cpf activityworkbook branch - canadian parents for french
TRANSCRIPT
Colorie ces fruits.Colour the fruit.
Activity 1Les fruits
Fruit
www.cpf.ca All references on page 22.
What is French-second-language education (FSL)?Children can enjoy learning French in the classroom through many program options. There are early,middle and late French immersion programs; extended French programs; intensive French programs;partial immersion programs (also known as bilingual or 50-50 programs); and core/basic French programs.
Why should I choose FSL education for my child?The ability to understand and speak French is only one benefit of French-second-language education. Students who learn French–particularly those in immersion programs–reap additional cognitive, academic and employment benefits.
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Tire une ligne entre les deux contraires.Draw a line between the two opposites.
chaud
court
grand
ouvert
fermé
froid
long
petit
Activity 2Les contraires
Opposites
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Which French-second-language education (FSL) programs give the best French-language results?French immersion programs and those that use immersion teaching methods have generally produced better second-language results than core/basic programs. Proficiency levels in the early French immersion program will usually behigher than middle, late and partial immersion programs.
Parents can expect their early immersion child to approach native-like levels in French listening comprehension andreading by the end of elementary school, although they are still distinguishable from francophones in speaking andwriting. High school immersion graduates should be able to work in or pursue post-secondary studies in French. Infact, many high school French immersion graduates attained an intermediate or higher level of language proficiencyon Public Service Commission of Canada tests.
assis
difficile
sale
debout
propre
facile
Activity 3Les contraires
Opposites
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Do children in French immersion have to be above-average academically in order to succeed?No special skills are required. Children with all types of academic ability can succeed in French immersion, not just above-average students. Studies show that students with lower academic abilities do as well in immersion as they do in Englishprograms. Every student can have the same opportunity and the advantage is that they all have the potential to becomebilingual.
Immersion students master French in the same way that they learned English. The process is so natural because French isused as the language of instruction and as a means of communication. Students learning in French immersion are beingtaught the same curriculum as if they were in an English program. French immersion programs start with all or most ofthe day in French. This helps students quickly learn and achieve the French skills needed to study other subjects in French.
Tire une ligne entre les deux contraires.Draw a line between the two opposites.
Will my child be able to learn math and science in French?YES – Once children have developed French vocabulary and fluency, especially in a French immersion program, andhe/she is comfortable communicating in French, they can learn any subject in French.
Research: A 1991 review of research studies found that French immersion students met or exceeded English programstudents’ performance in mathematics. Province-wide assessments in British Columbia, New Brunswick and Ontariofound that at Grades 6, 8, and 10, respectively, immersion students did as well in math and science or achieved at a significantly higher level than those in the regular English program.
Coche [✔] les fruits que tu aimes. J’aime…Check [✔] fruits you like. I like…
Activity 4Les fruits
Fruit
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la pomme la banane les cerises l’orange l’ananas
le pamplemousse les raisinsle melon d’eau le melon
la pêche la poire la clémentine
les framboises les fraises la prune
le citron
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What is core French?Core French, also known as basic French, is taught as one subject within a school’s curriculum. Ministries of education,school boards and individual schools all have a hand in shaping core French programs, so the grade at which core Frenchis introduced varies, as does the amount of classroom time and the intensity of instruction. Instruction in French languageskills and culture is usually introduced between Kindergarten and Grade 4, with students spending between 20 and 40 minutes per day learning French language arts.
The goals for a high school graduate of core French include language knowledge, basic communication skills and anappreciation of French culture in Canada and around the world. Language skills are taught through themes based on thechild’s interests and experiences, and learning activities focus on listening and speaking, as well as on reading and writing.
l’écharpeles pantoufles
la chemise
le pantalon
les lunettes de soleil
le maillot de bain
les sandales
le chapeau
les gants
la tuque
le pyjama
la bague
les chaussettesles bas
les souliers
les mitaines
la montre
Activity 5Les vêtements
Articles of clothing
www.cpf.ca All references on page 22.
What is French immersion?In French immersion programs, French is not only a subject, but also the language of instruction and a means ofcommunication. Much of the regular school curriculum is taught in French. Provinces and territories, as well asschool boards and individual schools all have helped to shape immersion programs, so the percentage of French-language instruction may vary.
French immersion programs are designed to provide non-francophone children with a high degree of proficiency inthe French language. The goal is to equip the graduate with the ability to communicate naturally in French using awide range of vocabulary. A high school immersion graduate should be able to function well in a French-speakingcommunity, accept a job where French is the working language, or pursue university or college education in French.
Quelle route devons-nous suivre pour rencontrer Bonhomme Carnaval?Which route must we follow to meet Bonhomme Carnaval?
Activity 6Rendons visite à Bonhomme Carnaval!
Let’s visit Bonhomme Carnaval!
www.cpf.caAll references on page 22.
What is early French immersion?Students in early immersion are almost completely immersed in French in the first few years of school. In mostprovinces, they are not introduced to English in the classroom until about Grade 2 or 3. Then, from Grades 4-8, Frenchinstruction is reduced to 60-80 per cent.
In high school this percentage drops again, with two to four subjects taught in French, in addition to a French course. By Grade 11-12 students are generally taking only one or two courses in French.
Early immersion is the most popular choice, with roughly 75 per cent of immersion students enrolled in early immersionprograms.
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Coche [✔] l’activité que tu aimes faire. J’aime…Check [✔] the activity you like to do. I like…
patiner to skate
jouer to play
marcher to walk
sauter to jump
lire to read
écouter to listen
regarder to watch
courir to run
dormir to sleep
manger to eat
Activity 7J’aime…
I like
All references on page 22.
What is middle French immersion?Middle French immersion programs usually begin around Grade 4 or 5. Like early immersionprograms, the students are immersed in the French language at the beginning of the program andthen gradually the amount of French being taught is reduced.
There are relatively few middle immersion programs offered in Canada. Most school districts withimmersion programs offer early and late options.
Tire une ligne entre le dessin et la phrase.Draw a line between the picture and the sentence.
Activity 8Quel temps fait-il?
What’s the weather like?
www.cpf.caAll references on page 22.
Il fait beau.It’s a nice day.
Il neige.It’s snowing.
Il fait du vent.It’s windy.
Il pleut.It’s raining.
What is late immersion?Late French immersion programs usually begin around Grades 6 or 7. Instructionis almost exclusively in French at the beginning and is gradually reduced.
la nuqueles épaules
le mollet
le dos
le pied
Activity 9Les parties du corps
The Body
www.cpf.ca All references on page 22.
le cou
le coude
la cuisse
les cheveux
le genou
What is extended core French?Extended French programs provide core French students with additional exposure to French, by using French asthe language of instruction for one or two subjects in addition to a French course. This option becomes available tostudents between Grades 4 to 8 and may be continued throughout secondary school. Currently, extended Frenchprograms are offered only in a few provinces.
Activity 10Les parties du corps
The Body
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la tête
la jambe
l’orteil
l’estomac
la cheville
le bras
le talon
la poitrine
la main
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What is partial immersion?Partial immersion programs, also known as 50-50 or bilingual programs split instructional time evenly betweenFrench and English instruction. Students are taught 50 per cent of their lessons in French, 50 per cent in English, for the duration of the program.
Students in partial immersion programs accumulate significantly more hours of instruction in French than coreFrench students, but the program does not provide a period of intensity.
Research: Studies comparing French achievement in partial and total immersion programs generally show thatstudents in early total immersion programs develop superior French language skills to those of students in earlypartial programs.
Associe les vêtements avec la partie du corps.Link the article of clothing with the part of the body.
Activity 11Les vêtements et les parties du corps
Clothing and parts of the body
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le chapeau
la chemise
les chaussures
les lunettes
les gants
All references on page 22.
What is intensive French?Intensive French is a relatively new program, first piloted in Newfoundland and Labrador in 1998, and morerecently introduced in six other provinces and the Northwest Territories.
This program is usually offered in Grades 4, 5 or 6 and enhances the core French program with an intensive periodof French instruction using immersion teaching methods during one half of a school year. During this period,students spend approximately 70 per cent of the school day in French, learning skills that support the curriculum.The usual curriculum is “compacted” and students complete it in English in the second half of the school year.
Intensive French allows student to attain an impressive level of French-language ability in a short time but it isimportant that school districts offer appropriate follow up programs, like late immersion or extended core French sothat students can maintain and enhance their new-found French fluency.
Activity 12Où as-tu mal…?
Where does it hurt…?
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Il a mal au doigt.
Elle va très bien.
Il a mal à la tête.
Il a mal à la gorge.
Elle a mal aux dents.
Il est très malade.
Tire une ligne entre le dessin et la phrase.Draw a line between the illustration and the sentence.
All references on page 22.
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Coche [✔] les moyens de transport que tu aimes. J’aime...Check [✔] the means of transportation you like. I like...
Activity 13Les moyens de transportMeans of transportation
le train
l’automobile
l’avion
la bicyclette
les pieds
le bateau
le camion
l’hélicoptère
la montgolfière
I don’t speak French; can I still help my child?YES – Immersion teachers know that most parents do not understand or speak French. The world-renowned programwas designed specifically for children of anglophone parents. There are many things you can do to help:
• Be supportive and enthusiastic. Research shows that students whose parents have positive attitudes toward Frenchdo better in immersion programs.
• Provide lots of opportunities for your child to learn English. Skills learned in one language are transferred to theother so read to your child in English, encourage your child to write in English, and encourage English-languageword games like crossword puzzles, word searches, and Scrabble.
• Make French a part of your child’s life by providing opportunities for your child to use French outside of theclassroom: borrow or buy French books and videos, watch French TV with your child, expose your child toFrench-language events and activities.
All references on page 22.
How bilingual will my child become?How bilingual your child will become depends on the type of French-second-language program he/she is enrolled in.There’s also the issue of intensity, in other words, the proportion of a student’s time spent learning in French.
Intensity at the beginning of a program is more important to French-language development than the total accumulat-ed hours of instruction over a student’s career.
Research: The Threshold Level Theory–Intensive exposure to French is important because it allows students quicklyto reach the level of French-language ability required to study other subjects in the new language.
the horse
le cheval
la vache
the cow
the lamb
l’agneau
the dog
le chien
le chat
the catle coq
the rooster
la poule
the chicken
le poussin
the baby chick
la chèvre
the goat
la souris the mouse
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le lapin the rabbit
Activity 14À la campagne
At the farm
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Other than learning French, what more does my child gain from taking French immersion (i.e. what are the cognitive benefits)?
Mental Flexibility
Students with two languages can focus more on meaning and pick out the most relevant points from informationprovided. They are better able to communicate their thoughts and express themselves and can answer open-ended questions more easily than those with only one language.
Un fort vent a emporté toutes les voyelles des noms des animaux. Insère les voyelles dans les noms sous le dessin.
A strong wind blew away all the vowels from the names of the animals.Complete the name with the correct vowels.
See Activity 14 for spelling.
Activity 15À la campagne
At the farm
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Increased sensitivity to others; heightened awareness,receptivity and appreciation of language
Acquisition of a second language makes them moresensitive to communication and better able to understandand respond to the needs of others. Their exposure toanother culture makes them respectful of differences, andallows them to communicate effectively with people ofdiverse backgrounds.
le ch __v__ l
la v __ ch __
le ch __ t
le p __ __ ss __ n
la s __ __ r __ s
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Allons au zoo… Visite chaque animal seulement une fois. Tu peux entrer et sortir de n’importe quelle entrée ou sortie.
Let’s go to the Zoo! … Visit these zoo animals only once.You may enter and exit at any point.
Activity 16Au zoo
At the Zoo
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le lion
le zébrel’éléphant le singe
le panda
l’élan
l’hippopotame
l’ours
la girafe
le tigre
le rhinocéros
le kangourou
Do French immersion students study the same curriculum as children in the English program?YES – French immersion programs follow the curriculum guidelines set down by provincial/territorial departments
of education. Only the language of instruction is different.
All references on page 22.
Coche [✔] la bonne réponse (les bonnes réponses).Check [✔] the correct answer (the correct answers).
le carré
le cercle
le triangle
1. Marc s’est caché dans le carré le cercle le triangle.
2. Marie s’est cachée dans le carré le cercle le triangle.
3. François s’est caché dans le carré le cercle le triangle.
4. Hélène s’est cachée dans le carré le cercle le triangle.
Activity 17Où se sont-ils cachés?Where did they hide?
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Marc
François
Marie
Hélène
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How can Canadian Parents for French (CPF) help parents with children in French-second-language (FSL) programs?
CPF provides information and resources for parents and students, as well as activities for children andyouth to support their FSL education. For more information go to www.cpf.ca.
D’un point à l’autre… Tire une ligne de 1 jusqu’à 33.Join the dots… Draw a line from 1 to 33.
Activity 18Les nombres
Numbers
www.cpf.caAll references on page 22.
What are the employment benefits of official-language education? Bilinguals have access to a wider range of national and international jobs. Thousands of Canadian businessesoperate in both official languages. Airlines, import-export companies and other international businesses requireemployees with second-language skills.
About 40 per cent of all positions in the Public Service of Canada – about 67,000 jobs – are bilingual. In addition,the Federal Student Work Experience Program (FSWEP) recruits students for federal departments and agencies to fill approximately 7,000 temporary student jobs each year.
1 un
2 deux
3 trois
quatre 4 5 cinq
6 six
7 sept
8 huit
9 neuf
10 dix
11 onze
douze 12
13 treize
14 quatorze
quinze 15
16
17 18
1920 21
22
23
2425
26
27
28
29 30
31
32
33
Will my child’s English language skills suffer?NO – Young children adapt to learning French in French-second-language (FSL) programs because it is done in a child-friendly and language-friendly way. Learning more than one language has proven to be very positive. In fact, studies show that language skills developed while learning French are used to learn and use English and vice versa.
In French immersion programs, English is introduced by Grade 3 in most provinces so children have a chance to puttheir learning skills to use while at the same time parents and the community continue to reinforce the development of their English-language skills.
Research: A 1991 review of research showed that although French immersion students sometimes lag behind at Grade 3,they match and often surpass English program students’ performance in English-language skills by Grade 4 or 5.
www.cpf.ca All references on page 22.
1. Quand il pleut, je porte…
une écharpe un imperméable un pyjama
2. Quand il fait soleil, je porte…
une chemise des lunettes de soleil des pantalons
3. S’il neige, je porte…
des bottes des pantoufles des sandales
4. Quand il fait froid, je porte…
une bague des chaussettes des mitaines
5. Quand je suis à la plage, je porte…
un imperméable un maillot de bain une tuque
Activity 19À toi de choisir…It’s your choice!
(scarf) (raincoat) (pyjamas)
(shirt) (sunglasses) (pants)
(boots) (slippers) (sandals)
(ring) (socks) (mittens)
(raincoat) (bathing suit) (tuque)
List ofReferences
www.cpf.ca
Bournot-Trites M., Tellowitz U. (2002). Report ofCurrent Research on the Effects of Second LanguageLearning on First Language Literacy Skills; HalifaxNova Scotia: Atlantic Provinces EducationalFoundation.
British Columbia Ministry of Education (2004).British Columbia Foundation Skills Assessment 2004.British Columbia: Author.
Canadian Parents for French (2006). CognitiveBenefits of FSL Education: The Benefits of ChoosingFrench-Second-Language Education for yourChildren. The State of French-Second-LanguageEducation in Canada 2006. Ottawa, Ontario:Author.
Canadian Parents for French (2005). UniversityStudents and French Immersion Programs: A StudentSurvey (long version). The State of French-Second-Language Education in Canada 2005. RetrievedJanuary 31, 2007, from www.cpf.ca/english/Resources/FSL2005/Student_Survey_Long.pdf
Canadian Parents for French (n.d). Helping YourChild Become Bilingual: A Toolkit For CPFMembers. Ottawa, Ontario: Author.
Dubé L., MacFarlane A. (1991). Middle Immersion:Is it a Better Option Than Early or Late? ImmersionJournal, 14(3), 21-27. Ottawa Ontario: CanadianAssociation of Immersion Teachers.
Genesee, F. (In Press 2007). French Immersion andAt-risk Students: A Review of Research Evidence.
Lazaruk W., MacFarlane A. (In Press 2007) Cognitiveand Associated Academic Benefits of French SecondLanguage Education.
New Brunswick Department of Education. (2000).Report Card 2004, Anglophone School Districts.New Brunswick: Author.
Turnbull M., Hart D., Lapkin S. (2000). FrenchImmersion Students’ Performance on Grade 3Provincial Tests; Potential Impacts of ProgramDesign; Canadian Modern Language Review 58(1),9-26; Toronto, Ontario: University of Toronto Press.
CPF Early ChildhoodActivity Book
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