Listening and Speaking
Listening and Speaking
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
297
Listening and Speaking
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to obtain
information, ideas, opinions, key
feelings and a global sense from an oral
text.
Grade 2 French Immersion students show considerable growth in their
listening in terms of the length of text they can listen to and comprehend.
It is important that teachers encourage students to listen attentively and to
vocalize in complete sentences during listening and speaking activities.
Expose students to a variety of oral text forms (including description,
news-telling, narrative, inquiry, classification) and to a wide variety of
SCOs: By the end of Grade Two, speakers and texts (songs, poems, stories, informational texts, letters,
students will be expected to:
presentations, video and audio recordings, plays) on a regular basis.
3.1.1 derive a global sense of a
variety of oral texts by
recalling literal details and
information
3.1.2 give/respond to simple
instructions
• Engage students in pre-listening activities such as predicting from
illustrations. Set the purpose for listening by asking guiding questions.
• Provide opportunities for students to hear oral texts from a variety of
speakers. Use TV, radio, audio and video recordings, and websites (with
audio) to expose students to a variety of French speakers.
• Create the physical and emotional environment which fosters discussion
and enables students to talk freely. Provide opportunities for students to
express themselves with partners and in small and large group contexts.
Involve students in activities which require them to give and to follow oral
instructions or directions. Emphasize the importance of clarity in giving
instructions and of close attention when following instructions.
• Model clear and effective instructions for students.
• Involve students in explaining simple processes to classmates, or
classroom routines to visitors to the classroom.
• During Montre et raconte, students can give step by step instructions, to
tell how they made a certain craft or other project.
• Through role play or dramatization, students can demonstrate how to
carry out a specific activity such as how to call an ambulance in an
emergency situation, how to order lunch in a restaurant, how to use a
pay phone.
• Play barrier games. Partners sit back to back, or have a screen between
them. Using manipulatives or drawings, one partner instructs the other
to construct a replica of what they have already constructed (e.g. build
something from blocks or draw a particular design). At the end, the two
compare their productions to determine if they are identical. Discuss the
importance of clarity in instructions. There are a variety of barrier games
suggested in First Steps: Oral Language Resource Book.
• Have students work with a simple map to give directions to a partner.
The partner must follow the oral directions to arrive at a particular
destination.
298
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
memory load, having a purpose,
focus, attention).
Assessment and/or Instructional Strategies
3.1.1 Observation
Use observations and anecdotal records to note the confidence and ease
with which students listen to and comprehend a range of oral texts. Note
student ability to:
- answer questions on the text
- participate in collective oral retelling
- include important details in independent oral retelling
Self-evaluation/Peer-evaluation
Have students think about their comprehension of an oral text. Invite them
to reflect on what they find easy and what challenges them when they listen
to an oral text. Encourage discussion with a partner. Can they suggest
strategies to improve their comprehension?
Conference
Following an activity such as a
barrier game, discuss with the
students how they gave
instructions. Were they pleased
with the outcome? Can they
improve on the clarity of their
instructions? How?
Performance
Invite students to respond to an oral text they have listened to in class.
Their response may be in writing, drawing, or some other medium.
Portfolio Carole, please remove period in last box below; add headings on
top of each box: 1. lieu; 2. personnages; 3. problème; 4. solution possible; 5.
resolution; 6. situation à la fin
Have students take notes or draw pictures to aid recall while listening to an
oral text. Students can use a graphic organizer such as the following:
3.1.2
O
b
se
r
v
a
ti
o
n
• Observe student responses to verbal and non verbal communication
during classroom routines and group discussions.
• When observing as children give and follow directions, note any aspects
of language which cause them difficulties (e.g. concept knowledge,
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
299
Listening and Speaking
Suggested Resources
La compréhension orale, Appendix B
Speaking and Listening Charts, Appendix B
Écouter, comprendre et agir (Chenelière, ISBN 2-89461-992-8)
First Steps Oral Language: Developmental Continuum (Heinemann)
First Steps Oral Language; Resource Book (Heinemann), Barrier Games
La coopération : un jeu d’enfant (Chenelière, ISBN 2-7651-0365-8)
Kagan Structures for Success, Laurie and Spencer Kagan, Resources for
Teachers, Kagan Publishing www.kaganonline.com/
A variety of children’s literature and oral texts, including audio and video
recordings, audio books, radio and TV programs, poetry and songs; the
following are suggested:
Drôles d'animaux (Collection En tête, ERPI)
Chansons et rondes pour s’amuser (Fides, ISBN 2-7621-2414-X)
Un dimanche à Kyoto (La montagne secrète, ISBN 2-923-163-08-7)
Le chat musicien (La montagne secrète, ISBN 2-923163-00-1)
Le tango des animaux (La montagne secrète, ISBN 2-923163-01-X)
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
3.2.4
respond with sensitivity to the opinions of others
KSCO : By the end of Grade 3,
students will be expected to react in a
personal way to simple text citing
examples to justify this reaction.
SCOs: By the end of Grade Two,
students will be expected to:
3.2.1
be courteous when others
are speaking
3.2.2
respond to an oral text
based on interests,
opinions and personal
experiences
3.2.3
draw conclusions from an
oral text using support
from the text
300
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Suggestions for Teaching
and Learning
Encourage students to use basic
courtesies and conventions of
conversation in group work and
cooperative play: turn-taking,
listening without ridicule, using
constructive criticism, thanking
the audience, using appropriate
body language. Encourage use of
la stratégie ÉCOUTER.
• Model courteous listening for
students. Discuss the
importance of courteous
behaviour, and have students
suggest good listening habits.
• Teach students how to enter
into a conversation and maintain
the topic, how and when to
interrupt effectively, how to use
appropriate volume and tone of
voice, how to change a topic.
• Have students role play
courteous and non-courteous
listening and speaking
behaviour. Possible situations
include asking a classmate to
borrow a pencil versus
demanding a pencil, arguing
versus using cooperative
language to resolve a situation,
etc.
• Brainstorm a list of polite words
that students can use in order to
be
courteous: Excusez-moi, Merci,
Pourrais-tu..., Pardonnez-moi, As-tu
pensé à...
• Use children’s literature to
discuss the importance of
respect for others. Peux-tu
attraper Joséphine ? (Stéphane
Poulin) and La fleur de Dimitri
(Valeri Gorbachev) are possible
titles to use in this context.
personal connection to a particular text, and that they relate the text to their own
experiences and interests. Use the “think aloud” technique to model making
connections to previous knowledge and personal experience,
• After hearing a text, engage students in role-playing the different characters and
encourage them to show what the character would do or say.
• Encourage students to respond in various ways (puppetry, mime,
dramatization, songs, poems, art work) to oral texts such as read-alouds,
videos, presentations and plays.
• Invite students to share with a partner or small group their personal
connections with a text read or viewed.
Provide opportunities for students to draw conclusions or make inferences
based on information presented orally. Encourage students to ask questions
about what they want to find out or don’t understand. Ask questions which will
encourage students to go beyond simple recall and which will require students to
extend and clarify their thinking. Encourage students to support their
conclusions and responses by referring back to the oral text.
Not all students come to school with the same experiences with social
conventions. It is therefore important that teachers model ways to express
disagreement in an appropriate manner and model how to respond appropriately
to others.
• Encourage students to use effective comments such as: C’est bien fait ; J’aime ce que
tu as fait/dit ; Tu pourrais ajouter des noms/des autres détails ; Une chose que j’ai vraiment
aimé c’est ___ ; J’ai une suggestion pour aider avec ___ ; J’aime cette partie, mais tu pourrais
peut-être... ; Je ne suis pas complètement d’accord.
In a classroom that encourages
interaction and talk, students will
quickly acquire vocabulary and
expressions to help them respond
to texts. Engage students
frequently in meaningful talk such
as discussions about texts read
aloud, videotapes viewed, field
trips, presentations, problem
solving. It is important that
students be able to make a
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
301
Listening and Speaking
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Assessment and/or Instructional Strategies
3.2.1 & 3.2.4 Observation
Observe student behaviours during presentations and note how well
students listen to/respond to other speakers.
• Does their body language express a positive attitude?
• Do they sit attentively?
• Are the students engaged by the speaker?
• Do students respond to the speaker and others in an appropriate
manner?
• Are they willing to listen to and consider the ideas of others?
3.2.2 Rubric
Use the listening and speaking rubric to note level of student responses:
• confidence and ease when speaking
• word choice
• sentence structure
• ability to connect ideas
• use of appropriate French vocabulary
• degree of risk taking
• ability to circumlocute (find other ways to convey a message)
3.2.2 & 3.2.3 Observation/Anecdotal Records
Use anecdotal records and observations. Note students:
• willingness to listen to oral texts (read-alouds, presentations, videotapes,
taped songs or stories)
• ability to make connections with personal experiences or opinions
• ability to provide support from the text for conclusions
3.2.4 Observation
Observe student responses to the opinions of others students. Note any
issues or concerns. Observe student ability to express disagreement in an
appropriate manner.
Performance
Have pairs of students role play situations where there are differences of
opinion. Encourage use of particular expressions and language. Evaluate
student ability to find courteous and sensitive ways to respond to the other
person.
Des compliments pour toi et moi,
Appendix B
Listening and Speaking Rubrics,
Appendix B
La stratégie ÉCOUTER,
Appendix B
Écouter, comprendre et agir.
(Chenelière, ISBN 2-89461-9928)
First Steps: Oral Language Resource
Book (Heinemann)
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
L’immersion en français au Canada :
Guide pratique d’enseignement
(ACPI-CAIT, ISBN 0-92161212-5)
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-7651-03658)
Peux-tu attraper Joséphine ?
(Toundra, ISBN 0887766439)
La fleur de Dimitri (Nord-Sud,
ISBN 3-314-21264-X)
Suggested Resources
302
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to react in an
analytical way to simple texts by
identifying various elements of the text.
Provide opportunities for students to experience a range of types of oral
texts, including news-telling, narrative, description, inquiry (questioning)
and classification. Engage students in listening to various speakers and
forms of oral texts such as guest speakers, films, videos, songs, poems,
read alouds, informational texts, narrative texts and drama. Students
should work in various groupings such as whole group, small group and
pairs when listening to and responding to oral texts.
SCOs: By the end of Grade Two
students will be expected to:
3.3.1
distinguish between
various types of oral texts
3.3.2
identify the subject and
important details in a
variety of oral texts
• Discuss the various aspects of a wide range of texts: length, type of
language, format, whether or not the text is real or imaginary, states
opinion or fact, includes literary features.
• Give students ample opportunity to listen to oral texts presented
through various media (i.e. tapes, radio, telephone) and reflect upon
what they have heard.
• Provide a listening center where students can hear songs, stories,
rhymes, poems, on tape or CD.
• Use riddles to model questioning for students.
• Encourage students to take notes (drawing or writing) while listening,
using a simple graphic organizer.
• Encourage students to identify specific information from a text.
Identify a specific purpose for listening, and discuss what they have
learned after listening.
• Have students use a visualisation strategy in which they are given a
series of rectangles on paper, and they use the space to visualise and
write /draw important details of a story or text as they are listening to
it. This encourages the use of mental imagery when listening and
facilitates the recall of the main ideas.
• Have students formulate and answer questions about oral texts using
qui, qu’est-ce que, où, quand, comment, and pourquoi.
• Use frameworks such as le tableau SVA or la carte d’information to
encourage students to reflect on previous knowledge and make links to
new learning.
le tableau SVA :
S
V
Ce que je sais
Ce que je veux
savoir
A
Ce que j’ai appris
la carte d’information :
Qui
Quoi
Quand
Où
Pourquoi
Students will be expected to demonstrate their comprehension of a variety of oral texts
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
303
Listening and Speaking
according to their needs and appropriate to the situation of communication.
Assessment and/or Instructional Strategies
Suggested Resources
3.3.1 Checklist
Have students listen regularly to a variety of texts presented through
various media. Use a checklist, such as the following, to determine student
progress:
Les genres et types de textes,
Appendix B
La compréhension orale, Appendix
B
Ressources audio et audio-visuelles,
Appendix A
Trousse d'appréciation de rendement
en lecture : Immersion française
Maternelle - 3e année. Document
d’appui 2002. La carte
d’information.
An+ Poésie en ligne,
http://users.swing.be/anplus/
3.3.
2
Observation/Anecdotal Records
• Observe and note student ability to recall information from an oral text.
Do students use strategies (e.g. jot noting with words or pictures) to help
them isolate information?
• Use observation and anecdotal records to note the extent to which
students:
• participate in activities
• understand and follow the sequence of a text
• recall the main ideas
• express ideas to others
• understand vocabulary
• listen for longer periods of time
A variety of oral texts including
audio and video recordings,
audio books, radio and TV
programs, poetry and songs; the
following are suggested:
• Drôles d'animaux (Collection
En tête, ERPI)
• Chansons et rondes pour s’amuser
(Fides, ISBN 2-7621-2414-X)
• 101 comptines à mimer et à jouer
(Bayard Jeunesse, ISBN 2747002-29-5)
• Comptines pour jouer dehors et
dedans (Père Castor
Flammarion, ISBN 208161
3832)
• Rondes, jeux de doigts et jeux
dansés (Retz, ISBN 2-72562365-0)
• Un dimanche à Kyoto (La
montagne secrète, ISBN
2-923-163-08-7)
• Le chat musicien (La montagne
secrète, ISBN 2-923163-00-1)
• Le tango des animaux (La
montagne secrète, ISBN
2-923163-01-X)
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
304
KSCO: By the end of Grade 3, students will be expected to react in an analytical way
to simple texts by identifying various elements of the text.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
SCOs: By the end of Grade Two, Suggestions for Teaching and Learning
students will be expected to:
Teach and model the literary elements of a story in the context of story
3.3.3 identify the literary
time. Provide students with opportunities to identify and discuss the
elements of a story read
literary elements of a story such as: le titre, l’auteur (l’écrivain), l’illustrateur
aloud
(illustratrice), les personnages, le personnage principal (le héros ou la héroïne), le cadre/
le lieu (où, quand), l’intrigue/le problème, l’événement déclencheur, le commencement/ le
début, la conclusion/ la solution, le vilain, le message, la morale de l’histoire.
Draw student attention to literary elements through use of questioning:
Qui est l’auteur de cette histoire ?
Connaissez-vous d’autres livres de cet auteur ?
Où et quand est-ce que l’histoire se passe ?
Qui sont les personnages dans l’histoire ?
Qui est le héros (la héroïne) de l’histoire?
Qu’est-ce que nous pouvons dire à propos de chaque personnage ?
Quel est l’intrigue dans cette histoire ?
À ton avis, pourquoi est-ce que l’auteur a écrit cette histoire ?
• After hearing a story, have students plot its development using a Plot
Profile (First Steps). This will enable students to represent the
beginning, middle and end of the story clearly, the development of the
problem, the climax and the resolution. This should be modelled for
students before independent work.
• Have students think about the setting of the story. How would the story
be different if its setting (place, time) were different? What would be
different if it was set in the modern day? In a different location?
• Role play the climax (le point culminant) of the story.
• Working in small groups, have students discuss one of the literary
elements of the story and report back to the larger group. Students can
create a visual to accompany their presentation.
• Follow a read-aloud with a discussion of the literary elements of the
story. Use a Story Grammar chart (First Steps) or other graphic organizer
to represent the literary elements with students. Encourage students to
use the appropriate French-language terminology in their discussions
and follow-up work.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
305
Listening and Speaking
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Assessment and/or Instructional Strategies
Suggested Resources
Observation
Use observations and anecdotal records to note student ability to:
• participate in activities
• contribute to discussions
• recall and locate information
• understand and use learned vocabulary
Représentations graphiques,
Appendix B
First Steps Reading: Resource Book
(Heinemann)
Pencil/Paper
Have students use a graphic organizer to illustrate the literary elements of a
story. For example, they may use le tableau séquentiel to show the plot of the
story.
Trousse d'appréciation de rendement
en lecture : Immersion française
Maternelle - 3e année. Document
d’appui 2002. Le tableau
séquentiel
Performance
Have students think about a particular literary element and prepare a short
saynète or visual to illustrate that element of a story. For example, they can
dramatize the climax or the problem of the story, or illustrate the setting.
A variety of children’s literature
and texts, audio books, and
recordings of stories; the
following are suggested:
Théo et Raphaël (Collection En
tête, ERPI)
La grande aventure d’un petit
mouton noir (Dominique et
compagnie, ISBN 2-89512098-6)
Allons à la cabane à sucre
(Scholastic, ISBN 0-7791-141
2-4)
Un prof extra (Banjo, ISBN 2920660-32-2)
Alasi, Jimmy et la mer (Soleil de
minuit, ISBN 2-922691-12-8)
Hérisson et ourson : Contes de la
forêt profonde (Bayard, ISBN 2227-70140-4
306
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to ask
questions in order to clarify information
and to broaden their knowledge.
Questioning or inquiry is an important element of oral language
development. Students should be able to formulate questions according to
their needs. Involve students in a variety of situations where they are
encouraged to ask questions to obtain information, using appropriate
vocabulary and linguistic structures.
SCOs: By the end of Grade Two,
students will be expected to
It is important to create environments, both physical and psychological,
which promote talking in a classroom:
4.1.1 ask questions to obtain
• arrange seating in groupings that promote talking in the classroom (e.g.
information, using simple
circle-time, small group, partners, whole group)
structures and appropriate • show students that their thoughts, feelings, and ideas are valued
vocabulary
• create a non-threatening environment for students, particularly for the
quiet or reluctant speaker
Teach and model a wide variety of types of questions, including the
following examples. It is recommended that teachers model questions that
lead to affirmative and negative answers.
•
•
•
•
•
•
Qui...
•
Pourquoi est-ce que...
•
Avec qui est-ce que...
•
Avec quoi est-ce que... •
Quand est-ce que...
•
Lequel, laquelle, lesquels, •
lesquelles...
•
As-tu...
Combien de...
Que penses-tu...
Est-ce que...
Qu’est-ce que...
Où est-ce que...
Comment est-ce que...
•
•
•
•
•
•
•
Est-ce que tu as...
De quoi est-ce que...
De quel (quelle)...
À quoi ressemble...
De quoi s’agit-il...
À quoi sert...
Pourquoi n’as-tu pas...
• After hearing a text, invite student to work in pairs or small groups to
generate questions which they can exchange with another group. Each
group will then answer the questions using complete sentences to
express their thoughts.
• Keep a list of student-generated questions on hand to be used as
prompts to help students to ask questions.
• Engage students in playing games such as Vingt questions, Trivia, Le jeu des
questions, Le cercle des questions.
• Organise students in small groups to play Qui suis-je ? Prepare cards on
which with the name of a character from stories read in class is written.
A card is pinned to each student’s back. Have students ask questions to
the others in their group to determine which character they are.
• Have students use the Questions Matrix to formulate questions
following an oral text. The Q-matrix enables a range of questioning,
from literal to critical inquiry. Modelling and discussion are important.
One section or quadrant of the matrix can be used at a time in order to
familiarize students with it.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
307
Listening and Speaking
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Anecdotal Records
Use observation and anecdotal records to note student ability to:
• formulate questions using a variety of language structures
• participate in activities within a variety of groupings
• respond to a variety of types of questions
Questioning in the Second Language,
Appendix B
Performance
• After hearing a text, or as a review of a text or topic covered in class,
have students work with partners or in small groups to ask questions of
each other.
• Ask students, working in pairs or individually, to use the Q-matrix to
develop questions on a particular topic or on a specific text. As a followup, have students work in pairs to ask and answer the questions.
Jeux de questions, Appendix B
Tableau de questions par objectifs du
domaine cognitif, Appendix B
Q-Matrix, Apendix B
First Steps: Oral Language Resource
Book (Heinemann), Inquiry
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
L’immersion en français au Canada :
Guide pratique d’enseignement
(ACPI-CAIT, ISBN 0-92161212-5)
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-7651-03658)
308
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO : By the end of Grade 3,
students will be expected to express
ideas, feelings and opinions
By Grade Two, students should have developed a bank of vocabulary which
they are confident using in everyday conversations and activities. Students
should be able to construct sentences in French to express their thoughts and
use their second language in a spontaneous way. As much as possible, French
should be the language of the classroom at all times. The teacher has the
important role of creating an environment in which students feel comfortable
taking risks in French. Errors or inconsistencies can be sensitively addressed
by echoing or by explicit instruction in the context of mini-lessons.
SCOs: By the end of Grade Two,
students will be expected to:
4.2.1 use learned expressions and
high frequency vocabulary
to convey a message
Provide an environment rich in oral language. Use songs, stories, comptines,
rhymes, poetry, news-telling, games, and other activities in a variety of
contexts to allow students the opportunity to express themselves and to
further develop their vocabulary. It is important that oral language be
developed in the context of meaningful activities which are linked to
students’ experiences and respond to students’ communication needs.
Strategies which should be modelled and encouraged in the classroom
include self-correction, paraphrasing, clarification of one’s ideas,
circumlocution (finding alternate ways of expressing the sam e message),
negotiating meaning using known vocabulary, non-verbal communication,
awareness of audience needs, risk-taking, and form ulating hypotheses. (L’art
du langage en immersion, New Brunswick, p. 58)
In addition to an ever growing bank of French vocabulary, students need to
develop skill and ease in using the basic linguistic structures of the French
language. Providing an environment where these fundamental structures can
be learned and acquired is a mandate of the primary French Immersion
program. Teachers therefore need to ensure that specific grammatical
components and structures are introduced and reinforced in the classroom.
An overview of the structures to be introduced and developed at the Grade
Two level is provided in The Introduction and Development of Grammatical
Structures (Appendix B).
Vocabulary and expressions should not be introduced in isolation. Often,
they can be organized around themes, children’s literature, or topics of study.
It is important to make cross-curricular connections to further develop
concepts and maximize resources in providing a variety of texts.
• Use oral texts (songs, stories, poems, games, drama, videos, etc.) which
emphasize target vocabulary and expressions.
• Brainstorm to develop vocabulary related to a particular concept.
• Practise vocabulary and expressions in context (les jeux de questions, newstelling, retelling, authentic communication tasks)
• Provide students with many opportunities to participate in discussions, role
play, and dramatization (and in a variety of groupings).
• Encourage students to take risks when communicating in French.
• Involve students in playing oral language activities such as:
• Chain gam es (Dans mon pupitre, il y a un cahier. Dans mon pupitre, il y a un
cahier et un cartable.)
• Espion (Je vois quelque chose de noir au coin de mon œil. Elle est grande et lisse.)
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
309
Listening and Speaking
Assessment and/or Instructional Strategies
Suggested Resources
Observation
• Use observation and anecdotal records to note student use of French
vocabulary, structures and expressions to express their communication
needs and to participate in classroom activities and games.
• Note student willingness to use a variety of strategies to effectively
communicate in French, without resorting to English.
La production orale, Appendix B
Checklist
Use a checklist such as the following to note student use of French in class.
The Introduction and Development of
Grammatical Structures, Appendix
B
Les jeux de questions,
Appendix B
Mots de haute fréquence, Appendix
A
Ressources audio et audio-visuelles,
Appendix A
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
L’immersion en français au Canada :
Port Guide pratique d’enseignement
folio (ACPI-CAIT, ISBN 0-921612Ha 12-5)
ve
students create their own personal word bank to which they add entries
A collection of songs, poetry,
throughout the year.
nursery rhymes, informational
and fictional texts as models for
French structures and
vocabulary.
French-language recordings such
as those of the following
performers:
Annie Brocoli
Carmen Campagne
Henri Dès
Charlotte Diamond
Édouard et Micha
Jacquot
Matt Maxwell
Suzanne Pinel
Art Richard
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
310
KSCO: By the end of Grade 3 students will be expected to share information and find
enjoyment in a variety of situations
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
SCOs: By the end of Grade Two,
students will be expected to:
4.3.1 recite poems and nursery
rhymes and sing songs in a
group setting
Suggestions for Teaching and Learning
The sharing of information and the comm unication of ideas in French
immersion classrooms is dependent on the acquisition of the appropriate
requisite second-language vocabulary and structures. It is important for
teachers to provide a wide range of experiences which introduce and
regularly reinforce the needed vocabulary. Regular and frequent work with
poetry, songs and rhymes is recom mended.
• Encourage students to enjoy the learning of new vocabulary and
expressions through songs, poetry, rhymes, nursery rhymes.
• Use illustrations or actions to help with meaning and comprehension.
• Pre-teach vocabulary that may be new or unfamiliar. Review this
vocabulary frequently so that students become com fortable with new
language. Provide a written copy for visual learners. Store these
vocabulary lists in a special place such as a folder for quick access.
Not only are poem s, nursery rhymes, comptines and songs great vehicles for
providing exposure to a wide range of French vocabulary, they are ideal
vehicles for phonological and phonemic awareness activities. As described
more fully in SCO 7.1.6, it is very important to provide children with
exposure to phonemes through word play.
Phonemic awareness refers to “an insight about oral language and the ability
to segment and manipulate the sounds of speech” (Phonemic Awareness
and Teaching of Reading, IRA, 1998). Research indicates that phonemic
awareness in children is the best predictor of their success in learning to
read (International Reading Association). Activities which help develop
phonemic awareness in children include those which provide practice with
rhyme and with sounds and syllables. Songs, poems and nursery rhymes are
ideal vehicles for these types of activities. Such activities should be playful
and fun and should encourage experimentation w ith language. Activities in
segmentation (identifying the phonemes in a word), blending (putting
phonemes or sounds together to form a word) and deletion (manipulating
the sounds in a word) need to be presented.
• Play rhyming and alliteration games with rhymes, poems and songs.
Encourage students to play with oral language, through exposure to
songs, chants, poem s and stories that manipulate sounds. D irect their
attention to the sounds in words: beginning, medial and final.
• Using poetry, rhymes and songs, have students identify initial, medial and
final consonant sounds, find rhyming words, or identify the syllables in a
word or phrase.
• In a fun and playful way, provide direct instruction and involve students
in the following types of activities:
• phoneme segmenting: segmenting sounds into component sounds
• phoneme blending: blending both chunks of words and individual sounds
into words
• phoneme deletion: manipulating sounds in a word, such as deleting the
beginning, medial or end sound or substituting another sound
• phoneme identification: identifying sounds in various positions in words
(initial, medial, final) and identifying words that begin or end with the
same sound.
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Assessment and/or Instructional Strategies
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
4.3.1 Observation/Anecdotal Records
311
Listening and Speaking
• Use observation and anecdotal records to note:
• level of participation in activity
• acquisition of targeted French vocabulary and structures
• the ease with which students reproduce intonation and pronunciation
• attitude towards the activity. Are the students enjoying the activity or
are they distracted?
• Observe and note:
• student participation in phonological awareness and phonemic
awareness activities
• ability to identify rhyming pairs or the odd word out and to supply
rhyming words
• the confidence and accuracy displayed by students in segmenting or
blending syllables.
Suggested Resources
Phonological Awareness and Phonemic
Awareness, Appendix B
Sites Internet pour chansons, comptines,
poésies et jeux, Appendix A
Les clés du savoir : Cartes de sons,
(Guérin, ISBN 2-7601-6250-8)
L’apprenti lecteur (Chenelière, ISBN
2-89461-587-6)
Chansons et comptines 1 et 2 (CFORP,
ISBN 2-894427-27-1 and 2894427-28-X)
Conscience phonologique
(Chenelière, ISBN 289461-372-5)
Lire en criant ciseau 1- 5 (CFORP,
FRR-110-S1 (-S5)
Lettres à un son (Mondia, ISBN
2-921084-52-X)
Sounds Abound: Listening, Rhyming,
and Reading (Lingui-Systems, ISBN
1-5599-9394-4)
A collection of songs, poetry, and
nursery rhymes; the following are
suggested:
• Drôles d'animaux (Collection En
tête, ERPI)
• Chansons et rondes pour s’amuser
(Fides, ISBN 2-7621-2414-X)
• 101 comptines à mimer et à jouer
(Bayard, ISBN 2-747002-29-5)
• Comptines pour jouer dehors et dedans
(Père Castor Flammarion, ISBN
2-08161-383-2)
• Rondes, jeux de doigts et jeux dansés
(Retz, ISBN 2-72562-365-0)
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
312
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Outcomes
Suggestions for Teaching and Learning (Continued)
KSCO : By the end of Grade 3 students Learning and sharing situations should be meaningful to students and
will be expected to share information and something they can relate to, as opposed to contrived situations. Students in
find enjoyment in a variety of situations Grade Two like to talk about themselves; involve them in sharing activities
such as the following:
SCOs: By the end of Grade Two, • montre et raconte, showing personal collections, composing poems about
students will be expected to:
them selves using the form ula J’aime ... je n’aime pas ...
• making videos or songs about moi et ma famille, sharing of journal entries, and
4.3.2 share information and
using visuals for sharing inform ation/personal experiences.
personal experiences
• games or activities where students describe a person, place or thing
according to various characteristics or criteria.
4.3.3 engage in dialogue, role play • presentations using props such as le théâtre en bocal where students collect
and dramatization
small props and keep them in a coffee can or other can with a lid. They take
the props out one at a time when retelling a story or sharing information on a
4.3.4 give short oral presentations
particular topic.
individually, with partners,
and in groups
Encourage students to engage in activities that will enable them to practise
oral language skills on a daily basis. Provide opportunities for students to take
part in dialogues, role play, puppet plays and dramatization using familiar
vocabulary, expressions and texts.
• Grade Two students enjoy role play, dramatization and interacting through
dialogue exchanges. Encourage students to work in groups to dramatize
situations or use of particular linguistic.
• Set up a puppet theatre and encourage children to dram atize familiar stories.
Stress the fact that the puppets speak only French.
• Teach the dialogue for the dramatization of well-known traditional stories
and fairy tales or have students work in small groups to create a
dramatization of familiar stories or to create little plays.
Some students may be timid and feel uncomfortable speaking in front of the
class. Create a comfortable setting for students by having them present to a
partner and in small groups.
• Have a couple of students per day tape a morning message to be shared with
the whole group.
• Have students do la capsule des mots in small groups. Give each group a
selection of words and expressions that are related and ask them to come up
with a dialogue, skit, short poem etc., using the words.
• Structure presentations using sentence starters and graphic organizers. Set
criteria for asking questions of the presenter, such as three questions from
the audience, and using question starters (e.g. Q-matrix) to enable use of
more sophisticated language and inquiry. Encourage use of open-ended
questions.
It is important that students be given the opportunity to incorporate the use
of presentations in their concept and skill development in other subjects such
as Math, Science, Social Studies. Teacher modelling and explicit instruction on
effective presentations are important. Graphic organizers such as la carte
d’information facilitate student preparation. Possible topics for student
presentations would include: mon livre préféré, mon chien, mon chat, mon sport préféré,
un drôle d’animal, une planète imaginaire, ma communauté, le cycle de l’eau, les planètes,
l’amitié. Other topics and themes across the curriculum will lend themselves to
both group and individual presentations.
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
313
Listening and Speaking
Assessment and/or Instructional Strategies
Suggested Resources
4.3.2 & 4.3.3 Observation
Use observations and anecdotal records to observe :
• willingness to participate in dialogue, role play and dramatizations
• willingness to share information and personal experiences
• degree of risk taking
• use of language conventions e.g. word choice, sentence structure, linking
of ideas
• understanding of activity
La production orale : Liste de
vérification pour les présentations
orales, Appendix B
La production orale: La stratégie
PARLER et Montre et raconte,
Appendix B
Rubrics for Oral Language in French
Immersion, Appendix B
4.3.4 Observation
Observe students making a short oral presentation; note ability to:
• follow directions
• take risks
• participate
• collaborate with others
• recall and use learned vocabulary and expressions
• convey a message
• present ideas in logical order
Speaking and Listening Charts,
Appendix B
Représentations graphiques,
Appendix B
Théo et Raphaël (Collection En
tête, ERPI)
Conference
Use the rubric for Presentation Skills and follow up with a student
conference to discuss areas of strength and weakness.
La coopération : un jeu d’enfant
(Chenelière, ISBN 276513658)
4.3.2/4.3.3/4.3.4 Self/Peer Evaluation
Have students discuss their presentation skills to develop a list of
descriptors for an effective presentation. The list may be developed into a
checklist or rubric for use in future presentations, and may be modified as
students use it and become more aware of how they can im prove on their
presentation skills.
4.3.2 Self-evaluation
Engage students in monitoring their own oral productions and then
selecting a point on whichto focus attention in subsequent presentations.
Carole, last box below: c o m p te
Ch
eck
list
Us
ea
checklist to note student presentation skills or to have students rate
themselves on willingness to share information orally, maintaining flow,
and pronunciation, volume, speed and expression. See Appendix B for a
detailed checklist.
314
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to make use of
language conventions in order to
communicate in a range of familiar
situations.
It is important for teachers to draw attention to the importance of correct
pronunciation and intonation when speaking French. Certain sounds and
rhythms of the French language are somewhat difficult for non-native
French speakers and these will therefore need to be brought to the
attention of the students and practised in class.
SCOs: By the end of Grade Two, Use tapes and audio or video recordings to expose students to native
students will be expected to:
French speakers. While the speed may be fast for many immersion
students, it is important for them to have many models of native
4.4.1 speak with improving
pronunciation and intonation. Draw attention to the proper use of:
pronunciation and
• liaisons : mes Namis ; un petit Navion ; trop N important
intonation
• elisions : je + ai = j’ai ; que + il = qu’il ; de + Anne = d’Anne
• intonation : Voice goes up at the end of a questions; Qui est là ? ü
4.4.2 use basic grammatical
Voice goes down at the end of a list, J’ai acheté une chemise, ü un
structures and conventions pantalon ü et des souliers.ú
appropriately
• appropriate pronunciation: the pronunciation of certain French sounds
needs to be modelled early and often, e.g. tu versus tout, vu versus vous.
T u as to u t mangé. Vo u s avez déjà v u le film. Other sounds, such as the
French [’] (rue), [¥] (g ilet), [œ] (bru n )and […] (ag n eau), may also require
attention and practice.
At the Grade Two level there is still a great need for teachers to work on
refining oral communication skills and to focus on the use of appropriate
French-language vocabulary, structures, grammar, and expressions.
Second-language acquisition and second-language learning must take place
through using the language for authentic, motivating, interesting and
enjoyable activities. While access to francophones may be rather limited,
the immersion classroom must be a linguistically rich one. Language
structures must be introduced and presented both directly by the teacher
as well as indirectly through exposure to a wide range of oral and written
texts. Students must then be given the opportunity to use these language
structures in communicative activities.
It is crucial for teachers to use a combination of discussion, implicit
exposure and explicit teaching to address the second language grammar,
structures and expressions which the students need. It is important to
create situations where children will need to use and practise particular
grammatical structures or verb tenses or other targeted conventions of the
French language
• Model and explicitly discuss correct/appropriate use of French-language
grammatical structures. Use children’s literature and other types of texts
to draw attention to structures which are different in French than in
English.
Continued...
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
315
Listening and Speaking
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Anecdotal Records
4.4.1
• Use observation and anecdotal records to note student progress in the
following areas:
• using liaisons and elisions correctly
• modelling different intonations
• acquiring correct pronunciation
• being comfortable and at ease when speaking
The Introduction and Development
of Grammatical Structures,
Appendix B
4.4.2
• Use observation and anecdotal records or checklists to record students’
growth in use of language conventions in informal situations and in
presentations such as Montre et raconte.
• Teachers need to focus on and evaluate appropriate use of grammatical
structures and conventions on a regular basis. Areas of weakness should
be targeted for attention in mini-lessons or conferences.
Ressources audio et audio-visuelles,
Appendix A
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
L’immersion en français au Canada
: Guide pratique d’enseignement
(ACPI-CAIT, ISBN 0-92161212-5)
Les meilleurs contes de Pomme
d’Api, Tome 1 (Bayard, ISBN
2-227-70222-2)
Yayaho, le croqueur de mots
(Banjo, ISBN 2-920660-52-7)
A variety of children’s audio
books and recordings of stories
such as book/audiotape sets
available from a variety of
sources including Folio,
Gallimard Jeunesse, Scholastic.
Recordings of francophone
performers on cassette, CD,
videotape or DVD.
316
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
Suggestions for Teaching and Learning (Continued)
KSCO: By the end of Grade 3,
• Involve students in oral activities where they must use one or more of the
students will be expected to make use of
targeted structures appropriately. Provide frequent opportunities for
language conventions in order to
students to use these structures in both informal and formal situations.
communicate in a range of familiar
situations.
At the Grade Two level, teachers should address and reinforce the correct
use of the following grammar points and structures:
SCOs: By the end of Grade Two, • les déterminants for frequently used vocabulary: un livre, une page, des mots.
students will be expected to
• possessive adjective and expressions; mon chien, ma chienne, mes animaux, c’est
l’auto de Papa, c’est le mien, c’est la tienne, ce sont les siens (les siennes).
4.4.2 use basic grammatical
• vocabulary and expressions for emotions, interest, feelings, opinions.
structures and conventions • comparatives: aussi + adjectif que, moins + adjectif que, plus + adjectif que.
appropriately
• superlatives: le plus + adjectif, le moins + adjectif, le meilleur, le pire.
• vocabulary to describe a sequence or procedure (e.g. ensuite, puis).
4.4.3 speak with increasing
• common verb tenses.
awareness of appropriate
• the verbs avoir and être as auxiliaries in the past tense.
volume, pacing and speed • placement of frequently used adjectives (un chat noir vs. un grand chat).
• the personal pronouns showing appropriate gender and number according
to the noun replaced: Marie = elle ; Jean et Pierre = ils ; mon amie et moi = nous
; toi et ton chien = vous ; les personnages = ils.
Refer to Appendix B for a table of grammatical structures and conventions
which may be consulted as a guide to the concepts to be introduced and
developed at each grade level.
Provide lots of opportunities for students to hear fluent French speakers
and to focus on appropriate volume, pacing and speed. Expose students to
native French speakers via audio tapes, video tapes, TV or radio, as well as
to guest speakers and other francophones in the community. Encourage
students to use newly acquired vocabulary and sentence structures in their
oral communication and to pay attention to their volume, pace and speed
when speaking.
• Discuss how emotions influence the volume, pace and speed of a speaker.
For example, speakers may repeat for emphasis, slow down for suspense
and speed up for excitement.
• Note that one must always be aware of the audience and whether or not
they are receiving the message. Model language and body language that
convey whether or not the listener is comprehending the text.
• Have students discuss what they should do if a person does not understand
the text: slow down, articulate more clearly, repeat or reword the message.
• Have students work together in pairs. To illustrate variations in volume,
pace and speed, distribute cards to students on which is written a sentence
or two, as well as an instruction regarding how to read it aloud to their
partner (e.g. Lis sans arrêter après chaque énoncé. or Lis très lenetement.). After A
reads, B must give suggestions on how to improve the presentation. A will
then disclose the instructions that were given to determine if B’s
suggestion was correct.
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
317
Listening and Speaking
Assessment and/or Instructional Strategies
Suggested Resources
4.4.2 Observation
• Observe students’ oral grammar and use of common structures during
every day situations.
• Choose one or two grammatical structures and use checklists to note
student use of these structures during:
• oral presentations
• daily classroom interactions
• conferences
Rubrics for Oral Language in French
Immersion: Presentation Skills,
Appendix B
Conference
In a conversation with the student, focus on several language structures or
points of grammar which have been introduced and repeated in class in the
context of activities. For example, determine if the student uses various
verb tenses correctly, uses adjectives and adverbs appropriately, or uses
pronouns and possessives accurately.
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
Ressources audio et audio-visuelles,
Appendix A
La production orale, Appendix B
L’immersion en français au Canada:
4.4.1/4.4.2/4.4.3 Observation
Guide pratique d’enseignement
Use observation and anecdotal records to note student ability to use French (ACPI-CAIT, ISBN 0-921612with a natural flow. Is oral language spontaneous? Do students require any 12-5)
teacher prompts?
A variety of children’s audio
4.4.3 Self-Evaluation / Rubric
books and recordings of stories
Use the analytic rubric for presentation skills. After modelling the use of
such as book/audiotape sets
the rubric, have students evaluate each other and/or themselves using the
available from a variety of
scale of 1-4, colouring in the correct number of stars as suggested below:
sources including Folio,
Gallimard Jeunesse, Scholastic.
A collection of videos, such as
the following list available from
La médiathèque de CAMEF.
www.gnb.ca/0000/irrp/mediathe
ques-f.asp
Les belles histoires de Pomme
d’Api
Le bus magique
Le château magique
Les contes de Pierre Lapin et ses
amis
Le grenier de Bisou
Les histoires de Père Castor
Papi Bonheur
Pauline à la ferme
Picoli et Lirabo
La planète des animaux
Timothée va à l’école
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
318
KSCO: By the end of Grade 3, students will call upon simple strategies, experiences
and previous knowledge to guide their listening and speaking.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
SCOs: By the end of Grade Two
students will be expected to:
5.1.1 demonstrate effective
listening skills
5.1.2 brainstorm to develop oral
vocabulary
Suggestions for Teaching and Learning
Model, discuss and explicitly teach effective listening skills. See SCO 3.2.1
for additional suggestions. Create charts and posters to reinforce effective
listening skills. A chart such as the following could be compiled following
a discussion of how effective listening looks and sounds:Col.1add
periods
To
recei
ve a
message students need to:
• look at the speaker
• acknowledge the speaker
• listen carefully
• keep body still
• keep questions until the end
• reflect upon the message
• interpret or make sense of the message
Teachers may wish to use the ÉCOUTER strategy to develop listening
skills. It is important that teachers keep in mind that students’ ability to
comprehend the French language will surpass their ability to speak it.
While students enter Grade Two with different levels of proficiency in
French, it is necessary for teachers to insist that students speak in French
as much as possible in the situations of enseignant - élève, élève - enseignant and
élève - élève. Praise and reinforce student efforts to speak in French. Provide
frequent opportunities for students to hear and work with new vocabulary
as it is in using vocabulary that they truly acquire it.
It is essential that vocabulary and structures be pre-taught prior to any oral
production activity. Brainstorming activities bring into play students'
previous experiences, prior knowledge and second- language skills or
needs. During a brainstorming activity, students will ask, for example,
Comment dit-on « practise » en français ? The teacher needs to supply students
with the equivqlent translation.
• Brainstorming of oral vocabulary can be done as pre-listening, prereading or pre-writing and be extended upon throughout the activity.
• Use graphic organizers to help with the layout of written brainstorming
lists so that students may access vocabulary as needed. Display charts
and lists of vocabulary in the classroom. Review the lists frequently to
help reinforce new words and structures.
• Use visuals to aid in the comprehension of new vocabulary during
brainstorming sessions. Simple drawings can be made on group charts
or individual students asked to illustrate a particular word for the class
word list.
Students will be expected to plan and manage their listening and oral expression by
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
319
Listening and Speaking
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
5.1.1 Observation/Anecdotal Records
Use observational and anecdotal records to note student ability to:
• attend to an oral text for an increasing amount of time
• receive and interpret an oral text
• follow posted suggestions for appropriate listening behaviours
• do a self-evaluation using basic questions, such as those suggested in the
First Steps document.
La compréhension orale, Appendix
B
Self-Evaluation
Invite students to reflect on their listening behaviours by completing a selfevaluation checklist following a listening activity. Conference with
individual students to help them identify areas needing attention.
5.1.2 Observation/Anecdotal Records
Observe students during brainstorming sessions to note student ability to:
• participate actively
• make logical suggestions and appropriate word choices
• retain or recall vocabulary from a previous learning experience
• attempt to use graphic organizers to organize vocabulary items on a
personal level
320
La stratégie ÉCOUTER,
Appendix B
Speaking and Listening Charts,
Appendix B
Représentations graphiques,
Appendix B
First Steps: Oral Language Resource
Book (Heinemann), Social
Conventions
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO : By the end of Grade 3,
students will call upon simple strategies,
experiences and previous knowledge to
guide their listening and speaking.
In Grade Two, students will require modeling and teaching of language
that is appropriate to different audiences. Through use of a variety of print
and oral-language resources, demonstrate for students that different
language is used for different audiences and in different situations. As
students have not had a lot of experience with changing audiences, it is
important to engage students in situations that lend to interacting with
diverse audiences. Invite other teachers or students to the classroom or
take students on outings that enable them to interact with other people in
French.
SCOs: By the end of Grade Two
students will be expected to:
5.1.3 identify purpose of
comm unication and target
audience
5.1.4 select and use a variety of
appropriate materials to
support an oral
presentation
How an individual student uses language to communicate will depend on
previous experiences, self confidence and fam iliarity w ith the audience.
Draw attention to the formality of language appropriate to different
situations and encourage students to roleplay a range of different scenarios
where a more formal language register would be appropriate.
• Where possible, visits to the RCM P, police station, hospital or another
agency with French - speaking personnel or having French story tellers
or guests read aloud to students will enable them to hear formal and
informal language, and to set a purpose for com munication (e.g. to
entertain, to persuade, to inform, to agree or disagree).
• Model the appropriate use of tu and vous as forms of politeness when the
situation arises. Encourage students to use tu and vous appropriately.
Students in Grade Two are in the early stages of learning to make an oral
presentation. They w ill require considerable guidance and teacher input.
Model and teach how to use graphic organizers, visual aids, index cards,
and props during a presentation. Consult Appendix B for guidelines for
Montre et raconte.
• Provide opportunities for students to work with a partner to practise
speaking from jot notes. Encourage them to speak in complete
sentences and to embellish the notes as much as possible.
Props and visuals such as drawings, photographs, show and tell items and
other objects can contribute much to making presentations more engaging
for the listener. It is important for students to understand and practise how
to incorporate them effectively in a presentation. Provide lots of
opportunities for children to build confidence and competence by
presenting to a partner or to a small group.
• While doing the theme on « les contes de fée » students can set up a
museum of articles and do an oral presentation:
e.g. des haricots - Voici des haricots comme dans l’histoire Jacques et les haricots
magiques. Jacques a échangé sa vache contre les haricots.
• Le théâtre en bocal is an activity in which students collect small props and
keep them in a covered container, such as a coffee can. They take the
props out one at a time when retelling a story or giving another type of
presentation. In a presentation on a topic such as mes passe-temps favoris,
students could bring from home a number of visuals to illustrate the
ideas presented.
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
321
Listening and Speaking
Assessment and/or Instructional Strategies
Suggested Resources
5.1.3 Conference
Conference with students to determine if they can identify the target
audience in a variety of situations and the purpose for communication.
Représentations graphiques,
Appendix B
5.1.3 Observation /Anecdotal Records
Use observation and anecdotal records to note student ability to:
• identify the target audience
• identify the purpose of communication
• use appropriate vocabulary and language register for various situations
5.1.4 Observation /Anecdotal Records
Use observation and anecdotal records to note student ability to use
support materials during a presentation:
• Is the prop effective or distracting?
• Do the students use jot notes or graphic organizers effectively?
• Are the visuals or props used appropriately?
La production orale: Montre et
raconte, Appendix B
La stratégie PARLER,
Appendix B
Speaking and Listening Charts,
Appendix B
Checklist for Oral Presentations,
Appendix B
Rubrics for Oral Language In
French Immersion, Appendix B
First Steps: Oral Language
Resource Book (Heinemann)
Trousse d'appréciation de rendement
en lecture : Immersion française
Maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques
L'Indispensable : annuaire des
services en français à Terre-Neuve et
au Labrador (Fédération des
francophones de Terre-Neuve
et du Labrador)
www.francophonie.nfld.net
322
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will call upon simple strategies,
experiences and previous knowledge to
guide their listening and speaking.
It is important to give students the opportunity to express themselves
orally in various contexts (including with partners, in small groups and to
the class) and across the curriculum.
• Teach and model effective presentation skills. Encourage students to
speak clearly and loudly, to look at the audience and to use gestures,
SCOs: By the end of Grade Two,
expression and props effectively.
students will be expected to:
• Discuss guidelines for effective presentations. Post the guidelines in the
classroom and review them regularly.
5.1.5 demonstrate effective
• Some students may not feel comfortable presenting individually to a
presentation skills
large group. Have students present to a partner or in small groups, in
order to enable students to feel more comfortable as presenters.
5.1.6 respond to questions
• Draw students’ attention to the importance of body language, gestures
following an oral
and facial expression when giving a presentation.
presentation
• Model and teach students how to use the PARLER strategy in
developing effective presentation skills.
Students need to be made aware that they will be required to answer
questions based on oral presentations, both their own and those presented
by others. This will motivate them to listen attentively, or become more
familiar with their own text, and to anticipate possible questions. Require
students to use complete sentences when answering questions. They
should extend or qualify their answer and not just give a « oui » or « non »
response. Exemple : Aimes-tu les lapins ? Oui, j’aime les lapins parce qu’ils sont
doux.
• Following an oral presentation, ask students a variety of questions and
encourage them to work in small groups to ask each other questions.
• Encourage students to think about questions that may be asked after
their own presentation or other presentations. For example, consider
having students ask each other questions following a read-aloud, Montre
et raconte or journal sharing.
• Model how to address the group to request questions: Qui a une question
? Qui veut poser une question ? Oui ___________ (nom de l’élève), as-tu une
question ?
• Encourage students to wait until others are listening before asking or
responding to questions.
- Encourage open-ended questions and questions of higher order of
thought, which require critical thinking in order to respond. Formulating
or anticipating questions may be modelled according to Bloom’s
taxonomy (knowledge, comprehension, application, analysis, synthesis,
evaluation). At the lower levels, the answer is within the text itself,
however the higher levels go beyond the text, relating the text to personal
experience and requiring more justification in the response. The question
matrix (Q-matrix) is also a valuable tool to use in formulating a variety of
questions.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
323
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
5.1.5 Checklist
Use the PARLER strategy as a checklist for student evaluation during
presentations.
Self/Peer-evaluation
Use the following criteria to have students evaluate their own presentations
and those of classmates.
La production orale : La stratégie
PARLER, Appendix B
La production orale : Montre et
raconte, Appendix B
Questioning in the Second
Language, Appendix B
Bloom’s Taxonomy, Appendix B
Tableau de questions par objectifs du
domaine cognitif, Appendix B
Rubrics for Oral Language:
Presentation Skills, Appendix B
Q-matrix, Appendix B
After a
subsequent presentation, arrange peer conferences. The table may be
reused in the context of the peer conference.
Observation/Anecdotal Records
Observe and note how well students are prepared for oral presentations:
• how well they use props/visuals
• how much they know about the topic of oral presentation
• how well they respond to questions
5.1.6 Observation/Anecdotal Records
Use observation and anecdotal records to note students’ ability:
• to answer questions related to an oral presentation
• to expand or support answers
• to use complete sentences
• to use language effectively
• to participate in activities
Conference
Ask students if they feel that they responded well to the questions posed by
others following their own presentation. Why? Why not? What might they
do differently next time?
Suggested Resources
324
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will call upon simple strategies,
experiences and previous knowledge to
guide their listening and speaking.
Through pre-listening activities such as discussions and provision of
questions or a listening guide, teachers can successfully guide students'
listening. Comprehension of an oral text can be considerably enhanced
through a discussion of what the text may be about/may include, as well
as of the vocabulary and structures likely to be encountered.
SCOs: By the end of Grade Two,
students will be expected to:
It is important for students to learn to make links between previous
knowledge and new information, as this enables deeper learning. Model
5.1.7 use prior knowledge to
and explicitly teach students how to use information they already have to
understand an oral text
aid them in their comprehension. Model and teach students strategies for
using prior knowledge, such as brainstorming, webbing, and using le tableau
SVA. Encourage students to refer to past experiences and link them to
new oral texts such as songs, rhymes, games, poetry, videos, audio
recordings, children’s literature, computer software , radio or TV
programs or announcements. Assist students to make connections
between the oral text and previous experiences and prior knowledge and
to use their knowledge of their first language and second language to help
them understand new vocabulary items.
Give students a context for the oral text and guide their listening by
indicating in advance what they need to listen for. Before listening to an
oral text, brainstorm with students the types of information likely to be
presented. Using a graphic organizer such as a guide d’anticipation, make
note of the various headings, subheadings and key vocabulary items likely
to be encountered. As a follow-up, items mentioned in the text can be
checked off and new items added to the table.
Encourage students to use their knowledge of English and French
vocabulary to help them comprehend new vocabulary encountered in
listening situations. Model ways in which words already known can help
comprehension. For example, this may be associating a new word in
French with the English word, or other French words: e.g. une maison
hantée. Students know the word maison already, and the word hantée is
describing a kind of house. Is there an English word which is similar?
They would put the information together and understand that une maison
hantée means a haunted house.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
325
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
Observation
Observe student ability to understand new information. Are students able
to refer to past experiences and link them to new texts (e.g. songs, rhymes,
games, videos, audio recordings, children’s literature, dramatizations,
computer software)? Can they make connections between the oral text and
previous experiences and prior knowledge? Can they use their knowledge
of their first language and second language to help them understand new
vocabulary items?
Ressources audio et audio-visuelles,
Appendix A
Paper and Pencil
Ask students to complete a journal entry explaining how a story they
already know helps them understand a new story.
Représentations graphiques,
Appendix B
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN
0-921612-16-8)
L’immersion en français au Canada:
Conference
Guide pratique d’enseignement
Following a listening activity, ask students to evaluate their prior knowledge (ACPI-CAIT, ISBN 0-921612or exposure to a particular topic, individually or in small groups. How did
12-5)
what they already knew assist them in comprehending the oral text?
A variety of children’s audio
books and recordings of stories
such as book/cassette sets
available from a variety of
sources including Folio,
Gallimard-Jeunesse, Scholastic.
A collection of audio and video
recordings, such as films, TV
and radio programs, poetry,
songs, dramatizations.
326
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be able to organize
information and ideas using simple
strategies.
Graphic organizers are useful in organizing and classifying information for
presentations. Students need to have many opportunities to observe a
variety of graphic organizers being used. Modeling and shared writing are
important in developing an understanding of the purpose and use of
graphic organizers. For example, it is important for teachers to model for
SCOs: By the end of Grade Two, students the use of graphic organizers for the presentation of les nouvelles
students will be expected to:
and for other common types of classroom presentations.
5.2.1 use a plan or a graphic
organizer to prepare a
presentation
• Teach and model how to use graphic organizers such as un diagramme de
Venn, une carte d’information, un tableau en t, une constellation and une étoile.
• Have students use a graphic organizer to note key words (les mots clés) or
to organize thoughts and knowledge in jot note form (les notes en style
télégraphique) to prepare for an oral presentation. The following is an
example: Carole under habitat, take out Il and period
l’ours noir
•
Model the process of using jot notes or a completed graphic organizer
as the basis for more explicit communication in an oral presentation.
Encourage practice with a partner prior to presentation to a group or to
the class.
• Model and teach students how to plan and organize information to
allow for logical development and sequencing of ideas and information.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
327
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Anecdotal Records
• Use observation and anecdotal records to note students’ ability to plan
the content and structure of an oral presentation.
• Note students’ ability to complete graphic organizers appropriately and to
use them as the basis for an oral presentation.
Représentations graphiques,
Appendix B
Portfolio
Have students select a graphic organizer which they have used and write
about how it helped them prepare for their presentation.
Conference
Conference with students to ensure that they are completing the graphic
organizer using notes en style télégraphique or placing the mots-clés in the
appropriate sections.
Trousse d'appréciation de rendement
en lecture : Immersion française
Maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques
Chercher, analyser, évaluer
(Chenelière, ISBN 2-89461-68
8-0)
The Graphic Organizer Website
www.graphic.org/
Kidspiration (Inspiration Software
Inc.) http://inspiration.com
328
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be able to identify their
own strategies.
Metacognition is the awareness of one’s own thought processes and
strategy use. It is important for students as learners to be able to describe
their own strategies in order that they may actively monitor, manage and
improve their own learning. This will require modelling by the teacher in
SCOs: By the end of Grade Two, order for students to understand how to talk about strategy use. Students
students will be expected to:
should be given the opportunity to reflect on their use of strategies, and
they should be able to explain which strategies they utilize for various
5.3.1 describe personal strategies tasks. Model and teach students how to verbalize and describe personal
for effective listening and
strategies for effective listening and speaking.
speaking
• Brainstorm listening and speaking guidelines/rules. Record, display,
rehearse and reinforce rules. Generalize rules to other classroom
situations.
• Have students refer to la stratégie ÉCOUTER and First Steps Charts on
listening and speaking.
• Provide frequent opportunities to practise and review strategies for
effective listening and speaking.
• Explicitly discuss and model or role play strategies for effective listening
and speaking.
• Ask students to verbalize their strategies with a partner, small group or
the class.
• After discussing and modelling effective listening skills, have students
work in pairs to demonstrate effective listening and speaking
behaviours. Students are given a topic, such as Mon anniversaire and they
have a period of time (e.g. 30 seconds) to talk to their partner about the
topic, and then the roles are reversed. Have students think about the
strategies they use in the activity. The following guidelines may be
modified as necessary and used as prompts. Carole, 6th line below&next
page: à propos
Carole, title line of each table in bold,
please
Carole, period missing after fort in both
tables and after expression in table next
page
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
329
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Checklists
Use observation and anecdotal records to note student ability to verbalize
what they do to be a good listener.
La stratégie ÉCOUTER and La
stratégie PARLER, Appendix B
Conference
Discuss with students their listening and speaking strategy use. Are there
strategies to which they do not refer? Develop a plan for improved
listening/speaking strategy use. Have students follow up by focussing on a
strategy that they may not be using effectively.
Speaking and Listening Charts,
Appendix B
First Steps: Oral Language Resource
Book (Heinemann), Social
Conventions
Self-evaluation
Students can monitor their own listening and speaking strategies on a
regular basis. Using a checklists such as the one below, have students
consider how they can improve on their listening and speaking.
330
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3
students will be expected to express
ideas, feelings and opinions.
Whenever possible, oral language in French Immersion should be paired
with visuals in order to enhance comprehension of vocabulary. In this
context, visuals include gestures, actions, and illustrations. It is important
that teachers allow for multiple learning styles so that learning is optimized
SCOs: By the end of Grade Two, for all students.
students will be expected to
It is important that teachers provide students with a print-rich
5.4.1 use classroom and
environment in the French Immersion classroom to stimulate language
personal dictionaries and
learning. Displays around the classroom enable students to locate and use
other references to support vocabulary when speaking or listening. The following are suggested:
their speaking and listening • un dictionnaire mural (a word wall)
• des affiches (charts)
• des tableaux d’affichage (bulletin boards)
• les étiquettes (word cards or labels)
• des textes géants (chart-size texts)
• des vocabulaires thématiques (thematic word lists)
• Provide a wide variety of reference resources for student use: dictionnaires
visuels, primary dictionaries, picture books, grammaires, thematic books,
and other supports. Have students practise using these resources to
locate specific words or other information.
• Create appropriately labelled displays to accompany new themes and
topics of study. Incorporate print, visuals and objects.
• Encourage students to refer regularly to visual references as needed.
• Encourage development of personal dictionaries in which students make
entries based on new vocabulary they have acquired. At the beginning of
the year, give students an outline for a personal dictionary to which they
can add words as the year progresses.
• Develop thematic word lists for the various topics or themes. A class list
can be displayed for the duration of the theme, while personal lists can
be referred to both in school and at home.
• Provide the opportunity to add to the classroom word wall when new
vocabulary is encountered.
• Talk about where words would be found in an alphabetical list.
• Practise putting words in alphabetical order.
• Begin to locate words in dictionaries.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
331
Listening and Speaking
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Checklist
• Observe students to determine their ability to locate and use vocabulary
posted around the classroom or in word lists or dictionaries.
• Complete a checklist such as the following, noting student use of
personal or classroom dictionaries or of other visuals.
Mots de haute fréquence, Appendix
A
The student...
always
sometimes
with assistance
A variety of visual reference
resources (print, non-print,
technological and other) such as
dictionaries, vocabulary lists,
visual dictionaries, labelled
charts and diagrams, word wall,
personal dictionaries or lists of
theme words; the following are
suggested:
refers to visual
references to
support listening
and speaking
locates particular
words
says/copies
words correctly
Mots étiquettes (Collection En
tête: Théo et Raphaël, ERPI)
puts words in
alphabetical
order
Conference
Discuss with the student how to find a word. Is the student able to
describe how to use the visual references available in the classroom?
332
Trousse d’appréciation de rendement
en lecture : Immersion française,
aternelle - 3e année. Document
d’appui 2002. Les mots fréquents
Dictionnaire mural (Collection Les
clés du savoir, Guérin)
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listening and Speaking
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
333