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Appendix A
7
Practical Strategies
for the Core French Class
CFHAppA(A1-A32)PreacticalStrategies
pp1
February 2005
1.
QUESTION IN A BAG
a)
Write questions the students are currently working on cards.
b)
c)
d)
2.
MONTRE-MOI
a)
Demande un lve de te montrer des objets dans la salle de classe (e.g., un livre,
deux stylos, quelque chose rouge etc., un pantalon brun).
3.
JE PENSE UN NUMERO DE 10 20
a)
Teacher reviews members from 10 to 20 using flashcards.
4.
5.
6.
b)
Teacher or student selects a number and hides it from the others in the room.
c)
Student says:
Je pense un numero de 10 20".
d)
QUI EST-CE?
a)
Choose a student to go to the front of the class. Have him/her stand with his/her
back to the class and close his/her eyes.
b)
Ask another student to tap the students shoulder who is standing at the front.
c)
The student at the front must then turn around and guess Qui est-ce?
QUI A -----?
a)
Teacher hands out flashcards to students containing pictures of familiar vocabulary.
b)
c)
ALL STANDING
a)
Have all students stand.
CFHAppA(A1-A32)PreacticalStrategies
pp2
February 2005
7.
b)
In order for them to sit down, they must ask one question to another student.
c)
Student selects a card and asks the class Quest-ce que cest?
Variation:
a)
Teacher models activity by drawing part of an object on board or experience chart.
Teacher then asks class Quest-ce que cest? After each attempt teacher draws on
another part of this object until it is guessed.
b)
8.
WORD/SENTENCE SCRAMBLE
a)
Put scrambled word/sentence on the board or put word cards on pocket chart.
Students move words to make correct sentences.
b)
9.
SPELLING
a)
Spell words orally in French; e.g., a m i.
b)
10.
First student to guess word ami can do another for the class.
NUMBERS LIST
a)
Write several #s on black board or chart. e.g., 14 18 12 6 27 36 44 etc.
b)
c)
CFHAppA(A1-A32)PreacticalStrategies
pp3
February 2005
11.
12.
c)
If a student makes an error, start again with lundi and he/she is eliminated.
-- OU?
a)
Make cards with a (-) sign and a question mark (?) on them.
b)
c)
Ask a student to pick a card and change the sentence to make it negative or
interrogative depending on the card.
e.g., Je mange une pomme. (-) Je ne mange pas une pomme. (?) Est-ce que tu
manges une pomme?
13.
LONDON BRIDGE
a)
Sing the following to the tune of London Bridge:
Sur, sous, dans, devant, derrire, devant, derrire, devant, derrire
Sur, sous, dans, devant, derrire, ct de.
14.
SIMON DIT
a)
Have the class stand up.
15.
b)
The teacher points to different body parts and says Simon dit touche la tte.
Simon dit touche les genoux, etc. The students follow the teachers actions.
c)
If the teacher points to a body part and only says Touche les cheveux without
saying Simon dit then any students who do this action must either sit down or do
an action described by the teacher (e.g., Saute deux fois. Frappe les mains cinq
fois.
(Variation - Have a student take the role of the teacher.)
CHAIN GAMES
a)
Comment tappelles-tu? Je mappelle
say one after the other
b)
c)
16.
17.
BON VOYAGE
a)
Two students stand.
b)
c)
First to identify the flashcard travels to next person. That person stands beside
the student and the game continues.
d)
18.
MISSING NUMBER
a)
Give students a list of #s orally with 1 missing. e.g., dix, onze, treize, quatorze.
b)
19.
20.
Separate categories and put into different bags. e.g., all phone #s - draw 1, say
phone # and class guesses whose # it is.
MOT MURAL
a)
Use the word wall to ask students: Donnez-moi un mot qui rime avec
b)
Students answer from word wall.
Variation:
a)
Do action and definitions which correspond to words from word wall.
b)
Donnez-moi un mot qui commence avec la lettre c et qui a le son eu. (cheveux)
TRE OU AVOIR?
Write the numbers found on the game board on individual cards.
b)
A student comes up and picks a number. He/she finds that number on the board and must
say the sentence correctly, example: #26, Jai une motocyclette.
c)
Pronoms
une
motocyclette
trs riche
malade
mille dollars
jeune
une vache
Je (J)
26
88
49
21
81
Tu
39
67
93
59
90
86
Vous
100
41
14
79
35
Nous
56
13
17
29
16
73
Ils
99
50
62
30
44
Elles
11
27
33
12
61
Ils
15
71
46
200
18
Elle
74
24
97
98
2.
RISQUE !!
a)
The game board has four large pockets on it labeled 5, 10, 15, 20.
b)
Questions are placed in each of the pockets, the easiest ones in the pocket labeled 5 and
the most difficult ones in the pocket labeled 20.
c)
Students tell the teacher how much they are going for, and the teacher pulls the question
from that pocket.
d)
If the student answers correctly, the team gets the given number of points. If the student
answers incorrectly, the team loses the last point earned. Therefore, if a student misses a 5
point question, the team loses the last points earned even if it was 20.
RISQUE
20
15
10
3.
BATAILLE NAVALE
a)
CFHAppA(A1-A32)PreacticalStrategies
pp7
February 2005
b)
c)
d)
Each player tries to guess where the other players vessels are located.
BATAILLE NAVALE
A
au
parc
Toronto
au
cinma
lcole la
banque
Je vais
Tu vas
Il va
Elle va
Nous allons
Vous allez
Ils vont
Elles vont
On va
1.
chez ma au
la
tante
restaurant pharmacie lhpital
Tu as 5 vaisseaux:
X
XX
XXX
XXXX
2.
XXXXX
Place-les secrtement sur la grille. Ton partenaire fait la mme chose.
3.
CFHAppA(A1-A32)PreacticalStrategies
pp8
February 2005
4.
JAI / JE SUIS
a)
A grid is set up with words in each box that are used in jai or je suis expressions (i.e.,
froid, fatigu, 10 ans).
Each team receives a die and a counter. One team starts at the top right-hand corner and
the other team at the bottom left-hand corner of the board.
b)
The student rolls the die and moves that number of spaces. If the expression is used
correctly, the team may go again. If the expression is used incorrectly, the team returns to
the space they occupied before the die was rolled. The first team to make it to the other
side wins.
Jai
ou
Je suis
soif
29 ans
froid
malade
peur
lcole
fch (e)
de Paris
gentil (le)
petit (e)
faim
chaud
fatigu (e)
100 dollars
CFHAppA(A1-A32)PreacticalStrategies
pp9
February 2005
5.
DEVINE LE CHIFFRE!!!!
a)
A student chooses a number and others guess what that number is.
b)
c)
Teachers may impress the class by guessing very rapidly and accurately. This can be done
by totalling the amounts at the top of each column where the number appears: For
example:
Student gives the number 6 and says it appears in column A and E. The total at the top of
each of these columns (2 + 4) is 6.
DEVINE LE CHIFFRE !!!!!
16
27
24
23
14
17
28
30
20
15
11
17
10
18
30
27
12
10
21
21
14
15
22
18
26
19
22
28
30
19
29
23
13
26
19
11
21
23
15
26
29
14
25
27
24
22
23
25
12
13
11
13
20
15
29
30
27
29
25
28
CFHAppA(A1-A32)PreacticalStrategies
pp10
February 2005
6.
ZUT ALORS!!
a)
Divide a sheet of bristol board into an equal number of squares and number each square.
b)
At random, write avance, encore, zut, au revoir, continue or any of your other favourite
expressions on the board.
c)
Zut means that the team landing on the space lost their turn; au revoir means that the
team returns to the beginning square.
d)
Teachers can use question packs, and if the student has the correct answer, then he/she
rolls the die to determine the number of squares that the team advances. The first team to
get to the end wins.
ZUT!!!
1
COMMENCE
11
ZUT!
10
AVANCE 3
12
13
5
AU REVOIR
CONTINUE
14
15
16
17
AU REVOIR
23
22
21
20
ZUT!
24
25
19
18
28
29
CONTINUE
26
27
TRS BIEN
AU REVOIR
+3
FIN
34
33
32
CEST
DOMMAGE!
31
30
ZUT!
-2
CFHAppA(A1-A32)PreacticalStrategies
pp11
February 2005
7.
PYRAMIDE
a)
Two game boards are needed for this game. One is allocated to each team.
b)
c)
A student from Team A tries to answer question one. If it is answered correctly, then the
team moves on to question 2. If this is answered incorrectly, then a new question is placed
in the pocket. The first team to reach the top of the pyramid is the winner.
PYRAMIDE
8.
LA CHASSE AU TRSOR
a)
b)
An X is placed somewhere on the grid by the teacher or one of the students. The X
indicates where the treasure is buried.
c)
The other students guess the location by giving a complete sentence, thereby indicating the
co-ordinates.
d)
Tu
Il
Elle
Paul
la pharmacie
la patinoire
la banque
au restaurant
au cinma
au magasin
au
supermarch
lcole
au parc
lhtel
9.
PICTIONARY (ADAPTED)
a)
Make up a series of cards using index cards. A design could be on one side of the card
and the other would be a list of the words appropriate to the vocabulary under study for
each level.
A. une blouse
B. des skis
C. un autobus
D. la nuit
b)
The student draws the picture for the word chosen on the board and it is up to his/her
team members to guess the item within a limited amount of time (this time should be
determined at the beginning of the game by the teacher/class).
10.
a)
Choose categories to be used in the game. These categories should reflect and reinforce
what you are doing in your program. For example, you may choose Familles,
Gographie, Tlvision or Histoire.
b)
Make up a series of question cards for each of the categories and colour code the cards.
Familles could focus on television families. Gographie could focus on Canada. The
answer should also be written at the bottom of each card.
c)
Divide the students into teams and have them answer the question for points. Set a time
limit for the game. The team with the most points wins.
Variation: Have students make their own cards and ask questions in pairs. Have students read
the questions to their team.
VERB BOOKLETS
A super little booklet to look at the following three verb tenses at a glance:
FUTURE PROCHE
PRSENT
PASS COMPOS
Materials:
a)
Have students create verb booklets to illustrate and write all forms of a certain verb.
b)
Each page is folded off-centre and contains one form of the verb. The top section would
show the infinitive and an illustration.
Variation:
a)
You could also use the booklets to illustrate three different tenses of a certain verb.
b)
Bi-fold booklets can also be created to practice verb forms. For example, on one side of
the fold you would have Je, Tu and Il, and on the other side you would have vais, vas and
va. On the inside you would be the completion (i.e., au restaurant). Students would fold
back the verb form and have to provide the missing verb to give a complete sentence.
12.
a)
b)
Each student takes a turn. Using the game board, student A selects a number and gives
the correct sentence (e.g., #50 - Nous allons Toronto en train.) Student B checks the
answer on the answer sheet. You may also wish to have a third student involved who
takes responsibility for checking answers. If student A is correct, he/she may fill the
square with his/her colour.
c)
The winner is the one with the most points after 10 minutes. It could also be the first
person to arrive at a predetermined number of points.
PUISSANCE 4 (CONNECT 4)
a)
b)
Students will need game sheets and two colours of bingo chips.
c)
The game is played in pairs and takes only 3-5 minutes. Each person in turn calls out the
number of the square he/she wishes to claim and then provides the correct sentence. If
said correctly, he/she places his/her bingo chip on the square. The winner connects 4
squares together.
d)
e)
ALLER
en avion
au bureau
Toronto
la
pharmacie
chez ma
tante.
lhpital
Il
Tu
10
11
12
Elle
13
14
15
16
17
18
Vous
19
20
21
22
23
24
Je
25
26
27
28
29
30
Nous
31
32
33
34
35
36
MATCH TROIS
a)
Make the gameboard. Divide a regular piece of bristol board in two. Add equal number
of pockets for each side.
b.
The left-hand side of the game board is played only by Team #1, the right side by Team #2.
Prizes are inserted in the pockets, e.g., un ananas, un voyage Paris, une auto, etc. Only
one prize on each side has three identical cards.
c)
Students answer questions from the question pack or provide the questions to answers
provided. The questions can be based on a unit under study, a structure that needs
reinforcement, verbs, etc. If they answer correctly, they have a chance to draw a picture
card from the gameboard.
d)
Play goes back and forth until one group located the three matching cards.
MATCH TROIS
MATCH
TROIS
Questions
Rponses
Est-ce que tu as un
chien?
Est-ce que tu as un
frre?
15.
COCHON
Materials:
a COCHON die (a wooden die with numbers from 1-5 and the letter c or a
b)
c)
d)
Those choosing to sit must total the C column, those still standing wait for the next roll.
e)
The teacher rolls the die again. Those choosing to sit total the C column; those still
standing wait for the next roll.
Play continues in that manner until the C for COCHON is rolled. Those standing when
the COCHON is rolled receive a score of 0 in the C column.
f)
g)
h)
The game then continues with the O column. The teacher rolls the die and the scores
are recorded in the O column.
i)
Once again students have the option of sitting down after any roll.
j)
Play continues until the die has been rolled for all six columns.
k)
Students calculate a grand total by adding the totals of all six columns.
PERSONNALIT MYSTRE
a)
b)
Dire aux lves que chacun va prendre, tour de rle, lidentit de lun des personnages
dcrits sur la feuille, et que le reste de la classe devra essayer de lidentifier le plus vite
possible. Pour y arriver, il faut lui poser des questions pour connatre ses trois
caractristiques.
c)
Piger une carte didentit et demander aux lves dessayer de vous identifier, en posant
des questions bases sur les renseignements de la feuille.
d)
e)
Une fois lidentit trouve, demander un ou une lve de piger une autre carte didentit.
f)
CLAUDE
LAN
a un vlo
est drle
a une motoneige
a une motoneige
a un vlo
SANDRA
est drle
a un chien blanc
DAVID
LINDA
aime le basketball
aime dormir
JOHN
a un chien blanc
aime le basketball
aime dormir
LIZABETH
RENE
a un chien
DOMINIQUE
aime le basketball
a)
b)
A
65
B
66
C
67
D
68
E
69
F
70
G
71
H
72
I
73
R
82
S
83
T
84
U
85
V
86
W
87
X
88
Y
89
Z
90
91
92
93
94
95
96
97
98
99
J
74
spa
ce
K
75
L
76
M
77
N
78
O
79
P
80
Q
81
MESSAGE SECRET
a)
b)
Un lve est debout au milieu du cercle. Cest son tour dtre lobjet.
c)
La personne au milieu du cercle dclare quelque chose comme Jaime bien mes voisins,
surtout ceux qui portent des chaussures athltiques, (portent des lunettes, qui sont ges
de plus de 12 ans, qui ftent leur anniversaire de naissance au mois de septembre, etc).
d)
Toutes les personnes qui portent des chaussures athltiques se lvent et essaient de se
trouver une chaise pour se joindre aux autres.
e)
19.
a)
b)
c)
Chaque groupe envoie une personne derrire une couverture tenue par 2 lves (en
silence).
d)
e)
f)
La personne qui russit dire le nom en premier gagne un point pour son quipe.
h)
20.
a)
b)
Exemple:
1
2
je
3
elle
tu
x
4
5
nous
6
on
ils
o
7
8
elles
9
vous
il
c)
d)
Il/Elle utilise le pronom qui sy trouve pour constuire une phrase complte avec la bonne
forme du verbe. Sil ou si elle rpond corectement, il ou elle peut placer son x ou son o
dans la bote.
e)
f)
a)
b)
Demandez aux lves dcrire 4 phrases au pass compos en utilisant 4 verbes diffrents.
- Deux phrases doivent utiliser le verbe auxiliaire avoir.
- Deux phrases doivent utiliser le verbe auxiliaire tre.
c)
Le groupe rcrit les 4 phrases sur une autre feuille en laissant de lespace entre les mots
et les phrases.
d)
e)
Chaque groupe coupe chaque mot des phrases et place ceci dans lenveloppe.
f)
g)
Une fois que lchange est fini, chaque groupe sort les mots de lenveloppe et forme les
phrases.
h)
i)
j)
Rptez les tapes jusqu temps que toutes les phrases par tous les groupes sont crites.
22.
a)
b)
Donne un morceau de papier blanc chaque lve. Demande aux lves dcrire leur
prnom sur le papier. Le prof les collectionne et les placent dans un sac.
c)
Les lves circulent dans la salle en demandant les noms des autres lves, e.g., Bonjour,
je mappelle
. Comment tappelles-tu?
d)
Les deux lves crivent le nom de la personne rencontre dans une case de leur carte
blanche de BINGO. Ils continuent et sarrtent lorsque la carte est pleine.
e)
Le prof tire les noms du sac et le jeu se droule comme le jeu traditionnel de BINGO.
f)
Llve qui couvre tous les noms sur sa carte en premier, se lve et dit Bonjour. Cet(te)
lve gagne un petit prix.
g)
23.
Ce jeu sadapte avec le vocabulaire de diffrentes units et diffrents niveaux - ex. Les
verbes/terminaisons.
PING PONG - Une activit orale et dcoute
a)
Distribuez une copie des cartes de rponses chaque membre dquipe A, et distribuez la
deuxime copie des cartes de rponses chaque membre dquipe B.
c)
d)
e)
La premire personne qui dit son propre mot de lquipe PING ou PONG, doit lire la
rponse crite sur sa carte. Si la rponse est correcte, son quipe gagne un point.
f)
Le jeu peut commencer lentement, et quand les lves comprennent bien leurs rponses,
vous pourrez poser les questions plus rapidement.
Expansions:
Rptez les tapes de cette activit en revisant des temps du verbe comme le futur,
le pass compos ou le subjonctif. Adaptez cette activit et employez-la dans tous
les autres niveaux pour pratiquer les questions gnrales, les descriptions des
aliments, les grands numros, et le vocabulaire.
24.
a)
b)
c)
d)
e)
f)
g)
O est le pain?
h)
i)
j)
k)
l)
m)
n)
o)
b)
Il fait froid.
c)
d)
e)
f)
g)
h)
i)
Jhabite Pickering.
j)
k)
l)
m)
n)
o)
p)
25.
QUI SUIS-JE?
a)
b)
c)
d)
On ne peut poser quune question une personne. Elle ne pourra rpondre que par oui
26.
a)
b)
c)
d)
e)
2.
3.
4.
nest pas
dorigine
franaise.
a un frre.
naime pas
pratiquer les
sports.
5.
6.
7.
8.
nest pas
dorigine
anglaise.
adore les
spcialits
grecques.
aime le chocolat.
9.
10.
11.
12.
a un ordinateur
la maison.
a les cheveux
friss.
aime la pizza.
a une soeur.
13.
14.
15.
16.
a des animaux/
un(e) animal.
a sa fte en
octobre.
a sa fte en
fvrier.
17.
18.
19.
20.
a sa fte en avril.
aime la lasagne.
parle espagnol.
aime le hockey.
a)
b)
c)
Ensuite les lves doivent crer leur propre ami imaginaire en utilisant seulement leur
imagination. Ils doivent inclure le nom de lami et 4 ou 5 dtails pertinents.
d)
Les lves doivent ensuite trouver un partenaire et chacun leur tour doit dcrire leur ami
imaginaire. Le partenaire doit rpter oralement, la description entendue.
e)
Finalement, le partenaire adopte ce nouvel ami imaginaire et doit aller le partager avec un
nouveau partenaire.
28.
DTECTEUR DE MENSONGES
a)
b)
29.
AUTOBUS
a)
b)
One student starts. He/she must look at the person he/she is talking to (eye contact) and
ask a question. That person answers the question with another question. They can ask a
question to anyone in the group either sitting or standing as long as they make eye contact
with that person. You are out if you actually answer their question, you can only answer
with another question. You are also out if someone made eye contact with you, asked you
a question and you did not answer right away or if you use the same question they used or
one that was used more than 3 times.
30.
DRAW IT IN GROUPS
ALIBI
Alibi allows for the practice of both written and spoken French and role play and creativity. It will
take at least 2 or more class periods. Teacher informs the students that last Saturday morning
something at the school was stolen. As all the students were seen on the school premises, they are
all suspected of the robbery. They were all spotted by the school caretaker in pairs, and for the
rest of the activity the students should work in these designated pairs to produce an alibi.
INFORMATION ABOUT THE ALIBI:
e.g.: What time they left home - How they got to school - Why they came to school on
Saturday - What time they got to school - What they were wearing - Who else they saw at
school - Who they suspect of the robbery and why - What time they left the school - What
they did afterward - What they did at school (exact details).
The written accounts must be learned. The classroom is set up as a courtroom. Each team of
students is to question everyone else in turn. As each pair of students comes forward for
interrogation, one is sent out of the classroom. All accounts are given independently and should
concur. The prosecutions and jurors job to find the discrepancies between the accounts. One
pair is convicted.
32.
THE AD GAME
The Ad Game is played with approximately six or eight students. The group has five minutes to
create an ad campaign for an ordinary product with an unusual quality, e.g., cereal that plays
music when milk is poured on it. The group must come up with a name for the product, a
package design, a slogan, a spokesperson, and a jingle. The only way to do this in 5 minutes is
through complete and total agreement - no negative thinking. Every idea is accepted
enthusiastically (words of acceptance are shouted out - Oui! Excellente ide! Fantastique!)
Everything is accepted, treated respectfully and, most importantly, used. Since every idea is used,
players shouldnt give more than one suggestion for each topic (1st one always accepted then
move on to the next item).
MOTS ET CATGORIES
a)
Trouver un autre mot qui va avec chacune des sries suivantes. (association dides)
- glace, mains, meubles, verres...
- crayon, crier, ballon, lire...
34.
a)
En vous servant du processus de dduction, trouvez le mot qui ne convient pas la srie
et expliquez votre choix.
A)
motocyclette, carrosse, voiture, bateau, train...
B)
peureuse, agressive, honnte, riche, loyale..
35.
a)
Formez des mots en remplissant les tirets ci dessous par une syllabe.
b)
c)
d)
homme,
heur,
jour.
ton,
quille,
ret.
Choissez au moins trois mots de chaque srie et formulez une phrase. Chaque phrase doit
ajouter lintrigue de la premire phrase pour composer une courte histoire de dix lignes
une fois termine.
Phrase 1: mots choisis - bonhomme, bonheur, bonbon
Le bonhome trouve son bonheur lorsquil vole les bonbons des enfants.
Phrase 2: mots choisis - bb, bret, bquille
Il prfre voler des bbs qui portent des brets et qui sont en bquilles.
Phrase 3: Lisez votre histoire aux lves de la classe.
a)
b)
c)
d)
Le dessinateur choisit une carte et doit dessiner le vocabulaire. Il fait des lignes pour
reprsenter la phrase. (ou groupe de mots)
La
jolie
fleur
est
rouge.
e)
Seulement le groupe devant la classe peut deviner le vocabulaire sur la carte. mesure
que les lves devinent des mots, le dessinateur crit le mot appropri au tableau noir.
f)
g)
h)
i)
Le processus continue.
37.
JEU DE LAINE
a)
Tu dois prendre une pelote de laine et faire des noeuds divers endroits sur la laine.
b)
Les lves, tour tour, partagent leurs penses/connaissances au sujet du thme prsent
par le professeur.
c)
Pendant que llve parle, il/elle roule la laine autour de ses doigts et lorsqu/il/elle arrive
au noeud il/elle doit passer la pelote au prochain lve.
VARIANTES:
#1
#2
#4
#5
#6