"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, 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 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 learning and reviewing the physical description while playing games online.
Students improving their writing skills while being focused on the spelling of adjectives.
Students reviewing numbers and presenting their research about big numbers. They are now able to speak about adult's age.
Students learning the face vocabulary while singing a song.
Students practicing the people's face description.
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Students writing collaboratively 3 funny faces descriptions.
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February 2017
Students drawing a monster taken from a cartoon and
writing it description from their perspective (with guidance).
Students playing the monster game to practice the body and color vocabulary.
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Students have been creative and created their own monster.
After, they wrote description about their monster using key sentences about their physical description, the place where they leave, their preferences... such as: it has 3 eyes, it is big and violent, is lives at Phnom Penh, It likes eating people...
and they presented them.
Please, listen to their amazing presentation:
Mathias
Charlie
Hana
Jayden
Jodie
Yi Lei
Tashi
Mia
Kira
The students received a personalized feedback to improve their reading skills.
After, they learned some new vocabulary to express people mood and feelings.
Students drawing a monster taken from a cartoon and
writing it description from their perspective (with guidance).
Students playing the monster game to practice the body and color vocabulary.
.
Students have been creative and created their own monster.
After, they wrote description about their monster using key sentences about their physical description, the place where they leave, their preferences... such as: it has 3 eyes, it is big and violent, is lives at Phnom Penh, It likes eating people...
and they presented them.
Please, listen to their amazing presentation:
Mathias
Charlie
Hana
Jayden
Jodie
Yi Lei
Tashi
Mia
Kira
The students received a personalized feedback to improve their reading skills.
After, they learned some new vocabulary to express people mood and feelings.
March 2017
Then, I read a French story to them and they gladly understood it!
The students learned the clothes by doing some collages and predictions.
. 
. 
They practiced their writing as well as games to enhance their understanding. For example, they played a running dictation by group.
Students reviewing the unit vocabulary.
Students challenging themselves while playing a game.
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Students completed their last summative assessment: they had to perform what they understand... a fun way to show their skills!
Then, we did specials activities to celebrate the International Francophony Day on Monday, March, 20 such as research and participate in traditional French games.
Finally, students reflected on their own French level and how to improve their achievements. Click here to read some of their personal feed-back.
On January 11th, the Grade 3 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 focus area for this unit will be: "Bienvenue au cirque!" which means "Welcome at the circus!"
The main focus area for this unit will be: "Bienvenue au cirque!" which means "Welcome at the circus!"
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 relationships 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 decided to prepare something to offer for the International Day which would be held on Saturday 16. We discussed together and came up with an idea: preparing Chocolate Truffles.
On Wednesday, we watch a short French cartoon explaining the recipe so, the students could discover the ingredients and how to prepare it in French.
On Friday, we prepared them. After eating some of them, we made around 55 delicious chocolate truffles for the day after. It was very funny and I do thank you all the student for their personnal involvment!
Such an unforgettable taste sensation for all the students! They enjoyed a very special taste of France!
Lorenzo, what have you got on your noze?
On Wednesday, we watch a short French cartoon explaining the recipe so, the students could discover the ingredients and how to prepare it in French.
On Friday, we prepared them. After eating some of them, we made around 55 delicious chocolate truffles for the day after. It was very funny and I do thank you all the student for their personnal involvment!
Such an unforgettable taste sensation for all the students! They enjoyed a very special taste of France!
Lorenzo, what have you got on your noze?
During the week of January 18 to January 22, the students learned the basics of the people description while doing an interview.
Besides, the students worked on reading and writing through being focused on spelling. Indeed, the students discovered that the difference between "i" and "y"their use with vowels and consonants in common words such as "pie", "pyjama"...
Then, I read a French story to them and they gladly understood it!
During the week of January 25 to January 29, the students learned some new vocabulary for the clothes, such as " she wears a pink dress", "he wears a blue jacket" etc..
Then, they reviewed how to describe the physical appearance using an interesting and funny application on Ipad.
Then, they reviewed how to describe the physical appearance using an interesting and funny application on Ipad.
During the week of February 1 to February 5, the students learned some new vocabulary to describe people while using an interesting and funny Internet site.
Besides, the students choose a character they wanted to describe and perform in the Circus world... a first step before creating our script!
Then, we read the book: Petite main petit pouce au cirque, Martine Perrin, Seuil Jeunesse, 2013
Besides, the students choose a character they wanted to describe and perform in the Circus world... a first step before creating our script!
Then, we read the book: Petite main petit pouce au cirque, Martine Perrin, Seuil Jeunesse, 2013
During the week of February 8 to February 12, the students began to write their own script for their play and practice it.
During the week of February 15 to February 19, the students played the game "Mix and Mach" to review the main vocabulary about people personality.
On Wednesday, the students discoved a famous French song:
J'ai un gros nez rouge (Point to your nose)
Des traits sur les yeux (Pretend to draw lines above you eyes)
Un chapeau qui bouge (Mime moving a hat on your head)
Un air malicieux (Wink)
Deux grandes savates (mime having two big clown shoes to walk in)
Un grand pantalon (mime having big baggy trousers on)
Et quand je me gratte (scratch a pretend itch)
Je saute au plafond! (jump up in the air)
My literal translation for those that would like it:
I have a big red nose
some lines above my eyes
a hat which moves
an air of naughtiness
2 big slippers
baggy trousers
and when I scratch myself
I jump up to the ceiling!
On Wednesday, the students discoved a famous French song:
J'ai un gros nez rouge (Point to your nose)
Des traits sur les yeux (Pretend to draw lines above you eyes)
Un chapeau qui bouge (Mime moving a hat on your head)
Un air malicieux (Wink)
Deux grandes savates (mime having two big clown shoes to walk in)
Un grand pantalon (mime having big baggy trousers on)
Et quand je me gratte (scratch a pretend itch)
Je saute au plafond! (jump up in the air)
My literal translation for those that would like it:
I have a big red nose
some lines above my eyes
a hat which moves
an air of naughtiness
2 big slippers
baggy trousers
and when I scratch myself
I jump up to the ceiling!
And the student did some vocabulary activities about this song and drawned their own creative clown by following some French directions.
Finally, on Friday, we did a special activity to celebrate the International mother tong day:
All the grade 3 students were mixed into groups and spent around 15 minutes learning a well-known English song for children, and then the same song in French, Cambodian and Mandarin.
Are you ready to sing with me" Dans la ferme de Mathurin"?
All the grade 3 students were mixed into groups and spent around 15 minutes learning a well-known English song for children, and then the same song in French, Cambodian and Mandarin.
Are you ready to sing with me" Dans la ferme de Mathurin"?
It was very fun!
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.
The students discovered an artist who painted a lot of scenes in circus: Marc Chagall, a Russian French artist. He was born in 1887 and he passed away in 1985. Here is some more information about Chagall: http://www.biography.com/people/marc-chagall-9243488#later-years
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!
The students discovered an artist who painted a lot of scenes in circus: Marc Chagall, a Russian French artist. He was born in 1887 and he passed away in 1985. Here is some more information about Chagall: http://www.biography.com/people/marc-chagall-9243488#later-years
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, the students continued working on their script.
During the week of March 7 to March 11, the students practiced their scripts and they performed their play.
Afterwards, Mathilda and Oceana explained us how to describe someone's face and hair using scaffolding.
Afterwards, Mathilda and Oceana explained us how to describe someone's face and hair using scaffolding.
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.
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!
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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