Bring Your Sports Unit to Life with CD-ROM
SLIC 2010 Conference – October 29-30, 2010
Myrna Andres
Mount Royal University
Hockey Bottines - Marcel Dargis © Office national du film du Canada
Remerciements
Le passé est toujours présent…
Le film d’animation Le Chandail, réalisé par l’Office National du Film du Canada, à partir de l’oeuvre littéraire Le Chandail de Hockey de Roch Carrier, est typiquement canadien. Il porte sur nos icônes nationales et met en valeur des notions universelles comme la rivalité et la camaraderie, la dualité culturelle (francophone et anglophone) et les traits communs.
Par le hockey et le charmant récit de Carrier, notre but est de mieux faire connaître aux apprenants la langue française et la culture canadienne.
Outre le film, le cédérom Le chandail de hockey contient des heures d’interaction à trois degrés de difficulté.
- vidéoclips d’une entrevue avec l’écrivain, Roch Carrier
- art canadien et entrevue avec le peintre populaire, Marcel Dargis
- pages du catalogue Eaton, automne-hiver 1946-1947
- cartes de hockey activités informatisées lexique multimédiatique
Auteurs: Donna Mydlarski, Dana Paramskas, André Bougaïeff, Larry Katz
http://www.editions3d.ca/hockey/
Why consider integrating Le chandail de hockey
CD-ROM (LCH) into your French program?
1. 2007 Best Educational Award (Digital Media Association of Alberta).
2. Cutting edge in terms of quality, comprehensiveness, interactivity, versatility and focus on Canadian content.
3. Easy-to-use technology capitalizing on your students’ interest in hockey
a. to foster a greater understanding of our Canadian cultural heritage
b. to build their listening and reading comprehension skills through meaningful content integrating language development activities with authentic cultural, literary and viewing materials
c. to encourage them in speaking and writing projects that will
i. reinforce sports vocabulary
ii. recycle vocabulary and structures related to numbers, colors, clothing, seasons and physical descriptions (among others)
iii. allow for review and application of relevant grammar concepts.
4. Numerous curriculum connections, giving you tremendous flexibility in how you could integrate and exploit LCH to meet your objectives.
5. Pedagogical approach consistent with Alberta 3-Y and 9-Y FSL Programs of Studies:
a. LCH supports a learner-centred approach.
b. Language, culture and language-learning strategies are integrated into a communicative-experiential framework.
c. Meaningful comprehension activities precede and lay the groundwork for production activities.
d. Exploration of elements of French-Canadian culture leads to both cross-cultural and self-awareness.
e. Students are exposed to language use in real and authentic contexts.
f. Students using LCH independently at home or in a lab develop skill in using technology to support self-directed learning and to create their own multimedia presentations.
Getting Started
Ordering information: http://www.editions3d.ca
A very useful Guide pédagogique is also available to facilitate lesson, assignment and test preparation. It contains an overview of the content and layout (http://www.editions3d.ca/hockey/fr/images/ChartFrancais.pdf), as well as the complete transcriptions of the film narration and of all the cultural notes and activities of the CD-ROM. It also offers installation help and some general teaching suggestions.
Le chandail de hockey CD-ROM (LCH) can be used:
· in a computer lab, where individual or pairs of students work at their own computer stations, with or without teacher guidance (class set or networked version of LCH required)
· at home by individual students wanting or needing enrichment (several copies of LCH required)
· on a multi-media projector in the classroom (one copy of LCH required)
LCH contains a vast array of content to meet the needs of learners from the advanced beginner to francophone levels.
The goal of the following unit plan outline is to guide you through the selection and use of the content most apt to meet your curriculum objectives for:
Grade 9 (9-Y) Fields of Experience:
· Sports and Exercise (venues, clothing and equipment)
· Community (French-Canadian communities)
French 20 (3-Y) Contexts for Language Experiences:
· “identifying and describing their hobbies, interests or collections (20 C 1.1)” 1
· “identifying and recommending leisure and recreation opportunities found in communities (20 C 3.1)” 2
1, 2 Alberta Education. French as a Second Language Three-Year Program of Studies (Grade 10 to Grade 12), 2007, pp. 17-18.
Integrating Le chandail de hockey CD-ROM (LCH) into your Sports Unit in Grade 9 (9-Y) or French 20 (3-Y)
Preparation
As with any other teaching tool, successful implementation of LCH will require teachers to spend some time familiarizing themselves with the content and navigation of the CD-ROM. The navigation is quite intuitive, but if necessary, help in can be obtained by clicking Aide on the menu bar from any screen. By default the help is given in French, but clicking on anglais will provide it in English. Retour takes you back to the activity you were working on.
In LCH, the various student proficiency levels are indicated by one, two or three hockey sticks and the names Peewee, Junior and Pro. The Peewee (high beginner) level activities will be the most appropriate for your Gr. 9 or French 20 students.
When you want to switch to a new activity, simply look for it in the pull-down menus without trying to close down the activity you have been working on because clicking the X in the upper right hand corner of the screen will close the entire program.
The top and bottom menu bars are accessible from every screen.
1. The various top menu bar headings (1ère période, 2e période, 3e période, Zone and Rencontres) indicate different pedagogical contexts, each containing activities suitable for different proficiency levels.
2. Top menu bar à Aide à Lettres accentuées gives independent users of LCH information on setting up their keyboard to produce accented letters.
3. Bottom menu bar à Carnet is a useful tool for students working on their own copy of the CD to make, save and print notes as they go along.
If your students will be working independently on LCH, it will be useful to
1. provide them with a written study guide indicating
a. the selection and sequence of activities they are to do
b. how their work will be evaluated and the knowledge and skills they are expected to demonstrate.
2. provide a demonstration of the CD-ROM’s features and organization.
Teaching Suggestions and Sequencing for Classroom Instruction using a Multi-Media Projector
In the interests of brevity, I will be referring to the teacher as you, using the imperative to outline suggested activities, and using arrows and a bold red font to show the sequence of clicks to access the appropriate CD-ROM activities.
I. Le chandail de hockey film
Your first reaction may be that the level of French is quite high for beginning students. However, if you simplify their comprehension task in a way which allows them to feel successful, they are more likely to embrace the challenge.
A. Pre-Viewing Activities
1. Establish the context by finding out which students are already familiar with Roch Carrier’s story from their own reading or their Language Arts curriculum and ask those students to provide a brief synopsis in English.
2. Show the 10-minute film without sound the first time to acquaint students with the storyline. Ask them to watch for symbols, objects or activities they associate with Quebec.
3. Have students list in English some key vocabulary they predict might be needed to tell the story and have them listen for the French equivalents when they hear the narrated version of the film.
4. Reassure them that they are not expected to understand every word and that, in fact, catching even 20 or 30 words will be a good accomplishment.
5. To help focus their attention as they view the narrated version, have each student make two columns on a sheet of paper. In the first, they will jot down 10 familiar words they hear in the film. In the second, they will jot down new 10 words they figure out from images or context.
B. Viewing the Film
Click on 1ère Période à Le chandail to view the film.
The speaker icon allows you to turn the sound on or off and the slider controls the volume. The play, pause, full rewind, partial rewind and fast-forward buttons work like those of a CD player. You can also move the slider to any part of the film. The + button gives full-screen viewing and clicking on the screen reduces the image size again.
C. Post-Viewing Activities
1. After viewing the film, recognize students’ comprehension success by having them share their lists.
2. Click on 2e période à Exploration du texte to replay a portion of the film with the narrative transcription.
a. Point out and review the usefulness of cognates as an aide to comprehension.
b. Pause after each section of text is displayed to ask students to
identify the
i. cognates they recognize
ii. familiar words they can pick out now that they didn’t catch from the oral version alone.
D. Useful viewing supports
1. Dictionnaire
The hyperlinked multimedia Dictionnaire will be very helpful to students using the CD-ROM independently. They can click on an unfamiliar word in the Texte, such as colle, to access its (often illustrated) dictionary entry accompanied by the pronunciation, a definition, examples of usage and, for more advanced levels, synonyms, antonyms, homonyms and derivatives. Although only the text of the narration is hyperlinked, clicking Dictionnaire on the bottom menu bar will allow students to look up a word while doing a different activity. They can narrow down their search by letter.
2. Culture
Clicking Culture on this same screen (2e période à Exploration du texte) brings up numerous cultural notes in French, which are synchronized to appear with the appropriate segment of the film. The entire set of cultural notes can also be accessed from 3e période à Hockey, where any particular note can be easily found in the list accessed from chercher. At the Peewee (high beginner) level, these notes are primarily of use to the teacher, as they appear only in French. The same cultural notes are available in English on the English version of this CD-ROM, The Hockey Sweater.
II. Interactive Vocabulary Development Activities
A. 1ère période à Hockey
1. Review or teach vocabulary from the film by clicking on each speaker icon, dragging it to the appropriate image and having students repeat the word.
2. Click on each speaker icon again to review.
3. Click on recommencer to make the pictures reappear in a scrambled order, ready for you to verify comprehension by having students call out or write down the number of each picture that goes with the word they have heard.
B. 2e période à Peewee à hockey
1. Review pronunciation by reading each of the printed words aloud.
2. Point to an image, asking Qu’est-ce que c’est? / Qui est-ce?, and have students tell you which word to drag and drop into the space below.
3. Have students carefully copy the written vocabulary with the appropriate article into their notes.
4. After giving them some time to review, use the activity as a formal or informal quiz; for example, say Numéro 1, while pointing to the first picture and waiting while students write down the appropriate article and noun.
C. 2e période à Junior à grammaire
1. Click on the green arrow to set the cloze dictée to require students to write the nouns (Noms).
2. Type out a copy of the dictée for each student, including a list of the nouns to be used (in a scrambled order), if you think it necessary.
3. Play the dictée through once in its entirety. Then replay, pausing after each missing word to give students time to write.
4. Click on indice if you would like to give them the first letter or letters as a hint. Students working independently in a lab can ask for more clues by clicking indice again. Vérifier shows them where the errors are in each word.
D. 1ère période à Questions orales à Peewee
This activity reviews new vocabulary from the film, as well as previously learned material, such as seasons, vehicles, and numbers, in a new context. It requires students to apply the language learning strategy of focusing on key familiar words to try to catch the gist of an utterance. As they experience success in this, they also develop their tolerance for the presence of unfamiliar words among the familiar.
1. As each image is displayed, students will hear a question and four possible answers.
2. After they have heard all the choices, have students indicate their choice of best Réponse by show of hands or by writing down the number.
3. Show students the correct Réponse by clicking on it, or click on each Réponse if you would like them to hear the feedback for each (although this might be somewhat tedious and contain vocabulary beyond the scope of your course).
E. 1ère période à Grands moments
If your students have enjoyed the film and the previous vocabulary activities, they may enjoy stretching their comprehension skills with this junior level one. In addition to the language learning strategies reinforced through the preceding activity, this one encourages students to make use of non-verbal cues such as facial expressions and tone of voice.
1. Click on each speaker icon, playing the sound clip twice if necessary.
2. Drag and drop the correct picture beside the speaker icon.
3. Ask students to identify the verbal and non-verbal cues that they are focusing on to help them narrow down the answers.
III. Listening and Reading Comprehension Activity
A. 2e période à Peewee à compréhension
Compréhension is a multiple-choice reading and listening comprehension activity based on 22 review questions about the film narrative.
1. Provide students with a little glossary of key words from the questions or answers that might be unfamiliar to them; for example, marquer un but, meilleure.
2. Have students read each question as they listen to it.
3. Give students time to read the answers and choose one.
4. Click on each answer to show the written feedback for each choice.
5. Click on the green arrows to navigate to the next question or use chercher to quickly access any question.