Lower School French
Classe de CM2/ 5th grade
Bonjour et Bienvenue a la classe de CM2 !
We have started the year by learning about physical and psychological characteristics of a person. We have practiced describing our peers and others, applying gender agreement of the adjectives and nouns. Through games we asked questions to our friends about their likes and dislikes and their personal information. We are getting good!!
We are practicing our interview skills so we can be really ready to interview the French 3 students in the Upper School in October. Watch out!!
We are then going to write to French penpals in a 6th grade class in France and will tell them about ourselves.
5th graders practicing their interview skills
5th graders practicing their interview skills
5th graders practicing their interview skills
5th graders practicing their interview skills
The Lower School and Upper School French teachers
5th graders interview French 3 students in the Upper School
5th graders interview French 3 students in the Upper School
Interviews in the Upper School
Interviews in the US
.
Blanche Neige
The Fifth Grade Play
French
French: Grade 5
Welcome to the classroom of Francine Chough
The objectives of teaching French in the Lower School are to have the children appreciate the French culture, by learning about holidays and family traditions, history and geography, performing skits and dialogue based on real life situations, singing songs and playing games, understanding familiar vocabulary in simple questions and command form, and responding with short phrases and full sentences. The main goal is to have the children communicate and respond to the material required for their grade level.
Useful Links
Practice alphabet, colors, and numbers
Practice your French Interactive
Learn French through games Interactive
Lower School Languages
The Lower School Philosophy of Modern Language Instruction
We believe that:
*Acquiring a second language emerges slowly and naturally, and at different rates for different children.
*Words and expressions must be taught in context, not in isolation. Children strive to MAKE SENSE out of new language instruction.
*Children go through several predictable stages as they acquire a second language.
*Children acquire a second language through active engagement.
*The teacher's role is to encourage and guide the student to produce language but should never force performance.
*Language is culture.
*The second language experience can contribute directly to the mastery of first language concepts in the curriculum.
*Elementary students who study another language gain insight and appreciate for other peoples and cultures and a better understanding of their own language and culture.
*Vocabulary should be taught in context, never in lists. Many repetitions of vocabulary are necessary, in the same lesson and in subsequent lessons. We believe this repetition should involve different modalities of learning to assist youngsters with different learning styles.
*Using a "deductive" approach is more natural and holistic than teaching grammar for grammar's sake.
*Using a variety of approaches, methods, materials, and strategies helps students acquire a second language and helps keep interest high.
*Students who study another language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills.
*Our students will have a better chance at any job in the future if they have knowledge of another language.
.jpg)