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COMPRÉHENSION
INTERCULTURELLE

GUESS WHICH ONE IS THE LIE

FOLIO 33: Independent Pedagogical Sheet
FRANCOPHONE REGION: Quebec
LISTENING

RESOURCE
TITLE: Là où je dors - Tara
TYPE: Video
TIME: 5 minutes
CONTEXT: Tara shows us around her room and her favourite collections: hats and perfumes. Later, she takes us
around the community to show off her favourite winter activity: sliding.
: idello.org/la-ou-je-dors-tara-en

CEFR LEVELS ONTARIO FSL CURRICULUM EXPECTATIONS SPECIFIC EXPECTATIONS

A1 A3 A3.1 (P 59)

COMMUNICATIVE LANGUAGE COMPETENCES LANGUAGE LEARNING STRATEGIES

• Pragmatic Competence • Activate prior knowledge.
> Describe your activities and collections, • Watch the video several times.
and those of other people. • Ask your interlocutor to speak more slowly
• Linguistic Competence or to repeat.
> Lexical: Use words and expression (related
to colour, height, speed, quality and name)
to describe collections, activities and jobs.

LEARNING GOALS
• Determine whether your interlocutor describes
facts about him/herself or other people.
• Establish connections between facts about
classmates and facts about a community
in Quebec.

ASSESSMENT CRITERIA
• Recognize vocabulary related to collections,
activities and jobs.
• Use a reference list to improve understanding.
• Use oral interaction strategies.
• Identify who the facts described by peers
are about.
• Convey similarities between your own experience
and that of classmates, and also that of a Quebec
community.
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GUESS WHICH ONE IS THE LIE

ACTIVITY DESCRIPTION CONSOLIDATION

Students share personal information with each • Students pair up. Student 1 says two sentences
other. They listen to each other to determine whether describing personal facts and one sentence
the facts are of a personal nature or they are about describing a fact about someone else. Student
someone else in the class or the community in 2 listens and determines the two personal facts
the video. and the one fact about a classmate or about the
community in the video. Then, they change roles.
ACTIVITY PLAN Repeat the activity several times.
MINDS ON • Discuss, “What personal connections did you make
• Ask students to describe their collections, activities between the facts your partners told you about
and professional dreams. Discuss, “Do students in themselves and about other people?”.
Quebec communities have the same collections,
activities and professional dreams as you? Why?”. DIFFERENTIATED INSTRUCTION
• Collectively, they create a reference list of useful • Use memory aids (e.g. sentence starters,
words and expressions to describe their collections, visual clues).
favourite activities and professional dreams. • Choose partners according to students’ needs.
Then, ask students to determine the necessary
vocabulary to describe their collections, activities
and professional dreams.
ACTION
• Watch the video.
> First viewing: Students watch the video
and identify Tara’s collections, activities and
professional dream. COMPLEMENTARY RESOURCES
> Second viewing: Students identify the Association with Aboriginal education.
vocabulary (adjectives, adverbs) used to
describe Tara’s collections, activities and
professional dream.
• As a class, talk about the vocabulary retained
from the video. Add vocabulary to the class
reference list.
• Model how Tara can say a sentence to describe
a collection, activity or dream.
• Students then practice saying sentences AUTHOR
to describe their own collections, activities Antonia Cetin, French as a Second Language
and dreams. Consultant