"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/
- face: http://www.languageguide.org/french/vocabulary/face/
- hair: http://www.languageguide.org/french/vocabulary/hair/
- 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
After writing about this unit expectations, students reflect about the kind of information to be given to describe people.
Students reviewing the numbers to speak about people's age.
Students make a presentation about how to count from 50 to 100 in French.
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After learning about the main adjectives to describe people, students practices these new words to remember them.
Students celebrate EPIPHANIE, a French festival and discover more about French culture and traditions. We play " le jeu de la galette" and sing a song.
Then, I read a French story to them and they gladly understood it!
February 2017
Students learn the main structures to present people.
After reviewing the main vocabulary, the students work on their reading skills.
Here is their formative assessment:
http://storybird.com/books/decris-toi/?token=td26rn
We read this book on line, go through the vocabulary and work on their understanding too.
Neo and Maya (not completed)
March 2017
Students learn or review how to conjugate the irregal verb TO BE.
Students work collaboratively to present each other using the main unit structures.
Students worked on strategies to improve their reading on the dialogue; "qui est cette fille?"
Listen to them:
Listen to them:
Students choose a star of their choice, they research about him/her and make an oral presentation by pairs.
Please, listen to their presentation, that was part of their
summative assessments:
Alaa, Lucy, Stirling, Neo, Pearce, Maya (their videos have not been shared)
The students worked on their reading comprehension.
They match people pictures and their description.
Students participate by groups in a game to evaluate their different skills in writing, reading, and understanding.
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"Guess Who!”
On January 11th, the Grade 4 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 à l'île au trésor!" which means "Welcome at the treasure island !"
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)…
JANUARY 2017
Students practicing the physical and moral's people description.
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Students improving their writing skills by group.
Students presenting their research about big numbers to be able to speak about adult's age.
Students learning the body part with a game online.
Students discovering a French traditional Festival: l'épiphanie and eating the French King Cake (La galette des Rois)
Students reviewing the body parts while singing a song.
February 2017
Students read a book online "Décris-toi" about people describing themselves and improved their reading comprehension collaboratively.
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Students practicing their reading skills on this book online. It has been their formative assessments.
Click here to listen to their formative assessment recording:
To review the vocabulary about physical appearance (body description, clothes and adverbs) learnt in this book, the students played a vocabulary game and Tomoki's group won!
End of February, students continued their learning by adding more information about people. They played a very funny Running Dictation... And Lucy's group won!
The students learned how to conjugate the verb TO BE and played games to practice it in context. Well, I am sure they will not forget this video....click here.
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The students reviewed all people description by presenting others.
They completed their last summative assessment. They improved a lot their reading skills. Here are the Gr 4 reading assessments:
Tomoki and Xunn Ken
Mahin
Beaunita and Pearce
Jiwon and Arvid
Prandshu and Sowann
Olivia and Stirling
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.
JANUARY 2017
Students practicing the physical and moral's people description.
. 
Students improving their writing skills by group.
Students presenting their research about big numbers to be able to speak about adult's age.
Students learning the body part with a game online.
Students discovering a French traditional Festival: l'épiphanie and eating the French King Cake (La galette des Rois)
Students reviewing the body parts while singing a song.
February 2017
Students read a book online "Décris-toi" about people describing themselves and improved their reading comprehension collaboratively.
. 
Students practicing their reading skills on this book online. It has been their formative assessments.
Click here to listen to their formative assessment recording:
To review the vocabulary about physical appearance (body description, clothes and adverbs) learnt in this book, the students played a vocabulary game and Tomoki's group won!
End of February, students continued their learning by adding more information about people. They played a very funny Running Dictation... And Lucy's group won!
The students learned how to conjugate the verb TO BE and played games to practice it in context. Well, I am sure they will not forget this video....click here.
MARCH 2017
Students read authentic documents to practice their reading and their understanding. 
. 
The students reviewed all people description by presenting others.
They completed their last summative assessment. They improved a lot their reading skills. Here are the Gr 4 reading assessments:
Tomoki and Xunn Ken
Mahin
Beaunita and Pearce
Jiwon and Arvid
Prandshu and Sowann
Olivia and Stirling
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.
During the week of January 11 to January 15, the students discovered our new unit with a brainstorming. They worked by group in English and in French to share ideas about our topic: "Welcome at the treasure island !"
Then, I read a French story to them and they gladly understood the story!
During the week of January 18 to January 22, the students worked on reading and writing through being focused on spelling. For example, the students discovered that the difference between "g" and "gu" and their use with vowels and consonants in common words such as: "girafe", "glace" and "guitare".
Besides, the students learned the basics of the people description while doing an interview.
Then, I read a French story to them and they gladly understood the story!
During the week of January 18 to January 22, the students worked on reading and writing through being focused on spelling. For example, the students discovered that the difference between "g" and "gu" and their use with vowels and consonants in common words such as: "girafe", "glace" and "guitare".
Besides, the students learned the basics of the people description while doing an interview.
After, we discover all together where that French peope were located... an interesting way to discover the geography and the location of major cities.
During the week of January 25 to January 29, the students learned some new vocabulary to describe people while using an interesting and funny application for Ipad. Then, they wrote by themselves and individually a description of a fiction character they choose. They could have used different resources, called scaffoldings, to help them and to gain in confidence while construct more complex sentences.
During the week of February 1 to February 5, the students presented their own writing production and improved their reading skills, while being focused on the pronunciation.
Besides, the students participate collaboratively to a learning task: to read an authentic French magazine about fashion and to research the new vocabulary, using dictionaries and scaffoldings, and present it.
During the week of February 8 to February 12, the students reviewed some grammar to be able to create sentences with first group verbs (verbs ending with ER) using words chains. Then, they reviewed the numbers from 1 to 70 by singing songs and doing funny activities with a pirate boat.
During the week of February 15 to February 19, the students played the game "mix and mach" to review some key vocabularies the describe people feelings.
We also played the "pirate game" in groups. The children were so excited to take steps while discovering the main rules of the French grammar, imitating people, counting, guessing people or doing fun activities.
On Friday, we did specials activities to celebrate the International mother tong day.
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We also played the "pirate game" in groups. The children were so excited to take steps while discovering the main rules of the French grammar, imitating people, counting, guessing people or doing fun activities.
On Friday, we did specials activities to celebrate the International mother tong day.
. 
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 reviewed how to ask "Yes-No questions" in French.
Then, they all worked in groups to understand how to ask questions useful questions about people's occupation, people's place to work etc... They also read authentic people descriptions. Next week, they will do oral presentations.
Then, thanks to Teppi who showed us the application he discovered to learn new French vocabulary!
Then, they all worked in groups to understand how to ask questions useful questions about people's occupation, people's place to work etc... They also read authentic people descriptions. Next week, they will do oral presentations.
Then, thanks to Teppi who showed us the application he discovered to learn new French vocabulary!
During the week of March 7 to March 11, the students worked in pair to understand how to ask 5 key questions and answered these questions thanks to videos.
These questions aim to describe people such as "where do you live", "where do you work?", "what language do you speak?".
Then, they presented it to us.
These questions aim to describe people such as "where do you live", "where do you work?", "what language do you speak?".
Then, they presented it to us.
During the week of March 14 to March 18, the students reviewed how to create a negative sentence using the " n'/ne...pas" form. Then, they watched a short French cartoon, we commented it and focused on the characters. The students drew one of them and describe his/her main qualities by using scaffoldings. Then, they presented their impressions.
Finally, the children reviewed the unit vocabulary by playing games and doing collaborative activities.
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!
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