectives and actions such as working, going to, speaking with… will be taught. By this way, my objective is encouraging them to interact in simple and rehearsed exchanges, using verbal and non-verbal language. Also, they might use basic phrases to communicate ideas, feelings and information on a variety of aspects of the description.
We will be focused on reading during this unit so students will be able to read different authentic articles and explore, discuss, and meaningfully construct concepts and relaships in contexts that involve real-world problems and projects that are relevant to them. By this way, they will learn subjects which meet their interests such as sport, music, animal...
Depending of their level and by the end of this unit, the students might be able to:
Depending of their level and by the end of this unit, the students might be able to:
- Create statements and questions based on familiar, often memorized material
- Write a series of statements about a particular topic to express basic understanding
- Apply learned material, with non-alphabetic scripts/characters or newer structures, errors may occur
- Recognize errors in basic constructions and characters/scripts with guidance
- Show little evidence of structure in paragraph-level writing, where appropriate to the target language
- Write short, simple communications, compositions, descriptions and creative pieces based on personal preferences, routines, common events and other topics
- Add description and detail with guidance and feedback
- Organize ideas in a logical sequence, but may have difficulty linking sentences
- Use example texts to create personalized versions of nonfiction and fiction writing
- Spell most simple and high-frequency words correctly
- Write using complete sentences
- Begins rephrasing and explaining known items to increase vocabulary and use new structures in order to participate more fully in language interactions
- Express needs with increasingly longer structures consisting of multi-word and sentence-length constructions
- Paraphrase oral information with guidance.
- Respond to simple questions in phrases.
- Express themselves with little or no guidance.
- Pronounce more clearly
Here is some of the vocabulary taught during this unit (according to students levels):
- body: http://www.languageguide.org/french/vocabulary/body/
- size and shape: http://www.languageguide.org/french/vocabulary/size-and-shape/
- Men's clothing: http://www.languageguide.org/french/vocabulary/men-clothing/
- Woman's clothing: http://www.languageguide.org/french/vocabulary/women-clothing/
- Wearing clothes: http://www.languageguide.org/french/vocabulary/clothing-wearing-clothes/
- Colors: http://www.languageguide.org/french/vocabulary/colors/
- Jobs: http://www.languageguide.org/french/vocabulary/jobs/
JANUARY 2017
Students expressing their expectations for this new unit.
Students playing Collin-Mallard in French... c'est qui?
Students learning adjectives to describe people and teaching them to their mates: grand, petit, grand, gros, mince... (physical and moral adjectives)
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Students practicing how to write these adjectives and to be familiar with some new sounds.
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Students learning and practicing numbers to be able to speak about someone's age.
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Students learning the colors and the pets.
Then, I read a French story about pets and they gladly understood it!
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In January, the students discovered a French tradition: La galette des Rois.
FEBRUARY 2017
After learning about the face parts, students create their monster: such a fun activity.
Then, students present them in the target language.
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Here is their presentation:
Then, I read a French story to them and they gladly understood it!
Students reviewing the adjectives to describe physically a man and how to write these new adjectives.
Students learning how to create a negative sentence using the "NE/N" and "PAS" forms.
Students learning about the clothes by dressing up Marc.
MARCH 2017
Students review the unit vocabulary by playing games.
Then, I read a French story to them and they gladly understood it!
Students discovering new vocabulary using the letter M while illustrating these new words.
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After learning about the clothes, the students learn how to write them by labelling their father, brother of their best friend.
Student wrote with some guidance the description of their favorite masculine character. They read these descriptions.
Their reading is part of their final summative assessment.
Please, click on the links to hear their amazing progress:
The students are now able to present people:
Good work Elsa!
Finally, the students have a chance to use all they learned in the unit with a French guest speaker, Bruno.
They wrote some posts in French about this activity and their point of view about Bruno. Click here.
Then, we did specials activities to celebrate the International Francophony Day on Monday, March, 20.
Finally, students reflected on their own French level and how to improve their achievements. Click here to read some of their personal feed-back.
"Guess Who!”
On January 11th, the Grade 2 students began a new unit: “ Guess who!”.
This unit aims to help the students to acquire the basics of the people description through new vocabulary about the body parts, health, clothes, occupations and qualities.
Then, they might learn some useful language structures to describe hobbies, preferences and background in general.
The main focal area for this unit is: "Bienvenue dans le monde imaginaire!" which means "Welcome at the imaginary world !"
The main focal area for this unit is: "Bienvenue dans le monde imaginaire!" which means "Welcome at the imaginary world !"
For sure, the contents and the organization will vary according to the student levels, their needs and interests. For example for the beginners, the description of the vocabulary ad easy sentences dealing with the main adjectives and actions such as working, going to, speaking with… will be taught. By this way, my objective is encouraging them to interact in simple and rehearsed exchanges, using verbal and non-verbal language. Also, they might use basic phrases to communicate ideas, feelings and information on a variety of aspects of the description.
We will be focused on reading during this unit so students will be able to read different authentic articles and explore, discuss, and meaningfully construct concepts and relations in contexts that involve real-world problems and projects that are relevant to them. By this way, they will learn subjects which meet their interests such as sport, music, animal...
Depending of their level and by the end of this unit, the students might be able to:
Depending of their level and by the end of this unit, the students might be able to:
- Create statements and questions based on familiar, often memorized material
- Write a series of statements about a particular topic to express basic understanding
- Apply learned material, though with non-alphabetic scripts/characters or newer structures, errors may occur
- Recognize errors in basic constructions and characters/scripts with guidance
- Show little evidence of structure in paragraph-level writing, where appropriate to the target language
- Write short, simple communications, compositions, descriptions and creative pieces based on personal preferences, routines, common events and other topics
- Add description and detail with guidance and feedback
- Organize ideas in a logical sequence, but may have difficulty linking sentences
- Use example texts to create personalized versions of nonfiction and fiction writing
- Spell most simple and high-frequency words correctly
- Write using complete sentences
- Begins rephrasing and explaining known items to increase vocabulary and use new structures in order to participate more fully in language interactions
- Express needs with increasingly longer structures consisting of multi-word and sentence-length constructions
- Paraphrase oral information with guidance.
- Respond to simple questions in phrases.
- Express themselves with little or no guidance.
- Pronounce more clearly
Here are some of the vocabulary will be taught during this unit:
Body parts: Head (la tête), Hand (la main), Arm (le bras), Leg (la jambe), Foot (le pied),
Eyes (les yeux), Ears (les oreilles), Nose (le nez), Mouth (la bouche)
Occupations: Waiter (un serveur/serveuse), Teacher (un professeur/ une professeure), Doctor (un médecin/ une médecin), Scientist (un scientifique/ une scientifique)
Stars: Singer (un chanteur/ une chanteuse), Footballer (un footballeur/ une footballeuse), Basketball player (un basketteur/ une basketteuse), Dancer (un danceur/ une danceuse)…
Clothes: dress (une robe), skirt (une jupe), trouser (un pantalon)…
Physical and moral characteristics: enthusiastic (enthousiaste), pessimistic (pessimiste), original (original)…
During the week of January 11 to January 15 , the students discovered a French festival the Epiphany. They watched a short video explaining the origins and the traditions, such as eating a king cake with frangipani flavour. Then, they listened and danced on a French song with strong beat: " J'aime la galette", which means"I like the king cake". All of them told me that they might like to taste it. So when I told them that I had a surprise for them.... they were so excited! So each student have enjoyed a full-flavored king cake. All of them could have been the king or the queen exceptionally, and not only the lucky one who gain the small figurine!
Such an unforgettable taste sensation for all the students! They enjoyed a very special taste of France!
Such an unforgettable taste sensation for all the students! They enjoyed a very special taste of France!
During the week of January 18 to January 22 , the students discovered some new alphabet letters and that the letter "e" in French could have different sound depending of the stress on that letter, such as "é", "è" or "ê".
Then, the student learned the basics to describe somebody or something by playing a game with masks. A funny game to use the vocabulary and help the kids to be well focused!
Then, the student learned the basics to describe somebody or something by playing a game with masks. A funny game to use the vocabulary and help the kids to be well focused!
During the week of January 25 to January 29, the students learned some new vocabulary for the physical description, such as " he is tall", "he is fat" etc.. using an interesting internet site and performing.
Then, we read the book: La dispute, Eduard Manceau, Milan, 2015
Then, we read the book: La dispute, Eduard Manceau, Milan, 2015
During the week of February 1 to February 5, the students choose their own imaginary character they like (suc has monsters, princess, wings, minions...) and their learned who to describe them.
Then, their parcipated to the ISPP decor decoration competition by drawing new accessories to the Eiffel tower, by following M. Doinet and A. Débat's drawing style in the book la Tour Eiffel a des ailes. The Elementary Student Council members jugged our door and it was not the most colourful, persuasive, interesting and creative. Still, as the French proverb say: "l'important est de participer!"
Thank you for all the grade 2 students for their contribution!
Here are Mia, Wadia and Nora oral spontaneous presentation! They are risk taker and gain in confidence! they really inspire us!
Then, we read the book: Et le loup mangea la princesse, Kimiko, L'école des loisirs, 2008
Then, their parcipated to the ISPP decor decoration competition by drawing new accessories to the Eiffel tower, by following M. Doinet and A. Débat's drawing style in the book la Tour Eiffel a des ailes. The Elementary Student Council members jugged our door and it was not the most colourful, persuasive, interesting and creative. Still, as the French proverb say: "l'important est de participer!"
Thank you for all the grade 2 students for their contribution!
Then, we read the book: Et le loup mangea la princesse, Kimiko, L'école des loisirs, 2008
During the week of February 8 to February 12, the students played the game "Mix and Mach" to review the main vocabulary about people personality.
Then, I read the story:
Quel est donc cet animal, mes toutes premières découvertes, 2010
Furthemore, the students learned the clothes in French such as: " la jupe" (the skirt), " le pantalon" (the pants)... by using flashcards and playing the game" I dress up Sophie". All the kids were so excited and some of them were very creative!
Then, I read the story:
Quel est donc cet animal, mes toutes premières découvertes, 2010
Furthemore, the students learned the clothes in French such as: " la jupe" (the skirt), " le pantalon" (the pants)... by using flashcards and playing the game" I dress up Sophie". All the kids were so excited and some of them were very creative!
During the week of February 15 to February 19, we reviewed the vocabulary playing words chains.
After, the children learned some occupation to be able to give a complete description of people.
Finally, on Friday, we did new games based on the pronunciation and the vocabulary to celebrate the International mother tong day. It was very fun! Thanks to Mathias for being so creative: We will not forget his "cucarrrrrrracha"!
After, the children learned some occupation to be able to give a complete description of people.
Finally, on Friday, we did new games based on the pronunciation and the vocabulary to celebrate the International mother tong day. It was very fun! Thanks to Mathias for being so creative: We will not forget his "cucarrrrrrracha"!
During the week of February 22 to February 26, the students reviewed all the new vocabulary and main sentence structures to be able to succeed at the formative assessment. During this unit, the focused is put on the reading skill. This mean that they have to develop new skills in reading, understanding a short text and answer some questions.
After, they completed a learning task in pairs to evaluate their level. Finally, they did their personal formative assessment on Friday. All most all the children have successfully passed it. I am so proud of them!
After, they completed a learning task in pairs to evaluate their level. Finally, they did their personal formative assessment on Friday. All most all the children have successfully passed it. I am so proud of them!
During the week of February 29 to March 4, the students learned our to create a negative sentence by using the " 2 rescue men". Then, I introduced to them the letter "F" and we did some game to review the new skills.
Finally the students learned a song" tape tape tape petites mains".
During the week of March 7 to March 11, the students described 2 characters in a short cartoon: a funny dog and a crazy butcher. They wrote a short sentence to describe one of them.
After, we played a drama game to review the main vocabulary about some occupation. Wadia's to act out was very accurate and funny!
Finally, the students learned some people occupation and they presented in French what occupation is the best for them: being policeman or fireman? or what else...
During the week of March 14 to March 18, the students learning some new occupations vocabularies and reviewed how to create negative sentences by using the "n'/ne ...pas pattern in French sentences. Then, we played the Guess Who! in French.
Finally, the children reviewed the unit vocabulary by playing games and doing collaborative activities. And we finished with the mosquito song.
Finally, the children reviewed the unit vocabulary by playing games and doing collaborative activities. And we finished with the mosquito song.
During the week of March 21 to March 25, the students celebrate the FRANCOPHONIE FESTIVAL by playing games, discovering some aspects of French spoken countries in the world.
And on Friday, we did a great party with French music famous in all these countries, such as: Raï music (from North Africa: Algeria, Tunisia...), Ndombolo music (from Center of Africa: Congo, Cameroun...), Merengue music (from the French Island in the Carribean: Guadeloupe, Martinique)... So nice!
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