Danielle Asay
April 15-17, 2013
SLaT 611 – Belnap
Listening Portfolio Assignment
There are many activities I could have included in this portfolio, but I had to create or
modify only 10 activities, so these are the ones I chose (listed in order of occurrence [earliest to
latest] over the span of French 1 and French 2):
Activity #1: Bonjour, poussin
 Input: Non-Native French Teacher (in-person or video recording of reading)
Activity #2: La Petite et Son Conte de Fée
 Input: Little French Girl (video recording)
Activity #3: Les Tâches Ménagères
 Input: Native French Speakers (video recording[s])
Activity #4: Quelqu'un m'a dit
 Input: Native French Singer (audio recording)
Activity #5: Un Week-end à Paris
 Input: Non-Native French Teacher (live story)
Activity #6: Non, je ne regrette rien
 Input: Native French Singer (audio recording)
Activity #7: Harry Potter à l'école des sorciers, Chapitre 1
 Input: Non-Native French Teacher (in-person reading)
o Option for Peer Input as well (students read in-person in class)
Activity #8: Pour que tu m'aimes encore
 Input: Native French Canadian Singer (audio recording)
Activity #9: Les Champs-Élysées
 Input: Non-Native French Singer (audio recording)
Activity #10: Le Petit Prince, Chapitre XXI
 Input: Native French Speaker (audio/video recording of reading)
For each of these activities listed above, there are additional resources that will either be
found in the appendices to this document (student worksheets) or at
http://madameasay.wikispaces.com/Listening+Portfolio (multimedia resources). In order to use
these activities and their lesson plans, teachers will need access to the MadameAsay Wikispaces
site (link above) along with this document.
1
Activity #1: Bonjour, poussin
Type of activity and skills involved:
 Listening (as well as Writing)
Focus: (Scaffolding or Fluency)
 Listening Comprehension of basic French words and phrases
 Orthography of French words and phrases
 Pronunciation/Phonetics involved in French words and phrases
 Repeated meaning-focused input to develop language fluency
Target Student Group:
 Middle School or High School French 1 Class, in the beginning part of the year
Materials Needed for Activity:
Bonjour, poussin book or audio recording (for teacher) – see MadameAsay site
Lined paper and a writing utensil (for students)
Description of Activity:
This activity is a dictation. One of the primary foci of dictation is orthography, of course, but
students are not going to be able to write down the correct words if they do not HEAR the
correct words. Thus, listening comprehension is a huge component to this activity.
Students will be read this book a sentence/page at a time. Students will write down the words
they hear on a piece of lined paper. The teacher will read each sentence/page twice. At the end of
the book (excerpt), the teacher will show the students the correct spelling of the words in the
book. Students will correct their mistakes and count up the number of errors that they made. The
teacher will discuss pronunciation and orthographic concepts and rules of the target language as
students correct their work. Then, the teacher will have the students guess as to the meaning of
the book. Students will write down on their paper, below their dictation, a paragraph summary of
the text in English (so that the teacher knows student aren’t just rewriting words from the
dictation). After writing their paragraph, the teacher will read the book aloud again while
showing the pictures. Students will then comprehend more of the story and the teacher will
discuss its meaning with them.
Dictation, or dictée, will be an ongoing activity throughout the term. With repeated exposure,
students show real progress in learning the language systems of French (especially orthography
and pronunciation).
Performance Criteria for Assessing Student Success:
Students will turn in to the teacher their lined paper with their dictation text, their corrections and
totaled number of errors, and their summary paragraph on it. Students will be graded on
completion and effort, not on how few errors they made.
2
Activity #2: La Petite et Son Conte de Fée
Type of activity and skills involved:
 Listening (as well as Writing and even Speaking [presentation of individual stories])
 Drawing 
Focus: (Scaffolding or Fluency)
 Listening Comprehension of French words, especially animals
 Meaning-focused Input of a French story
 Fluency because students are creating their own little stories and learning how stories are
told
Target Student Group:
 Middle School or High School French 1 Class, near the beginning of the year and at the
beginning of the fairy tale mini-unit (which comes between units 4 and 5)
Materials Needed for Activity:
La Petite et Son Conte de Fée video clip (for teacher) – See MadameAsay site
La Petite et Son Conte de Fée worksheet (for students) – See Appendix A
Description of Activity:
Students will complete the pre-listening activity listed on the worksheet. Next, the teacher will
play the video clip but with audio only (no picture, because the subtitles in English are on the
video) while the students do the during vocabulary activity on the worksheet. Students will then
watch the video and supplement their during activities as they listen again. After that, students
will answer the post-activity questions and the extension.
Performance Criteria for Assessing Student Success:
The entire worksheet will be submitted to the teacher for grading for completion. The extension
is a good extra assessment because it forces students to create with the language. The extension
will be graded out of ten points for creativity, spelling and grammar, and the oral presentation of
the story.
3
Activity #3: Les Tâches Ménagères
Type of activity and skills involved:
 Listening (as well as a little bit of Writing and Speaking)
 Drawing 
Focus: (Scaffolding or Fluency)
 Listening Comprehension on the French and chores
 Cultural Comparisons on household tasks
Target Student Group:
 Middle School or High School French 1 Class, around the middle of the year
Materials Needed for Activity:
“Maison et Services” and “Les Hommes et le ménage” video clips (for teacher) – MmeA
Les Tâches Ménagères worksheet (for students) – See Appendix B
Description of Activity:
Students will complete the pre-viewing activity on the worksheet. Students will then
watch the “Maison et Services” video clip. We will watch this video clip two times, and students
will do the during activity while watching. After that, students will do both post-viewing
activities described on the worksheet (Pictionary and discussion). For homework, students will
do the extension survey.
Performance Criteria for Assessing Student Success:
Students will not turn in their worksheets for this listening activity. However, students
will be assessed informally on their participation in class, especially in the discussions and the
Pictionary game. Students will also be assessed on their homework (extension activity), as they
will turn in and report on the results of their small surveys. Surveys and reports will be graded on
both completion and precision.
4
Activity #4: Quelqu’un m’a dit
Type of activity and skills involved:
 Listening (as well as Writing and a little of Reading)
Focus: (Scaffolding or Fluency)
 Listening Comprehension, looking at high-frequency words and present-tense verbs in
particular
 Pronunciation/Phonetics, examining both the input (song) and creating output (singing
along)
Target Student Group:
 Middle School or High School French 1 Class, after the middle of the year
Materials Needed for Activity:
Quelqu’un m’a dit audio file (for teacher) – See MadameAsay site
Carla Bruni PowerPoint file (for teacher) – See MadameAsay site
Song Worksheet [Template] (for students) – See Appendix C
Description of Activity:
Students begin the song activity by learning from the PowerPoint and writing down five
facts about the artist/group (in this case, Carla Bruni) or the particular song on their worksheets
(pre-listening activity). After that, students listen to the song while filling out 16 French words
that they recognize from the song. The song may (and likely will) be played a second time so
that all students can get 16 words down on their worksheets. This activity is usually done over
two class periods, so at this point we are finished for the day. The next class we view the
PowerPoint slides with the omitted 12 words and listen to the song twice again. Then students
fill out the post-listening questions on their worksheets: what was the story of the song about (in
English), and did they like the song (in French)? Next, students will see the full text slides and
correct the 12 blanks that they filled in previously. Finally, we will go over the text and its
meaning, and we usually end class by listening to the song (now with greater understanding) one
last time while students have the option of singing along! (We also will play the song during
transition-time in the classroom from now on, so students will really get to know it well!)
Performance Criteria for Assessing Student Success:
Students are monitored and graded on participation during class. Students also turn in
their song worksheets to the teacher for a grade based on completion and effort.
5
Activity #5: Un Week-end à Paris for a secondary French 1 class near the end of the year
Learning Objectives: Students will be able to identify different places in Paris from a listening
activity, and subsequently describe the respective locations and functions of those places. Ex: La
Sorbonne est une université dans le Quartier Latin du Paris. C’est tout près du Musée du Moyen
Age (Cluny). Students will use the skills of listening and speaking in this activity.
Materials: The teacher will need the listening comprehension scenarios outlined later in this
lesson plan (or any other small story he/she wishes to tell live) and photos of different Parisian
locations. The student will need the Un Week-end à Paris worksheet (Appendix D).
Pre-Listening Activity: Tell students a little bit about your (the teacher’s) journeys in Paris.
Talk about different places, show some pictures, and show a map of places of interest. Then tell
the students you will be doing a listening comprehension activity and you will expect them to
pick up on information corresponding to each place that you visited, and fill out a worksheet
based on the information they heard. Remind the students of the meaning of key language
structures (e.g., je suis allée, j’ai visité).
Listening Comprehension Activity: Read each of the following situations to your students
twice. Repeat them again if necessary. Make sure students have the opportunity to fill out the
worksheet as you read. Alternatively, you can just tell your own story of this genre as you go.
 1 : D’abord, je suis allée à un musée de science qui est près de la Périphérique. Là, il y a
eu une expo de Star Wars et la science, et j’ai vu la forme carbonate de Han Solo. C’était
chouette (parce que je suis une super-fan) !
 2 : Après ça, j’ai visité un musée qui est près de l’Hôtel National des Invalides. Chez ce
musée, j’ai vu la sculpture « Le Penseur. » C’était beau !
 3 : Pour conclure la journée, je suis allée à un centre où on peut voir les choses modernes.
C’est à droit du Palais Royale. C’était intéressant !
During Listening Activity: Students will fill out two questions on the worksheet for each
situation. The worksheet will test students’ listening comprehension skills and give them the
opportunity to navigate Paris by map.
Post-Listening Activity: Go over each listening comprehension situation with the students and
ask them about each of the places you visited during your weekend in Paris, correcting the
worksheets at the same time. Then have students apply what they learned by dividing into pairs
and imagining that they were in Paris for a weekend. Have students discuss three places to visit
on their weekend, and why they want to go to those places. Students should use “je vais” or “je
visite” as the verb structure for their sentences. Students will then present their weekend itinerary
to the class while pointing sites out on a large projected map! The teacher can even tally which
sites are most popular within the class.
Assessment: Go over the worksheets as mentioned in the post-activity section. Make sure
students understand the situations and know the correct answers for the worksheets and why.
Collect the worksheets and grade them on completion and precision.
6
Activity #6: Non, je ne regrette rien
Type of activity and skills involved:
 Listening (as well as Writing and a little of Reading)
Focus: (Scaffolding or Fluency)
 Listening Comprehension, looking at forms of negation especially
 Pronunciation/Phonetics, examining both the input (song) and creating output (singing
along)
Target Student Group:
 Middle School or High School French 1 Class, end of the year
 Middle School or High School French 2 Class, beginning of the year
Materials Needed for Activity:
Non, je ne regrette rien audio file (for teacher) – See MadameAsay site
Edith Piaf - Je ne regrette rien PowerPoint file (for teacher) – See MadameAsay site
Song Worksheet [Template] (for students) – See Appendix C
Description of Activity:
Students begin the song activity by learning from the PowerPoint and writing down five
facts about the artist/group (in this case, Édith Piaf) or the particular song on their worksheets
(pre-listening activity). After that, students listen to the song while filling out 16 French words
that they recognize from the song. The song may (and likely will) be played a second time so
that all students can get 16 words down on their worksheets. This activity is usually done over
two class periods, so at this point we are finished for the day. The next class we view the
PowerPoint slides with the omitted 12 words and listen to the song twice again. Then students
fill out the post-listening questions on their worksheets: what was the story of the song about (in
English), and did they like the song (in French)? Next, students will see the full text slides and
correct the 12 blanks that they filled in previously. Finally, we will go over the text and its
meaning, and we usually end class by listening to the song (now with greater understanding) one
last time while students have the option of singing along! (We also will play the song during
transition-time in the classroom from now on, so students will really get to know it well!)
Performance Criteria for Assessing Student Success:
Students are monitored and graded on participation during class. Students also turn in
their song worksheets to the teacher for a grade based on completion and effort.
7
Activity #7: Harry Potter à l'école des sorciers, Chapitre 1
Type of activity and skills involved:
 Listening (as well as Reading)
 Drawing 
Focus: (Scaffolding or Fluency)
 Listening Comprehension of French words and phrases
 Repeated meaning-focused input to develop language fluency
 Pronunciation/Phonetics of French words and phrases
Target Student Group:
 Middle School or High School French 2 Class, before the middle part of the year
Materials Needed for Activity:
Harry Potter excerpt (for teacher and/or students) – See MadameAsay site
A blank piece of paper and colored pencils (for students)
Description of Activity:
Pre-listening activity not required – Harry Potter is a known concept in the junior
high/high school!  Students will listen intently as the teacher reads to them the excerpt from
Harry Potter. As a during activity, students will note down everything they can about the
Dursley family (e.g., Mrs. D has a long neck, Dudley was throwing food, Mr. D saw a cat
reading a map). Students will then draw a picture of everything they can from the excerpt. If
things look like the movie version of Harry Potter instead of what we read, I’ll know the students
weren’t paying attention to the reading! We will do a gallery walk of students’ pictures and then
we will go over what happened in the story in English, to make sure everyone understood. We
will likely read this excerpt over a couple of class periods. It will not always be the teacher
reading, students will take turns to read three sentences at a time. The teacher will note down
common pronunciation errors and go over them with the class after everyone has finished
reading. With each reading, students will have different activities to do (it won’t always be
drawing, we do partner speaking activities, writing to predict what will happen next activities,
etc.). We will continue reading Harry Potter aloud as a class until we finish Chapter 1.
Performance Criteria for Assessing Student Success:
Students will turn in their drawings of the excerpt of Harry Potter. The teacher will grade
the drawings out of 25 points – 10 for effort and artistic skill, and the remaining 15 points for
fifteen (correct) details that students gleaned from the text.
8
Activity #8: Pour que tu m’aimes encore
Type of activity and skills involved:
 Listening (as well as some Reading and a little bit of Writing)
Focus: (Scaffolding or Fluency)
 Listening Comprehension, looking at future tense verbs (*this song is also great for the
subjunctive, but we don’t teach that until French 3) as well as key vocabulary
 Pronunciation/Phonetics, examining both the input (song) and creating output (singing
along)
Target Student Group:
 Middle School or High School French 2 Class, middle of the year
Materials Needed for Activity:
Pour que tu m’aimes encore audio file (for teacher) – See MadameAsay site
Pour que tu m’aimes encore worksheet (for students) – See Appendix E
Description of Activity:
The teacher will set up the activity by reviewing applicable structures and vocabulary, as
well as introducing students to the artist (Céline Dion). Then the teacher will play the song twice
for students while the students fill in the blanks on their worksheets. After the song ends for the
second time, the students will have 60 seconds to ask their peers for items they missed. Then
students will exchange papers and correct them. As we go over all of the missing words, we will
talk about the meaning, line by line. The teacher will ask students to translate or interpret the
meaning before volunteering the answer. Students will then pair up and discuss whether or not
they liked the themes presented in the song. Students will share their opinions with the class.
Performance Criteria for Assessing Student Success:
Students will turn in their graded worksheets and will be scored based on how many
items they had correct. Students will also be informally assessed on their participation in class
discussion.
9
Activity #9: Les Champs-Élysées
Type of activity and skills involved:
 Listening (as well as Writing and a little of Reading)
Focus: (Scaffolding or Fluency)
 Listening Comprehension, looking at past-tense grammar structures specifically
 Pronunciation/Phonetics, examining both the input (song) and creating output (singing
along)
Target Student Group:
 Middle School or High School French 2 Class, after the middle of the year
Materials Needed for Activity:
Les Champs-Élysées audio file (for teacher) – See MadameAsay site
Les Champs-Élysées PowerPoint file (for teacher) – See MadameAsay site
Song Worksheet [Template] (for students) – See Appendix C
Description of Activity:
Students begin the song activity by learning from the PowerPoint and writing down five
facts about the artist/group (in this case, Joe Dassin) or the particular song on their worksheets
(pre-listening activity). After that, students listen to the song while filling out 16 French words
that they recognize from the song. The song may (and likely will) be played a second time so
that all students can get 16 words down on their worksheets. This activity is usually done over
two class periods, so at this point we are finished for the day. The next class we view the
PowerPoint slides with the omitted 12 words and listen to the song twice again. Then students
fill out the post-listening questions on their worksheets: what was the story of the song about (in
English), and did they like the song (in French)? Next, students will see the full text slides and
correct the 12 blanks that they filled in previously. Finally, we will go over the text and its
meaning, and we usually end class by listening to the song (now with greater understanding) one
last time while students have the option of singing along! (We also will play the song during
transition-time in the classroom from now on, so students will really get to know it well!)
Performance Criteria for Assessing Student Success:
Students are monitored and graded on participation during class. Students also turn in
their song worksheets to the teacher for a grade based on completion and effort.
10
Activity #10: Le Petit Prince, Chapitre XXI
Type of activity and skills involved:
 Listening (as well as Writing and Speaking, and a little of Reading)
 Drawing 
Focus: (Scaffolding or Fluency)
 Listening Comprehension of French words and phrases
 Pronunciation/Phonetics involved in French words and phrases
 Repeated meaning-focused input to develop language fluency
 Critical Thinking Skills
Target Student Group:
 Middle School or High School French 2 Class, at the end of the year
Materials Needed for Activity:
Le Petit Prince book or audio recording (for teacher) – see MadameAsay site
Le Petit Prince, Chapitre XXI worksheet (for students) – see Appendix F
Description of Activity:
Students will not need a pre-listening activity as students will have already read/listened
to 20 chapters of Le Petit Prince. Students will look over the worksheet so that they know what
information to listen for specifically. After listening, possibly two times if needed, students will
fill out the worksheet questions on their own. The meaning of the passage will then be discussed
as a class, and each student will share his/her opinions on the third set of questions.
Performance Criteria for Assessing Student Success:
Students will turn in their worksheets. Students will be graded not only on completion,
but on accuracy, language use, and critical thinking skills. Students will also be graded on class
discussion participation. Students have come a long way from listening to Bonjour, poussin to Le
Petit Prince over the course of two years, and they should feel very proud of their
accomplishments!
11
Appendices
Appendix A: La Petite et Son Conte de Fée (Worksheet)
Nom : __________________ Période : ____
Date : _________________
La Petite et Son Conte de Fée
L’Auteur (« La Mignonne »)
Vocabulaire Essentiel :
 Winnie l’Ourson et Tigrou
http://www.renders-graphiques.fr/galerie/Disney-62/winnie-tigrou-pooh-o-71534.htm
Pre-Listening :
 Remember a time when a small child told you a story. What are little-kid stories like?
 Do YOU think you could tell a story IN FRENCH as well as a 4-year old could? Why or
why not?
During Listening :
 Write down the words in French as you listen to the audio of the little girl’s (La
Mignonne’s) « conte de fée ».
 Supplement your lists in another color of ink when you read the English subtitles on the
video version (2nd listen).
12
Personnages :
D’autres termes :
Post-Listening :
 What was this story about? ;)
________________________________________________________________________
____________________________________________________________________

Draw a picture of your favorite scene in the story:
Extension/Assessment :
 Write your own little « conte de fée » in the space provided below. I don’t expect your
French to be as good as La Mignonne’s, but your story should be a bit easier to follow
than her’s was! Be prepared to share your story with the class.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
13
Appendix B: Les Tâches Ménagères (Worksheet)
Nom : __________________ Période : ____
Date : _________________
Les Tâches Ménagères
Pre-Viewing:
 Make a list in your notebook of the household chores (in French) that we’ve learned
so far.
 Think about a list of household chores that you and your family regulary do.
During Viewing:
 Check next to the chores that you hear mentioned, or that you see, in the video.
1. Faire le lit
2. Balayer
3. Sortir les poubelles
4. Repasser le linge
5. Ranger la chambre
6. Passer l’aspirateur
7. Mettre la table
8. Faire la vaisselle
9. Faire la lessive
10. Débarrasser la table
11. Enlever la poussière
12. Essuyer la table
Post-Viewing:
 Pair up and do the following Pictionary activity:
o Elise « fait sa lessive » (draw the chore that your partner is describing). Do 6
chores/drawings each.
o After, discuss how you feel about household chores, and what chores you or the
members of your family do at home. Compare and contrast the way you think the
French people you saw, see it (especially after watching the second video clip!)
Extension/Assessment:
 For homework, create a short survey of chores and interview your friends. For each task,
find different friends who would answer YES, and others who would answer NO to
having to do each chore. You must interview at least 4 people.
 Next class, turn in your survey, plus share your findings with the class (en français!).
14
Appendix C: Song Worksheet [Template]
Nom : __________________ Période : ____
Date : _________________
Chanson :_____________________________
Artiste/groupe :_______________________________
1.
2.
3.
4.
5.
Les faits :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Les mots que vous entendez:
______________
______________
______________
______________
______________
______________
______________
______________
Remplissez les blancs :
1
2
3
4
5
6
______________
______________
______________
______________
______________
______________
______________
______________
7
8
9
10
11
12
Quelle est l’histoire ?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Est-ce que vous l’aimez ? Pourquoi or pourquoi pas ?
______________________________________________________________________________
______________________________________________________________________________
15
Appendix D: Un Week-end à Paris (Worksheet)
Nom : __________________ Période : ____
Date : _________________
Un Week-end à Paris Exercices
Complétez les phrases suivantes avec les numéros, quartiers, ou réponses qui correspondent :
1. Madame Asay a vu Han Solo en carbonate au musée numéro ____.
2. La Cité des Sciences et de l’Industrie est au quartier ____.
3. « Le Penseur » est au musée numéro ____.
4. Oui ou non. Le Musée Auguste Rodin est à gauche de la Tour Eiffel. ______.
5. Les choses modernes se trouvent au musée numéro ____.
6. Centre Pompidou est au quartier ____.
Musées :
1. Musée du Louvre 2. Musée des Arts Décoratifs / Musée des Arts de la Mode et du Textile 3. Musée de l'Orangerie 4. Galerie
Nationale du Jeu de Paume 5. Musées National des Techniques et des Arts et Métiers 6. Musée de la Chasse et de la Nature
7. Musée National Picasso 8. Musée de la Serrurerie / Musée Bricard 9. Musée Carnavalet 10. Musée national d'Art moderne - Centre
Georges Pompidou 11. Maison de Victor Hugo 12. Muséum National d'Histoire Naturelle 13. L'Institut du Monde Arabe
14. Musée National du Moyen Age / Thermes de Cluny 15. Musée de la Monnaie 16. Musée d'Orsay 17. Musée Auguste Rodin
18. Palais de la Découverte 19. Galeries Nationales du Grand Palais 20. Musée du Petit Palais 21. Cité des Sciences et de l'Industrie
Monuments :
1. Notre Dame 2. Conciergerie 3. Palais Royal 4. St. Eustache 5. Arc de Triomphe de la Carrousel 6. Place Vendôme 7. Bourse
8. Hôtel de Ville 9. Place de la Bastille 10. Opéra de la Bastille 11. Panthéon 12. Jardin du Luxembourg 13. Sénat 14. L'Institut de
France 15. Assemblée Nationale 16. Hôtel National des Invalides 17. Tour Eiffel 18. Arc de Triomphe 19. La Madeleine
20. Place de la Concorde 21. Opéra Garnier 22. La Grande Arche de la Défense 23. Basilique du Sacré Cœur
16
Appendix E: Pour que tu m’aimes encore (Worksheet)
Nom : __________________ Période : ____
Date : _________________
Pour Que Tu M’Aimes Encore
Céline Dion
J'ai compris tous les mots, j'ai bien compris, _________
Raisonnable et nouveau, c'est ainsi par _________
Que les choses ont changé, que les _________ ont fané
Que le temps d'avant, c'était le temps d'avant
Que si tout zappe et lasse, les _________ aussi passent
Il faut que tu saches
J'_________ chercher ton _________ si tu l'emportes ailleurs
Même si dans tes _________ d'autres dansent tes heures
J'_________ chercher ton _________ dans les froids dans les _________
Je te ___________ des sorts pour que tu m'_________ encore
Fallait pas commencer m'attirer me ___________
Fallait pas tant donner moi je sais pas _________
On me dit qu'aujourd’hui, on me dit que les autres font ainsi
Je ne suis pas les autres
Avant que l'on s'_________, avant que l'on se _________
Je _________ que tu saches
J'_________ chercher ton _________ si tu l'emportes ailleurs
Même si dans tes _________ d'autres dansent tes heures
J'_________ chercher ton _________ dans les froids dans les _________
Je te ___________ des sorts pour que tu m'_________ encore
Je ___________ des langages pour chanter tes louanges
Je _________ nos bagages pour d'infinies vendanges
Les formules ___________ des marabouts d'___________
J'les _________ sans remords pour que tu m'_________ encore
Je m'___________ reine pour que tu me retiennes
Je me _________ nouvelle pour que le _________ reprenne
Je ___________ ces autres qui te donnent du _________
Vos jeux seront les nôtres si tel est ton _________
Plus brillante plus _________ pour une autre étincelle
Je me ___________ en _______ pour que tu m'_________ encore
17
Appendix F: Le Petit Prince, Chapitre XXI (Worksheet)
Nom : __________________ Période : ____
Date : _________________
Le Petit Prince: Questions Chapitre XXI (Partie A)
1. Les personnages:
a) Dessine-moi un renard :
b) Dessine-moi le petit prince :
c) Dessine-moi une rose :
2. Le vocabulaire :
a) Qu’est-ce que signifie le verbe « apprivoiser » ?
b) Quelles formes différentes du verbe « apprivoiser » entendez-vous ?
c) Qui est-ce que le prince a apprivoisé ?
d) Comment est-ce qu’on peut apprivoiser quelque chose ?
e) Comment est-ce que le prince a apprivoisé son sujet ?
f) Est-ce que vous avez apprivoisé quelque chose comme ça ? C’était quoi ?
3. La grande idée - question de compréhension :
a) Pourquoi est-ce que la rose est unique au monde du prince ?
b) Est-ce que l’idée du renard (d’apprivoiser) est semblable à l’amour ? Pourquoi ou
pourquoi pas ?
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