ActiVieProgramGuide PDF

Program
Guide
Levels 1-3
Irene Bernard
Series Originator
Series Editor and Senior Author
St. Francis Xavier University
Copyright © 1998 Gage Educational Publishing Co.

Scarborough, Ontario
Welcome to Acti-Vie!
A cti-Vie is a three-level, core French program designed for students who are
initiating their studies in French. As the name suggests, it is an active
program, based on real-life experiences.
FLEXIBLE
In response to the realities of today’s classroom, Acti-Vie offers a unique and flexible
design. The program is packaged in a modular format; each unit is a self-contained
thematic entity. Although six units support a full-year program, there are eight themes
provided per grade level, allowing for Board, school, teacher and student input in
establishing a successful, high-interest program for individual classes. In addition, a
variety of practical program features are included to support the teacher in adapting to
special classroom situations, such as varied backgrounds of students or combined grades.
Through this model of flexibility, Acti-Vie can easily accommodate a four-level
program. By combining units in creative ways, teachers will discover that there is enough
material and linguistic challenge to suit the needs of four years of instruction.
MULTIDIMENSIONAL
Acti-Vie is a program that has its roots in The National Core French Study, which was
founded on the notion of the multidimensional curriculum proposed by H. H. Stern.
Directed by nationally recognized scholars in the field, the Study incorporates input
from provincial representatives, as well as the latest research on second language teaching
and learning. Completed in 1990, the Study revolutionized second language programs
throughout Canada by establishing the need to have students work toward experiential
goals in structured units and by proposing that curriculum models be multidimensional.
COMMUNICATIVE & EXPERIENTIAL

Acti-Vie encourages students to learn a second language by living real experiences in that
language. Students develop comprehension skills and learn to negotiate meaning. They
produce written and oral texts in a variety of real-life contexts. Acti-Vie fosters awareness
of, and sensitivity to, personal culture, a second culture, our multicultural and intercultural
society, and to the world community. Acti-Vie introduces language in context and teaches
the student to reflect on its use. The program is designed to help students become aware
of the types of strategies that can increase their ability to communicate and survive in a
second language. It also encourages students to “learn how to learn” through strategies
that increase their ability to make connections with their previous knowledge and make
mental links between concepts and content.
NATIONAL
Acti-Vie, a national program, was created after a thorough review of Canada-wide
curriculum documents. Its featured experiential goals, themes and outcomes reflect the
requirements of all provincial guidelines. In addition, its creative team reflects the
national identity – talented teachers and consultants from across the country actively
participate in the authoring and reviewing of all program units.
Acti-Vie Program Guide 2

The Authors
Irene Bernard
I rene Mailhot Bernard (Ph.D., Pennsylvania State University) is Associate Professor
of French Education at St. Francis Xavier University where she instructs B.Ed. students
in French as a Second Language methodology. Previously, Dr. Bernard was professor of
French Education at Nova Scotia Teachers College where she taught courses in Core
French, Immersion, and Culture methods. During her eight years there, she worked
primarily with pre-service and in-service teachers at the elementary and junior high
levels. She coordinated numerous summer and weekend sessions for non-specialist and
specialist French teachers wanting to do intensive work in special topics related to
teaching methodology.
In addition to her work with teachers, Dr. Bernard has published several articles and
French teaching units and has delivered many workshops on teaching FSL. She has
taught FSL in various settings over the past 24 years: in schools, universities and in the
public sector.
Beverley Biggar
B everley Biggar began her undergraduate degree at the University of Western Ontario,
where she studied French and Spanish. She obtained a B.A. in French from Laval
University, Quebec City, and a Bachelor of Education from the University of Toronto.
She later taught French as a Second Language with the Halton Board of Education, and
English as a Second Language in both Ontario and Manitoba.
Ms. Biggar has extensive experience in publishing. She began her career at Copp
Clark Pitman, where she was editor of several FSL programs and supplementary items.
She was later a developmental editor of FSL elementary materials at Addison-Wesley
Publishers. Currently, she is the Managing Editor, FSL School department, at Prentice
Hall Ginn.
Beverley Buxton
B everley Buxton began her undergraduate degree at Glendon College where she
studied philosophy in French. She completed her B.A. at the University of Toronto
and holds a Master’s Degree in English Literature from Queen’s University. Her
publishing career began at Prentice Hall as an editor of FSL materials, and she eventually
held the position of Managing Editor of FSL portfolio, travelling frequently across the
country to research provincial curricula and trends.
Contributing Authors
C ontributing authors have been selected from across Canada. Their biographies can
be found on the copyright page of the Teacher Resource Book that accompanies their
respective units.
3 Acti-Vie Program Guide

Program Goals
A cti-Vie has two main goals. Firstly, the program is intended to help teachers in
their task of teaching a second language using the communicative/experiential
approach. By providing the tools necessary to guide students through this process,
Acti-Vie can help them to develop their receptive skills (listening, reading and viewing)
and their productive skills (speaking, writing and representing) in a second language.
Secondly, Acti-Vie proposes to educate the student by building knowledge in
several dimensions of experience. Students learn about real subjects and participate in
hands-on projects that support their general education. Through this program of purposeful
learning, students’ interest level will subsequently increase as they perceive the meaningful
aspect of the program content. The experiential goal in each unit isdesigned to encourage
students to communicate in French, and its motivation is enhanced by the need to acquire
language to complete the final task. Through Acti-Vie, students learn language in contexts
that reflect different real-life situations, thereby enabling them to discover interesting
cultural realities. In addition, students discover aspects of the learning process by
reflecting on how they learn; they make links with previous knowledge and with other
curriculum areas. The intrinsic educational value of Acti-Vie is such that it broadens
and expands students’ experience and thus contributes to their overall general education.

Outcomes
Communicative/ General Language

Cultural Language
Experiential Education
Comprehension Personal Culture Strategies Use

• Students will gain an • Students will make use of various • Students will understand and use
Listening
understanding of the elements of strategies to support various language functions to
• Students will seek information their personal culture. communication in both prepared communicate effectively in a
from aural documents that allows and spontaneous oral variety of authentic situations,
them to complete the task at Francophone communication, e.g., using visual e.g., describing, asking questions,
hand. Cultures cues, varying tone of voice, giving information, presenting
• Students will use intonation, speaking loudly and clearly, oneself, indicating preferences,
• Students will gain an awareness
tone, sounds and other cues to speaking with expression, using giving opinions.
of francophone cultures of Canada
aid in comprehension. gestures and facial expressions.
and of the world.
• Students will listen for the gist of • Students will make use of various
a message. learning strategies to assist them Usage
Multicultural
• Students will identify some detail Contexts in becoming reflective, • Students will acquire vocabulary
in a message from a familiar field autonomous learners, e.g., related to the theme and the
• Students will become aware of
of experience. formulating hypotheses, experiential goal, which includes
the multicultural nature of
predicting, previous knowledge, core vocabulary and additional
Reading and Viewing Canadian society.
key words, cognates, intelligent vocabulary.
• Students will find information that • Students will acquire knowledge guessing, and using resources. • Students will gain knowledge
relates to the purpose for reading. about specific representations of
• Students will recognize the about language structures that are
various ethnic groups and cultures
• Students will use contextual clues importance of their role in the needed to complete the task at
in Canada, e.g., celebrations,
to identify the genre and the learning process and discover new hand.
traditions.
purpose of a document as well as ways in which they can learn to • Students will recognize and
its main message. learn, e.g., through graphic produce sounds that make up the
Intercultural organizers.
• Students will read for gist. French language and they will
Contexts
• Students will identify some detail • Students will learn to write by recognize the letter combinations
• Students will gain an appreciation working with process writing that make up these sounds, e.g.,
related to a familiar field of for the intercultural relationships
experience. strategies, e.g., organizing the sound [e] is represented by
of people. information, using resources, the letters ai, é, er, et.
• Students will recognize the writing a first draft, peer editing,
Negotiation cultural differences and preparing a final copy.
similarities between their culture
• Students will seek clarification.
and other cultures.
• Students will adjust messages Language
based on feedback from others. • Students will compare different
• Students will evaluate messages International language systems.
received according to the purpose Cultures • Students will recognize patterns
for communicating. • Students will gain an awareness within the second language,
of how unit topics are represented including verb structures, plural
in different international contexts, and singular forms of nouns,
Production agreement of adjectives and the
e.g., games around the world.
Speaking, Writing and use of pronouns.
Representing
Knowledge
• Students will determine what
information will be needed to • Students will gain new Culture
produce an oral or written knowledge related to various • Students will gain an appreciation
message. fields of experience. of different cultural traditions.
• Students will produce oral and • Students will gain an awareness
written texts for a specific purpose. Behaviour of the nature of culture.
• Students will express orally and in • Students will re-evaluate their • Students will understand the role
writing their ideas, experiences behaviour as it relates to the of culture in society.
and feelings on familiar topics. various fields of experience.
These products will include both
planned and spontaneous texts.
Attitudes
• Students will examine their
attitudes as they relate to the
various fields of experience.

Ontario Expectations
Oral Grammar, Language

Reading Writing
Communication Conventions & Vocabulary
Level 1 Level 1 Level 1 Level 1
• Students will follow basic classroom • Students will read aloud familiar • Students will copy and write simple • words to introduce a noun
instructions. material, using correct pronunciation words, phrases and short sentences • plural nouns
• Students will ask simple questions, and intonation. and questions, using basic • pronoun subjects
and ask for repetition to clarify • Students will read at least six simple vocabulary and very simple • nouns with definite and indefinite articles
understanding. passages or stories. language structures. • present tense of être, avoir and some -er verbs
• Students will use visual and verbal • Students will read and respond • Students will write, using a model, with singular pronoun or noun subject
clues to understand what they hear. briefly to written materials. a first draft and corrected version in • adjective agreement
• Students will use some conventions • Students will use all available cues guided and cooperative writing • prepositions
of oral language to speak in to determine meaning. tasks. • interrogative constructions
rehearsed manner. • Students will write responses to very • basic vocabulary
• Students will respond briefly to oral simple questions. • spelling strategies, rhyming words, basic sounds
texts. • Students will use and spell the and their spelling patterns
• Students will give a short oral vocabulary appropriate for this level. • And beyond:
presentation of up to five sentences • ne... pas
in length. • expressions with avoir and faire
• Students will make simple revisions • imperative form
to oral language in form and • possessive adjectives
content using teacher feedback.

• Students will follow and give basic • Students will read at least nine • Students will write simple phrases, • pronoun subjects
classroom instructions. simple passages or stories. short sentences and questions, using • present tense of être, avoir and some -er verbs
• Students will ask simple questions, • Students will read aloud with learned vocabulary and simple with plural noun or noun subject
and ask for repetition to clarify expression, using correct language structures. • expressions with avoir
understanding. pronunciation and intonation. • Students will write, using a model, • verb and infinitive
• Students will use visual and verbal • Students will read and respond a first draft and corrected version in • adjective agreement
clues to understand and convey the briefly to written materials by guide and cooperative writing tasks. • ne/n’... pas
meaning of familiar material. answering short questions or • Students will use and spell the • prepositions in short sentences
• Students will use some conventions restating information. vocabulary appropriate for this level. • question words
of oral language to speak and to • Students will use various reading • basic vocabulary, use of English-French dictionary
understand in familiar contexts. strategies to determine meaning • abbreviations, basic sounds and their spelling
• Students will respond to oral texts, and make sense of unfamiliar patterns, use of resources
using simple but complete sentences. words. • And beyond:
• Students will give an oral presentation • agreement of partitive
of five to ten sentences in length. • expressions with faire
• Students will make simple revisions • comparative
to oral language in form and • immediate future tense
content, using resources and • possessive adjectives
feedback from the teacher and their • -ir verbs
peers. • conjunctions

• Students will ask and answer simple • Students will read at least nine • Students will write sentences and • partitive article
questions using complete sentences. simple passages or stories. questions that contain learned • present tense of some -ir and -re verbs, of faire
• Students will use appropriate • Students will participate in a variety vocabulary and familiar language and aller with singular and plural pronouns or
pronunciation, liaison, intonation of reading situations, such as structures. noun subjects
and language in familiar contexts. guided, shared and choral reading, • Students will write in different • expressions with faire
• Students will respond to oral texts. using expression, correct forms. • imperative form
• Students will give an oral pronunciation and intonation. • Students will write, using a model, a • possessive adjectives
presentation of 10 to 15 sentences • Students will read and produce first draft and corrected version in • conjunctions
in length. simple, structured responses guided and cooperative writing • adverbs and expressions of quantity
• Students will make revisions to oral that convey understanding of tasks. • basic vocabulary, use of English-French dictionary
language in form, content and written text. • Students will use and spell the • basic sounds and use of resources
organization, using appropriate • Students will identify the main idea vocabulary appropriate for this • And beyond:
resources and teacher and peer and a few supporting details. grade level. • past tense
feedback. • Students will use various reading • superlative
strategies to determine meaning. • negative imperative and infinitive

A Guide to Acti-Vie
Components
Each level of Acti-Vie includes eight units, each packaged in a modular format.
Module Contents
• Teacher Resource Book (including Evaluation and Supplementary Activities in
reproducible BLM format)
• 30 Student Books
• Language and Strategy Boards in BLM format
• Cassette and CD
• Other items such as videos and posters are included as required in
individual units.
• The Workbooks and Program Guide are available for purchase separately.
Program Guide
• methodology and philosophy of program
• general overview of themes, content and language
• suggested teaching strategies, e.g., cooperative learning, using graphic
organizers, authentic documents, group work, evaluation, portfolios
• student language reference section entitled InfoStructures, in blackline master
(BLM) format, which includes structures drawn from all three levels of Acti-Vie
• bibliography of teacher reference material
• available for purchase separately
Teacher Resource Book

• a comprehensive guide to each unit
• theme overview and description
• summary charts on outcomes
• useful teacher resource section includes vocabulary lists, a bibliography of
theme-related materials and background information on theme-related topics
• summary of the cassette/CD program
• suggested 20-, 30- and 40-minute lesson plans
• detailed teaching commentaries for Core and Supplementary Activities
• suggestions for adapting lessons to accommodate multi-level classrooms
• tapescripts for listening activities
• reproducible blackline masters for Evaluation, Core and Supplementary Activities
Strategy Boards
• support, enhance and facilitate presentation of communication and learning
strategies
• reproducible blackline master (BLM) format

Language Boards
• support, enhance and facilitate the presentation of language
• when applicable, language is represented with illustration to aid comprehension
1
• reproducible 8 2 x 11” blackline master format
• where appropriate, enlarged illustration on back of Language Boards enhances
visibility
Student Book
• highly visual and motivating
• includes representation of theme’s final task
• rich in authentic student-produced materials
• presentation of language including vocabulary and structures in a clear, highly
visual format
• wide variety of topics reflecting student interests
• opportunities for developing both francophone and international insights into
culture
• cross-curricular
• rich in design: each book has its own “look”
Workbook
• supports the core activities
• rich in fun, authentic tasks
• appropriate balance of skills and individual and group work
• includes a thematic French-English lexique for student reference
• an environmentally-friendly product suitable for recycling
• available for purchase separately
Cassettes/CDs
• a variety of authentic voices
• organized for easy reference, following the sequence of lessons in Teacher
Resource Book
• a combination of authentic and program-specific listening texts
• include listening activities, songs, chants, rhymes, conversations and passages
for Core, Supplementary and Evaluation Activities
• modules available with cassette and CD components
Videocassettes
• enhance, contextualize and facilitate the presentation of unit themes and
final tasks
• a combination of authentic and program-specific video segments
• for each segment, corresponding video “storyboards” are included in the
Student Books, and soundtracks are included on cassette/CD
• four videocassettes are available for select thematic units at Level 1, three at
Level 2 and four at Level 3

Overview
Theme Experiential Language
Dimension Final Links to
Goal Task Curriculum
Découvrons notre école!
Students will… • social • Playing a • Comment t’appelles-tu? Je m’appelle ___. • social studies
• learn how to introduce themselves cooperative board • Comment ça va? • language arts
and greet each other. game about • Ça va bien. • music
• use survival expressions for the getting around and • Ça va mal.
classroom. surviving at school • Comme ci, comme ça. Multiple
• watch a video of a student’s first • Qu’est-ce que c’est? C’est + name of room/object. Intelligence:
day at school. • Il y a _____. • interpersonal
• identify school objects and locations. • Voici _____.
• conduct a survey about school supplies. Vocabulary:
• listen to and sing a song about school. • greetings; Oui, Non, Merci, S’il te plaît.
• participate in an oral cooperative • classroom objects and furniture, locations in a school
learning activity. • numbers: 1 to 20
Bonne fête à tous!

Students will… • social • Planning and • À quelle date est ton anniversaire/l’anniversaire de ? • art
• identify student birthdays and complete participating in a • C’est le + date. • physical education
a birthday calendar. class birthday party • Quel âge as-tu? J’ai ans; Tu as ans. • social studies
• become aware of the birthdates of • Arrêtez! (core verbs in plural imperative form) (multicultural studies)
some famous Canadians. • Pour qui?
• recognize dates in the context of a • Où? Chez X; à + location Multiple
radio game show. • À quelle heure? à X heure(s)/à X h Intelligence:
• express birthday wishes in song and in Vocabulary: • musical/rhythmic
writing. • language related to birthday celebrations and birthday greetings • body/kinesthetic
• read and write invitations and learn • months of the year
about RSVP. • action/participation verbs, e.g., continuer, marcher, mettre
• play party games.
• make birthday cards.
Au jeu!
Students will… • leisure • Adapting one of • Je préfère _____; Tu préfères ____; Nous préférons ____. • physical education
• understand instructions for and play • physical four recreational • Évitez _____! (core verbs in plural imperative form) • language arts
Tag. games and • J’aime _____; Tu aimes ____. • music
• comprehend oral directions and play presenting it to the • Je n’aime pas ____; Tu n’aimes pas ____.
Tortillon and Simon dit! class • Touche ____!; Crie _____! Multiple
• chant a comptine and create a clapping Vocabulary: Intelligence:
routine. • body parts and colours • musical/rhythmic
• participate in relay games. • action verbs, e.g., courir, sauter, ramper • body/kinesthetic
• be able to give and follow instructions. • words of encouragement
• ask for, express and graph game • une comptine, une rime, un rythme
preferences.
Logos-animaux
Students will… • social • Creating a class • Qu’est-ce que c’est? C’est + un/une + animal name. • language arts
• conduct a survey. logo and • Je préfère/Tu préfères/X préfère + le/la + animal name. • music
• identify animals, their characteristics presenting it with a • Comment est + animal name? • art
and animal logos. cheer • Tu préfères + le + colour; X préfère + le + colour.
• play an oral relay game. • Le/La + animal name + est + physical characteristic. Multiple
• express and describe colour and • On est + personality trait. Intelligence:
animal preferences. Vocabulary: • logical/
• discover how animal symbols represent • names of various animals and colours mathematical
personal attributes. • adjectives for various physical characteristics (masc. and fem.
• choose a mascot that represents them. forms)
• adjectives for various personality traits (masc. and fem. forms)

Experiential Links to
Theme Dimension Final
Goal Task Language
Curriculum
Souvenirs de ma famille
Students will… • social • Creating a family • C’est ma/mon + family member. • social studies
• share general information about scrapbook to be • On aime + infinitive of activity verbs. (multicultural studies)
their families. dedicated to • On + present tense of activity verbs. • language arts
• gain an awareness of the different someone special Vocabulary: • art
types of modern families. • names for family members
• conduct a survey about family activities. • various pastime activities (in the infinitive and third person Multiple
• read about a family that adopts a child. singular forms) Intelligence:
• draw and identify their family members, • intrapersonal
and chart their extended family.
• identify favourite family activities.
• gain an awareness of cultural
celebrations.
• read and create a poem of their own.
Et maintenant... la météo
Students will… • intellectual • Creating weather • Quel temps fait-il? Il fait chaud/frais/froid; Il fait du soleil/vent; • science
• listen to, complete and present a advice posters to Il neige./Il pleut./C’est nuageux. • language arts
weather report. display around the • un/une/des + clothing • art
• identify various weather conditions. school • Portez + clothing! (core verbs in plural imperative form)
• understand how to study weather using • Ne restez pas ___! (core verbs in negative imperative form) Multiple
various instruments. • Tu portes ___? (rising intonation) Intelligence:
• view weather reports and extreme • Je porte + clothing. • logical/
weather conditions on video. Vocabulary: mathematical
• learn about safety in dressing for • weather measurement and advice • naturalist
different weather conditions. • the seasons
• identify the steps for conducting a • various items of clothing
scientific experiment.
Les aventures d’A-V

Students will… • intellectual • Creating a comic • Il/Elle est + adjective. (gender agreement) • language arts
• identify favourite comic strip characters. strip • Je/Il/Elle vole. (core verbs in present tense) • dramatic arts
• identify components of a comic strip. • Je m’appelle ___; Il/Elle s’appelle ___. • art
• read comic strips in groups. • le/la/les + body parts • health
• view an interview with a comic strip • dans (prepositions of place)
artist. Vocabulary: Multiple
• write narration describing the setting, • words related to comic strips Intelligence:
the characters and the speech bubbles • adjectives relating to personality traits • visual/spatial
for various comic strips. • various geographic locations and body parts • linguistic
• courir, danser, grimper, marcher, nager, sauter, tomber, voler
Bonne collation, bonne

nutrition! • physical • Choosing and • J’ai faim. • health (nutrition)
Students will… • social preparing a • Je/Il/Elle préfère + le/la/les + snack. • language arts
• identify snack foods, and express nutritious snack • C’est nutritif./Ce n’est pas nutritif. • math
and graph preferences. • un/une/des + ingredient
• listen to an interview with a nutritionist. • Placer (core verbs used in the infinitive in instructions) Multiple
• classify snacks according to their Vocabulary: Intelligence:
nutritional value. • various snack foods and ingredients, names of food groups • logical/
• examine food groups. • verbs used in recipes, e.g., ajouter, mélanger mathematical
• examine snacks from around the world.
• discover how a recipe is set up.
• view a video about recipes.
• evaluate and adapt recipes.

Overview
Au café
Students will... • civic • Hosting a café to • un/une/du/de la/de l’/des + café foods • social studies
• listen to an ad for a café and compare • social raise money for a • Vous êtes _____; Nous sommes ______. • art
types of restaurants. local food bank • Tu choisis ____; Qu’est-ce que vous choisissez? • dramatic arts
• identify typical café foods. • Je vais prendre ___; Il/Elle va prendre ___. • language arts
• read and create a menu. • Vous êtes prêts à commander? (questions using rising intonation)
• roleplay taking and giving food orders. • Moi, je _____; Toi, tu _____. Multiple
• record café songs. • Bonjour, je m’appelle _____. Intelligence:
• discover two authentic cafés: one in • Voici votre _____. • intrapersonal
Québec, the other in France. Vocabulary:
• create decorations, a poster and • drinks and desserts
survey. • language describing working aspects and elements of a café
• commander, prendre une commande
Tous des champions!

Students will... • leisure • Participating in a • Je fais/Il/Elle fait du/de l’/de la + sport. • physical education
• read about and identify famous Olympic board game about • Je/Il/Elle joue au + sport. • language arts
athletes. Summer or Winter • Je finis ___. (core verbs in -ir, first person singular) • math
• listen to students talk about sports. Olympics • Il/Elle finit ___. (core verbs in -ir, third person singular)
• identify favourite sports. • Voici ____. Multiple
• participate in a fashion show and Vocabulary: Intelligence:
identify equipment. • various sports, sports equipment, sporting sites and traditions • visual/spatial
• learn about sports sites and schedules. • action/sports verbs
• sing the national anthem in French and
demonstrate recognition of countries,
their flags and anthems.
• create and present a sports song and a
banner.
Que le spectacle commence!

Students will... • leisure • Planning, preparing • Je vais + infinitive; Il/Elle va + infinitive. • language arts
• view a student-run magic show on video. and holding a • Colle! (core er verbs in the singular imperative form) • dramatic arts
• identify elements of a magic show. magic show • Collez! (core er verbs in the plural imperative form) • math
• identify magic tricks. • Mets! (core re verbs in the singular imperative form) • science
• participate in and perform in “scientific” • Mettez! (core re verbs in the plural imperative form)
and sleight-of-hand tricks. • Moi, je ___; Toi, tu ___. Multiple
• give magic trick instructions. Vocabulary: Intelligence:
• perform a song. • magic and magic shows, magic tricks and materials • logical/
• prepare a magic act: create cue cards, • verbs used in instructions and verbs for mathematical operations mathematical
advertising posters and programs. • numbers 1 to 30 • body/kinesthetic
Une maison pas comme les autres!

Students will... • social • Designing and • Je/Il/Elle préfère _____. • art
• identify favourite rooms and colours. • intellectual creating a home for • ma ___ préférée • math
• create floorplans and make comparisons a group of aliens • Je suis _____. • language arts
of rooms in a home. • plus grand(e) que; moins grand(e) que
• sing a song about home activities. • Nous chantons. (core -er verbs in present tense, first person plural) Multiple
• create layout of and arrange furniture • Il/Elle a + physical description. Intelligence:
in their alien homes. • Place___! (core -er verbs in singular imperative form) • logical/
• comprehend how physical limitations • Mets___! (core -re verbs in singular imperative form) mathematical
will influence design specifications. Vocabulary: • interpersonal
• follow written instructions to create • rooms and levels in a home; colours and décor; furniture
patterns. & appliances
• describe their alien homes in writing. • shapes
• action verbs
• numbers 1 to 31

Goal Task Language
Curriculum
Vive l’amitié!
Students will... • social • Making a • Il/Elle a les cheveux/les yeux + colour. • health
• consider and chant a rhyme about friendship cube • Je suis/Tu es/Il est/Elle est + personality trait. • art
different types of friends. to honour a • Il/Elle est doué(e) en ____. • language arts
• graph the eye and hair colour of special friend • Il/Elle fait _____.
classmates. • Il/Elle joue _____. Multiple
• listen to and conduct interviews. • Tu aimes + activity?; Vous aimez + activity? Intelligence:
• do a personality test and create • Il/Elle aime + activity. • interpersonal
personality profiles. Vocabulary: • linguistic
• identify and write a description of a • colours
friend’s talent. • adjectives describing hair and eye colour
• express colour and pastime preferences. • adjectives describing personality traits
• create a square for a friendship quilt. • hobbies and pastimes
• read about group activities. • names of group pastimes
• identify qualities of a good friend. • adjectives describing the qualities of a friend
Voici ma collection!
Students will... • leisure • Participating in a • J’habite à + city name; en, au, à, dans les + province/territory. • language arts
• discuss different types of collections and display fair or • D’où est ____? Il/Elle est de ____. • math
view a videotaped interview. presenting a • D’où sont ____? Ils/Elles sont de ____. • music
• estimate the size of collections in collection • Combien d’objets est-ce qu’il y a dans la/ta collection? Il y a ___.
numbers from 1 to 100. • Où est-ce que tu ranges ta collection? dans/sur ___. Multiple
• create and present a verse of a song. • Pourquoi est-ce que tu collectionnes? Parce que ___. Intelligence:
• read about and discuss museums. • Qui collectionne ___? • intrapersonal
• discuss and identify storage locations. • Qu’est-ce que tu collectionnes? Je collectionne ___. • logical/mathematical
• learn how to organize information about Vocabulary:
their collection in order to present it. • collectibles (in singular and plural forms) and storage places
• dans, sur
• numbers 1 to 100
• Canadian provinces and territories
Cric? Crac! Autour du feu de camp

Students will... • leisure • Planning and • du/de la/des + ingredients • physical education
• identify camping activities and gear. • physical participating in • Ils/Elles chantent ____. (core verbs in the third person plural) • language arts
• sing campfire songs and create a campfire activities • Il faut + apporter ______. (core verbs in the infinitive form) • social studies
new verse for one. • Qui? Où? • dramatic arts
• listen to and identify elements of a story. • chantez (represents core verbs in the plural imperative form)
• create and tell a story. Vocabulary: Multiple
• express snack preferences and follow a • camping gear Intelligence:
recipe. • story-telling and outdoor activity vocabulary and verbs • musical/rhythmic
• learn about campfire safety. • camping snacks • body/kinesthetic
• naturalist
Bienvenue chez nous!

Students will... • social • Creating and • Est-ce que____? • social studies
• sing and comprehend a song. presenting a • Pourquoi? Parce que ___. • language arts
• discuss and identify community services community • Où est-ce que tu vas? Je vais à/au/à la/à l’ _____. • music
and helpers. bulletin • Où ____?; Qui ____?; Quel(s) ____?; Quelle(s) ____?
• read a newspaper report. • Il/Elle aide ____. (core verbs in the third person singular, Multiple
• express preferences for types of shops. present tense) Intelligence:
• classify community activities. Vocabulary: • intrapersonal
• write an advertisement. • names for communities of differing sizes • naturalist
• view an opinion poll on video and • community services, shops and helpers
express their own opinions. • adjectives for describing communities
• read about a community in Europe. • aider, assister, diriger, livrer, transporter
• expressions for giving directions

Overview
L’environnement et moi
Students will... • civic • Writing and • On peut + infinitive verb. • social studies
• identify and classify environmental • intellectual performing an • Sing. object + peut ___. • science
elements and dangers. environment jingle • Pl. object + peuvent ___. • music
• read and create a poster to help protect • faire du mal à la/au/à l’/aux + environment element. • dramatic arts
the environment. • Arrêtez! (core verbs in second personal plural imperative form) • language arts
• conduct an experiment about acid rain Vocabulary:
and report their results. • l’eau, la terre, l’air, les plantes, les animaux, les habitats Multiple
• read about and report on endangered • espèces en péril and some of their names Intelligence:
species in Canada and the world. • environmental dangers; industrial materials • musical/rhythmic
• analyse the waste in school lunches. • la pluie acide, une expérience, arrosez, mesurez • naturalist
• réduire, réutiliser, recycler, utiliser, acheter
Explorons l’univers!
Students will... • intellectual • Creating and • C’est + ____; Il y a ____; Voici ____. • science
• identify elements of a science project. presenting a • superlatives • art
• identify four different kinds of science science fair project • imperatives (plural)
fair projects. on space • Il/Elle fait ____; Ils/Elles font ____. Multiple
• view a video of a class science display. • Il/Elle a ____. Intelligence:
• choose between making a model of the • Il/Elle est ____. • logical/
Solar System; writing a research project • prepositions of place mathematical
on Jupiter; performing a demonstration Vocabulary:
showing the phases of the moon; • planet names
and conducting an experiment on how • science project terms
meteors create craters to determine • other objects in space
why Mars is red. • numbers 100 to 999
Fêtons l’hiver!
Students will... • social • Planning and • On peut + infinitive verb. • social studies
• view a video about the Quebec Winter participating in a • Chantons! (core verbs in first person plural imperative form) (geography, history)
Carnival. class winter festival • Patinez! (core verbs in second person plural imperative form) • art
• read about Canadian winter festivals. • Mettre (infinitive form of core verbs used as imperatives) • music
• discuss winter festival activities. • Je/Tu veux/Je/Tu ne veux pas + infinitive verb. • physical education
• listen to and sing festival songs. • Nous voulons/Nous ne voulons pas + infinitive verb.
• read about ice sculptures and masks • Il/Elle est + adjective; Elles sont + plural adjective. Multiple
and create their own. • J’aime ____ parce qu’il/elle est + adjective. Intelligence:
• invent and participate in races and Vocabulary: • body/kinesthetic
relays. • winter festival activities
• follow a recipe in order to make • verbs used to give instructions
crêpes. • verbs which describe participation in winter activities
• create publicity posters. • adjectives for describing masks and ice sculptures
• verbs and nouns used in recipes
Le mystère du trophée de basket-ball

Students will... • intellectual • Reading, solving • son/sa/ses + noun • language arts
• read a mystery story. and selecting the • position of adjectives • art
• examine clues, fingerprints ending of a • agreement of adjectives
and hand-writing. mystery story • adverbs of manner, ending in -ment Multiple
• create a police poster. • re verbs: Il/Elle entend ____; Il/Elle répond ____. Intelligence:
• listen to witness testimony. • à côte de, dans, derrière, devant, sous, sur • visual/spatial
• read witness reports. • emphatic pronouns • linguistic
• read and analyse alibis. Vocabulary:
• analyse information they have gathered • une histoire à suspense : assorted vocabulary
and create a poster. • hair and eye colours
• body parts
• descriptive adjectives
• environ

Goal Task Language
Curriculum
Soyons branchés!
Students will... • intellectual • Creating a class • As-tu une radio? (inversion) • language arts
• identify traditional and high-tech media. • social magazine about • Tu as une radio? (rising intonation) • social studies
• learn how a magazine is produced. technology and • Combien d’heures par semaine est-ce que ___? • science (technology)
• research technology use in their school media • Quel(le)___?
and write an article. • Je/Tu veux/Il veut/Elle veut + infinitive verb. Multiple
• conduct and transcribe an interview on • des jeux, des images ___ + plural adjective Intelligence:
TV and radio preferences. • Il/Elle utilise ___; Ils/Elles utilisent ___. • logical/
• write an ad for a key-pal and learn Vocabulary: mathematical
about corresponding on the Internet. • communication media and corresponding equipment • visual/spatial
• create a word game. • types of TV and radio programming
• write a review of a web site or • school staff
software. • vocabulary relating to magazine publishing
• complete a comic strip. • communication-related verbs
• adjectives describing web sites and software
Au secours!
Students will... • civic • Preparing and • Appliquer (infinitive form of core verbs used as imperatives) • health
• view emergency and first-aid situations • physical presenting a role • Ne pas appliquer (infinitive form of core verbs used as negative • language arts
on video. play based on a imperatives) • social studies
• listen to first-aid dialogues on cassette. first-aid situation • tu versus vous (politesse) • dramatic arts
• discuss their first-aid experiences. • J’ai /Il/Elle a mal à la/au/à l’/aux + body part.
• distinguish between 911 and non-911 • Il faut/Il ne faut pas + infinitive verb. Multiple
situations. • Je vais/Vous allez + infinitive verb. Intelligence:
• discover how to assess and treat first-aid Vocabulary: • body/kinesthetic
situations. • nouns and verbs expressing first-aid situations and treatments
• create a first-aid manual and kit. • items in a first-aid kit
• read posters and newspaper articles. • adjectives for describing injuries; types of injuries
• prepare and present several role plays. • Je me suis/Il/Elle s’est coupé/brûlé/foulé/gelé + body part.
Fini les conflits!

Students will... • social • Preparing and • pouvoir and vouloir (all persons, present tense) + infinitive • health
• discuss personality traits. presenting a role • Vous prenez _____. (core verbs in second person plural, • dramatic arts
• listen to a radio phone-in show. play of a conflict polite form) • social studies
• discover 8 conflict resolution strategies. situation being • Attendons _____! (core verbs in first person plural
• listen to a guidance counsellor talk resolved imperative form) Multiple
about conflict resolution. • ton/ta/tes; son/sa/ses Intelligence:
• read an advice column. • Mon ami/mon amie est + adjective • interpersonal
• complete scripts for a role play. • Il est toujours poli. (adverbs of time)
• make a poster illustrating a conflict • Tu parles calmement. (adverbs of manner)
resolution strategy. Vocabulary:
• learn about dramatization. • personality traits
• adverbs of manner and time
• conflict resolution strategies: nouns and verbs
Voyageons dans le temps…
Students will... • social • Creating and • Il/Elle/On a gagné __; Ils/Elles ont gagné __. • language arts
• view a video about Tutankhamun’s tomb. • intellectual presenting a time (core verbs in past tense) • social studies
• choose a time capsule container. capsule • J’ai __; Je suis __.
• read about 20th-century events. • Il y a eu __. Multiple
• select a document to include in capsule. • expressing years/dates Intelligence:
• write letters about themselves. • ce/cet/cette/ces + noun; mon/ma/mes + noun • intrapersonal
• read about and discuss clothing • J’étudie ___. (core verbs in present tense, first person singular)
preferences. Vocabulary:
• listen to an audio tour of a museum • history, art and media-related words
exhibit and create their own. • names of containers
• salutations used in letters
• les vêtements : dimensions, prices and fabrics

Exploring a Unit

Sequence of lessons
Lesson One serves to introduce the entire unit and to personalize the theme and
contextualize the experiential goal. It also informs students of the steps that will be
followed by the class to reach this goal. In addition, the first lesson generally
includes an activity which is itself the first step leading to the experiential goal.
Lessons Two through Seven or Eight comprise the steps leading to the final
task. These lessons each focus on one or two of the following aspects: reading,
writing, listening or speaking. Each of these lessons provides the building blocks
needed for the student to be able to complete the task successfully.
The penultimate lesson is always the Final Task lesson. It includes detailed
instructions on how to complete the final task successfully as well as suggestions
on how to modify it if necessary. All worksheets and organizational materials needed
for the final task are also found here.
The last lesson of the unit is a collection of summative evaluations. It includes
at least one summative evaluation activity for each skill area, as well as one self-
evaluation activity. These activities are similar to those that students have encountered
throughout the unit. Suggestions on how to organize the evaluation session are
included in this lesson. Each activity is given specific suggestions related to its
content, its focus and whether it should be a group or individual activity. Also included
in this lesson are grid evaluation charts needed for the activities in the summative
package, as well as a Global Evaluation chart that can be used to record evaluation
activities throughout the entire unit.
Experiential Content and number of lessons

goal The program units contain nine or 10 lessons, depending upon the
Each unit is built around an theme’s experiential goal. Since elementary French programs throughout
experiential goal that relates the country vary in terms of time allotted to French (from 45 minutes
to the students’ lives. each day to 20 minutes three times a week), Acti-Vie is structured to
While working on a unit, allow you to by-pass one or two lessons per unit.
students learn to analyse the
In the overview of each unit, you are informed as to which lessons
components of their goal
can be eliminated. Some adaptations in the material may be necessary
and consciously monitor
if these lessons are omitted. Suggestions for modifications are included,
their readiness to accomplish
as is an indication of what may be missed in terms of experiential and
the final task successfully.
linguistic learning. By including nine or 10 lessons and by suggesting
The way in which each unit
options for adaptations, the units are suitable for most classroom
is organized enables students
situations.
to focus on their own learning
and ensures that they are A summary of outcomes, materials, skills and links to the
using language in a real way curriculum are all included in the Unit at a Glance chart located at the
in preparation for their task. beginning of each unit’s Teacher Resource Book.

Special Features
Language Boards
Language Boards are a unique feature of Acti-Vie. They provide the teacher with various
options for integrating language learning in the unit. Each unit has 30 to 40 Language
Boards, each one representing a core vocabulary word or structure from the unit.
Whenever applicable, the board has an accompanying visual cue to help students
understand the word or structure. The same visual will also appear in a much larger
format on the reverse side of the board.
Language Boards are produced in a simple blackline master format and are included
in all modules making them accessible to all teachers. You may wish to have students
colour the visuals to enhance interest and appeal. They can be laminated, mounted onto
colour-coded Bristol board, or both. In instances where Language Boards with
accompanying visuals are to be used, you may wish, for the sake of visibility, to prepare
photocopies of both sides of the board and fasten them together or at least display them
together when they are used as initial presentation material or when they serve as a
visual dictionary on classroom walls.
The Language Boards serve many purposes and can be utilized in a number of
ways. Throughout the teaching notes for each unit, you will discover many uses for
Language Boards: to aid in student comprehension, as tools for playing word games
or preparing warm-up activities, as elements for creating graphic organizers, etc.
Integrated phonetic activities

Many Acti-Vie units integrate phonetic activities. These activities build on sounds that
are present in songs, chants, comptines or other oral documents. Phonetic activities help
students become aware of sounds that are typical in French and of combinations of
letters that make up certain sounds.
Authentic music
Every unit contains authentic music related to its
theme. Sometimes the songs serve as background
music to be played during activities; other times the
music can be part of a Supplementary Activity that
requires a simple recognition task of the students.
The authentic music complements each theme and
exposes students to music listened to in real-life
situations. The authentic music also helps students
become tolerant of listening to words that they don’t
fully understand. Learning to accept ambiguity is
an important habit to develop as a second language
student.

The Introductory Unit
T he introductory unit, Découvrons notre école!, is the only obligatory unit of the
Acti-Vie program. It is expected that all first-level students begin their language
studies with this theme on school. This unit has been designed to introduce students to
the study of a second language by having them discover that many different strategies,
in addition to language, can be used to help an individual communicate. The gradual
discovery of some basic communication strategies permits students to succeed in
understanding and communicating at this early stage in their language development.
Their subsequent successes will encourage them to take risks and apply these kinds of
strategies in later units of the program. This constant building of communication tools
will assist the student in becoming aware of the nature of language and communication
as he or she acquires more language.
In addition to introducing strategies, this unit also introduces the basic language of
the classroom and the school, numbers, simple greetings, expressions of feeling and
requests for permission. These basics are the tools the student needs to make French
the language of the classroom as early as possible. Subsequent units of Level 1 of Acti-
Vie build on the language presented and acquired in Découvrons notre école!
A unique feature of this unit is the accompanying video component entitled,
Bienvenue à l’école! This innovative tool is designed to reinforce the communication
strategies emphasized throughout the unit and takes the form of a home video of a boy’s
first day at school. Students watching the video learn to look for facial expression and
gestures and learn to listen for tone of voice to infer meaning. They also learn to listen
for cognates and words they know in the second language in order to understand what
is going on.
Aside from Découvrons notre école!, all units in Acti-Vie are completely self-
standing and, within each level, may be presented in any sequence desired.

A Guide to Planning
Planning a Balanced Program
B alance is a key factor in creating a successful program. In order to achieve balance,
there are many elements to consider:
• dimensions of experience
• skill emphasis
• language
• cross-curricular integration
• seasonal appropriateness
• varying final tasks
• mandated curriculum requirements
• student and personal interest
Dimensions of experience
Acti-Vie offers units based on the five dimensions of experience – physical, social, civic,
leisure, intellectual – proposed by the National Core French Study. It is important to
ensure that, over the course of the three levels of the program, students have had an
opportunity to gain knowledge and experience in each of these dimensions.
At the elementary level, the social dimension takes on a dominant role in the
curriculum, but it must not preclude the other dimensions. For that reason, you may
have a tendency to select more than one unit from the social dimension while still
including units that provide experience in the other dimensions.
To ensure an appropriate balance of dimensions, refer to the Overview Charts on
pages 12-17 of the Program Guide when selecting units.
Skill emphasis
Another factor to consider when carrying out long-term planning is to include final
tasks with varying skill focuses. Although each unit includes lessons that focus on the
different skills, the final tasks are usually based on oral or written work. This is the
nature of a final task: to culminate in the production and/or completion of a project.
In some units, students prepare an oral presentation supported by visual
representations and dramatizations; other units have a writing focus where students
prepare a written document such as a brochure, a scrap book or a magazine. Still other
units stress group oral participation during social activities or games.
A wide range of final tasks helps to motivate students. Remember to include a
certain amount of variety to stimulate student interest and to offer opportunities to
develop the different skills.
Language
Language content can also play a role in the selection of units for the school year.
Certain topics and language structures are required by various school jurisdictions. Acti-
Vie includes most of these required topics and structures. The language outlined in the

Overview Charts on pages 12-17 and the Language Outcomes identified at the beginning
of each unit can help you organize your program according to the specific requirements
of your ministry or school board and your class.
Spiralling and overlapping of language is a major feature of Acti-Vie and should also
be considered during unit selection. Take, for example, the units studied in Level One.
Vocabulary related to celebrations is encountered in both Souvenirs de ma famille and
Bonne fête à tous!; physical descriptions occur in Au jeu! and again in Les aventures
d’A-V. Imperative structures are found in Bonne fête à tous!, Au jeu! and in Bonne
collation, bonne nutrition! Dates and numbers are integral to Découvrons notre école!
and Bonne fête à tous! Gender, colour and agreement of adjectives are found in Logos-
animaux as well as in Les aventures d’A-V.
For a more detailed outline of how grammar spirals throughout the three
levels of Acti-Vie, consult the Summary Chart of Acti-Vie Language on pages 28-29.
Cross-curricular integration
You may wish to choose certain units in cooperation with your colleagues, e.g., a unit
such as Au jeu! may be introduced when the physical education teacher stresses games,
and one such as L’environnement et moi may be introduced when the science teacher
addresses environmental issues. In fact, topics that relate to virtually every subject taught
at the elementary level are explored in Acti-Vie: math; science; language arts; dramatic
arts; social studies, including history, geography and multicultural studies; music;
physical education, art; health and nutrition; technology. To facilitate curriculum
coordination, refer to the Overview Charts on pages 12-17 or to the Unit at a Glance chart
that appears at the beginning of each unit’s Teacher Resource Book.
Seasonal appropriateness
When selecting units, consider the appropriateness of specific times of the year for
certain themes. For example, if it is difficult to obtain the use of the gymnasium in your
school, you may wish to complete Au jeu! in the spring so that students can play
Tag outside. Fêtons l’hiver!, obviously, would work best in the winter months. Et
maintenant la météo might be most effectively taught in a season when a variety of
weather conditions prevail.
Varying final tasks

You may wish to consider the scope of the final task when scheduling units. Each level
in Acti-Vie offers a variety of types of final tasks, some more involved than others. Some
tasks, such as making a frienship cube in Vive l’amitié! or creating a comic strip in Les
aventures d’A-V are easily undertaken and will require little or no change to your class
schedule or classroom set-up. Au café and Que le spectacle commence!, on the other hand,
may require some reconfiguration of seats and tables, some additional movement on
the part of the students, and perhaps even some modification of your normal schedule.
You may wish to alternate these types of final tasks.
Mandated curriculum requirements

To ensure that specific board and provincial curriculum requirements are covered,
contact your Prentice-Hall Ginn Canada representative for the appropriate provincial
cross-reference chart.

Summary Chart of Acti-Vie Language
Acti-Vie 11 Acti-Vie 22 Acti-Vie 3

Bonne collation, bonne nutrition!
Voyageons dans le temps...

Tous des champions!
Soyons branchés!
Fini les conflits!

Logos-animaux
Fêtons l’hiver!
Vive l’amitié!
Au secours!
Au café
Au jeu!
● Core Language
▲ Additional Language
Nouns
Introducing a noun:
C’est/Ce sont ___. ● ● ● ● ● ▲ ● ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲
Il y a ___. ● ● ● ▲ ▲ ▲ ● ▲ ●
Voici ___. ● ▲ ● ● ▲ ● ▲ ▲ ▲ ▲ ● ▲
Articles
indefinite articles ● ● ▲ ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
definite articles ● ▲ ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
contractions ▲ ▲ ● ● ● ●
partitive articles ▲ ● ▲ ● ▲
Pronouns
pronoun subjects ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
emphatic pronouns ● ● ▲
vous polite form ● ● ●
Adjectives
predicate agreement ● ● ▲ ▲ ▲ ● ● ▲ ▲ ● ● ● ● ●
position of predicate ● ●
possessive adjectives ▲ ● ● ▲ ▲ ● ● ●
demonstrative adjectives ●
comparative & superlative ▲ ● ● ●
cardinals & ordinals ● ● ▲ ▲ ● ● ● ▲ ● ●
Adverbs
adverbs of time ● ●
adverbs of manner ▲ ● ●
Prepositions
preposition + noun ● ● ● ● ▲ ▲ ▲ ● ● ▲ ● ● ● ▲ ●
Conjunctions ● ● ●

Acti-Vie 11 Acti-Vie 22 Acti-Vie 3

Bonne collation, bonne nutrition!
Voyageons dans le temps...

Tous des champions!
Soyons branchés!
Fini les conflits!

Logos-animaux
Fêtons l’hiver!
Vive l’amitié!
Au secours!
Au café
Au jeu!
Verbs
Present tense:
-er verbs ● ● ● ● ● ● ● ● ▲ ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
-ir verbs ● ●
-re verbs ● ● ●
avoir ● ● ● ● ▲ ● ▲ ● ● ●
être ● ● ● ● ● ● ● ● ● ▲ ● ●
faire ● ● ● ● ● ● ▲ ●
irregular verbs ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ▲ ● ● ●
reflexive verbs ● ▲ ● ● ● ▲ ▲ ▲ ● ●
aimer/Il faut/pouvoir ● ▲ ● ● ● ● ● ●
/vouloir + infinitive
Past perfect tense:
(avoir/être + past participle) ▲ ▲ ▲ ●
Immediate future tense:
(aller + infinitive) ● ● ●
Imperative
singular form ▲ ● ● ● ▲ ▲
plural form ▲ ● ● ● ● ● ● ● ● ● ▲ ●
infinitive form ● ● ●
Interrogation
rising intonation ▲ ● ● ▲ ▲ ● ● ▲
Est-ce que__? ▲ ● ▲ ● ▲ ●
inversion ● ▲ ● ▲ ▲ ●
interrogative pronouns ● ● ● ● ● ▲ ● ● ● ▲ ▲ ▲ ▲
interrogative adjectives ● ▲ ▲ ● ● ▲ ●
interrogative adverbs ● ● ● ▲ ● ● ● ●
Negation
ne...pas/n’...pas ● ● ▲ ▲ ▲ ▲ ● ● ●
negative imperative/infinitive ● ● ▲

Planning a Balanced Unit
There are several items to consider when planning a balanced unit. These include:
• the final task
• scheduling
• setting performance outcomes
The final task

Once a unit is selected, the first step is to examine the final task. Usually there are
several ways to complete the final task, and the option chosen may influence how you
proceed through the unit. For example, in the unit Fêtons l’hiver!, students can organize
a full-fledged, outdoor winter festival complete with competitions, displays, games,
food and invited guests. Alternately, they can complete selected festival-related activities
in the classroom at the end of each lesson. When there are various possible formats for
the final task, specific suggestions are provided to guide the class through each of the
options.
Scheduling
Consider the total amount of time you have to devote to the chosen unit. If it seems too
long for your schedule, you can look at the optional lessons which can quite easily be
eliminated if certain adaptations are made in the unit. These adaptations are identified
in the overview of the unit.
Planning for the amount of time each lesson will take is the next step. This will allow
you to get an overall perspective on how long the whole unit will last. An estimate of the
duration for the core activities is provided at the beginning of each lesson, but you must
adapt each lesson to your particular teaching situation – whether 20, 30 or 40 minutes
a day. Charts in each unit can offer suggestions on how to proceed depending upon the
length of your class.
Once the lessons are planned, consider which Evaluation and Supplementary
Activities best suit your students. Some of the Supplementary Activities may also be
used as warm-ups to begin your class. The activities that you choose and the emphasis
that you place on certain aspects of the unit will help determine which Evaluation
activities you should select.
Setting performance outcomes

Deciding upon reasonable expectations and levels of outcomes for your students comes
next. If some of the language in the unit has only been seen once by students, you may
decide that simple recognition of these elements is appropriate. If, on the other hand,
students have seen a language feature several times, you may expect more of them in
terms of producing the language. This, of course, will be influenced by the sequence of
the units that you choose since certain language structures may or may not have been
practised in earlier units.

Planning a Balanced Lesson
Planning a lesson involves:
• reviewing the materials needed for the lesson
• making judgements about appropriate Multi-Level Strategies for your class and for
specific students
• making judgements about the Supplementary Activities
• deciding upon Evaluation activities
• scheduling daily sessions and planning warm-ups
Materials
When planning a lesson, begin by referring to the materials list located directly under the
outcomes chart. Review the Blackline Masters (BLMs), the Workbook pages, and gather
any additional materials that may be needed for the lesson. Arrange for any audio-visual
equipment that may be required. Determine whether an Evaluation activity is included
in the lesson. Decide which of the program materials you will want to use, and adapt any
that you feel may work better in another way with your students.
Multi-Level Strategies (MLS)

While reading through the information in the Teacher Resource Book, take note of the
MLS suggestions and decide if any of these may be appropriate for your class or for
specific students. Generally, these strategies are easy to implement and can be achieved
with minimal additional preparation.
Supplementary Activities
Next, look over the Supplementary Activities (Activités supplémentaires). You may
wish to use them where indicated or at any later point in the lesson. Many of these
activities can also work well as warm-up activities. The Supplementary Activities offer
additional opportunities for the students to reuse language from the lesson and provide
further practice in the skill areas.
Evaluation activities
Determine which Evaluation activities you will use and ensure appropriate emphasis
on the material studied. You may even decide to use a content-based Evaluation activity
as an alternate Supplementary Activity.
It is advisable to choose a number of formative Evaluation activities for each unit.
This will give you ample opportunity to monitor students’ progress. After receiving
feedback, you may wish to do more work on a particular topic or language skill before
proceeding with the rest of the unit.
When choosing Evaluation activities, consider the emphasis you are placing on
the particular content to be evaluated. You may expect students to be able to recognize
a certain language element, but not necessarily expect them to reproduce it. Ensuring that
the Evaluation activity has the same expectations you do is essential.

Scheduling daily sessions and planning warm-ups
Establish approximate time-lines for the lesson in your class and decide where you will
end each class session. Also, plan a quick warm-up activity for the first few minutes of
each class. Warm-ups are short, five-minute activities that relate to the material of the day
and help to motivate students. There are several options for warm-up activities:
Supplementary Activities can sometimes be used; Language Boards can be used to play
a game dealing with the day’s lesson; a short, fun activity from the last class can be
redone to provide some linking with the students’ previous learning; students can listen
to and/or sing a song from the unit; card games can be played when provided with the
unit. Suggestions for appropriate games can be found on pages 49-50.
Warm-ups are flexible. Each day should be looked at independently, and your
decision as to which activity to use should be based on how students are proceeding
with the lesson, whether they have attained a certain familiarity with vocabulary, language
or linguistic structures, and whether they have a grasp of strategies being used in certain
contexts. Warm-up activities give students the opportunity to reuse language. They also
give you the opportunity to take a few minutes to observe the students’ ability in this non-
threatening, fun situation. Warm-ups are a productive motivating feature of every class
session.
Planning for Multi-Level and

Combined Grades
M ulti-level and combined grades have unique considerations. Not only are students
from two different grade levels present in the same classroom, but students with
a vast range of ability levels are also brought together since often weaker students from
the upper grades are combined with advanced students from the lower grades. Also to
be considered is the fact that students will have had different prior learning experiences,
both in French and in other subject areas. All these factors influence the way you
approach second-language instruction in this special situation.
Although you might choose to teach two different units, from two different levels,
at once in your combined grades, this is not the recommended approach. Because of
Acti-Vie’s flexibility and the modification suggestions built into each unit of the program,
a more effective strategy would be to teach the same unit to the whole class, making
adaptations as needed. Some of the modifications you might make fall into the following
areas:
Multi-Level Strategies: Depending on the ability of your students, you might
decide to implement all the “To add challenge” suggestions for senior students, all the
“To simplify” suggestions for junior students, or both.
Supplementary Activities: These activities generally fall into three categories:
a) activities that contextualize concepts coming up in the lesson; b) activities that
reinforce concepts encountered in the lesson; c) activities that exploit concepts
encountered in the lesson further.
The first type of Supplementary Activity is useful for all types of students, but will
be especially useful for junior students. For example, if a math-based lesson is

coming up, a Supplementary Activity that reviews, in context, numbers from one to 30 might
be suggested. Junior students may have only briefly, if ever, encountered these numbers
before; therefore this “optional” reviewing exercise will be essential for them.
The second type of Supplementary Activity, the “reinforcement” type, is useful
for all your students. The junior students benefit from them since they might need more
practice with a concept in order to grasp it as well as the senior students. On the other
hand, more advanced students may finish their core activities more quickly than their
classmates and a related Supplementary Activity could be the perfect way to challenge
them further.
The final type of Supplementary Activity will be most useful with the more
advanced students. They may often grasp concepts more quickly and might, therefore,
have the extra time and ability to carry out further study of an interesting theme. Often,
this extra research or work done by a few volunteers can be presented to the class as a
whole, thus benefitting all students. This presentation strategy also helps create the
impression that all students are part of the same whole, despite the different activities
going on in the same classroom.
Cooperative group work: Depending on the objective of the activity at hand,
you may wish to group students in different ways. For instance, heterogeneous groups,
including students from both grade levels, offer built-in support for the weaker students
and mentoring possibilities for the stronger students. This type of grouping is useful in
any number of activities: reading and listening activities, peer editing, games, etc.
Homogeneous grouping, on the other hand, is the most effective strategy to use when
different outcomes are expected, e.g., when a more challenging form of an activity or final
task is assigned to an advanced group. Also, summative group evaluations are best
suited to homogeneous groups.
Modified final tasks: As mentioned on pages 25 and 30, final tasks can take many
forms. Most often, a unit will provide an optional form of the final task. If that optional
task is more challenging, you might want to consider it for senior students. If it is a
simplified version, recommend it for your students.
Evaluation activities: Often, evaluations in Acti-Vie come with MLS suggestions
to make them either simpler or more challenging. You can definitely make use of these
suggestions. In addition, you must also be aware of any adaptations you made throughout
each lesson and evaluate students accordingly. If half of the class was not required to
achieve a certain outcome, ensure that they will not be later evaluated on that skill.
Review all Evaluation activities carefully and make any necessary modifications before
giving them.
Diagnostic evaluation can be especially useful in the combined grade, as students
will be learning at different rates and at varying levels. You should carefully monitor
students’ progress to ensure that they are all on a relatively equal footing. The many
formative evaluation sheets provided in Acti-Vie can help you with this task.
Optional lessons: You may wish to have only more advanced students complete
the optional lesson in a unit, thus allowing weaker students more time to absorb and
review the core concepts presented in the main lessons. Alternatively, you may choose
to skip the optional lesson altogether in an effort to keep all students on the same track.

Implementing Acti-Vie in
the Classroom
T he section “Exploring a Lesson,” on pages 22–23, outlined Acti-Vie’s basic
instructional elements: personalization, contextualization, anticipation, reading or
listening for global comprehension, reading or listening for detail, preparing an oral
presentation or a written document, reflecting on learning and reinvesting that learning.
In addition to the specific elements described above, the following teaching strategies are
also at the core of this program.
Group Work
Pair and group work, as well as cooperative group work, are key elements in Acti-Vie and
are included as early as the very first unit of the program. Pairing and grouping students
for activities is important in learning a second language: in order to have real
communication, one must have someone to talk to. In real life, one speaks to an individual
or a group of individuals; speaking in a whole-class situation is not representative of
our everyday lives. Besides being more authentic, communicating in pairs or in small
groups allows students to take risks in a non-threatening environment surrounded by
supportive peers.
Grouping students not only helps them learn to communicate in French, it also
helps them learn valuable social skills. Learning to respect and encourage the members
of one’s group, to allow for everyone’s input, to monitor one another and to be responsible
for specific tasks, are all important life skills that students acquire through grouping.
Additional social skills (such as learning to share material, help others, graciously accept
help, praise others, negotiate, listen attentively, speak quietly, follow directions, work
within a group) may also be goals during group activities. The group grid evaluations
provided for teacher use in Acti-Vie always include content evaluation but usually also
include some social interaction outcomes. Group evaluations that provide students with
the opportunity to analyse their own interaction and production are also included with
many cooperative learning activities.
Establishing habits
It is important to establish classroom routines, a French environment and a lesson style
before beginning to group students. As soon as students have a command of some
survival sentences and some communication strategies, you can begin to introduce short
controlled pair activities.
Always begin simply and work toward a more ambitious type of grouping. The first
unit of the program, Découvrons notre école!, gradually introduces the students to pair
and group work and to cooperative learning. Students move through the lessons, learn
communication strategies and the language needed to interact in French in the school
setting, engage in controlled pair and group activities, and then participate in a simple
game using the cooperative learning structure Numbered Heads Together before ending
the unit with the final task game.

One way to get students used to working in pairs is to include the procedure as often
as possible in your lessons. Organize the partners yourself when you first start grouping.
It is best to begin by using simple instructions, such as “your partner is the person to your
left.” Initially, don’t allow students to choose their own partners. The desired goal is to
have the class learn to move to partner work quickly and efficiently, and the problems
associated with choosing a partner can be avoided if you direct this step. Once
students are accustomed to working in pairs, you can begin to organize them in more
creative ways. Having students choose their own partners can be a special activity done
occasionally once they are familiar with the process.
While students are first learning to work with partners, ensure that the activities are
short and simple. Initially, students need not work in pairs or groups for longer than
five minutes. Once they have some experience with group work, you can occasionally
give them activities that take longer to complete.
The types of activities that students are first asked to complete in groups should also
involve limited language. Usually, activities that are structured and have language guides
are most useful. In many cases, reviewing the type of language needed to do the activity
and displaying Language Boards can assist students in completing the activity using
French only.
Organizing groups quickly and effectively

There are many quick and fun ways to organize random partners or groups for an activity.
You can prepare pre-cut pieces of coloured paper, distribute one to each student upon
entering the classroom and then have them group themselves by colour. You might make
copies of illustrated Language Boards and cut the boards in two, randomly distributing
illustrated segments and text-only segments for students to match. Distribute these
vocabulary and visual cards to the students and have them find their partners. You can
also group students quickly by using a deck of playing cards – this works particularly well
when organizing groups of four.
You may sometimes wish to group students in a certain way for a specific purpose.
Groups may be organized to allow for different or similar levels of ability, gender
representation, mixed cultural representation, or specific interests within the group. In
these cases, you should establish the groups prior to the activity and call out or post the
names of group members at the outset of the task.
Cooperative Grouping Techniques

I n the first level of Acti-Vie, students are introduced to basic cooperative activities and
procedures. Gradually, in the second and third levels, the cooperative activities become
more complex so that, by the end of the program, students are well grounded in
cooperative learning techniques. Many of these can be set up quickly and can be used with
a variety of activities in the classroom. In Acti-Vie, suggestions are provided on how to
organize groups in specific situations; however, there are always other options to consider.
The following are some grouping techniques which can be most useful in the elementary
Core French class.

Language Boards
L anguage Boards are simple tools that aid in communication and support students’
efforts in learning. These basic visual aids represent the core language of the program
and serve as a valuable reference for students.
Uses for the Language Boards

Language Boards are most often used as visual cues to help students understand a new
word that is needed for a step of an activity. Most Language Boards are illustrated with
a visual that corresponds to the core vocabulary word presented on it. (The Blackline
Master also carries the same but enlarged visual on the reverse side of the board. You may
wish to prepare a photocopy of the front and back of the board to enable students to
see the visual clearly.) Using these illustrated Language Boards allows you to
communicate with your students without using English.
Language Boards serve other functions as well. When personalizing a new topic,
they can help students understand new language and get a better idea of the context of
a situation. In anticipations, Language Boards help to offer possibilities to the students
which they could not have come to without the use of English. Language Boards may
also be combined to create language structures, used to play games and displayed
permanently as a visual vocabulary reference.
Displaying the Language Boards

Language Boards can help you set up a visual reference for the unit in your classroom.
As students are exposed to new core language, the appropriate Language Boards can be
displayed on the walls of the classroom. Students are then free to refer to these cues to
help them with communication whenever needed. The Language Boards also help to
provide the appropriate linguistic context for the unit: students are surrounded by
language that is appropriate and necessary for their work. Students will quickly learn to
use references as a support to learning.
Many elementary Core French teachers do not have their own classrooms. This
can present some problems with certain uses of the Language Boards. Itinerant teachers
who move from class to class may wish to use the Language Boards only when they are
signalled in the teaching notes, rather than display them on the wall.
If you have several classrooms, more than one set of Language Boards may be
useful if you wish to display them permanently as a visual reference. You may wish to
ask the homeroom teacher if a certain area on the classroom wall can become the French
reference section so that each of your classes could have its own set of Language Boards.
This is a good practice since students will become accustomed to French being part of
their everyday environment rather than something that comes in and out with the French
teacher.
Language Boards are included in each module and are produced in Blackline
Master format to make them accessible in multiple quantities. See page 20 for more
ways to make use of Acti-Vie Language Boards.

Creating language structures
The Language Boards are also designed to help students with language structures needed
to communicate in given situations. A sentence structure needed by the students can be
displayed by using two Language Boards together. Then components within the sentence
may be changed by simply replacing one Language Board. For example: Je vais prendre
du gâteau can be placed before the class, and individual students can indicate their own
preferences in games by substituting another expression for du gâteau. In this situation,
the structure Je vais prendre could be placed in the centre of the wall and all of the
possibilities provided in the lesson could be placed around it. Students would be left
to make their own personal choices. You may wish to add words not provided on
Language Boards if students wish to express additional ideas.
Playing games with Language Boards

Language Boards can also be used to play games in a whole-class situation. These can
be played easily and quickly when you feel that students need additional practice with
the language of a lesson. The word and visual from certain Language Boards can be
separated and copied onto separate boards in order to play matching games such as
Concentration. Other games, similar to those played with a deck of cards, can also be
played with separate “matching” Language Boards, e.g., Pige! (Go Fish). For these
types of games, you may wish to reduce the size of the Language Board BLMs as you
photocopy them to create playing cards that are small enough to suit students’ hands.
Other games, such as memory/guessing type games, can be played with the
Language Boards intact. Place a few Language Boards on the ledge of the blackboard
and ask students to observe the display for a few minutes. Then, change the order of
the language or remove certain words altogether. Students must identify these changes.
See the chart on pages 49-50 for a full description of games that can be played
with the Language Boards.

Strategy Boards
S trategy Boards, unlike Language Boards, can be used and reused throughout every
unit in the program. Strategy Boards help students “learn about learning” by
encouraging them to reflect upon the methods by which they comprehend, communicate
and discover new concepts in French.
As you introduce a strategy, display the board on the wall of your classroom. It
should remain there and be referred to whenever the strategy is again appropriate to an
activity. Several strategies are encountered in the first unit of the program. Additional
strategies are introduced as needed throughout the program – some focus on
comprehension and communication, others on oral presentations or process writing,
still others help students organize their work. A complete list of the 40 program strategies,
broken down into their specific functions and identified numerically, are listed in the chart
below.
Like Language Boards, Strategy Boards can be laminated, colour-coded and/or
mounted on Bristol board, depending on your teaching style and particular classroom
needs.
Communication and Learning Strategies
Reading Oral
Process Writing Oral Presentation Communication
Strategies Comprehension
Strategies Strategies Strategies
Strategies
les actions! 2 nos mots Regardez un modèle! 15 Comment dit-on ____ en

Utilisez un modèle! 17
les images! 3 français! 6 français? 10
Utilisez des ressources! 19 Parlez fort! 23
les expressions! 4 Écoutez 5 les mots-amis! 7 Utilisez un mot connecteur! 16
Organisez votre travail! 26 Parlez clairement! 24
1
Regardez nos mots le ton de voix! 8 Utilisez des synonymes! 18
Faites un brouillon! 27 Parlez de façon
français! 6 les mots expressive! 25 Pardon? 20
les mots-amis! 7 Faites des corrections! 28 importants! 11
Changez le ton de voix! 30 Répétez, s’il vous plaît! 21
les mots Écrivez la copie finale! 29
Faites des prédictions! 9 Regardez les spectateurs! 32 Je ne comprends pas! 22
importants! 11
Pensez aux expériences Faites des pauses! 33 Ça veut dire ___! 35
Regardez dans le
Organization personnelles! 12 Ne parlez pas trop vite! 34
dictionnaire! 14
Strategies Représentez une situation
Regardez le type de
document! 31 réelle! 37
Regardez le titre! 36 Exprimez des émotions! 38
Utilisez un graphique! 13
Faites des prédictions! 9 Faites des gestes et des
mouvements! 39
Pensez aux expériences
personnelles! 12 Apprenez par cœur! 40

Games
G ames are integrated into the units of Acti-Vie as required; however, you may wish
to add games of your own to certain lessons for various reasons. Games can be
used if students need a break or a review of vocabulary or certain structures. They also
function very well as warm-ups to begin your class.
The following chart describes games that can be played with the help of the
Acti-Vie Language Boards. However, there are also several other types of games that
are fun and appropriate for the elementary French as a second language class. These
include simple games such as Simon dit (Simon says); Charades; Jeu de chaîne (oral
chain relay where students repeat the statements of previous students and add a statement
of their own); Jeu du pendu (Hangman); Devinettes (20 Questions); Jeopardy; Devine
(Pictionary); etc. Any of the above are easily organized by incorporating the unit’s
vocabulary and language structures into familiar game formats.
Games Outcomes Materials Instructions
Relais • Students will demonstrate • Language Boards, • Divide the class into teams of equal size. The first team
comprehension of vocabulary. cut in half lines up several feet from the blackboard. On a desk
• Students will associate visuals with • stopwatch in front of the team, place a pile of either the word or
written word. the visual halves of the Language Boards, face down.
Place the other halves face up on the ledge of the
blackboard. At the signal, one student turns over a
board on the desk, runs to the blackboard to find its
match, then runs back and tags the next team
member. He/she repeats the process. Stop the time
as soon as all the boards have been matched.
The next team then tries to beat this time.
Trouve ton • Students will demonstrate • Language Boards, • Distribute Language Board halves and have students
partenaire comprehension of vocabulary. cut in half find their matching partner. Encourage students
• Students will associate visuals with to use the expression: Est-ce que tu as ?
written word. The object is to find one’s partner as quickly as possible.
Concentration • Students will demonstrate • Language Boards, • Whole class version: Divide the class into two teams.
comprehension of selected vocabulary. cut in half Create a grid on the blackboard, i.e., with numbers
• Students will use memory skills. • grid on blackboard across the top and letters down the left side, and
• Students will associate visuals with (optional) affix the halves of the Language Boards to the grid,
written word. face down. Members of each team alternate to find
matches by identifying Language Boards according
to their coordinates, e.g., A1 and B4. When a pair
is found, the student must say the word aloud.
The winning team has the most pairs at the end.
• Small group version: Students arrange boards on a
desk, no grid is needed. They take turns turning
over two boards, trying to make a match.
Again, they must say the word aloud to get the point.

Games Outcomes Materials Instructions
Rummy • Students will demonstrate • Language Boards, • Have students work in pairs or groups of four.
comprehension of selected vocabulary. cut in half Select Language Boards with varying topics. Students
• Students will practise categorizing should receive five cards each to begin; the remaining
words and concepts. cards are placed in a pile on the desk. The first
student draws a card from the pile and attempts to
lay down three cards on the same theme. If he/she
cannot, the play passes to the next student who
follows the same procedure. If a student successfully
lays down a set of three related cards, he/she may
draw again and attempt to create another set.
Cards that are laid down must be read aloud.
The game ends once all cards are used up.
Pige! • Students will ask for selected items. • Language Boards, • This game is played like “Go Fish.” Divide students into
• Students will use the expression: cut in half small groups. Each student is dealt five cards, and the
Est-ce que tu as un/une ? remaining cards are placed face down on the desk.
• Students will review selected Player 1 looks for a match to a card in his/her hand
vocabulary. by asking any other player: Est-ce que tu as un/
une ? If Player 2 has the card, he/she gives it to the
first player. Player 1 puts the pair down, and then asks
another person for a card. If the player does not have the
requested card, he/she says: Pige! and Player 1
picks a card from the pile. If Player 1 draws the card
asked for, his/her turn continues. If not, play moves to
the next person.
The player with the most pairs when the cards run out wins.
Loto! • Students will use known vocabulary. • Loto! cards • Students create their own Bingo-style cards by writing
• Students will prepare game cards. • 16 Language Boards Loto! at the top of a piece of paper and then drawing
• 16 counters (pennies or a 16-square grid below it. Place Language Boards on the
Bingo markers) for each blackboard ledge, and have students write one word,
student randomly, in each of their 16 squares. Once this is
done, retrieve the Language Boards and call them out
one by one, in random order. Students put a marker
on each word called out. They call out Loto! when
they get four markers in a row in any direction.
Tic-Tac-To • Students will use known vocabulary. • blackboard and chalk, • Whole-class version: Create a Tic-Tac-Toe grid on the
or blank paper board, putting a number or letter in each square. Then
• visual halves of Language affix the visual half of a Language Board in each
Boards square, face down. Students play in teams. Player 1
identifies a square by its number or letter. Turn over
the visual and have the student identify it. If he/she
is correct, that team puts their mark (X or O) in the
square. Three marks in a row in any direction wins.
• Pairs version: Students create a Tic-Tac-Toe grid on a
piece of paper. Visual halves of Language Boards
are placed in a pile face down between players.
Player 1 turns over the top board and identifies the
visual. If correct, Player 1 puts his/her mark in the
square of his/her choice. Play continues as above.

Authentic Documents
U sing authentic documents in second language teaching brings students closer to
the real communication that they will encounter in the actual world. Acti-Vie
includes authentic documents – written, oral, visual and audio-visual – whenever possible.
In addition to authentic documents, Acti-Vie also includes realistic documents which
are included when an authentic document is not available or appropriate for the purpose
of the program. Students will recognize the type of document used in an activity, e.g.,
poster, invitation, poem, and be given the same opportunities to practise the reading
and listening strategies that they have used with authentic texts.
Progression and variety

Level 1 of Acti-Vie contains several authentic documents. For example, in Bonne fête à
tous!, students examine calendars, invitations and greeting cards; in Et maintenant... la
météo, students view a weather report made up of authentic clips; in Bonne collation,
bonne nutrition!, students work with the Canada Food Guide. For the most part, authentic
documents at this level are recognizable and fairly simple to understand, although there
is certainly some progression from the calendar in Bonne fête à tous! to the Canada
Food Guide. Level 2 of Acti-Vie makes use of such authentic documents as identity
cards in Vive l’amitié!, programs in Que le spectacle commence!, and menus in Au café.
Level 3 of Acti-Vie features more sophisticated texts: an information brochure on
endangered species published by the World Wildlife Fund in L’environnement et moi, an
adaptation of the St. John’s Ambulance First Aid Guide in Au secours!, and a page from
the Sears catalogue in Voyageons dans le temps.... Obviously, these documents are more
challenging than those from the previous two levels.
Using authentic documents

All the documents in Acti-Vie, from the simplest to the most complex, are nevertheless
accessible since they include limited language which students encounter in the unit.
Likewise, the activities relating to these documents remain accessible, regardless of the
complexity of the text, because of the strategies suggested for their exploitation.
One strategy used often in the program is referring to personal experience and
prior knowledge about documents in order to make links. Other strategies include using
intelligent guessing by looking at clues in the documents; using the text type to help
infer the purpose of the document and its general content; examining charts, titles and
graphics for clues; and searching for key known words and cognates to help decipher
general meaning. Using different reading layers like scanning and skimming before
following up with intensive reading also helps to simplify texts. And using the Jigsaw
strategy – that is, dividing a document into smaller parts to be studied by various sub-
groups in the class – makes reading more complex texts possible.
These are just some of the many strategies used to exploit the authentic documents
in Acti-Vie. These strategies give students confidence in their ability to understand
French-language documents and encourage them to take risks with texts that may initially
seem beyond their scope. This is the approach to learning through authentic texts
espoused by Acti-Vie.

Multi-Level Abilities
Overview
Every Core French class has students with a wide range of language abilities. In a
Grade 4 class, for example, most students are just beginning their French language
study. These students would display all the different levels of talent that are normally
associated with any classroom. In addition to this, however, the French class might
include students from a different district who started their French program at an earlier
level. There may also be students in the class who began their studies in a French
Immersion program or even bilingual students who speak French at home. Furthermore,
some French classes combine more than one grade level. All of these situations present
a challenge to the Core French teacher. Acti-Vie is designed with all of these situations
in mind and is flexible enough to adapt to the needs of classes and students of all
ability levels.
The final task

The units in Acti-Vie are flexible and most of them lead to a final task that is very
adaptable. Usually, several suggestions on how to simplify or add challenge to a final task
are provided in the introduction to the units. These alternatives can help you address
the special needs of your specific class situation.
The number of lessons

The number of lessons in each unit is also adaptable. Specific suggestions are provided
in the introduction to each unit indicating which lessons can be omitted and how the
final task should be modified if you decide to do so.
Using the Multi-Level Strategies (MLS)

Within each lesson, there are many opportunities for adaptation. The Multi-Level
Strategies provided in the teaching notes offer simple ways to modify many activities,
either by simplifying them or by adding challenge. Even when these suggestions provide
a simplified alternative to the activity, they always ensure that the basic objective of the
activity remains intact. MLS suggestions may sometimes recommend adaptations for
certain worksheets.
The MLS suggestions should not limit you in any way. On the contrary, these
strategies will probably lead you to even more ideas on how to adapt activities for
various students in your class. The MLS suggestions in Acti-Vie are there to help you
accommodate the needs of students with different abilities in a quick, convenient and
effective way.
Multi-level and combined grades

See pages 32-33 for a more detailed description of how to handle the special needs of the
combined grade.

Process Writing
T he initial exposure to process writing in the Core French class is very simple due to
the language limitations of beginner students. Nevertheless, establishing the habit
of process writing at this early stage enables students to begin learning that writing in a
second language follows the same process as writing in their mother tongue.
Pre-Activity
Writing lessons begin like all lessons with personalization, contextualization and
anticipation phases. During the anticipation phase, students brainstorm what should be
included in the type of document they will be producing. Students are often exposed
to several samples of this type of document and can, therefore, observe the components
and sample language that will be required. Once the vital elements of the document are
determined, criteria for successful completion of the product should be established
cooperatively by you and the students.
Activity
During the activity phase, students work through the process of writing. They begin by
deciding on the content of their document, proceed to organizing the material, and then
move on to writing a first draft. During this time you should circulate in the class,
offering assistance when needed and addressing questions and areas of difficulty
experienced by the students.
Students then either pair up, work in small groups, or work in the Pairs-Check
grouping model to read each other’s documents and share ideas and comments. Often,
at the elementary level, this pair- or small-group editing is simply a basic check to
ensure that the required content is present and that language is used correctly. Encourage
students to use resources such as the Language Boards and the lexique in their Workbook,
as well as other classroom reference tools such as dictionaries, to help them in this
process. Students should also be encouraged to use their strategies of communication in
asking for help or additional information.
At this time, you may also want to complete a short language lesson dealing with
student questions and difficulties observed during the first draft stage. Language Boards
are often useful for these types of lessons.
As a final step, students make corrections to their texts and prepare the final
versions. If drawings, illustrations, colours or other elements are to be included with
the document, they are added at this point.
Post-Activity
In this phase of the lesson, students reflect upon the document they have written to
identify its purpose, in which context it is used, how and when to modify it, and the
characteristics of the genre or format. For example, in Bonne fête à tous!, students might
determine that all invitations include specific information like time, date, location, and
honoured guest; or that all birthday cards include birthday wishes and greetings, the
name of the person celebrating the birthday and the name of the person addressing the
birthday wishes.

Finally, in the reinvestment phase of the lesson, students can put their documents
to real use. In Bonne fête à tous!, they can send their birthday invitations or cards to
real people; in Que le spectacle commence!, they can actually use the programs they
created for their show. The relevance of the document produced must be made clear to
students; using the document in an appropriate, authentic manner best achieves this
goal.
Evaluating writing
Evaluation of a written product should be based on criteria developed cooperatively
with students. Is the required information found in the document? Is the information
presented clearly and correctly? Are additional required elements, e.g., illustrations,
drawings, graphics, included?
Evaluation is also based on the process of writing. Did the student work
conscientiously on the task? Did the student work through the peer sharing and editing
in French? Did the student use the resources available in the classroom?
Evaluation of written work should examine both product and process. Ensure that
students clearly understand the criteria by which they will be evaluated before they
begin an activity.

Evaluation
S uccessful teaching requires that outcomes, learning activities and evaluation all
work together effectively. Outcomes are achieved by choosing appropriate learning
activities and by using appropriate methodology for the activities. Student learning must
be evaluated using methods that reflect the outcomes and the activities used to reach
them. If students are expected to develop competence in the skill areas – listening,
reading, viewing, speaking, writing, representing – then evaluation must take place in each
of them. If students are expected to develop good social habits and responsible behaviour
when working in groups, then these expectations must become evaluation criteria for
group work. Evaluate only what you teach and how you teach it. Acti-Vie reflects this
philosophy and provides the materials and guidance needed to achieve this objective.
Formative Evaluation
F ormative evaluations are carried out on an on-going basis and are used to evaluate
student progress during the course of instruction. They also serve to inform you of
individual student achievement and reflection throughout the unit. The formative
evaluations found in all units of Acti-Vie will alert you if a particular student needs extra
help or if certain content is unclear to your class. By assessing the results of these
evaluations, you will know whether to re-teach certain elements of a lesson or whether
students have a grasp on the required concepts and are prepared to continue to
the next step in the process at hand.
Although several evaluation options are provided for each unit, you are not
required to use them all. If a certain outcome was not stressed in your class, you may
prefer not to evaluate it. Alternatively, you may wish to modify one of the
recommended evaluations to suit what was covered in your class. These are decisions
you will make as you consider the various evaluation activities available to you.
Formative evaluation may take many forms: observation of students and
their participation, progress charts, grids, questionnaires, as well as tasks quite
similar to classroom activities.
Communicative content
Certain evaluations provide feedback related to the
language learned in specific communicative contexts.
These content evaluations include activities similar to
those that students have completed as regular
activities and cover all the skill areas. (See example,
above right). Grids, with suggested evaluation criteria,
are usually provided when oral or written activities
are to be evaluated. (See examples, right.)
Note: Scoring rubrics have been included with selected
activities throughout the Teacher Resource Books in
order to assist you in assessing specific criteria.

As with all evaluations, you should consider the emphasis that was placed on certain
content in each lesson as you select and adapt suitable evaluation activities. These
formative content evaluations will help you determine whether students have understood
certain concepts or whether additional work would be warranted.
Group work evaluation

Evaluations of group activities relate to the outcomes of the lesson and may be
completed by you (see example, left) or by students (see examples, below left). Grid
evaluations provide guidance as you observe student performance in groups. They
evaluate whether or not students accomplish the given tasks, display appropriate
social interaction skills and maintain French as the language of communication.
Self-evaluation
There are two types of self-evaluation, group (see example, far left) and individual
self-evaluations (see example, left.) These evaluations enable students to reflect on
their own accomplishments several times throughout
the unit. These reflections are useful as reminders of
their progress in the second language. They also
provide an opportunity for students to take charge of
their learning. In addition to these positive learning
features, self-evaluations also give you insight into
students’ feelings about the program material and
will alert you to their successes or failures with certain
activities. All this will help you decide how and when
to adapt strategies, increase work in specific areas,
or eliminate certain activities.
Summative Evaluation
T he National Core French Study describes the
goal of Summative Evaluation as the assessment
of a student’s performance at the end of a course of
study. Acti-Vie provides evaluation tools to evaluate
the final task of each unit (see example, far left). This
evaluation material allows you to assess student
performance, upon completion of the unit, in relation
to each communicative/experiential goal. Acti-Vie
also provides a summative evaluation package as the
last step of every unit (see example, left).
These evaluations resemble the communicative activities seen throughout the unit.
Some are to be completed individually, and others in partners or small groups. The
variety of activity types reflects the distribution of the content of the unit. Once again,
you are invited to select only those suggested activities that are most appropriate for
your class.

Self-evaluation
Finally, there is a self-reflection activity in which students assess their ability to do
each task in the unit and indicate their general impressions of the unit itself. The
students’ summative evaluation may also give you insights on how to modify and
best present the unit when using it in the future (see example, right).
Portfolio Assessment
T he portfolio has traditionally been used by artists to offer a sample of the type
of work they feel represents their artistic development best. The portfolio,
when applied to education, is a collection of work done by a student and selected
by that student because he or she feels that it represents his or her progress in a certain
area. Many language arts programs call for the use of portfolios with students. Other
curriculum areas are also beginning to use the portfolio as one measure of student
development over time. Some elementary classes are developing integrated portfolios of
student work in a number of curriculum areas.
With portfolios, the conscious selection of pieces of work by the students makes
them aware of their progress – and this type of reflection is one that Acti-Vie encourages
throughout each unit. For example, each unit in Acti-Vie promotes student awareness of
what students are working on and where they are going with the task. Students are
introduced, in the first lesson, to the final task and the steps leading to this task. The
program’s formative evaluation activities also encourage student reflection by providing
feedback on skill development, content, self- and group participation, and personal
achievement. This type of feedback lends itself well to the notion of portfolio development
as students reflect on their progress. Lastly, the production of the final task and the
summative evaluation activities in Acti-Vie supply students with products to select from
when demonstrating their final achievements.
Portfolio development allows students to select pieces of work that demonstrate their
progress, and allows them to reflect on their work and make some judgments about it.
Two units, in particular, make use of the portfolio as their structural progression: Une
maison pas comme les autres! and Soyons branchés! In the latter, each group
begins by setting up a portfolio and, with each lesson, works cooperatively to add
documents to it. In the final stages of the unit, groups have gathered enough material to
create a class magazine which includes two features selected by each group. In the
former, students work on their design portfolio, including, with each lesson, more
elements centered around the design and construction of their home for aliens.
Portfolios also serve to give students ownership of their learning. If this process is
one that you, or your Board, wish to embrace, Acti-Vie offers a means of including
French as one of the curriculum areas represented in the student portfolios.

Les articles Info es
St u
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Un article accompagne un nom. Il s’accorde avec le nom qu’il accompagne.
le / la / l’ / les (articles définis) au / aux (articles contractés)

On utilise... On utilise...
le devant un mot masculin : le nez
au devant un mot masculin :
la devant un mot féminin : la bouche
l’ devant un mot masculin à + le = au
ou féminin qui commence le base-ball ➔Elle joue au base-ball.
par une voyelle : l’océan
les devant un mot pluriel : les jambes aux devant un mot masculin ou féminin pluriel :
à + les = aux
un / une / des (articles indéfinis) les habitats ➔Les déchets peuvent faire du mal
aux habitats.
On utilise...
un devant un mot masculin : un pamplemousse à la devant un mot féminin :
une devant un mot féminin : une pomme la plage ➔ Je joue à la plage.
des devant un mot au pluriel : des raisins
Copyright © 1998 Gage Educational Publishing Company
à l’ devant un mot masculin ou féminin qui

commence par une voyelle :
du / de l’ / de la (articles partitifs)
l’activité ➔ Elle participe à l’activité.
On utilise...
du devant un mot masculin : du chocolat
de la devant un mot féminin : de la cassonade
de l’ devant un mot masculin
ou féminin qui commence
par une voyelle : de l’avoine
Les pronoms Info es
St u
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Le pronom personnel représente la personne.
Les pronoms La forme Le vous de politesse

personnels accentuée
sujets
Je Moi On utilise...
Tu Toi
Il / Elle / On Lui / Elle
Nous Nous
Vous Vous
Ils / Elles Eux / Elles
On utilise la forme
accentuée pour insister vous quand on parle à une personne plus âgée
sur une ou plusieurs ou quand on ne connaît pas bien la personne :
personnes :
Quel service voulez-vous?
Moi, je veux être un Qu’est-ce que vous choisissez?
volontaire. tu quand on parle à un ami :

Toi, tu es le volontaire. Tu veux quelque chose à boire?
Les adjectifs Info es
St u
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Un adjectif est un mot qui décrit un nom.

L’accord de l’adjectif La place de l’adjectif
L’adjectif s’accorde avec la personne ou la chose qu’il Les adjectifs sont presque toujours placés après le
décrit. nom :
un motif floral
En général, les adjectifs sont différents au un masque unique
masculin et au féminin :
Il est gentil. Elle est gentille. Mais, les adjectifs suivants se placent toujours
Il est fâché. Elle est fâchée. devant le nom :
Il est grand. Elle est grande. beau/belle une belle illustration
Il est beau. Elle est belle. bon/bonne une bonne idée
Il est généreux. Elle est généreuse. grand/grande une grande ville
Il est agressif. Elle est agressive. gros/grosse un gros ours
Mais certains adjectifs ont la même forme au jeune un jeune homme
masculin et au féminin : joli/jolie une jolie jupe
long/longue un long voyage
Il est sympathique. Elle est sympathique. mauvais/mauvaise un mauvais exemple
Il est triste. Elle est triste. nouveau/nouvelle une nouvelle école
petit/petite un petit dessin
vieux/vieille une vieille femme
Les adjectifs de couleur
Les adjectifs suivants sont différents au masculin
et au féminin :
blanc blanche bleu bleue
blond blonde brun brune
gris grise noir noire
roux rousse vert verte
violet violette
Mais certains adjectifs ont la même forme au
masculin et au féminin :
jaune
orange
rose
rouge
St u
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Le comparatif Les adjectifs possessifs

Pour faire une comparaison entre deux choses à L’adjectif possessif s’accorde avec le nom qu’il
l’aide d’un adjectif, on utilise... accompagne. L’adjectif possessif indique le lien
entre une chose et une personne.
• plus + adjectif + que
le salon est plus grand que la cuisine. ma famille
mon père
ou
mes sœurs
• moins + adjectif + que
la cuisine est moins grande que le salon. Avec un mot Avec un mot Avec un
masculin féminin mot pluriel
singulier singulier
mon ma mon* mes
ton ta ton* tes
son sa son* ses
notre notre nos
votre votre vos
leur leur leurs
*Attention! Devant un mot féminin qui

Le superlatif commence par une voyelle, on utilise

Pour exprimer le degré supérieur d’une chose à mon, ton ou son :
l’aide d’un adjectif, on utilise... mon amie
ton école
• le/la plus + adjectif + de/du/de/la
Voici l’objet le plus intéressant de ma Les adjectifs démonstratifs
collection. L’adjectif démonstratif sert à montrer une chose ou
Pluton est la planète la plus éloignée du une personne. Il s’accorde avec le nom qu’il
Soleil. accompagne.
ce collier
cette table
cet instrument
ces scènes
St u
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Les adjectifs cardinaux Les adjectifs

Les adjectifs cardinaux indiquent le nombre. ordinaux
0 zéro 31 trente et un 61 soixante et un 91 quatre-vingt-onze Les adjectifs
1 un 32 trente-deux 62 soixante-deux 92 quatre-vingt-douze ordinaux
2 deux 33 trente-trois 63 soixante-trois 93 quatre-vingt-treize indiquent le rang.
3 trois 34 trente-quatre 64 soixante-quatre 94 quatre-vingt-quatorze
premier (1er)/
4 quatre 35 trente-cinq 65 soixante-cinq 95 quatre-vingt-quinze
première (1re)
5 cinq 36 trente-six 66 soixante-six 96 quatre-vingt-seize
deuxième (2e)
6 six 37 trente-sept 67 soixante-sept 97 quatre-vingt-dix-sept
troisième (3e)
7 sept 38 trente-huit 68 soixante-huit 98 quatre-vingt-dix-huit
quatrième (4e)
8 huit 39 trente-neuf 69 soixante-neuf 99 quatre-vingt-dix-neuf
cinquième (5e)
9 neuf 40 quarante 70 soixante-dix 100 cent
sixième (6e)
10 dix 41 quarante et un 71 soixante et onze 101 cent un
septième (7e)
11 onze 42 quarante-deux 72 soixante-douze 102 cent deux
huitième (8e)
12 douze 43 quarante-trois 73 soixante-treize 200 deux cents
neuvième (9e)
13 treize 44 quarante-quatre 74 soixante-quatorze 201 deux cent un
dixième (10e)
14 quatorze 45 quarante-cinq 75 soixante-quinze 202 deux cent deux
15 quinze 46 quarante-six 76 soixante-seize 1000 mille J’ai fini
16 seize 47 quarante-sept 77 soixante-dix-sept troisième en
17 dix-sept 48 quarante-huit 78 soixante dix-huit
799 course à pied.
18 dix-huit 49 quarante-neuf 79 soixante dix-neuf
66
19 dix-neuf 50 cinquante 80 quatre-vingts
20 vingt 51 cinquante et un 81 quatre-vingt-un
7
21 vingt et un 52 cinquante-deux 82 quatre-vingt-deux
23
22 vingt-deux 53 cinquante-trois 83 quatre-vingt-trois
23 vingt-trois 54 cinquante-quatre 84 quatre-vingt-quatre
24 vingt-quatre 55 cinquante-cinq 85 quatre-vingt-cinq
25 vingt-cinq 56 cinquante-six 86 quatre-vingt-six
26
27
28
vingt-six
vingt-sept
vingt-huit
57
58
59
cinquante-sept
cinquante-huit
cinquante-neuf
87
88
89
quatre-vingt-sept
quatre-vingt-huit
quatre-vingt-neuf
18 4 6
29 vingt-neuf 60 soixante 90 quatre-vingt-dix
30 trente
9
Les adverbes Info es
St u
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L’adverbe est un mot invariable qu’on ajoute à un verbe pour décrire une action.
Les adverbes de manière Les adverbes de temps

Pour former les adverbes de manière, on ajoute en jamais ➔ Il n’est jamais agressif.
général -ment à la forme féminine de l’adjectif. rarement ➔ Elle est rarement égoïste.
soudaine ➔ soudainement quelquefois ➔ Il est quelquefois
franche ➔ franchement difficile.
rapide ➔ rapidement souvent ➔ Elle est souvent impatiente.
seule ➔ seulement toujours ➔ Il est toujours heureux.
complète ➔ complètement
Avec les adjectifs qui se terminent en -i, -u, -ai ou -

é, on ajoute -ment à la forme masculine de
l’adjectif.
poli ➔ poliment
Avec les adjectifs qui se terminent en -ant ou -ent,

on remplace -ant ou -ent par -amment ou -emment.
bruyant ➔ bruyamment
prudent ➔ prudemment
Les noms Info es
St u
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Pour introduire
un nom…
On peut utiliser les expressions suivantes :
Il y a + nom. ➔ Dans une école, il y a une bibliothèque.
Voici + nom. ➔ Voici le menu.

Voici votre sandwich au jambon.
C’est + nom singulier. ➔ C’est une école.

C’est mon père.
Ce sont + nom pluriel. ➔ Ce sont des chaussures de course.

Les prépositions Info es
St u
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Les prépositions sont utilisées avec un nom pour • Pour les noms de villes, on utilise
exprimer le lieu, par exemple : à + le nom de la ville :
J’habite à Winnipeg.
dans ➔ Ma collection est dans le bocal.
• Pour les noms de provinces et de pays :
sur ➔ Mon livre est sur l’étagère.
masculin à + le = au Il habite au
sous ➔ Le ballon de basket-ball est sous singulier Nouveau-
la table. commençant Brunswick.
par une
devant ➔ Les empreintes de pattes de chien consonne
sont devant la porte du bureau.
féminin à + la = en Elle habite en
derrière ➔ La feuille de papier froissée est singulier Colombie-
derrière le pupitre. commençant Britannique.
par une
à côté de ➔ La plante est à côté de la table. consonne
masculin et à + l’ = en Tu habites en
féminin Allemagne.
singulier
commençant
par une voyelle
masculin et à + les = aux J’habite à

féminin pluriel New-York aux
États-Unis.
Les verbes réguliers au présent Info es
St u
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Aimer (les verbes en -er) Finir (les verbes en -ir)

j’ aime je finis
tu aimes tu finis
il/elle/on aime il/elle/on finit
nous aimons nous finissons
vous aimez vous finissez
ils/elles aiment ils/elles finissent
Les verbes dans Acti-Vie qui se Les verbes dans Acti-Vie qui se
conjuguent comme aimer : conjuguent comme finir : choisir
accepter danser laver rester Entendre (les verbes en -re)

additionner décorer livrer retourner
aider découper magasiner réutiliser j’ entends
ajouter déterminer marcher rouler tu entends
allumer diviser mesurer sauter il/elle/on entend
appliquer donner multiplier taper nous entendons
apporter écouter organiser téléphoner vous entendez
arrêter enfoncer paniquer tirer ils/elles entendent
arroser étaler parler tomber
Les verbes dans Acti-Vie qui se
assister étudier participer toucher
conjuguent comme entendre :
attacher évaluer passer transporter
correspondre, répondre
chanter éviter patiner trouver

chercher exercer porter utiliser
chuchoter frotter pousser vérifier S’appeler (les verbes pronominaux)
collectionner gagner préparer verser
je m’appelle
coller glisser raconter voler
tu t’appelles
conserver graisser ramper
il/elle/on s’appelle
continuer griller réchauffer
nous nous appelons
couper grimper réconforter
vous vous appelez
créer habiter recycler
ils/elles s’appellent
crier inventer regarder
cuisiner jouer représenter Les verbes dans Acti-Vie qui se
conjuguent comme s’appeler :
s’amuser, s’identifier, se brûler, se couper, se fouler
Autres verbes au présent Info es
St u
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acheter courir dormir geler

j’achète je cours je dors je gèle
tu achètes tu cours tu dors tu gèles
il/elle/on achète il/elle/on court il/elle/on dort il/elle/on gèle
nous achetons nous courons nous dormons nous gelons
vous achetez vous courez vous dormez vous gelez
ils/elles achètent ils/elles courent ils/elles dorment ils/elles gèlent
aller couvrir envoyer lire

je vais je couvre j’envoie je lis
tu vas tu couvres tu j’envoies tu lis
il/elle/on va il/elle/on couvre il/elle/on envoie il/elle/on lit
nous allons nous couvrons nous envoyons nous lisons
vous allez vous couvrez vous envoyez vous lisez
ils/elles vont ils/elles couvrent ils/elles envoient ils/elles lisent
avoir cuire être manger

j’ai je cuis je suis je mange
tu as tu cuis tu es tu manges
il/elle/on a il/elle/on cuit il/elle/on est il/elle/on mange
nous avons nous cuisons nous sommes nous mangeons
vous avez vous cuisez vous êtes vous mangez
ils/elles ont ils/elles cuisent ils/elles sont ils/elles mangent
Les verbes dans Acti-Vie

commencer dire faire qui se conjuguent
je commence je dis je fais
comme manger :
tu commences tu dis tu fais
bouger, déménager,
il/elle/on commence il/elle/on dit il/elle/on fait
diriger, mélanger,
nous commençons nous disons nous faisons
nager, ranger
vous commencez vous dites vous faites
ils/elles commencent ils/elles disent ils/elles font

qui sont comme
commencer :
placer
Info es
ctur
Autres verbes au présent St u
r
mettre pouvoir réduire s’asseoir

je mets je peux je réduis je m’assieds
tu mets tu peux tu réduis tu t’assieds
il/elle/on met il/elle/on peut il/elle/on réduit il/elle/on s’assied
nous mettons nous pouvons nous réduisons nous nous asseyons
vous mettez vous pouvez vous réduisez vous vous asseyez
ils/elles mettent ils/elles peuvent ils/elles réduisent ils/elles s’asseyent
qui se conjuguent
préférer répéter soustraire
je préfère je répète je soustrais
comme mettre :
tu préfères tu répètes tu soustrais
battre
il/elle/on préfère il/elle/on répète il/elle/on soustrait
nous préférons nous répétons nous soustrayons
partir vous préférez vous répétez vous soustrayez
je pars ils/elles préfèrent ils/elles répètent ils/elles soustraient
tu pars
il/elle/on part prendre rire voir
nous partons je prends je ris je vois
vous partez tu prends tu ris tu vois

ils/elles partent il/elle/on prend il/elle/on rit il/elle/on voit
nous prenons nous rions nous voyons
peindre vous prenez vous riez vous voyez
je peins ils/elles prennent ils/elles rient ils/elles voient
tu peins
il/elle/on peint
qui se conjuguent
vouloir
nous peignons je veux
comme
vous peignez tu veux
prendre :
ils/elles peignent il/elle/on veut
apprendre
nous voulons
vous voulez
ils/elles veulent
Autres formes des verbes Info es
St u
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Le passé composé L’impératif

On utilise le passé composé pour parler d’une action passée. On utilise l’impératif pour donner un ordre,
une instruction ou une suggestion.
On conjugue un verbe au passé composé comme ceci :
les verbes les verbes les verbes
sujet + avoir + participe passé en -er en -ir en -re
à une
Indira Gandhi a accepté le poste de Premier
personne Chante! Choisis! Réponds!
ministre. On a inventé l’ordinateur en 1946.
Les docteurs Banting et Best ont utilisé l’insuline pour la à plus
première fois en 1922. d’une
personne Chantez! Choisissez! Répondez!
à notre
Le futur proche groupe Chantons! Choisissons! Répondons!
On utilise le futur proche pour parler de ce qu’on va faire.
La forme négative d’un Ne touche pas la blessure!
On conjugue un verbe au futur proche comme ceci : impératif : Ne paniquons pas!
Ne restez pas dans la rue!
sujet + aller + l’infinitif L’infinitif
Je vais tourner le dos. On utilise l’infinitif...
Il va faire le tour de magie.
• pour donner des instructions écrites (quand on ne parle pas
directement à une personne) :

Chanteer une chanson. Ne pas bougeer la victime.
Répondrre à la question. Ne pas fairre de bruit.
Choisiir un ingrédient.
La négation • comme complément après des verbes de volonté :
On utilise ne + verbe + pas pour indiquer vouloir + infinitif :
la négation. Je veux correspondre avec un garçon.
Elle veut patiner.
Je suis canadien. ➔ Je ne suis pas canadien.
J’aime les bananes. ➔ Je n’aime pas les bananes. • comme complément après des verbes de sentiment :
Je veux chanter. ➔ Je ne veux pas chanter. aimer + l’infinitif :
J’aaime aller chez des amis.
On aime faire de la bicyclette.
Les questions Info es
St u
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• Il y a trois manières de poser une question :
? ??
?
avec est-ce que ➔ Est-ce que tu as une radio?
avec l’inversion ➔ As-tu une radio?
avec l’intonation ➔ Tu as une radio?
On peut répondre à ces questions par oui ou par non.
?
• Différents types de questions
QUESTION RÉPONSE
Qu’est-ce que c’est? C’est un cheval.

Comment vas-tu? Comme ci, comme ça.
Quel âge as-tu? J’ai onze ans.
Qui collectionne des objets? Sarah et Jean-Luc collectionnent des objets.
Qu’est-ce que tu collectionnes? Je collectionne les autocollants.
Où est-ce que tu ranges ta collection? Je range ma collection sur une étagère.
D’où sont tes autocollants? Mes autocollants sont de partout.

Quand pars-tu? Je pars le 22 juillet.
Pourquoi est-ce que tu aimes les autocollants? J’aime les autocollants parce qu’ils sont colorés.
Combien d’autocollants est-ce qu’il y a dans Il y a quatre-vingt-dix-neuf autocollants dans
ta collection? ma collection.
Quel est ton animal préféré? Mon animal préféré est le lion.
Quelle activité commence le 22 juillet? C’est le festival de Grande-Île.
Quels objets sont à toi? Les objets sur la table sont à moi.
Quelles sont tes activités préférées? Mes activités préférées sont la natation et la lecture.
Vocabulaire utile Info es
St u
r ctur
Les jours de la semaine L’heure

lundi 1 h 00 ➔ Il est une heure (du matin).
mardi 1 h 30 ➔ Il est une heure et demie.
mercredi 1 h 15 ➔ Il est une heure et quart.
jeudi 1 h 45 ➔ Il est deux heures moins le
vendredi quart.
samedi 12 h 00 ➔ Il est midi.
dimanche 24 h 00 ➔ Il est minuit.
Les mois de l’année Les saisons

janvier
février le printemps
mars l’été
avril l’automne
mai l’hiver
juin
juillet
août Les provinces et territoires
septembre du Canada
octobre
novembre l’Alberta
décembre la Colombie-Britannique
l’Île-du-Prince-Édouard
le Manitoba
Pour exprimer la date le Nouveau-Brunswick
la Nouvelle-Écosse
14 juin 1999 le quatorze juin mille neuf cent l’Ontario
quatre-vingt-dix-neuf le Québec
2001 deux mille un la Saskatchewan
1903 mille neuf cent trois Terre-Neuve
les Territoires du Nord-Ouest
le Yukon

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Program

Copyright © 1998 Gage Educational Publishing Co.

COMMUNICATIVE & EXPERIENTIAL

Acti-Vie Program Guide 2

3 Acti-Vie Program Guide

Acti-Vie Program Guide 4

Communicative/ General Language

Comprehension Personal Culture Strategies Use

5 Acti-Vie Program Guide

Oral Grammar, Language

Level 2 Level 2 Level 2 Level 2

Level 3 Level 3 Level 3 Level 3

Acti-Vie Program Guide 6

Teacher Resource Book

7 Acti-Vie Program Guide

Acti-Vie Program Guide 8

Bonne fête à tous!

9 Acti-Vie Program Guide

Les aventures d’A-V

Bonne collation, bonne

Acti-Vie Program Guide 10

Tous des champions!

Que le spectacle commence!

Une maison pas comme les autres!

11 Acti-Vie Program Guide

Cric? Crac! Autour du feu de camp

Bienvenue chez nous!

Acti-Vie Program Guide 12

Le mystère du trophée de basket-ball

13 Acti-Vie Program Guide

Fini les conflits!

Acti-Vie Program Guide 14

15 Acti-Vie Program Guide

Experiential Content and number of lessons

Acti-Vie Program Guide 16

Integrated phonetic activities

17 Acti-Vie Program Guide

Acti-Vie Program Guide 18

19 Acti-Vie Program Guide

Varying final tasks

Mandated curriculum requirements

Acti-Vie Program Guide 20

Acti-Vie 11 Acti-Vie 22 Acti-Vie 3

Le mystère du trophée de basket-ball

Que le spectacle commence!

Voyageons dans le temps...

Fini les conflits!

21 Acti-Vie Program Guide

Le mystère du trophée de basket-ball

Que le spectacle commence!

Voyageons dans le temps...

Fini les conflits!

Acti-Vie Program Guide 22

The final task

Setting performance outcomes

23 Acti-Vie Program Guide

Multi-Level Strategies (MLS)

Acti-Vie Program Guide 24

Planning for Multi-Level and

25 Acti-Vie Program Guide

Acti-Vie Program Guide 26

27 Acti-Vie Program Guide

Organizing groups quickly and effectively