French
Unit
Plan


James McGregor EDCI 469

August 20th, 2012

Letter de l’unité: Bonjour!

For our next French mini unit we will be looking at animals, with a special emphasis on animals that live in zoos. This unit is perfect for grade 6 students, as the vocabulary within the unit is very approachable for beginner students, but there will also be many opportunities for students to challenge themselves as well. During this unit we will work on identifying different animals, learning about where they live, what type of foods they eat, how to describe their characteristics and how to provide directions in relation to other animals.

This unit will cover the meet the following Prescribed Learning Outcomes

(PLO’s) from the grade 6 french irp.



Communicating:


• Make
and
respond
to
simple
requests
• Express
preferences
and
interests


Acquiring
Information


• Express
acquired
information
in
oral
and
visual
forms


As
we
will
be
covering
a
lot
of
vocabulary
and
concepts
during
this
unit,
there
will
be
a
class
time
set
a
side
for
completing
the
assigned
work
in
class
whenever
possible.





I
have
included
my
three‐vocabulary
assignment
in
this
unit
as
well.

They
are
the
word
search,
the
“adjectifs”
and
the
“what
foods
they
eat”.


I
look
forward
to
some
amazing
work
being
done
by
our
students
in
this
unit.




Merci
beaucoup!



































Lesson
1


Lesson
Overview


This
introductory
lesson
is
designed
to
help
gauge
the
students’
level
of
French
(listening,
reading,
written
&
oral),
with
a
specific
focus
on
their
knowledge
of
animals.


PLO’s:


• Express
acquired
information
in
oral
and
visual
forms
• Make
and
respond
to
simple
requests


Materials:


• 2
x
12
animal
place
cards,
enough
animal
place
cards
for
each
student
in
the
class.




• Tape
• Word
Search
activity
sheet





1. Attendance
–
mot

‐
manger



2. Warm‐
up
–
Seek
and
find
photo
–
put
up
photo
for
1
minutes
and
ask
the
students
find
as
many
animals
as
they
can
in
the
photo.

Have
them
try
to
write
them
down
in
French
if
possible,
but
if
they
do
not
know
the
name
then
in
English
is
fine.




3. Homework
–
No
new
homework
for
first
class



4. Presentation
of
New
Material
a. Listening/Speaking
‐Animal
Pictionary
(10
mins)


i. Break
up
students
into
five
groups.

Give
each
group
an
envelop
with
twelve
different
animals.

Each
group
member
will
take
turns
to
act
out
while
the
different
type
of
animal.

There
are
no
words
and
you
would
like
to
encourage
each
group
to
name
the
animals
in
French
if
they
can.

If
groups
go
through
the
activity
quickly,
they
could
try
and
use
descriptive
words
to
try
and
describe
the
animal
to
their
groups.





b. Reading/Writing
–
Word
Search
(10
mins)


i. Hand
out
the
word
search
to
eat
student
in
the
class.
Have
the
students
work
in
pairs
so
that
they
can
identify
and
write
out
the
name
of
each
animal.

If
they
are
unsure
of
how
to
spell
it,
encourage
them
to
connect
with
another
group
or
ask
the
teacher.




c. Game
–
What
animal
am
I
(10
mins)


i. Put
a
piece
of
tape
on
the
back
of
each
animal
card
and
then
give
each
student
one.

Have
the
students
stick
the
cards
to
their
foreheads
and
then
have
them
walk
around
and
ask
other
people
for
clues
about
their
animal.

You
can
do
one
game
when
they
make
sounds,
one
that
they
act
and
one
that
they
ask
questions
in
French.

If
time
permits,
you
could
have
the
students
try
and
find
other
students
with
the
same
animal.



5. Conclusion
a. Check
in
with
the
students
about
the
different
types
of
animals
they


talked
about
today.

Ask
if
there
are
any
other
animals
that
they
like
that
we
were
not
discussed
in
class.


i. Devoirs
–
Have
the
students
find
three
other
animals
that
they
like
that
were
not
discussed
in
class
and
come
to
the
next
class
with
their
name
in
French
and
English.




























































Warm
up
photo

















































































































Mot Chercher

Nom_________________ Date____________







Lesson
2


Lesson
Overview:


Students
will
work
on
expanding
their
animal
vocabulary
by
listening
to
animal
sounds
and
by
taking
turns
on
acting
out
different
sounds/characteristics/actions
of
animals.

Students
will
also
work
on
an
activity
that
will
help
them
to
describe
the
location
of
things
in
relation
to
other
objects,
which
will
be
a
necessary
part
of
their
final
project.


PLO’s:



• Express
acquired
information
in
oral
and
visual
forms
• Make
and
respond
to
simple
requests


Materials:


• Animal
sound
tracks
• Ou
est
the
singe?
Activity
sheets



1. Attendance
–
mot
–
Paon
–
peacock



2. Warm‐
up
–
word
scrambles



a. Have
the
students
unscramble
the
following
words
i. pilan
ii. ilon
iii. rgite
iv. sour
v. bihou
vi. toyoce



3. Homework
–
Have
the
students
share
with
the
class
one
of
the
animals
they


came
up
with
during
their
homework.



4. Presentation
of
New
Material
a. Listening/Speaking
‐Animal
Sounds
(10
mins)


i. Play
10‐12
different
animal
sounds
from
an
audio
file.

Have
the
students
write
out
the
name
of
the
animals
on
a
piece
of
paper.

Go
through
the
different
animals
at
the
end
to
allow
the
students
to
check
and
see
how
many
they
got
correct.





b. Reading/Writing
–
Ou
est
the
singe?
(10
mins)


i. Hand
out
the
“Ou
est
the
singe?
”Activity
sheet.

This
sheet
allows
the
students
to
work
on
describing
where
things
are
situated
in
relation
to
other
objects.

When
the
students
are
done,
have
the
students
flip
over
their
paper
and
look
at
the
animals
on
the
backside
of
the
paper.

Working
in
partners,


have
the
students
come
up
with
10
sentences,
using
the
words
from
the
activity
sheet,
to
help
describe
where
the
animals
are
in
relation
to
one
another.




c. Game
–
What
am
I?
(10
mins)


i. Have
students
get
into
groups
of
2‐3.

Have
them
discuss
with
each
other
the
different
animals
they
came
up
with
in
their
homework.

Have
them
pick
2‐3
animals
that
have
not
been
used
yet
in
any
in
class
activity
and
have
them
either
act
out
or
make
sounds
for
that
animal
and
allow
the
other
students
to
guess.





5. Conclusion
a. Emphasis
the
new
animals
that
were
discussed
in
class
today.



Encourage
students
to
keep
searching
for
new
animals.

i. Devoir
–
Have
the
students
finish
their
10
sentences
describing
where
the
animals
are
in
relation
to
one
another.

























































Nom_________________ Date____________

Où est le singe?

Ecrivez le mot ou l’expression sous l’image qu’il décrit.

sous sur à côté de devant entre derrière au-dessus de au-dessous de

1.____________ 2.________ 3.__________

4.____________ 5.____________

6.___________ 7.________ 8.__________

©2004abcteach.com

Réponses à Où est le singe?

1. sur 2. sous 3. devant 4. entre 5. à côté de 6. derrière 7. au-dessus de 8. au-dessous de































































 

















































 























































































 





1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
7. _____________________________________________________
8. _____________________________________________________
9. _____________________________________________________
10. _____________________________________________________





Lesson
3


Lesson
Overview:


For
this
lesson
the
students
are
going
to
learn
about
different
types
of
foods
they
eat
and
how
they
are
similar/different
to
foods
that
animals
eat.




PLO’s:


• Express
preferences
and
interests


Materials:


• Sentence
stems
for
the
listening/speaking
activity
• Food
activity
sheets
for
the
different
types
of
foods
animals
eat



1. Attendance
–
mot

‐
courir



2. Warm‐
up
–
Have
the
class
line
up
their
desks
in
lines
of
4
or
5.

The
groups


are
going
to
take
turns
conjugating
the
word
manger
on
the
board.

After
the
first
round,
have
the
students
repeat
with
the
word
courir.



3. Homework
–
Have
the
students
share
two
to
three
sentences
they
came
up
with
for
their
homework.

Collect
the
sheets
from
the
students
when
they
are
done.



4. Presentation
of
New
Material
a. Listening/Speaking
–What
types
of
food
do
you
like
to
eat?
(10
mins)


i. For
this
activity
the
students
are
going
to
learn
how
to
express
whether
they
like
and
dislike
certain
foods.

Have
students
get
into
partners
and
have
them
come
up
with
five
things
they
like
and
dislike
eating
using
the
following
prompts
on
the
board;



1. J'aime
manger……
2. Ma
chose
préférée
à
manger
est…..

3. J'adore
manger


ii. Next,
use
the
following
sentence
stems
and
ask
the
students
to
tell
a
partner
something
they
do
not
like.


1. Je
n'aime
pas
manger……
2. Je
déteste
manger……


iii. Once
the
students
have
shared
their
five
sentences
with
each
other,
have
them
connect
with
another
student
in
the
class
to
share
their
likes
and
dislikes.

After
a
couple
minutes
do
a
quick
pole
of
the
students
to
see
if
their
taste
of
food
is
similar
to
those
of
others
in
the
class.



b. Reading/Writing
–
Types
of
food
animals
eat
(10
mins)


i. Hand
out
the
“Quel
type
de
nourriture
de
ces
animaux
mangent”
activity
sheet.

Go
over
the
examples
at
the
top
of
the
page
and
ask
for
student
volunteers
to
explain
the
definition
of
what
herbivores,
carnivores
and
omnivores
are.

The
students
must
try
to
identify
which
group
each
of
the
eight
animals
below
to.

Next,
they
will
use
the
words
at
the
bottom
of
the
page
to
identify
some
of
the
more
specific
things
the
animals
like
to
eat.



c. Game
–
Telephone
(10
mins)


i. 
Ask
students
to
get
into
a
circle.

For
this
game
the
first
students
will
say
the
name
of
an
animal
and
say
whether
it
is
a
carnivore,
herbivore
or
omnivore.

The
person
next
to
their
left
will
have
to
name
an
item
that
the
animal
would
eat
in
its
diet.


If
they
were
successful
then
the
person
to
their
left
would
say
one
and
so
on
and
so
on.

If
a
person
were
not
able
to
name
a
food,
they
would
be
out.

The
next
person
would
say
a
new
animal
and
their
food
category.

A
person
would
also
be
out
if
they
repeated
something
that
was
already
said.



5. Conclusion


a. At
this
point
the
students
should
be
getting
a
good
grasp
on
different
types
of
animals
and
be
learning
about
different
ways
to
describe
them.

Now
it
would
be
a
good
time
to
introduce
the
zoo
unit
activity
and
handout.

Give
a
brief
outline
about
the
project
and
ask
the
students
to
look
over
it
tonight
for
homework
and
bring
questions
to
class
tomorrow.


i. Devoir
–
go
over
the
zoo
unit
handout,
think
of
questions
for
next
class.





























Quel type de nourriture de ces animaux mangent?

Il
y
a
trois
différentes
catégories
de
mangeurs;
les
herbivores
(animaux
qui
mange
seulement
les
plantes),
les
carnivores
(animaux
qui
mange
seulement
de
la
viande,
et
les
omnivore
(les
animaux
qui
mangent
de
la
viande
et
des
plantes).

 L’exemple


le castor

un herbivors

le hibou

un carnivore

la mouffette

un omnivore

Pour cette activité, identifier la catégorie à laquelle appartient chaque animal. Aussi, essayer d'identifier la nourriture que chaque animaux préfère manger.

Un ___________

L’ours

Un ___________

Le loup

Un ___________

La chèvre de

montagne

Un ___________

Le lion

Un ___________

Le lapin

Un ________

L’éléphant

Un ___________

la mouffette

Un ___________

le tigre

Les types de nourriture: de la viande des herbes des plantes des feuilles des baies du poisson des insects des oiseaux










Create
Your
Own
Zoo


 
Unit
Project





The
final
project
for
this
unit
will
have
you
creating
your
own
ideal
zoo.

Over
the
course
of
this
unit
you
will
be
introduced
to
a
variety
of
new
vocabulary
and
ideas.

Each
of
the
necessary
requirements
in
your
zoo
will
be
covered
during
one
of
the
lessons
over
this
two‐week
period.

Your
zoo
must
include,
but
is
not
limited
to:


• Title
• A
Map
• At
least
six
animals
• At
least
five
directions
on
how
to
locate
the
animals
(this
will
be
in
relation
to


one
another)
• Hours
of
operation
• Types
of
foods
your
animals
eat
• Your
animals
natural
habitat
in
the
wild
• Cost
of
Admission
• You
must
use
as
much
French
as
possible


You
can
work
in
partners
for
this
activity
if
you
like.

You
will
make
a
3‐4
formal
presentation
of
your
zoo
to
the
class
on
the
final
day
of
this
unit,
November
23rd.

Your
zoo
can
be
either
drawn
by
hand
or
made
through
the
use
of
technology.


Evaluation:


This
project
will
be
worth
30%
of
your
semester’s
grade.

There
will
be
two
evaluations,
a
class
evaluation
and
a
teacher
evaluation.

The
feedback
given
by
the
classmates
will
consist
of
50%
of
the
mark,
while
the
teachers
will
make
up
the
other
50%
of
the
grade.


You
will
be
given
some
time
in
class
to
work
on
this
project,
but
please
make
sure
you
stay
on
task.


In
order
to
finish
this
assignment
you
will
need
to
do
work
outside
of
class
time,
so
please
come
prepared
to
work
on
your
project
in
class
when
given
the
opportunity.


Please
find
attached
a
copy
of
the
project’s
grading
rubric
that
will
be
used
to
grade
this
assignment.

Please
take
a
look
at
the
document
and
let
me
know
if
you
have
any
questions.


Bon
chance!














Rubric
for
Zoo
Final
Project


Student
Name:__________________________________
 
 Date:__________________________














Rubric
 1
 2
 3
 4
Creativity
&
Imagery


Did
not
use
animals/information
outside
of
classroom.
Little
to
no
effort
in
the
presentation
of
the
images
and
poster.


Some
effort
in
branching
outside
the
unit
vocabulary.





Good
understanding
of
vocabulary
in
unit.

Some
incorporation
of
technology
and
graphics.


Original
thought
with
the
lay
out
and
presentation.

Show
ingenuity
with
the
delivery
and
incorporation
of
graphics
and
technology.


Language

 Little
to
no
vocabulary
comprehension.

Words
used
out
of
context.


Minor
errors
in
presentation
&
understanding
of
vocabulary


Strong
concept
on
the
vocabulary
from
the
unit.


Mastery
of
vocabulary
in
the
unit
and
demonstrates
broader
vocabulary



Completion
of
task

directions

six
animals

hours
of
operation,


admission
costs


Many
of
the
requirements
are
missing.

Those
that
are
completed
lack
effort.


Majority
of
tasks
completed


All
tasks
completed.

Some
on
the
verge
of
excellent.


All
tasks
are
completed
and
illustrate
great
effort,
knowledge
and
understanding
of
material.


Communication



Proper



Pronunciation

Pacing

Fluency


Poor
pronunciation
during
presentation.


Lacks
flow
Did
not
engage
the
audience.
Poor
fluency.


Made
some
efforts
to
connect
with
audience.
Some
pronunciation
mistakes.


Good
pronunciation.

Good
with
audience.
Good
fluency.


Great
pronunciation.
Had
great
poise
and
confidence
in
presenting
the
material.
Great
connection
with
audience.


Lesson
4


Lesson
Overview:


During
this
lesson
we
will
go
over
the
final
unit
project
in
greater
detail
and
we
will
work
on
expanding
the
students’
adjective
vocabulary.



PLO’s:


• Express
acquired
information
in
oral
and
visual
forms
• Make
and
respond
to
simple
requests


Materials:


• Adjectif
worksheet
• Where
do
animals
live
sheet
• Bingo
cards
• Bingo
markers
(300
small
plastic
markers)
• Word
cut
outs
for
calling
the
animals



1. Attendance
–
mot

‐
habiter



2. Warm‐
up
–


a. 
Start
off
by
having
everyone
in
the
class
get
into
a
circle.

Have
one
student
go
first
and
say
the
name
of
an
animal
(ex.
Lion).
The
person
to
their
left
will
have
to
think
of
another
animal
that
starts
with
the
last
letter
of
the
animal
the
person
to
their
right
said.

If
someone
cannot
think
of
an
animal,
then
they
are
out
and
the
next
person
can
start
with
a
new
animal.

You
cannot
reuse
the
same
animal
twice;
if
you
do
then
you
are
out.




3. Homework
–
Go
over
the
zoo
unit
final
project.

Answer
any
questions
the
students
may
have.

Go
through
in
detail
again
the
expectations
of
what
is
to
be
included,
stress
that
the
final
presentation
of
the
zoo
can
be
drawn
or
done
on
the
computer
and
go
through
the
rubric
with
the
class.



4. Presentation
of
New
Material
a. Listening/Speaking
–Where
do
animals
live
(10
mins)


i. Present
class
with
the
activity
sheet
and
go
over
the
different
areas
that
the
animals
live.

Ask
the
students
to
find
a
partner
and
have
them
speak
to
one
another
as
to
where
they
believe
each
animal
lives.

Use
the
following
sentence
stem


1. Le
___________
habite
dans
la/le
__________.




(animaux)
 
 
 

(location)





ii. Once
the
groups
have
discussed
the
living
location
of
each
animal,
have
them
share
with
another
group
their
findings.

After
a
couple
minutes,
discuss
as
a
class
where
each
animal
lives.



b. Reading/Writing
–
Adjectifs
worksheet?
(10
mins)


i. Hand
out
the
next
activity
worksheet
and
on
adjectifs
and
go
through
all
everything
in
the
table.

Look
over
the
example
provided
and
then
have
the
students
complete
the
first
five
questions.

After
a
couple
of
minutes,
check
in
with
the
class
to
see
if
they
have
the
right
answers.

Next,
ask
the
students
to
create
five
more
sentences
of
their
own
using
the
adjectives
provided
above.
 
 



c. Game
–
Animal
Bingo
(10
mins)


i. Give
each
student
a
bingo
card
and
some
markers.


Put
up
8
different
patterns
on
the
board.

Tell
the
students
that
when
they
get
one
of
these
patterns
to
come
up,
cross
it
out
and
put
their
own
name
on
that
space.

The
teacher
will
only
be
pulling
a
name,
no
picture.

It
will
be
up
to
the
player
to
recognize
when
one
of
their
animals
are
called.



5. Conclusion


a. If
time
permits,
try
to
allow
a
space
for
the
students
to
connect
with
one
another
and
share
items
about
what
they
want
their
zoo
to
look
like.


i. Devoir
–
Each
student
is
responsible
for
finding
one
fun
fact
for
three
different
types
of
animals.

The
students
will
bring
them
into
class
tomorrow
and
will
share
them
with
their
classmates.

These
fun
facts
will
help
everyone
in
the
class
with
this
part
of
their
assignment.


























le
mouton
‐
the
sheep

 le
gorille
‐
the
gorilla le chien - the dog le poulet - the chicken le chat - the cat l'autruche - the ostrich la girafe - the giraffe le zèbre - the zebra la lapin - the bunny le cochon - the pig le lion - the lion le poisson - the fish la pieuvre- the octopus la grenouille - the frog le papillon - the butterfly le serpant - the snake le papillon de nuit - the moth

Name: _______________ Date:_______________

Adjectifs

Ci-dessous vous trouverez une liste d'adjectifs différents qui peuvent être utilisés pour décrire la taille et la forme des animaux dans votre zoo.

Masculine Singular

Feminine Singular

Masculine Plural

Feminine Plural

English Equivalent

petit petite petits petites small grand grande grands grandes tall or large gros grosse gros grosses big mince mince minces minces thin long longue longs longues long court courte courts courtes short beau belle beaux belles beautiful/handsome doux douce doux douces soft

Pour cette activité, trouver l'adjectif qui manque pour compléter la phrase. L’exemple - Le lion est _(grand)_ comparé de la girafe.

1. L’éléphant est plus ___________ que la tigre. 2. Les singes ont les cheveux _____________. 3. Les paons ont de _________ plumes. 4. La girafe a un __________ cou. 5. Les ours sont _______ après l'hibernation.

Bon travail! Maintenant, s'il vous plaît travailler avec un partenaire et créer cinq phrases en utilisant un adjectif à partir de la boîte ci-dessus.

1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ 4. _____________________________________________________________ 5. _____________________________________________________________

Quand tu-es fini, partager avec une autre groupe.




Nom:_______________________
 
 
 
 Date:_________________________


Animaux
et
leurs
habitats


Avec
un
partenaire,
essayez
de
trouver
où
chaque
animal
vit.

Quels
animaux
vivent
ici?









le
désert










la
forêt










les
montagnes











l’océan










la
prairie











le
marécage






le mouton le gorille l'autruche la girafe le zèbre L’ours la lapin le cochon le lion le poisson la pieuvre la grenouille le papillon le serpant le papillon de nuit le tigre le hibou le castor






















Lesson
5


Lesson
Overview:


This
lesson
will
be
used
to
help
bring
all
the
different
pieces
together.


We
will
do
a
brief
activity
on
different
animal
body
parts
and
then
the
students
will
have
the
rest
of
the
block
to
work
on
their
zoo
in
preparation
of
their
presentation
the
following
class.


PLO’s:


• Express
acquired
information
in
oral
and
visual
forms
• Make
and
respond
to
simple
requests


Materials:


• Students
will
need
their
previous
work
to
help
them
put
their
zoo
together.




1. Attendance
–
mot

‐
la
griffe
(claws)



2. Warm‐
up
a. Fermez
les
yeux‐
have
students
take
out
a
piece
of
paper
and
a


pencil/pen.

Have
them
close
their
eyes
and
think
of
their
favourite
animal.

Ask
them
to
open
their
eyes
and
draw
the
body
only.
Trade
with
partner
who
adds
legs,
label
and
pass
to
next
person
who
adds
head,
etc.

Pass
back
to
the
original
artist
to
see
what
has
become
of
their
favourite
animal.



3. Homework
a. Ask
the
students
to
share
their
best
fun
facts
with
the
rest
of
the
class.



Have
the
student’s
hand
in
their
fun
facts
and
then
type
them
up
and
send
out
to
the
students
electronically
or
put
on
the
student
share
drive.



4. Presentation
of
New
Material
a. Listening/Speaking
–Different
parts
of
animals
(10
mins)


i. The
teacher
will
show
an
image
of
an
animals
body
part
and
the
students
will
be
asked
to
identify
the
English
and
French
translations.


b. The
rest
of
the
class
will
be
allotted
for
the
students
to
work
on
their
zoo
projects.

The
teacher
will
float
around
answering
any
questions
possible.



5. Conclusion


a. Ensure
that
you
check
in
with
each
group
to
see
where
they
are
at
with
their
zoo
project.

Encourage
students
to
e‐mail
you
if
they
require
more
time
for
the
project
or
if
they
have
any
questions.


i. Devoir
–
The
only
homework
for
tonight
is
the
students’
zoo
unit.

This
must
be
completed
and
presented
at
the
next
class.
















































































Different
Parts
of
Animals
































l’aile

le bec

la corne

le cou

la crinière

le dos

les écailles

la griffe

la langue

les moustaches

le museau

l’oreille

la patte

la peau

le pelage

Lesson
6


Lesson
Overview:


This
is
the
culminating
lesson
for
this
unit.

Students
will
be
presenting
their
work
to
their
peers
and
will
highlight
what
their
ideal
zoo
would
look
like
should
they
ever
have
a
chance.


PLO’s:


• Express
acquired
information
in
oral
and
visual
forms
• Make
and
respond
to
simple
requests


Materials:


• Each
groups’
presentation



1. Attendance
–
mot
–
content
(happy)



2. Warm‐
up
–
There
will
not
be
a
warm
up
today
as
we
will
need
every
minute
we
can
to
do
the
presentations.



3. Homework
–
Homework
was
finishing
up
their
zoos.



4. Presentation
of
New
Material
(35
minutes)
a. The
students
will
give
a
brief
3‐4
minute
presentation
of
their
zoos
to


the
class,
highlighting
the
main
points
set
forth
in
the
outline.



5. Conclusion
a. Thank
the
students
for
all
their
hard
work
and
effort
put
forth
during


the
unit.

In
an
ideal
world
it
would
be
nice
to
surprise
the
class
with
the
information
that
they
would
be
going
on
a
field
trip
to
a
local
zoo;
however,
this
would
depend
on
the
location
of
the
school
and
financial
viability.


Nom: ______________________ Date: _______________

Peer Evaluation Noms des présentateur/-trice: ________________ & ________________

S'il vous plaît évaluer la présentation

4 3 2 1 1. La présentation était facile à comprendre 2. La présentation était intéressant. 3. La présentation était organisé.  4. Les présentateurs zoo est créatif 5. La chose que j'ai bien aimé la plupart de la présentation était: __________________________________________________________ __________________________________________________________ __________________________________________________________ 6. Peut-être que le groupe pourrait travailler sur: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Northwest Territories Department of Education. (1997). French as a Second Language Teacher Resource Manual.