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4 Nouvelles frontières 10e | Program Overview

Copyright © 2002 Pearson Education Canada Inc.

Program OverviewAbout the Authors

Fran Catenacci

■ Former Consultant for FSL and International Languages, for 10years, Lambton Kent District School Board;

■ Teacher of FSL at the secondary level for over 20 years and Head ofModern Languages;

■ Treasurer of the Ontario Council of FSL Consultants;■ Co-Chair of the Western Ontario FSL Consultants;■ Co-Chair of the Ministry of Education Expert Panel;■ Responsible for producing Key Directions in Secondary Curriculum

Development for Second and Additional Languages;■ Team Leader for Secondary Course Profiles Peer Review;■ Contributing author of Sans frontières, Grade 9 Academic Core

French program;■ President of the Ontario Modern Language Teachers' Association

(OMLTA).

Pauline Cyr

■ Diploma in Linguistics from l'Université du Québec à Montréal(l'UQAM);

■ Journalist and researcher for Radio-Canada;■ Editor-in-chief of L'Express, Toronto’s French language newspaper;■ Creator and writer of En bon français, a feature column in L'Express,

which was awarded critical acclaim;■ Linguistic reviewer for several Pearson Education Canada programs:

Sans frontières 9e, Autour de nous 9e and On y va! 1;■ Accomplished translator.

Robert Hart

■ Currently Vice-Principal for the York Region District School Board;■ Former head of FSL, Classical and International Languages;■ Over 20 years of FSL experience at the intermediate and secondary

levels;■ Organizer of summer programs for elementary and secondary school

students in Canada and abroad;■ Accomplished and frequent presenter at local professional

development workshops, major provincial conferences andinternational workshops;

■ Contributing author of Sans frontières, Grade 9 Academic CoreFrench program;

■ Author of several texts for FSL and German language instruction.

Introduction to Nouvelles frontières 10e

Nouvelles frontières is a program that is designed to address and to contextualizeall of the expectations of the new Core French Grade 10 curriculumwhile enhancing the pleasure of reading and second language learning.

Components Description

Anthologie

The Anthologie includes a novel by Denis Côté, La machine à rajeunir,which has been adapted to meet the needs of Grade 10 FSL learners. Toenrich the students' experience of the French language, selectedidiomatic expressions are highlighted and illustrated. Also included in theAnthologie are nine reading selections of various genres, both fiction andnon-fiction, appropriate to the age, interests and proficiency in French ofGrade 10 FSL students. The selections also vary in length from two-pageopinion pieces to six-page stories.

It is recommended that the novel and the reading selections bepresented in the order in which they occur. The grammar and languagestructures have been sequenced to include a full-page explanation in theCahier the first time the structure is introduced. Several opportunities forre-entry follow in subsequent reading selections.

Each chapter of the novel and reading selection contains three sectionsto assist students in preparing for and responding to the passage:

■ Avant de lire : a series of two or three questions completed orally priorto reading. These questions allow students to access previousknowledge and connect the topic of the reading selection to their fieldof experience. These questions are also used to create interest, beginvocabulary building and encourage students to predict what they willbe reading.

■ As-tu compris? : an oral activity designed to quickly check globalcomprehension of the chapter or reading selection.

■ Expansion : a choice of two or more optional activities intended asexpansions of the chapter or reading selection and leading to writingor oral communicative performance tasks. They are designed to becompleted after the Cahier activities and allow for opportunities to usecreative and critical thinking as well as provide a context in which touse recently learned knowledge and skills. Selected Expansionactivities that serve as open-ended performance tasks targetted forSummative Evaluation are presented in chart form on page 32 of theProgram Overview.

A reference section provided at the back of the Anthologie supportsstudent learning throughout the school year. This reference sectionincludes:

■ Grammaire et structures langagières : for grammar and languageconventions, independent learning and consolidation;

Nouvelles frontières 10e | Program Overview 5Copyright © 2002 Pearson Education Canada Inc.

■ Conjugaison de verbes : charts of regular and high frequency irregularverbs, and verbs on the list of Grade 10 expectations. Verbs areconjugated in le présent, l’imparfait, le présent du conditionnel, le passécomposé, le présent du subjonctif and l’impératif.

■ Lexique français-anglais : core vocabulary contained in the novel andreading selections.

Cahier (also available in Black-line Master format)

A large variety of support materials for the Anthologie are offered in theCahier. They guide students through the reading and comprehension ofthe Anthologie and offer opportunities for writing, listening and speakingactivities. The activities in the Cahier are identified by logos representingcommunication skills: Écrivons! Écoutons! Parlons!

Every chapter or reading selection is supported by the followingfeatures in the Cahier :

■ Vocabulaire : activities such as searching for cognates, word families,synonyms, antonyms, matching exercises and word puzzles allowstudents to work with the vocabulary of the chapter or readingselection and encourage them to take responsibility for the learning ofnew core vocabulary. These activities enhance students' knowledge ofhow the French language works.

■ Compréhension : Partie A offers short answer questions requiring aglobal understanding of the reading. Partie B offers opportunities forstudents to write in sentences and to extrapolate meaning beyond thecontent using higher-level critical and creative thinking skills.

■ As-tu observé? : addresses Language Structures expectations throughthe inductive and analytical approaches to learning. Sample sentencesfrom the reading present each structure in context. The Hum... quelleest la règle? section encourages students to analyse the samplesentences and formulate the rules governing the language structure.This section also encourages note taking.

■ Révision : presents opportunities for review of the previous years’grammar and language expectations or re-entry of the Grade 10expectations presented in earlier reading passages.

■ Consolidation exercises and activities: offer written and oral andlistening activities for the grammar structures presented and for theirre-entry in later reading selections. Students have the opportunity topractise new structures through sentence completion and respondingto questions.

■ On écoute : provides listening activities related to the content andlanguage structure expectations presented in the reading selection.

■ Mini-dialogues : provides theme-related conversations, listeningcomprehension and consolidation of the language structures. Studentsare invited to complete the dialogues with the correct form of theword(s) that they hear. Using these dialogues as models, studentscreate new dialogues that expand on and extrapolate from thelistening activity. These new dialogues may be used for SummativeEvaluation.



Teacher’s Guide

This coil-bound resource contains detailed teaching notes for eachchapter of the novel and for the nine reading selections. These include:

■ a list of learning opportunities;■ a summary of the chapter or reading selection;■ a list of Core Vocabulary;■ vocabulary teaching strategies;■ margin headings identifying opportunities for Diagnostic Assessment,

Low- and High-End Formative Assessment, Summative Evaluation,Vocabulary Building, Thinking Skills, Oral Strategy, ListeningStrategy, Reading Strategy, Writing Strategy, Group, Pair andIndividual Learning, Reference and Enrichment;

■ suggestions for the presentation of Expansion activities;■ optional language activities;■ game suggestions.

Cahier Answer Key

The Cahier Answer Key replicates the Cahier content and providesanswers to the activities.

Compact Discs

The Audio Compact Disc package contains two CDs as well as an AudioProgram Guide that outlines the content and length of each CD track. Allreading selections except for the novel are recorded, as well as the Cahierlistening comprehension exercises, On écoute, and the Mini-dialogues.

Web Site for Computer-Assisted Learning

The integration of current technologies is suggested as part of a completeFSL program. Students are assigned tasks and projects whereby the useof technology is recommended. They are encouraged to use computers,the Internet, and other technologies available to them.

The use of technology, such as our Web site <www.pearsoned.ca/school/fsl>,promotes technological skills as well as literacy. The Nouvelles frontières10e Web site offers a large selection of hot links (les liens dynamiques) tosites that are related to each theme. These are useful for the teacher andfor students who wish to do additional research on topics in order toprepare for the Expansion activities. They are also ideal for enrichment,or just for the enjoyment of more reading materials on a specific theme.In addition, the links are also the source of rich cultural contentpertaining to Canada and other parts of the world, and they provide acomplement to the themes of the reading selections.

The linked sites are monitored by Pearson Education Canada toensure that content remains appropriate, and that sites still exist. Also,new sites are added, if they are relevant, keeping our Web site up-to-datewith resources and references.


Goals of Nouvelles frontières 10e

Nouvelles frontières 10e is a supplemental resource intended to be used inconjunction with the current basal programs in use in the Grade 10 CoreFrench Academic (FSF 2D) course. It addresses the expectations forReading, Writing, Oral Communication and Language Structures.Teachers may wish to use Nouvelles frontières either in conjunction withtheir basal program or as their primary resource.

The independent reading requirement of the resource leads studentsto develop reading strategies which will assist them to read andcomprehend a large range of French texts and to appreciate differentgenres of literature. Non-fiction reading selections provide students withthe opportunity to learn French while discovering a wide variety of topicswith cross-curricular links to other subjects, while the fiction selectionsfoster an appreciation of francophone culture.

The aim of Nouvelles frontières 10e is to encourage students tocommunicate in French through oral, reading and writing activities.Grammar, language conventions and vocabulary are an integral part of allcommunicative activities. Students are introduced to language throughdiverse reading selections that serve as a springboard to related writingand oral activities. These activities lead to the more comprehensiveoptional Expansion activities where students have an opportunity todemonstrate the language knowledge they have acquired by completing aperformance task which integrates learning expectations with creativeand critical thinking skills.

Methodology

The detailed methodology suggested in the Teacher’s Guide provides anexcellent guide to teachers for the presentation of each chapter of thenovel and each reading selection contained in the Anthologie. The guideoffers identification of learning opportunities, strategies for thepresentation of grammar and vocabulary, ideas for the development ofreading strategies to facilitate independent reading, possibilities forenrichment and remediation, and suggestions for assessment andevaluation. In addition, the Teaching Strategies found on pages 17–24 ofthe Program Overview offer a synopsis of the methods suggested for theeffective presentation of the novel and reading selections.

Long-range planning for the use of Nouvelles frontières 10e inconjunction with a basal program is recommended. Teachers may wish touse Nouvelles frontières 10e as a primary resource after examining the unitsof their basal program. All of the Language Structure expectations of theGrade 10 Core French Academic program are addressed in this resource.To ensure a complete curriculum implementation for LanguageStructures, a correlation chart of grammar entry and re-entry is providedon pages 18–19 of the Program Overview.



Language Structures

Inductive and Analytical Approach

to Grammar and Language Structures

Nouvelles frontières 10e is designed to provide the tools necessary forvarious approaches to language teaching and language learning. In orderto respond to the needs of various teaching and learning styles, both theinductive and the analytical approaches are presented.

The inductive approach to learning grammar occurs as students becomefamiliar with the theme of the selection and gather information,vocabulary, and language structures in context. Following this initial phase,students attempt to use the skills in informal and simple communicativesituations, such as answering simple questions, finding and identifyingmain ideas and details and observing language from the selections.

After students have had the opportunity to practise language structuresin communicative situations, they are presented with an analytical, formalexplanation of the same key elements. The As-tu observé? pages located inthe Cahier guide students through an analysis of the new grammar andlanguage structures with the help of visuals. The analytical approachallows students to develop a deeper comprehension of how languagefunctions, thus providing support for them to actually learn the requiredlanguage elements. The grammar is always presented in the context ofthe theme, so that the models and the vocabulary are familiar. TheGrammaire et structures langagières located at the back of the Anthologieoffers additional explanations and examples, and can be consultedthroughout the school year for consolidation and review.

Re-entry of Grammar and Language Structures

Nouvelles frontières 10e contains all of the grammar and languagestructures required for the Grade 10 Core French Academic course.They are presented sequentially in the reading passages in order to allowstudents to build on prior knowledge when learning new languagestructures.

The first time a new language structure occurs in a chapter or readingselection, a corresponding full-page grammar presentation page isprovided in the Cahier. Students have the opportunity to examine thenew structure in the context of the theme of the chapter or readingselection and to formulate rules regarding its use. The Cahier then offersmultiple pages for practice of the new structure. In addition, the newstructure is re-entered in subsequent chapters or reading selections in theRévision pages of the Cahier to provide more opportunities for practice inthe context of a different reading selection. Selected re-entry pages maybe used for the purpose of assessment and evaluation.

See the chart on pages 18–19 of the Program Overview for an overviewof language structure entry and re-entry in Nouvelles frontières 10e.


The Ontario Curriculum and Nouvelles frontières 10e

Strands

Oral CommunicationOral Communication is the starting point of every reading selection.Oral interaction is essential to set the context for the topic by relating itto students’ experience or prior knowledge, and to identify the mainvocabulary for communication. It is recommended that every pre-reading(Avant de lire) and post-reading (As-tu compris?) activity, as well asstudents’ introduction to the application of language structures becompleted orally. The teaching notes for each chapter and readingselection contain additional questions for teachers to determine students’understanding of the content. Students are given further opportunity todevelop their listening and speaking skills through the On écoute andMini-dialogues activities in the Cahier, identified by the Écoutons! andParlons! icons. Many of the Expansion activities in the Anthologie focusspecifically on Oral Communication skills and provide the opportunityfor Pair and Group Learning.

ReadingNouvelles frontières 10e offers a broad selection of fiction and non-fictionreading materials, including a 60-page novel necessary to meet the Grade 10 expectations for independent reading, a short story, articles,poems, a fairy tale, and illustrated idiomatic expressions. All the readingselections (with the exception of the novel) are recorded on compact disc.This allows students to listen and read at the same time, and provides amodel for pronunciation, intonation, and expression.

Reading is a stepping stone to oral and written activities providedthroughout Nouvelles frontières 10e. The novel and reading selectionsprovide authentic contexts for the learning of language structures and thebasis for vocabulary building.

Several reading strategies (to meet the needs of students with differentlearning styles) are suggested in the Teacher’s Guide. As students completethe chapters or reading selections, they accumulate reading skills that willenable them to read independently for global understanding and forenjoyment. In addition, the reading selections may be used as intensivereading to be done in class and as the vehicle for in-depth response to textand the explicit teaching and evaluation of thinking skills. They serve as apoint of departure for oral and written activities provided in the Cahierand for the Expansion activities located in the Anthologie.



WritingWriting activities serve to support and reinforce language elements after theyhave been introduced through oral communication and reading. Partie B ofthe Compréhension pages in the Cahier invites students to write full-sentenceanswers using critical and creative thinking skills to extrapolate meaningbeyond the content of the reading selections. The grammar presentationpages, grammar activity pages and Révision pages offer students theopportunity to further practise their writing skills. The Expansion activitiesin the Anthologie provide opportunities for writing narrative, descriptive andexpository assignments. Information on Le processus d'écriture is provided onpage 26 of the Program Overview.

The Achievement Chart and the Four Skills Categories

The achievement chart found in the Ontario Curriculum contains fourcategories of knowledge and skills—Knowledge/Understanding,Thinking/Inquiry, Communication, and Application. During the course,students should be given several opportunities to demonstrate theirachievement of the curriculum expectations across the four categories.The achievement chart was the basis for the creation of the genericrubrics provided on pages 295–306 of this guide and on our Web site at<www.pearsoned.ca/school/fsl>. These rubrics are intended to evaluatethe open-ended Mini-dialogues in the Cahier, as well as the Expansionactivities such as oral presentations, writing assignments and debatesoutlined in the Anthologie.

The focus of the performance being evaluated through the Expansionactivities is to improve students’ learning. Teachers will have theopportunity to give specific feedback to students based on the strengthsand weaknesses of students’ performance in each category. It is thereforedesirable to track students’ achievement of the curriculum expectationsthrough the four knowledge and skills categories.

Through the Expansion activities, Nouvelles frontières 10e offers aunique opportunity for teachers to assign levels of achievement forstudents’ performance in all four skills categories over the course of theterm. The Thinking/Inquiry category is also addressed in theCompréhension page for each reading selection located in the Cahier.Students require critical and creative thinking skills and inquiry skills inorder to complete many of the open-ended comprehension questions.The generic rubric for Reading/Writing provided on pages 304–306 ofthis guide may be used to evaluate the Compréhension pages. The genericrubrics for Oral Communication and Writing provided on pages 295–300of this guide may be used to evaluate the Expansion activities.


Anthologie Synopsis

Title Genre Description Language Structures



Ch. 1 : l’imparfait;Ch. 2-4, 6 : l’imparfait et lepassé composé;Ch. 4 : les pronomspersonnels (d’objet direct :me, te, se, nous, vous);Ch. 5&6 : les pronomspersonnels dans les phrasesaffirmatives et négatives (le,lui);Ch. 6 : les prépositions.

De retour d’un voyage àPercé en Gaspésie, lesparents de Marc-André semettent à rajeunir de façoninquiétante. La familleretourne à Percé pourtrouver le moyen derenverser le processus.

La machine àrajeunir

un roman

les verbes réfléchis etpronominaux au passécomposé

quatre poèmes écrits par unélève de français langueseconde en 11e année

Poésie la poésie

du vocabulaireQuelques élèves partagentleurs expériences, positiveset négatives, en ce quiconcerne les frères et lessœurs.

Les frères etles sœurs :amis ouennemis?

des anecdotes

- les pronoms relatifs (cequi, ce que, dont);

- le pronom en (quantité);- les prépositions (en France,

à Winnipeg).

Il y a des gens qui adorentles parfums, d’autres lesdétestent. Quelquesanecdotes de cas où lesparfums ont causé desdisputes.

Les parfums un article

- les verbes à l’impératif +les pronoms d’objet;

- les pronoms personnels(le, lui);

- les expressionsimpersonnelles;

- le participe passé accordéavec l’auxiliaire avoir.

On trouve souvent unanimal sauvage malade oublessé au bord de la route,ou un petit abandonné parsa mère ou dont la mère estmorte. Comment prévenirles accidents et soigner lesanimaux sauvages?

Les soins desanimauxsauvages

une interview

- l’imparfait et le passécomposé;

- les verbes pronominaux aupassé composé;

- les prépositions (en, au, à);- les mots de liaison (après

tout, c’est-à-dire, en effet).

L’histoire du calendrier àpartir des Romains jusqu’ànos jours. Pourquoi l’annéecommence-t-elle en janvier?Pourquoi septembre n’est-ilpas le septième mois?Quand le 21e siècle a-t-ilcommencé?

L’histoire descalendriers

un article

- les pronoms relatifs (cequi, ce que, dont);

- l’imparfait et leconditionnel présent (laformation);

- le conditionnel présent(l’usage);

- le passé composé desverbes réfléchis;

- les conjonctions;- les mots de liaison.

Les astronomes quiobservent les mouvementsdes astéroïdes dans l’espace essaient de prédiresi une collision avec la Terreest possible ou probable. Quelles seraient lesconséquences d’unecollision? Quelles étaient lesconséquences des collisionsdans le passé?

Les astéroïdes :présentent-ilsun danger réelouimaginaire?

un article



Vocabulary Building

The Avant de lire section in the Anthologie also serves to introducestudents to the theme of the chapter or reading selection. During thisintroductory phase, teachers are given the opportunity to discover whatstudents already know and think about the topic and what language skillsand vocabulary they are already familiar with. It is then possible to add tothis knowledge by building a vocabulary bank that will facilitate theircomprehension of the reading selection. For teacher convenience, keywords in the Avant de lire section of this guide are highlighted in bold text.

The Lecture section in the teaching notes provides questions thatfacilitate vocabulary building. Students are encouraged to build their ownvocabulary by creating a vocabulary bank and adding to it throughouttheir learning. Various vocabulary building strategies are providedincluding a theme-based vocabulary graphic organizer, vocabulary games,organizing vocabulary according to parts of speech headings and havingstudents work in pairs to create a dictée using recently acquired vocabulary.

The Vocabulaire pages in the Cahier as well as the Vocabulaire de basepages in the Teacher's Guide offer students an opportunity to work withthe core vocabulary of the reading selection. Through the study of wordfamilies, synonyms, antonyms, and definitions students are able to add totheir own personal vocabulary.

Listening Strategies

The listening strategies are integrated within the listening activities inNouvelles frontières 10e. The first time students hear a reading selection,they should listen for gist, i.e., not every detail of the listening selectionneeds to be fully understood. For example:

■ always let students know that they will hear a listening selection morethan once;

■ encourage students to take notes as they listen (it is recommendedthat you give pointers on note-taking in French);

■ point out to students that intonation plays an important role ingeneral comprehension;

■ follow up listening by asking questions to assess comprehension;■ whenever possible, supplement listening with visual support, gestures,

facial expressions, body language, intonation, inflexion, emphasis.

Oral Strategies

Oral communication is key to language learning. Oral communicationstrategies are indicated throughout the Nouvelles frontières 10e Teacher’sGuide. The following strategies may be used at any time in the learningprocess, according to students’ needs:

■ modelling; brainstorming; questioning; role-playing;■ organizing and planning for an oral communication task;■ practising pronunciation;■ paying attention to intonation;■ using body language and gestures;■ rehearsing.


Reading Strategies

Reading strategies are identified throughout the Nouvelles frontières 10e

Teacher’s Guide. Students determine the meaning of a text while usingthe following strategies:

■ using information from the context of the text: tell students, Quandon lit un nouveau mot, on doit réfléchir au contexte du mot pour arriver àcomprendre son sens. You may wish to provide them with an example,such as the following from page 41 of the Teacher’s Guide: Dans laphrase, La voiture noire était garée à quelques mètres de la maison, que veutdire le mot garée? (Le mot veut dire qu’il y a une voiture stationnée pas loinde la maison. / La voiture est arrêtée pas loin de la maison.)

■ recognizing cognates: tell students, Souvent, il y a des mots français quiressemblent à l’anglais et qui ont le même sens. Quand on lit, on doit utiliserces mots pour nous aider à comprendre l’histoire. You may wish to providethem with an example, such as the following from page 39 of theTeacher’s Guide: Que veulent dire les mots ses biceps et ses pectoraux?(his biceps and his pectorals)

■ identifying root words and word families: tell students, Souvent,quand on identifie la famille de mots d’un nouveau mot, on peut deviner sonsens. You may wish to provide them with an example, such as thefollowing from page 39 of the Teacher’s Guide: Quel est le mot racinedu mot redonner à la page 6 de l’Anthologie? (donner) Alors, que veut direredonner? (donner de nouveau)

■ using visual cues: tell students, Quand on lit, on doit employer toutes lesimages dans l’Anthologie pour nous aider à comprendre les passages difficilesd’un texte. You may wish to provide them with an example, such as thefollowing from page 39 of the Teacher’s Guide: Regardez l’image à lapage 7 de l’Anthologie. Cette image montre le sens littéral de l’expressionidiomatique Quelle mouche l’avait piqué? Relisez la première partie de lapage 7 et devinez le sens figuratif de cette expression. (L’expression veut direque le père est un peu bizarre ce matin-là. Le père fait des choses qu’il ne faitpas d’habitude.) Quelle est l’expression qu’on emploie en anglais?(Something has gotten into him.)

■ reading for gist: inform students that they should focus on gaining ageneral understanding of the main events when reading a text for thefirst time, and that subsequent readings will uncover important details;

■ paying attention to verbal cues such as intonation, while listeningto the reading selection on CD;

■ using the French/English glossary on pages 150-159 of theirAnthologie. Tell students, Si les autres stratégies de lecture ne nous aidentpas à comprendre un nouveau mot, on doit utiliser le lexique aux pages150–159 de l’Anthologie ou un dictionnaire.

Please refer to page 127 of this guide for a description of options that youmay use to approach the chapters and reading selections with students.

Writing Strategies

Many opportunities are provided in Nouvelles frontières 10e to practisewriting in different formats, such as sentences, descriptive, narrative andexpository paragraphs, questions, dialogues, comic strips, etc. Processwriting is essential to developing the ability to become a good writer.Each stage of process writing focuses on a specific task. These areintegrated into the writing activities, which include:

■ brainstorming;■ choosing a topic;■ generating and organizing ideas;■ identifying the purpose of writing;■ keeping in mind the audience to whom the writing is addressed;■ developing a plan;■ writing a first draft;■ reviewing and revising, choosing appropriate expressions, structures

and vocabulary;■ editing and proofreading, paying attention to grammar, spelling and

punctuation;■ peer-editing;■ correcting;■ producing a final copy.

Information on process writing is provided on page 26 of the ProgramOverview. You may wish to distribute this information to students.

Thinking Skills

The chapters and reading selections in Nouvelles frontières 10e provideseveral opportunities for explicit teaching and evaluation of creative andcritical thinking skills. They are identified in the correlation chart onpages 13–17 of the Program Overview. It is through the development ofthese skills that students are able to move from simple knowledge of factsto the application of that knowledge to solve problems and create newproducts. The strategies contained in Nouvelles frontières 10e include:

■ predicting outcomes, visualizing scenarios, hypothesizing andgeneralizing in the brainstorming activities of the Avant de lire sectionin the Anthologie;

■ inferring meaning, evaluating, drawing conclusions, attributingcharacteristics and motives in Partie B of the Compréhension pages ofthe Cahier;

■ analyzing ideas and synthesizing them to create new products,determining cause and effect, prioritizing, and problem solving in theExpansion activities provided in the Anthologie.

Pair Learning or Group Learning

Pair or group learning occurs while students participate incommunicative activities, and while they complete various tasks in pairsor in groups. These include:

■ brainstorming activities;■ group discussions and debates;



■ language and communicative games;■ role plays, skits and mini-dialogues;■ comparing and discussing of answers;■ peer-editing of writing tasks;■ various group and pair work;■ many Expansion activities.

Optional Activities

Optional activities, in which students expand on various activities inorder to gain more practice and to increase their knowledge occurthroughout the resource. These options offer different ways ofapproaching and enriching the teaching of new material. These include:

■ vocabulary games;■ research topics;■ language games;■ role plays;■ mini-dialogues;■ group or class discussions;■ creative theme-related games and mimes.

Expansion Activities

See pages 30–31 of the Program Overview for teaching stepsrecommended for Summative Evaluation Expansion activities.

Word Games

Word games provide students with a communicative opportunity todevelop pronunciation skills and contextual understanding, as well as toincrease their level of enthusiasm and motivation. Encourage students toparticipate for the enjoyment of interacting with others rather thancompeting with others. If some students are not comfortable playing aword game, you may wish to suggest that they participate by assuming anon-competitive role such as scorekeeper, timekeeper, or spellchecker.

PictionnaireDivide the class into two teams. Together with the class, establish a timelimit for each round of the game (e.g., 30, 40, or 60 seconds). A studentfrom one team takes a turn by going to the board to communicate tohis/her team, by drawing a picture only, a word or expression introducedin the unit under study. The team member who correctly pronounces theword must go to the board and, alone or through discussion withteammates, correctly spell the word in order for the team to score apoint. If the word is misspelled, the opposite team gets to try to spell itcorrectly. Assign one point for correct pronunciation and another forcorrect spelling. The length of the game depends on the amount of timeavailable to your class. Once the two teams have had an equal number ofturns at the board, the team with the most points wins.

Alternate: Have students mime the word or action instead of drawing it.


Au tableau!Divide students into teams of four to six people, making sure that allteams are of the same size. Number the students on each team (e.g., ifthere are four students on each team, give each student a number from 1to 4). Call out a vocabulary word or expression and then call out one ofthe numbers you assigned to students. All of the students assigned thatparticular number go to the board and write the answer. The first studentto answer correctly scores a point for his or her team. Points may also beassigned for correct pronunciation.

Alternate: Call out the definition or description of a word and havestudents write down the word to which it corresponds.

TabouDivide the class into two teams. Together with the class, establish a timelimit for each round of the game (e.g., 30, 40, or 60 seconds). A studentfrom one team takes a turn by describing to his/her team a wordintroduced in the unit under study. The student may use a definition, ananecdotal description, a synonym, or an antonym to communicate theword but may not use a word from the same family or one that rhymes.The team member who correctly chooses and pronounces the word mustgo to the board and, alone or through discussion with teammates,correctly spell the word in order for the team to score a point. If theword is misspelled, the opposite team gets to try to spell it correctly.Assign one point for correct pronunciation and another for correctspelling. Teams alternate taking turns. Encourage every student to take aturn. The length of the game depends on the amount of time available toyour class. Once the two teams have had an equal number of turns at theboard, the team with the most points wins.

Alternate: Before beginning the game, provide each team with anequal number of squares of paper. Have teammates work together towrite one vocabulary word on each square of paper and, below eachword, to write down three other words that may be helpful in describingthe vocabulary word. Collect the completed squares in two separate piles,one for each team. Play the game according to the previous descriptionbut, instead of having the competing student make his/her own choice ofa word to describe to teammates, give the student a square of paper thatthe opposite team has filled in. The three words listed below thevocabulary word are les mots tabous; the student must not use these wordsin his/her description of the vocabulary word.



Enrichment and Accommodation Strategies

Enrichment

Teachers have numerous opportunities within the program to challengestudents:

■ reading of additional theme-related magazine articles, newspaperclippings and brochures independently, and reporting orally to theclass the content of the readings and their relation to the chapters orselections in their Anthologie;

■ creating comprehension questions, vocabulary cards, quizzes, wordsearches and crossword puzzles. These may be used as supplementarymaterials for students in need of accommodation in the classroom;

■ creating a text or dialogue with missing words, then presenting itorally, and having the class complete the activity;

■ creating theme-related posters for display in class;■ creating theme-related language games which could be played by the

class to reinforce language structures and vocabulary;■ volunteering to go to the board to conjugate verbs with irregularities

such as manger, commencer and étudier;■ completing one of the activities labelled specifically as “Enrichment”

in the Teacher’s Guide.

Accommodation

Teachers are encouraged to make good use of Diagnostic Assessmentopportunities indicated throughout the Teacher’s Guide to determine thelevel of knowledge students have prior to the presentation of newchapters or reading selections and new language structures. Thisinformation determines which students require remediation in order forthem to experience success with a new lesson. Numerous FormativeAssessment opportunities allow teachers to give feedback to studentsbased on their achievement of the curriculum expectations.

■ Pre-teach theme-related vocabulary for the chapters and readingselections and provide some background information beforeattempting the Avant de lire section.

■ Choose reading partners, matching weaker readers with strongerreaders.

■ Provide out-of-class assistance to students experiencing difficultycompleting independent reading assigned as homework.

■ Encourage students to identify cognates and familiar words in orderto achieve a global comprehension of the reading selections.

■ Use supplementary teaching materials, such as vocabulary cards orword searches, created by you or by students in the class.

■ Encourage partner and group work on written activities.■ Provide models for written work, which have been created by you or

by students in the class.■ Modify evaluation and summative performance tasks as required, e.g.,

length, number of language structures, amount of homework.


Le processus d’écriture

Pour commencer une bonne composition :

■ choisis le sujet;

■ identifie le public qui va lire cette composition et pourquoi;

■ fais des recherches;

■ pose des questions, parle avec d’autres personnes, cherche del’information dans des livres ou sur Internet;

■ organise les renseignements;

■ fais le plan de la composition.

Pour écrire une bonne composition :

■ écris un brouillon;

■ présente le sujet dans la première phrase ou dans le premierparagraphe—c’est l’introduction;

■ développe seulement une idée principale dans chaque paragraphe;

■ donne tous les détails importants sur le sujet—la date, la définition, la description, etc.;

■ finis avec une conclusion qui résume brièvement les idées principales;

■ donne un titre qui reflète bien le sujet.

Pour réviser une bonne composition :

■ révise le brouillon;

■ vérifie l’organisation des idées;

■ vérifie l’ordre et le sens des phrases;

■ vérifie la ponctuation;

■ vérifie l’orthographe des mots;

■ demande à un ou une partenaire de lire ton brouillon;

■ vérifie le sens du texte;

■ vérifie l’organisation du texte;

■ discute des suggestions avec ton ou ta partenaire;

■ fais des corrections;

■ écris la version finale.



Debates in the Classroom

Note: Encourage each student to prepare a text beforehand to presentorally during the debate. Ensure that students incorporate specifiedlanguage structures. Point out to students that they may wish to try touse the new language structures spontaneously in the rebuttal stage of thedebate. They are, however, not expected to incorporate all new languagestructures spontaneously.

Recommended Expectations for DebatesStudents will:

■ OC4: participate in teacher-guided discussions and debates, and indramatizations;

■ OC5: explain personal opinions, and formulate and supportjudgements, on topics under study;

■ OC7: present an argument based on researched information; ■ OC12: use correct pronunciation and intonation, and body language

and other non-verbal cues, to clarify and enhance a message; ■ W2: state opinions about a topic supported by facts;■ W6: revise, edit, and proofread their writing, focusing on grammar,

spelling, punctuation, and conventions of style;■ W7: incorporate newly acquired vocabulary into their written work.

1. Customize the generic rubrics for Oral Communication and Writingprovided on pages 295–300 of this guide and inform students of theevaluation criteria.

2. Inform students that their group will have to present their side (pouror contre) to another group and engage in a debate. In order to preparestudents for the debate, you may wish to create a web diagram on theboard to help focus them on the points in favour and against.

3. Groups should begin their preparations by brainstorming thearguments for and against the declaration. Encourage the groups tochoose two or three of the strongest arguments on which toconcentrate, and think them through carefully.

4. Each student in the group will be responsible for presenting aprepared statement. You may wish to evaluate the prepared statementby customizing the rubric for Writing provided on pages 298–300 ofthis guide. The other students will be responsible for refuting theprepared statements of their opponents in the debate (rebuttal). Thus,students will be required to think about both sides of the debateduring their preparations.

5. The group supporting the declaration (pour) should present theirarguments first, followed by the rebuttal of those arguments by theiropponents (contre). The group opposing the declaration will thencontinue the debate by presenting their own arguments, and thegroup supporting the declaration will then end the debate bypresenting their own rebuttal.


Assessment and EvaluationThe chart on page xx of this guide provides an overview of how eachsection of Nouvelles frontières 10e fits into the following Assessment andEvaluation framework.

Diagnostic Assessment

Diagnostic Assessment is useful to determine the level of priorknowledge before students begin new activities. It helps to determinestudents’ and teachers' starting point and the direction of futureinstruction. The Avant de lire activities in the Anthologie provideDiagnostic Assessment opportunities. This type of assessment should notbe used to determine students’ marks.

Low-End Formative Assessment

Low-End Formative Assessment is intended to provide students withopportunities to practise and take risks while the teacher gives dailyfeedback based on the students’ achievement of the curriculumexpectations. The primary purpose of Low-End Formative Assessment isto improve student learning by identifying areas that need specialattention so that they are able to experience success. Low-End FormativeAssessment should not be used to determine students’ marks. This typeof assessment usually deals with a single strand and is recommended forthe following activities:

■ reading selections in the latter part of the Anthologie may be used todetermine students' success at using appropriate reading strategies;

■ the As-tu compris? section in the Anthologie, where studentsdemonstrate a global understanding of the chapters or readingselections;

■ consolidation exercises in the Cahier, where new vocabulary and newlanguage structures first appear;

■ selected Partie A in the Mini-dialogues, where students complete thesentences with the correct form of the new language structure whichthey have had the opportunity to practise.

High-End Formative Assessment

High-End Formative Assessment occurs throughout the chapter orreading selection. It may be done after students have had manyopportunities to practise and have received detailed feedback on theirlearning and after students have completed tasks that match specificcurriculum expectations during the chapter or reading selection. It isimportant for the teacher to do an interim assessment and to providefeedback to allow students the opportunity to improve their work beforethe final submission. The mark or level the student achieves in High-EndFormative Assessment may be used to determine their final mark. Thefollowing activities are recommended for this type of assessment:

■ consolidation Révision exercises in the Cahier, where vocabulary andnew language structures are re-entered for the second, third or fourthtime;

■ selected Partie B activities in the Mini-dialogues, where students



expand on and extrapolate from the content of Partie A to createdialogues of their own;

■ selected Expansion activities which usually deal with a single strandand have not been identified as rich summative tasks on page 32 of theProgram Overview. These activities may be evaluated with the genericrubrics provided on pages 295–306 of this guide.

Summative Evaluation

Summative evaluation occurs at the end of a chapter or reading selectionto evaluate the language skills and knowledge that a student has achievedduring the entire chapter or selection. Summative evaluation tools shouldbe varied to meet the needs and learning styles of all students. Typicaltools recommended for summative evaluation include rubrics, tests,marking schemes and portfolios. The marks or levels a student achievesduring summative evaluation should receive the most emphasis in thedetermination of the student’s final mark. Typically, the followingactivities from Nouvelles frontières 10e are recommended for SummativeEvaluation:

■ Mini-dialogues, Partie B, where students are asked to create newdialogues by changing the characters and the situation;

■ selected Expansion activities listed on page 32 of the ProgramOverview, which represent rich performance tasks.

Expansion Activities Recommended for Summative Evaluation

The chart on page 32 identifies the Expansion activities recommendedfor Summative Evaluation. These activities have been selected becausethey represent rich open-ended performance tasks which address morethan one strand and which may be evaluated with the generic rubricsprovided on pages 295–306 of this guide. In addition, the chart identifiesthe strands, the achievement level categories and the language structuresthat each activity is intended to evaluate.

Teachers will note that the language structures suggested for eachExpansion activity often pertain not only to the chapter or readingselection from which the activity is taken, but from previous chapters orselections where the structures were taught. Students have had severalopportunities to practise the structures and are ready for formalsummative evaluation.

For each Summative Evaluation Expansion activity in the Teacher'sGuide, suggested expectations have been included. The following codeshave been used:

- OEOC Overall Expectation for Oral Communication- OC Oral Communication- OER Overall Expectation for Reading- R Reading- OEW Overall Expectation for Writing- W Writing

The code numbers (e.g., OEOC1, W5) correspond to the order in whichthe expectations are listed in the Ontario curriculum.


See pages 30–31 of this guide for suggested teaching steps for SummativeEvaluation Expansion activities.

Self-Evaluation

At the end of the novel, and at the end of the reading selections, studentsare encouraged to self-evaluate on the knowledge and skills that theyhave acquired throughout their learning process. This allows students totake responsibility for their own learning. They become aware of theirown progress with regards to communication skills, the application ofgrammar and language conventions, and the application of learningstrategies. The first page of teaching notes for each chapter and readingselection lists the Learning Opportunities. Encourage students toevaluate their knowledge and skills using this list as their guide. See theself-evaluation Black-line Master or fiche reproductible provided on page307 of this guide.

Teaching Steps for Summative Evaluation Expansion Activities

1. Customize the generic rubrics for Oral Communication and Writingprovided on pages 295–300 of this guide. To assist you in thedevelopment of the criteria for the four rubric categories, you maywish to use the recommended expectations and task requirements foreach activity, or select your own. To ensure that students understandhow this activity is evaluated, the criteria should clearly linkexpectations to activity requirements.

You may wish to divide students into groups of 3 or 4 and, basedon your selection of expectations and task requirements, have themdetermine the criteria on which to base the evaluation of this task.The criteria they identify may be integrated, in part or in whole, intothe task-specific rubric.

2. Distribute and discuss the rubric with students before they beginwork. Ensure that students understand what is expected of a high-quality performance. Allow time for students’ questions andcomments.

You may wish to use the requirements listed in the unit to create achecklist for students to self- or peer-assess. You may also wish to addrequirements to the list, which will not be evaluated on the rubric, butwhich you feel will further ensure successful completion of the activity(e.g., utiliser un dictionnaire pour vérifier l'orthographe et pour réviser etcorriger le brouillon).

3. Create interest by conducting a brainstorming session on the activity.

4. Review with students the required language structures that willfacilitate completion of the task. This may be accomplished eitherthrough conferences with individual students who requireremediation or through interaction with the class as a whole.

5. If the activity involves a written component, familiarize students withprocess writing, as outlined on page 26 of the Program Overview.

6. If necessary, provide reference material. To find a list of suitable



resources in French, visit our Web site at <www.pearsoned.ca/school/fsl>.You may also wish to book library or computer lab time.

7. While students are working, circulate, conference, assess and providefeedback on work in progress.

8. Encourage them to use the rubric to assess their own and their peers’work as they progress through the task.

9. If the activity involves an oral component, you may wish to havestudents videotape their presentations.

10. Evaluate students' final version of the activity and focus theirattention on one or two areas that need improvement so that theymay work to experience greater success in future evaluations.

Assessment and Evaluation in Nouvelles frontières 10e

Section of Assessment and Strand Achievement Level

Program Evaluation Category

Avant de lire Diagnostic Oral Thinking/InquiryAssessment Communication Communication

Lecture Diagnostic Assessment Reading/Oral Knowledge/(novel)/Low-End Communication UnderstandingFormative Assessment Communication(selections)

As-tu compris? Low-End Formative Reading/Oral Knowledge/Assessment Communication Understanding

Thinking/InquiryCommunication

Vocabulaire Low-End Formative Writing Knowledge/Assessment Understanding

Application

Compréhension Low-End/ Reading/Writing Knowledge/High-End Formative UnderstandingAssessment Thinking/Inquiry

Communication

As-tu observé? Writing Application

Pratique Low-End Formative Writing ApplicationAssessment

Révision Low-End/ Writing Knowledge/High-End Formative UnderstandingAssessment Application

On écoute Low-End Formative Oral Knowledge/Assessment Communication Understanding

Application

Mini-dialogues, Low-End Formative Oral Knowledge/Partie A Assessment Communication Understanding

Application

Mini-dialogues, High-End Formative Oral Knowledge/Partie B Assessment/ Communication/ Understanding

*Summative Writing Thinking/InquiryEvaluation* Communication

Application

Expansion High-End Formative Oral Knowledge/Activities Assessment/ Communication/ Understanding

*Summative Writing Thinking/InquiryEvaluation* Communication

Application

*See the chart on page 32 of the Program Overview for a detailed list of activitiesrecommended for Summative Evaluation.


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RubricsRubrics are scoring scales that consist of a set of achievement criteria anddescriptions of the levels of achievement for a particular task. Thegeneric rubrics provided on pages 295–306 of this guide are based on theachievement chart found in the Ontario Curriculum policy document forGrade 10 Core French Academic. The chart identifies four broadcategories of skills and knowledge: Knowledge/Understanding,Thinking/Inquiry, Communication, and Application. It also provides thecriteria for the levels of achievement of the curriculum expectationswithin each category. Teachers are encouraged to consult their boardpolicies for information on the specific requirements for each level ofachievement and for the weighting designation for each of the fourcategories of knowledge and skills.

The primary purpose of assessment and evaluation is to improvestudent learning by identifying strengths and weaknesses in specific areasof students’ performance. Nouvelles frontières 10e provides numerous andvaried opportunities for students to demonstrate their achievement of thecurriculum expectations across all four categories of knowledge and skills.Teachers are thus able to give specific feedback on the students’performance.

The generic rubrics provided on pages 295–306 of this guide areintended to be used primarily for the evaluation of activities which areperformance-based, such as the Expansion activities and Mini-dialogues.They relate to tasks that have been practised and fine-tuned with the aidof teacher feedback before being formally evaluated. Teachers areencouraged to use the generic rubrics by customizing them to the specifictasks they wish to evaluate. You may wish to use the expectationsprovided on each rubric, choose 3 or 4 of those expectations, and add ordelete expectations to suit the activity being evaluated.

There are four customizable generic rubrics provided on pages295–306 of this guide that are intended for the evaluation ofperformance-based tasks.

These generic rubrics are also provided on our Web site at<www.pearsoned.ca/school/fsl> where they can be customized.

■ the rubric for Oral Communication intended for the evaluation of oralpresentation performance tasks presented in the Expansion activities;

■ the rubric for Writing intended for the evaluation of writtenperformance tasks presented in the Expansion activities;

■ the rubric for Reading/Oral Communication intended specificallyfor the evaluation of the Mini-dialogues, Partie B in the Cahier.Students must draw on both reading and oral presentation skills inorder to create new dialogues;

■ the rubric for Reading/Writing intended specifically for theevaluation of the Comprehénsion pages, Partie B in the Cahier. Studentsmust draw on both reading and writing skills in order to respond tothe questions.

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