Tout ados L1-A - Nelson · Attention, magasineurs! ... Tout ados Level 1 and the Atlantic Core...

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TTout ados out ados Level 1Level 1Atlantic Curriculum CorrelationAtlantic Curriculum Correlation

French As a Second Language

TTout ados 1out ados 1

• Vedettes du cirque

• Attention, magasineurs!

• Portraits canadiens

• À votre santé!

• Zone sportive

• Manèges merveilleux

• Réunion à Québec

• Mystères sous-marins

Nous tenons à remercier tout particulièrement les éducatrices suivantes:

• Lisa True • Charmaine McAdoo

Working

Document

Only

September 2003

Correlation between Tout ados Level 1 and the Atlantic Core French Orientation Document

Nelson, 1120 Birchmount Road, Toronto, ON M1K 5G4 – Phone 1-800-430-2222 Working Document – Page 1 of 11SB = Student bookWB = Workbook

TRG = Teacher Resource Guide

CommunicationBy the end of grade 9, students

will have achieved the outcomesfor the previous cycle andshould also be able to…

Attention,magasineurs!

Vedettes du cirque Zone sportive À votre santé! Réunion à Québec Mystères sous-marins

Manègesmerveilleux

- function in a classroomwhere French is thelanguage spoken

On-going throughout the unit

- participate in an informalconversation, with support

- brainstorm shopping habits andpreferences TRG 2- predict topic of video TRG 9-10;SB 2-3; WB 7- discuss preferred way of shoppingTRG 13; SB 3- reflect on the characters and usevocabulary from the video TRG 14-15; SB 3- respond orally to questions andmake predictions TRG 20-21- brainstorm store names TRG 35-36- respond in complete sentences toquestions regarding the variousdepartments in a store TRG 36; SB6-7; BLM 8- create a brief dialogue TRG 47; SB7- complete activities using theimperative form of some verbs TRG50; SB 8- brainstorm similarities betweentwo well-known retail organizationsTRG 62-63; SB 10-11- brainstorm information regardingsales flyers TRG 69- practice the use of possessiveadjectives orally TRG 89; WB 28-29

- brainstorm ideas about andexperiences with the circus TRG1-2- brainstorm careers TRG 7- predict topic of listening activityTRG 8-9; SB 4-5- share information regardingbiographies TRG 16- brainstorm possible ways to findinformation TRG 37- describe elements of an emailTRG 42; SB 9- share personal experiences TRG53- anticipate what will happen inthe video TRG 53; SB 10-13- brainstorm for prior knowledgeabout Cirque du Soleil and predictthe content of the reading passageTRG 65-66; SB 14-15- predict the reason for the phonecall TRG 72; SB 16-19- discuss the concept of anaudition TRG 82- discuss elements of an oralpresentation TRG 98; SB 24-27

- share personal experience andknowledge about extreme sportsTRG 2-3- brainstorm responses toquestions about sports TRG 8; SB2-3- reflect on how effectivelytechnology can simulate realitythrough video and audioprogramming TRG 28 - share thoughts about warningsigns and their purpose TRG 42- share experiences and answervarious questions about mountain-biking TRG 47- share ideas about collectionsTRG 61- reflect on the popularity ofOlympic athletes as compared toprofessional athletes TRG 64

- share prior knowledge about andpersonal experiences with healthyliving habits TRG 2- in small groups, brainstorm a listof places where outdoor activitiesare practised TRG 74-75

- share prior experiences andknowledge about traveling TRG 2-4- share prior experiences andknowledge about festivals TRG 50- recall knowledge of the historyof Québec TRG 75

- share prior knowledge aboutmarine life TRG 2- predict the subject of the comicstrip TRG 55; SB 14-15- share prior experiences andknowledge about places wherethey can see marine animals TRG62

- share prior experience andknowledge about amusement parksTRG 2- brainstorm things that areassociated with Canada TRG 28;BLM 8- describe personal visits to parksTRG 37; SB 6- predict what will be seen in thepark TRG 72; SB 14-15; WB 18- share prior knowledge about theAmazon region in South AmericaTRG 89




Communication(continued)



Manègesmerveilleux

- identify, describe, andcompare objects, people,events, and places

- identify, describe and compareshopping habits TRG 2-3; BLM 1- collect and graph peers’ responsesTRG 27; SB 5; BLM 7; WB 8- listen and identify back-to-schoolvocabulary TRG 29-30; WB 9; CDtrack 3- listen and note the departmentsTRG 38; WB 12; CD track 4- compare two stores TRG 62-63;SB 10-11- identify and describe a store oftheir choice TRG 64-65; BLM 14- list categories of information in asale flyer TRG 69-70

- categorize ideas about the circusTRG 2- list the courses the two studentswant to take TRG 40; WB 8- identify elements of an emailTRG 42; SB 9- identify elements of a Web pageTRG 46; SB 2-5- predict and verify parents’reaction to student’s request, usinga chart TRG 54-55; Videosegment; BLM 17A & B- after viewing video, create a listof strategies that are used todeliver an effective oralpresentation TRG 102; SB 24;Video segment

- categorize information regardingextreme sports TRG 2-3- classify sports into 3 categoriesand explain choice of categoryTRG 8- classify demonstrative adjectivesinto three categories: masculine,feminine and plural TRG 17; SB3-5- create lists of words associatedwith each of the four drawingsTRG 52; BLM 12- describe how to use the verb“sortir” and the expression “sortirde” and complete activity sheetsTRG 57-58; SB 16; WB 19 & 29;BLM 13- describe where the characters areTRG 70; SB 22

- identify and group food itemsinto four categories TRG 3; SB 22;BLM 1-3- identify all Sophie’s activitiesand then classify them in twocategories TRG 60; SB 12- identify people who haveinfluenced them and categorizethem under two heading; bonnesinfluences and mauvaisesinfluences TRG 79

- identify and categorize types ofinformation in a travel brochureTRG 2-3; BLM 1- discuss and classify statementsregarding trips taken in the pastand trips being taken today TRG78-79- identify the elements in apostcard TRG 82; SB 20-21; WB20-21

- categorize marine animals asgrand or petit, dangereux orinoffensif, and beau or laid TRG 2- classify species into suggestedcategories TRG 3; BLM 1- identify and categorize adjectivesTRG 18; SB 4-6- identify the marine animals TRG30-31; SB 9-11; BLM 8- after listening to the audiosegment À la recherche du calmargéant, list the adjectives used todescribe the monstrous creatureand then compare this list to thelist used previously TRG 57; SB 4& 10; CD track- on a world map, plot the placeswhere coelacanths have been seenTRG 66- compare the differences betweendifferent marine animals TRG 84;SB 4-6; BLM 24

- organize responses aboutamusement parks under fourheadings TRG 2- read text Viens explorer Niglolandand list the vocabulary containedunder three headings TRG 29-30;SB 5; BLM 9- describe what is seen in theillustrations and record vocabularyTRG 52

- express and justify apreference, an opinion, ora feeling

- share and justify results ofshopping questionnaire TRG 4; WB6- state preferred way of shoppingTRG 13; SB 3- share findings using sentencestarters which express a preference,an opinion or a feeling TRG 28; WB8- state opinion about a store ofchoice TRG 64-65; BLM 14

- discuss type of performer TRG 3- justify opinion TRG 39; SB 9- explain choices TRG 58- after viewing video, evaluate theauditions TRG 102; WB 23

- express opinion about extremesports and equipment TRG 3- express opinions regarding videogames TRG 25; SB 8-9- express opinions aboutmountain-biking TRG 47- with a partner, read passages andthen share opinions about theending of the story TRG 70; SB 22

- with a partner, justifyrecommendations TRG 30; WB 18- in small groups, develop threereasons for opinion regardingpositive or negative influences andpresent ideas TRG 82; SB 17

- express travel preferencesTRG 5-7; BLM 2-3- discuss which tourist attractionsthey would like to see and thereasons why TRG 19; SB 4- reflect on the cost andadvantages of different modes oftransportation and determine costof a ticket TRG 28; BLM 3- give personal opinion on peers’postcards TRG 84

- give opinion on marine animalsusing demonstrative adjectivesTRG 3-4

- describe an amusement park theywould like to visit using thevocabulary generated TRG 2-3- indicate the character whose likesand dislikes most closely matchtheir own and give reasons for theirchoice TRG 11; SB 2-3; BLM 3;CD track- discuss preferences regardingparks TRG 42; SB 8- role-play and give reasons fordeciding to return to Parc Lamuseor to continue with the project TRG57; WB 16; BLM 17- tell which park is preferred andgive a reason for the choice TRG 92







Manègesmerveilleux

- become involved in avariety of interactiveactivities

- complete a human graph TRG 4- complete graphing activity TRG27-28; BLM 6-7- prepare simple oral presentationTRG 39-40- complete Venn diagram TRG 63- learn about the InternationalSystem of Units TRG 70-71; SB 12-15- conduct a poll TRG 76; WB 18- play interactive game TRG 92-93;SB 18-19; BLM 29

- in pairs, ask each other contentquestions TRG 17; BLM 2- review adjectives and conjugatethe verb “vouloir” TRG 21- complete Venn diagram TRG39-40; CD track 5; WB 8- write an email to a friend TRG43; SB 9; BLM 11- create a Web page TRG 46-48;SB 2-5; BLM 12-13- share generated list of knownwords with peers TRG 75; SB 16-19; BLM 20- with a partner, write and presenta recorded message TRG 78; BLM21

- in pairs, complete graphicorganizer with informationpertaining to extreme sports andshare with whole class TRG 3;BLM 1- in small groups, role-play theconversation TRG 12; SB 2-5- play a guessing game for furtheroral practice of demonstrativeadjectives TRG 20- highlight the obstacles, the times,and the final outcome of Ludo’ssnowboarding course orally, witha partner TRG 35; SB 10-11- create a personal race andexplain route to a partner TRG 51;WB 18

- in small groups, list physicalactivities that they engage in orthat they know TRG 4; BLM 4- as a jigsaw activity, read lettersand answer comprehensionquestions TRG 26-28; SB 4-7;BLM 6A & B; WB 13-16- working in small groups,complete interactive activity Desverbes d’action to orally practiceconjugating devoir, pouvoir andvouloir plus the infinitive TRG 34-35; BLM 7-8- in small groups, prepare a mini-dialogue containing examples ofthe verb pouvoir using the modeldialogue TRG 37-38; SB 8- with a partner, associate eachexpression with an activity TRG53; SB 10-11; BLM 15- with a partner, create a mini-dialogue based on a specificsituation TRG 56; SB 11- in a group of four in a roundtableactivity, create a mind map of allthe eating habits and physicalactivities they might do tomaintain a healthy lifestyle TRG56; BLM 16- play the game Jouons à laroulette! to pratice using the futurproche TRG 62; SB 13; BLM 17- in small groups, brainstormfundraising activities TRG 76; SB16- play game to review the use ofbeau and nouveau TRG 84-85

- with a partner, prepare andpresent a mini-dialogue TRG 22;SB 4-5- in small groups, prepare andpresent a mini-dialogue about aconversation at a travel agencyTRG 27-28; SB 6-7; BLM 5- as a whole group play memorygame TRG 40- orally and in pairs, practicevocabulary used for directionsTRG 52-53; SB 12-15- in small groups, practicevocabulary used for directionsTRG 52-53; SB 12-15; BLM 12A& B- in pairs, practice asking for andgiving directions TRG 56; BLM13A – 13C- in pairs, complete grammaractivities TRG 64; SB 16-17 & 26- working in pairs, role-play thetourist who needs to be guidedthrough the city to visit selectedsites TRG 69- orally and with a partner,complete grammar activities TRG86; SB 22-23- in small groups, completeQu’est-ce qui va ensemble?grammar activity BLM 19A & B

- identify what is mysterious anddangerous about marine life andthen compare ideas with a partnerTRG 4- with a partner,, match sentenceswith illustrations TRG 11; SB 2-3- in small groups, recordinformation about assigned marineanimal and then share informationwith the class TRG 14- in smalls groups, completeactivity on adjectives TRG 19; SB7- with a partner, read textDemandez à l’océanographe andcomplete comprehension activityTRG 32; SB 9-11; WB 12; CDtrack- with a partner, play twentyquestions game TRG 32; SB 9-11;BLM 8- with a partner, develop and role-play a story involving a journalistand a great white shark TRG 57;WB 16; BLM 18A & B- in pairs, create cards for thegame Les mystères sous-marinsand then play the game TRG 70-72; BLM 20-21

- with a partner, discuss anddescribe an amusement park theywould like to visit using thevocabulary generated TRG 2-3;BLM 1-2- with a partner, create sentencesTRG 12; SB 2-3- in small groups, rate the variousrides and kiosks in terms of ownpersonal interest and treat results asa poll and then graph them TRG 12;WB 6- play simple game of “I Spy” usingdemonstrative adjectives TRG 17- with a partner, create and present aplan for a Canadian village TRG30-31; SB 27; BLM 11- create a souvenir representative ofa park and have a partner or smallgroup guess the name or theme ofthe park TRG 42- with a partner, complete listeningactivity regarding followingdirections TRG 54-56; WB 15; CDtrack- create and describe to a partneranother ride that might be found inLa Vallée des Rois TRG 56; SB 10-11- in pairs, decide on an appropriateprize to be awarded TRG 56; SB 11- create route through the forest andexplain it to a partner TRG 75; SB15;- role-play the activity involving avisitor and a guide who givesdirections TRG 76; SB 16-17- with a partner, create newadventures TRG 91; SB 21- with a partner, role-play a parkguide and a visitor in order todescribe one of the four parksvisited during this theme TRG 94-95; SB 22; BLM 26-26







Manègesmerveilleux

- ask a variety of questions - collect classmates’ responses TRG27-28; BLM 6- conduct a poll TRG 76; WB 18

- pose questions to classmatesTRG 7- pose questions to classmates WB7- after researching a circus, posequestions to peers and completechart TRG 67; BLM 19

- interview three classmates abouttheir physical activities TRG 56

- share questions they would likeanswered about sea animals TRG11- read text À l’aquarium and, witha partner, develop and posequestions based on the readingpassage TRG 63; SB 16-17- after listening to the audiosegment, role-play the interviewpaying special attention to how thequestions are posed in the text, andadd extra questions TRG 79; SB19; CD track

- play Qui suis-je? to reinforcevocabulary related to the animalsencountered in this park TRG 92- role-playing a visitor to a park, askthe guide questions TRG 95: SB 22;BLM 27

- identify the main ideas ina text

- view video segment and recordinformation about the four teensTRG 10-11; BLM 2; Video segment1- answer questions regarding threeteens and the preparations for theirreturn to school TRG 21; SB 5;BLM 4-5; CD track 2- listen and take note of thedepartments mentioned TRG 38;WB 12; CD track 4- verify predictions about Lucie’spurchases TRG 43-44; Videosegment 2- verify predictions about what iscommon between the two storesTRG 63-64; SB 10-11; WB 16- correctly identify all of thecategories of a sale flyer TRG 70-71; SB 12-15; WB 17

- listen to CD track and complete avariety of comprehensionquestions TRG 9-13; BLM 1; WB6- read biographical cards andverify information TRG 17; SB 6- read (or listen) and verifyanswers TRG 37; SB 7-9; WB 7;CD track 4- view video segment and respondto a variety of comprehensionquestions TRG 55-56; Videosegment; WB 9-11- read passage and completecomprehension questions TRG 66;SB 14-15; BLM 18- listen to recording of a phone calland highlight the main ideas byresponding to questions TRG 73-75; SB 16-19; BLM 20- listen to recording and completecomprehension sheets TRG 76-77;WB 11-13

- listen to conversation andcomplete comprehension activitiesTRG 9; SB 2-5; BLM 2- read and answer comprehensionquestions TRG 10-11; SB 2-5;WB 6- read and report on variousobstacles and penalty points TRG32; SB 10-11; WB 13

- read letters and answercomprehension questions, with apartner TRG 26-28; SB 4-7; BLM6A & B; WB 13-16- read Sentier transcanadien andcomplete comprehension activitiesTRG 75-76; SB 15-16; WB 22;BLM 22- read the comic strip andcomplete comprehension activitiesTRG 79-81; SB 17; WB 23-24;CD track

- read invitation and answer Enroute! questions TRG 12-13; SB2-3- listen to CD track Un horaire detrains and L’itineraire de Melanieet de Martin completecomprehension activities TRG 32-34; WB 9-10- read text and/or listen to audioversion for understanding TRG52-53; SB 12-13- read the text La vie d’unvoyageur and completecomprehension activity TRG 77;SB 18-19; WB 18

- read text Demandez àl’océanographe and completecomprehension activity TRG 32;SB 9-11; WB 12; CD track- read comic strip À la recherchedu calmar géant, answercomprehension questions andcomplete comprehension activityTRG 56; SB 14-15; WB 16- read the text La recherche sur lesbaleines and completecomprehension activities TRG 78-79; SB 19; WB 21-22; BLM 22

- read text Viens explorer Niglolandand answer comprehensionquestions TRG 29-30; SB 5; BLM10- read text Aventure dans la Valléedes Rois and completecomprehension activities TRG 53-54; SB 10-11; WB 14; BLM 16A &B







Manègesmerveilleux

- select information byreading, listening, andviewing different texts

- view talk show “Ado-Rap” andrecord information about the fourteens TRG 10-11; BLM 2; Videosegment 1- listen to discussion and answercomprehension questions TRG 21;SB 5; BLM 4-5; CD track 2- listen to announcements and takenote of the departments TRG 38;WB 12; CD track 4- watch video and verify predictionsregarding what Lucie needs to buyversus what she wants to buy TRG43-44; Video segment 2- listen to recording and followinstructions to play game TRG 51;WB 15; CD track 6- read two articles for features thatare common between the two storesTRG 63-64; SB 10-11; WB 16- listen to recording and circle thecorrect possessive adjectives TRG91; WB 19

- listen to CD track and complete avariety of comprehensionquestions TRG 9-13- read biographical cards andanswer questions TRG 17; SB 6;BLM 2- listen to recording and completeVenn diagram TRG 39-40; CDtrack 5; WB 8- view video segment and respondto a variety of comprehensionquestions TRG 55-56; Videosegment; WB 9-11- read passage and completecomprehension questions TRG 66;SB 14-15; BLM 18- research a circus TRG 67- listen to recording of a phone calland highlight the main ideas byresponding to questions TRG 73-75; SB 16-19; BLM 20- listen to recording and completecomprehension sheets TRG 76-77;WB 11-13- read personal description toobtain information TRG 82; SB 20

- listen to conversation andcomplete comprehension activitiesTRG 9; SB 2-5; BLM 2- read and answer comprehensionquestions TRG 10-11; SB 2-5;WB 6- find and list demonstrativeadjectives TRG 17; SB 3-5- listen to statements and completeactivities TRG 19; CD track 3;WB 10; WB 27-28- listen to audio version of “Unvoyage virtuel” and completecomprehension activities TRG 27-28; SB 8-9; WB 11; BLM 5- listen to account of Ludo’sperformance and completecomprehension activity TRG 33-35; SB 11; WB 14- listen to recording and completecomprehension activity TRG 48-49; SB 14-15; WB 16; BLM 10- read about Caro’s performanceand complete comprehensionactivity TRG 50-51; SB 14; BLM11- read three passages and completecomprehension activity TRG 62-63; SB 17 & 20; WB 23- listen to recording and reviewcomprehension of the languageassociated with the three sportsTRG 71; CD track 13; WB 21-22- listen to Visha’s presentation andnote strategies that she uses TRG80-81; SB 24-25; WB 25

- read and watch video Dans lacuisine and completecomprehension activities TRG 13-17; SB 2-3; WB 7; Video segment;BLM 5- using food vocabulary and goodguide, complete activity TRG 21;SB 22-23; WB 10-11- listen to Une bonne ou unemauvaise habitude? and completelistening activity TRG 22-24; WB12; CD track- listen to Soyons actifs! andcomplete listening activity TRG54; SB 10; WB 19; CD track- listen to audio segments andcomplete listening activity TRG60-62; WB 20; CD track- listen to audio segment Bonnesinfluences: En route! andcomplete listening activity TRG81; CD track- view Robert’s presentation andnote the strategies he uses TRG91-92; SB 19-21; BLM 25; Videosegment

- watch video segment “La visite àQuébec” and answercomprehension questions TRG 13-16; WB 6; BLM 4; video segment- read and listen to informationregarding attractions in Quebecand answer comprehensionquestions both orally and inwriting TRG 20- 22; SB 4-5; WB7; CD track- watch video segment À l’agencede voyage and verify predictionsTRG 26-27; SB 6-7; videosegment- using the student text, completeactivities with the verb partir TRG36-40; SB 10-11; BLM 6-9; WB12-13 & 27- watch authentic news report forgeneral comprehension TRG 50-51; Video segment Un reportage:Les Fêtes de la Nouvelle-France- listen to audio segment Commentest-ce qu’on va à…? and trace theroutes TRG 53-55; WB 15; CDtrack- listen to audio segment Commentdemander de l’aide en françaisand complete comprehensionactivity TRG 65-66; WB 16; CDtrack- listen to audio segment Quelvoyage? and complete listeningactivity TRG 77-78; WB 19

- read text Les animaux marinsand try to find answers to thequestions generated as a classTRG 12; SB 4-6- read text Les animaux marinsand co mplete activities TRG 13;SB 4-6; WB 6-7- participate in listening activityLa course du requin TRG 19; WB10; CD track- listen to audio segment Quelpoisson? And completecomprehension activity TRG 33-34; WB 13; BLM 9; CD track- listen to audio segment Unpoisson préhistorique andcomplete the listening activitiesTRG 64-66; BLM 19; WB 18-19;CD track- listen to audio segment Est-ceune question? and completeactivity sheet TRG 70; WB 20;CD track- listen to audio segment L’animalmarin imaginaire de Sonia andcomplete listening activities TRG92-93; WB 23

- read and listen to Une visite auParc Lamuse and completecomprehension activities TRG 10-12; SB 2-3; CD track; WB 4-6;BLM 3-4- find examples of demonstrativeadjectives and complete chartprovided TRG 17-18; SB 4- listen to audio segment with aseries of statements and completecomprehension activity TRG 19-20;WB 7; CD track- listen to audio segment Queladjectif demonstratif? and completelistening activity TRG 20; WB 8;CD track- listen to audio segment andcomplete comprehension activitiesTRG 38-39; BLM 12-13; CD track- listen to a conversation amongthree friends and complete listeningactivity TRG 40-41; WB 10-11; CDtrack- listen to audio segment andcomplete listening activityregarding following directions TRG54-56; WB 15; CD track- listen to audio segments andcomplete comprehension activitiesTRG 72-75; SB 14-15; WB 18-19;BLM 22-23- listen to guide describe park andcomplete listening activity TRG 87-88; SB 20-21; WB 21- listen to audio track and completelistening activity TRG 90-91; WB22-24; CD track- listen to presentation and completelistening activity TRG 105-106;BLM 31; CD track

- respond to a variety oftexts in personal ways

- watch video and recordinformation about the four teensTRG 10-11; BLM 2; Video segment1- listen to recording and note whichof the students is prepared forschool TRG 21; SB 5; BLM 4-5;CD track 2- listen to recording and take note ofthe departments mentioned TRG 38;WB 12; CD track 4- watch video segment and verifypredictions about Lucie’s purchasesTRG 43-44; Video segment 2

- look at photos and illustrationsand discuss answers to questionsTRG 8 ;SB 2-5- after listening to a recordedmessage, with a partner, write ownrecorded message TRG 78; BLM21

- create one page of the cataloguefor the Zone sportive store TRG13; SB 6- respond orally to pre-listeningquestions TRG 67-68; SB 18-19- listen to recording of Ludo andCaro’s performances and completelistening activity TRG 70; WB 20- create a different ending to thestory TRG 70; SB 22

- complete health questionnaireTRG 5; WB 6- complete habits questionnaireTRG 18; WB 8-9- prepare recommendations foreach of the people profiled TRG30; WB 17-18- create cinquain following amodel and format TRG 55-56; SB11- create a list of bad habits andresolutions following a modelchart and Sophie’s model TRG 64

- examine schedule and produce anitinerary TRG 32; SB 8-9- examine postcards and then writea postcard containing all theelements of the models TRG 83;SB18-21

- complete Mon graphique devocabulaire utile TRG 15; WB 8-9- listen to the audio version of theconversation in the text Àl’aquarium and describe therelationship that David has withhis sister TRG 63-64; CD track

- create and describe another ridethat might be found in La Vallée desRois TRG 56; SB 10-11







Manègesmerveilleux

- produce a variety of textsby following criteria

- prepare a simple oral presentationabout a department stores, usingspecific expressions from a list TRG39-40- using the imperative, createpublicity ads TRG 52; BLM 10-12- create an in-store announcementTRG 53-55; SB 9; BLM 13- write a paragraph stating apersonal opinion about a store TRG64-65; BLM 14- practice the use of possessiveadjectives TRG 89; BLM 24-28- create an advertising poster TRG101; WB 21- write a sales flyer TRG 107-108;BLM 32; WB 2-5- create script for an oralpresentation TRG 111-115; BLM33; WB 2-5

- write a biographical card,following a model TRG 24-26; SB6; BLM 8- using sentence starters, list thecourses the two students want totake TRG 40; WB 8- write an email to a friend,following a model TRG 43; SB 9;BLM 11- create a Web page, using avariety of models as guides TRG46-48; SB 2-5; BLM 12-13- present and prepare a mini-dialogue TRG 57; SB 13; BLM 16- write and present a recordedmessage TRG 78; BLM 21- create a personal descriptionTRG 83-91; SB 20-23; WB 15-22;BLM 22-25- prepare an oral presentation(audition) TRG 107-111; SB 26-27; BLM 28-29

- create two questions usingmodels TRG 28; BLM 5- plan video game using a graphicorganizer and following specificcriteria TRG 40-42; SB 13; WB 15- create a sports card aboutthemselves and about a friend or aperson they admire TRG 63; BLM14; WB 24- prepare a description of the videogame and create an illustration ofthe route a participant would takeTRG 72-75; SB 21; BLM 15

- in small groups, prepare a mini-dialogue containing examples ofthe verb pouvoir using the modeldialogue TRG 37-38; SB 8- using the food guide, specificquestions and a model, write thefirst page of the healthy-livingaction plan TRG 39-41; SB 9- create cinquain following amodel and format TRG 55-56; SB11- create a schedule of physicalactivity for a one-week timeperiod, using Sophie’s as a modelTRG 70-71; SB 12 &14- prepare a publicity poster aboutthe Trans-Canada Trail whichincludes specific criteria(activities, slogan, illustrations andgrammar concepts from this unit)TRG 76- create and present a comic stripbased a problem and suggest aresolution TRG 85-87; SB 17- create script for the oralpresentation and present actionplan for healthy-living TRG 91-93; SB 19-21

- prepare and present a mini-dialogue regarding one touristattraction TRG 22; SB 4-5- prepare and present a mini-dialogue about a conversation at atravel agency TRG 27-28; SB 6-7;BLM 5- write an email message TRG 34-35; SB 8-9; WB 11- prepare itinerary for animaginary trip using a chart TRG40-42; SB 11; WB 14- create a map of the city from theimaginary trip which will includetourist sites and directions to thosesites TRG 67-69; SB 15 & 17;BLM 15-16- write a postcard containing allthe elements of the models TRG83; SB18-21- write a postcard to a familymember or a friend TRG 90-91;SB 20-23; BLM 20

- choose a creature from a list ofimaginary fish and write adescription of it TRG 21-23; SB 8;BLM 6- create and present a radioannouncement about a tropical fishTRG 41-43; SB 13; BLM 15- research and present anendangered species TRG 80; BLM23- write a description of animaginary marine animal andpresent it orally TRG 90-91; SB20-21

- create and present a plan for aCanadian village using a templateTRG 30-31; SB 27; BLM 11- using a model, design a plan for animaginary park and write aparagraph describing its elementsTRG 46-47; SB 9; WB 12-13; BLM14- design and describe three ridesand souvenirs based on the chosentheme using the planning sheetTRG 63-65; SB 13; WB 13; BLM19-20- using the plan, role-play a parkguide and a visitor in order todescribe one of the four parksvisited during this theme TRG 94-95; SB 22; BLM 26-26- using the three previous subtasks,write an advertisement to promotethe opening of the park TRG 109;SB 23




CultureBy the end of grade 9,

students will have achievedthe outcomes for the

previous cycle and shouldalso be able to…



Manègesmerveilleux

- describe, providingrelevant details, certainrealities of francophonecultures

- listen and take note of variousdepartments in a store TRG 38; WB12

- read biographical cards andanswer questions TRG 17; SB 6;BLM 2- read passage and completecomprehension questions TRG 66;SB 14-15; BLM 18

- discover French expressions anddifferent levels of language usedby adolescent Francophones TRG7-13; SB 2-5; CD track 2; WB 6-9; BLM 2-3

- learn about several of QuébecCity’s tourist attractions TRG 18-22; SB 4-5

- read/listen to an interview with adirector of a research center TRG78-79; SB 19; WB 22; BLM 22;CD track

- learn about a French amusementpark in France TRG 28-30; SB 5;BLM 9-10

- compare aspects offrancophone cultures withaspects of their ownculture

- listen to and explain purpose of in-store announcements TRG 37-38;CD track 4- learn difference between theimperial system and theInternational System of Units withregards to prices TRG 71-76; SB 16;BLM 15-21; WB 26-27

- compare how date and addressare written in French to how theyare written in English TRG 3-78;SB 19

- observe placement of andcorrectly use the dollar sign TRG28; SB 7- observe and practice use of the24-hour international standardnotation system TRG 30-32; SB 8-9; WB 8

- read/listen to the conversationbetween two siblings and noteFrench expression and the waytime is written TRG 62-64; SB 16-17; CD track

- identify the diverseorigins of the peoples whomake up Canada’s culturalmosaic

- read and learn about two well-known retail organizations TRG 62-66; SB 10-11

- listen to and read about the livesof two francophone teenagersTRG 17-19; SB 6-9; CD track 4

- read and learn about twoCanadian athletes: Alison Sydorand Caroline Brunet SB 17 & 20

- read and learn about the life of avoyageur TRG 75-76; SB 18-19

- read/listen to a question andanswer session with anoceanographer TRG 30-32; SB 9-11; WB 12; BLM 8

- identify the culturalelements in authenticdocuments

- listen to in-store announcementsand note the departments mentionedTRG 37-38; CD track 4,- read in-store announcement andnote key elements TRG 70-71; SB12-15

- research a circus TRG 67; BLM19

- read and learn about the originsof snowboarding SB 17

- read invitation to a familyreunion and notice its presentationTRG 12-13; SB 2-3- watch authentic news report forgeneral comprehension TRG 50-51; Video segment Un reportage:Les Fêtes de la Nouvelle-France

- read advertisement and note keyelements TRG 41-43; SB 13; WB15




GeneralLanguageEducation

By the end of grade 9,students will have achieved

the outcomes for theprevious cycle and should

also be able to…



Manègesmerveilleux

- recognize the importanceof non-verbalcommunication

- view video and discuss thecharacters back to school shoppingactivities TRG 10-11; SB 2-3; Videosegment 1

- review viewing strategies (howfacial expressions and tones ofvoice facilitate comprehension)TRG 55; SB 10- use tones of voice to expressfeelings TRG 57; SB 12; CD track6- learn strategies to give aneffective oral presentation TRG103; WB 24-25; Video segment

- review and use oral presentationstrategies TRG 83; SB 24

- listen to the audio track Les Fêtesde la Nouvelle-France to betterunderstand Mélanie’s and Martin’sreaction TRG 52; SB 12-13;CDtrack- watch the video segment Levoyage de Kevin and identifypresentation strategies used TRG98-100; Video segment/CD track

- note the importance of intonationin questioning TRG 69-70

- listen and take note of Carrie’spresentation strategies TRG 105-106; SB 24-25; BLM 31; CD track

- use partial sentences,repetition, paraphrase andcircumlocution

- explain opinion regardingshopping preferences and choice ofcharacter TRG 14- share graphing activity findingsorally TRG 28

- discuss type of performer TRG 3- create a personal descriptionTRG 83-91; SB 20-23; WB 15-22;BLM 22-25- prepare an oral presentation(audition) TRG 107-111; SB 26-27; BLM 28-29

- complete practice sheets on theverb “devoir” TRG 21; BLM 4A-4B- ask and answer questions using amodel and repetition in order topractice using the expressions“jouer à” and “faire attention à”TRG 39-40; SB 12; BLM 7-8; WB28

- complete grammar activities onconjugating vouloir, devoir andpouvoir TRG 36-38; WB 25-27;BLM 9-12C- complete grammar activities onthe futur proche TRG 63-64; SB12; WB 21 & 28-29; BLM 18-20- complete grammar activities onadjectives, specifically beau andnouveau TRG 84-85; SB 17-18;BLM 23

- complete practice sheets on theverb “pouvoir” TRG 66-67; WB17 & 28; BLM 14- complete postcards TRG 82-83;WB 20-22- observe the use of compoundsubjects in context, and thenpractice using them TRG 86-89;WB 23-25; BLM 17-18

- complete the visual dictionaryTRG 4; BLM 2- complete practice sheets on theplacement and agreement ofadjectives in a sentence TRG 20-21; WB 11 & 25-26; BLM 4-5- complete practice sheets onquestioning TRG 69-70; WB 29




GeneralLanguageEducation(continued)



Manègesmerveilleux

- plan and organize theirproductions using a varietyof tools

- use reference pages regardingplanning, editing, revising andvarious strategies to be used WB 2-5; SB 26- use expressions provided to helpformulate an oral presentation TRG39-40- use practice sheets on theimperative tense TRG 52; BLM 10-12- use specified criteria as well as therubric to help include all theelements of an in-storeannouncement TRG 53-55; SB 9;BLM 13- use specific criteria to write aparagraph stating a personal opinionabout a store TRG 64-65; BLM 14- use worksheets to practice the useof possessive adjectives TRG 89;BLM 24-28- use specified criteria as well as therubric to help include all elements ofan advertising poster TRG 101; WB21; BLM 31

- complete practice sheets onadjectives and the present tense of“vouloir” TRG 21-23; BLM 3-6- using a model as well as a rubric,write a biographical card TRG 24-25; BLM 8- write an email to a friendfollowing a model and specificcriteria found both is the rubricand the Student Book TRG 43; SB9; BLM 11- create a Web page using a varietyof models as guides as well aspecific criteria found in the rubricTRG 46-48; SB 2-5; BLM 12-13- present and prepare a mini-dialogue, using a model TRG 57;SB 13; BLM 16- research a circus using questionsprovided TRG 67- write and present a recordedmessage, using a model TRG 78;BLM 21- create a personal descriptionTRG 83-91; SB 20-23; WB 15-22;BLM 22-25- prepare an oral presentation(audition) TRG 107-111; SB 26-27; BLM 28-29

- plan video game using a graphicorganizer and following specificcriteria TRG 40-42; SB 13; WB 15- create a sports card aboutthemselves and about a friend or aperson they admire TRG 63; BLM14; WB 24- prepare a description of the videogame and create an illustration ofthe route a participant would takeTRG 72-75; SB 21; BLM 15- prepare an oral presentation ofthe video game designed over thecourse of the subtasks andfollowing the criteria listed on therubric TRG 82-83

- in small groups, prepare a mini-dialogue containing examples ofthe verb pouvoir using the modeldialogue TRG 37-38; SB 8- using the food guide, specificquestions and a model, write thefirst page of the healthy-livingaction plan TRG 39-41; SB 9- create cinquain following amodel and format TRG 55-56; SB11- create a schedule of physicalactivity for a one-week timeperiod, using Sophie’s as a modelTRG 70-71; SB 12 &14- prepare a publicity poster aboutthe Trans-Canada Trail whichincludes specific criteria(activities, slogan, illustrations andgrammar concepts from this unit)TRG 76- create and present a comic stripbased a problem and suggest aresolution TRG 85-87; SB 17- create script for the oralpresentation and present actionplan for healthy-living TRG 91-93; SB 19-21

- write an email message usingexample provided TRG 34-35; SB8-9; WB 11- prepare itinerary for animaginary trip using a chart TRG40-42; SB 11; WB 14- create a map of the city from theimaginary trip which will includetourist sites and directions to thosesites TRG 67-69; SB 15 & 17;BLM 15-16- develop and deliver an oralpresentation about a planned tripusing the work completed in thethree Au boulot! subtasks as wellas other suggested strategies TRG98-100; SB 24-25 & 28; BLM 3 &21

- choose a creature from a list ofimaginary fish and write adescription of it using a templateTRG 21-23; SB 8; BLM 6- create and present a radioannouncement about a tropical fishfollowing a model TRG 41-43; SB13; BLM 15- using a model, develop and role-play a story involving a journalistand a great white shark TRG 57;WB 16; BLM 18A & B- using a template, research andpresent an endangered speciesTRG 80; BLM 23- write a description of animaginary marine animal andpresent it orally TRG 90-91; SB20-21; BLM 27

- create and present a plan for aCanadian village TRG 30-31; SB27; BLM 11- using a model, design a plan for animaginary park and write aparagraph describing its elementsTRG 46-47; SB 9; WB 12-13; BLM14- design and describe three ridesand souvenirs based on the chosentheme using the planning sheetTRG 63-65; SB 13; WB 13; BLM19-20- prepare a labeled plan of theamusement park, including all rides,souvenir stands, food stalls andother attractions TRG 81-82; SB 19;WB 13- using the plan, role-play a parkguide and a visitor in order todescribe one of the four parksvisited during this theme TRG 94-95; SB 22; BLM 26-26- using the three previous subtasks,write an advertisement to promotethe opening of the park TRG 109;SB 23- plan an oral presentation of thepark they have designed TRG 108-109; SB 23

- give advice to help agroup activity succeed

- design an outline for the writtenpart of the final task TRG 107; SB26

- with a partner, present andprepare a mini-dialogue TRG 57;SB 13; BLM 16- read text orally and work as agroup to find the answers to thereading comprehension questionsTRG 66; SB 14-15; BLM 18- share generated list of knownwords with peers TRG 75; SB 16-19; BLM 20- write and present a recordedmessage with a partner TRG 78;BLM 21

- in small groups, completevocabulary activity TRG 11; WB8- in small groups, list objects usingdemonstrative adjectives TRG 18;SB 7- with a partner, create twoquestions using models TRG 28;BLM 5- in pairs, identify ten elements ofthe game course TRG 31; SB 10-11; WB 12

- individually then in small groups,prepare suggestions for staying fitusing a chart TRG 5- discuss and note the nutritionaland physical habits of thecharacters in the video TRG 17;WB 7; Video- describe a good meal for anathlete TRG 24; WB 7- in small groups, prepare a mini-dialogue containing examples ofthe verb pouvoir TRG 37-38; SB 8- in a group of four in a roundtableactivity, create a mind map of allthe eating habits and physicalactivities they might do tomaintain a healthy lifestyle TRG56; BLM 16- give opinion on the suggestionsproposed for each situation TRG87

- in small groups, prepare andpresent a mini-dialogue about aconversation at a travel agencyTRG 27-28; SB 6-7; BLM 5

- working in small groups,complete the adjective activitiesTRG 38-39; SB 12; BLM 10A &B; WB 14- comment on the work of otherstudents using a comment sheetTRG 94; BLM 28

- in small groups, practice usingdemonstrative adjectives byquizzing each other and by creatingsentences TRG 18; SB 2-4- in small groups, create warningsigns to accompany the ride Voyagesur le Nil TRG 62; SB 12




GeneralLanguageEducation(continued)



Manègesmerveilleux

- accept suggestions madeby others

- participate in peer-editing WB 4-5 - in pairs, ask each other contentquestions TRG 17; BLM 2- participate in peer-editing TRG24 & 43- assess partner’s Web page usingcriteria found in the rubric TRG47; WB 4; BLM 14- compare answers in small groupsTGR 55; WB 10- peer-edit one another’s workTRG 91; WB 4- peer-edit and encourage oneanother during oral presentationsTRG 110

- working with a partner or in asmall group, plan video gameusing a graphic organizer andfollowing specific criteria TRG40-42; SB 13; WB 15- after reading about Caro’sperformance, completecomprehension activity with apartner TRG 50-51; SB 14; BLM11- peer-edit sports cards TRG 64- peer-edit description of videogame as well as illustration of theroute a participant would takeTRG 74

- peer-edit the first page of thehealthy-living action plan, using acoding system TRG 40-41; SB 9;WB 4- peer-edit the one-week scheduleof physical activity, using thecoding system TRG 71- in pairs, analyse respective comicstrips and rehearse roles TRG 87

- peer-edit a writen email messageTRG 34-35; SB 8-9; WB 11- peer-edit the itinerary for animaginary trip TRG 40-42; SB 11;WB 14- peer-edit directions to the touristattractions on map TRG 69- peer-edit postcards TRG 91- peer-edit description of animaginary marine animal TRG 94- with a partner, practice deliveryof presentation TRG 94

- peer-edit description of animaginary fish using the codingsystem provided TRG 22- peer-edit radio announcementTRG 43- compare the differences betweendifferent marine animals and sharecomparisons with a variety ofpartners TRG 84; SB 4-6; BLM 24

- peer-edit the plan for a Canadianvillage TRG 30-31; SB 27; BLM 11- peer-edit the paragraph describingthe elements of an imaginaryamusement park TRG 46-47; SB 9;WB 12-13; BLM 14- peer-edit the description of thethree rides and souvenirs TRG 63-65; SB 13; WB 13; BLM 19-20- read and react to partner’scomments regarding ownpresentation TRG 96; BLM 28- with a partner, review Carrie’samusement park and add new ideasto own park TRG 106; SB 24-25- peer-edit drafts of theadvertisements TRG 110

- identify how knowledgeand strategies acquired inthe French classroom canbe useful in everyday life

- reflect on how the viewingstrategies helped find theinformation required TRG 15- record listening strategies that willbe used TRG 21- predict what departments will bementioned on the CD TRG 37- reflect on the use of helpfullistening and viewing strategiesTRG 47- select appropriate readingstrategies TRG 63

- create a KWL chart TRG 3- choose and reflect on listeningstrategies TRG 9 & 13- select reading strategies TRG 16- review reading strategies TRG26; SB 6- review listening and readingstrategies TRG 40- select and review writingstrategies TRG 43; SB 28- reflect on the writing processTRG 48- learn how facial expressions andtones of voice facilitatecomprehension TRG 59- use reading strategies TRG 66;SB 14-15- use research skills to learn moreabout a circus and reflect on theseskills TRG 67 & 68- learn writing strategies TRG 83;SB 20- apply writing strategies tovarious writing assignments TRG91- learn strategies to give aneffective oral presentation TRG103; WB 24-25; Video segment;BLM 27

- reflect on the reading andlistening strategies used TRG 13- reflect on the reading andlistening strategies used TRG 36- review planning strategies TRG41; SB 13- use the “lexique” or thedictionary to check the meaning ofnew words TRG 62

- reflect on viewing strategiesTRG 18- reflect on strategies for workingas a group TRG 30

- reflect on viewing strategies usedto watch video segment TRG 16- reflect on details of their itineraryusing a self-evaluationquestionnaire TRG 42; BLM 10- discuss the importance of beingwell prepared when traveling to anew and unfamiliar destinationTRG 69- underline familiar words (motsamis and mots connus) TRG 81;SB 20-21- reflect on the presentationstrategies used TRG 100; WB 26

- reflect on the writing processTRG 23- reflect on the useful of the pre-reading activities used in thislesson TRG 34- reflect on how the media presentcertain animals TRG 58- reflect and comment on how theyworked with their partner TRG 73- create a list of strategies used ineffective presentations TRG 93;WB 23- self-evaluate their successesduring the entire unit TRG 95; WB24

- reflect on the listening and readingstrategies that were useful TRG 13- reflect on the reading strategiesused TRG 31- reflect on the process followed tocreate the plan for an amusementpark TRG 48- reflect on the purpose of warningsigns TRG 65- reflect on the importance ofknowing how to ask for and givedirections TRG 76- react to partner’s presentation andhis/her use of presentation strategiesTRG 96; BLM 28- read and react to partner’scomments regarding ownpresentation and then choosepresentation strategies to be usedduring the final task TRG 96; BLM28- self-evaluate their learning duringthis theme TRG 110; WB 24




LanguageBy the end of grade 9,

students will have achievedthe outcomes for the

previous cycle and shouldalso be able to…



Manègesmerveilleux

- recognize the linguisticelements…


- use the linguisticelements…


Tout ados L1-A - Nelson · Attention, magasineurs! ... Tout ados Level 1 and the Atlantic Core...

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