Activity 1
Les fruits
Fruit
Colorie ces fruits.
Colour the fruit.
What is French-second-language education (FSL)?
Children can enjoy learning French in the classroom through many program options. There are early,
middle and late French immersion programs; extended French programs; intensive French programs;
partial immersion programs (also known as bilingual or 50-50 programs); and core/basic French programs.
Why should I choose FSL education for my child?
The ability to understand and speak French is only one benefit of French-secondlanguage education. Students who learn French–particularly those in immersion
programs–reap additional cognitive, academic and employment benefits.
www.cpf.ca
All references on page 22.
Activity 2
Les contraires
Opposites
Tire une ligne entre les deux contraires.
Draw a line between the two opposites.
chaud
fermé
court
froid
grand
long
ouvert
petit
Which French-second-language education (FSL) programs give the best French-language results?
French immersion programs and those that use immersion teaching methods have generally produced better secondlanguage results than core/basic programs. Proficiency levels in the early French immersion program will usually be
higher than middle, late and partial immersion programs.
Parents can expect their early immersion child to approach native-like levels in French listening comprehension and
reading by the end of elementary school, although they are still distinguishable from francophones in speaking and
writing. High school immersion graduates should be able to work in or pursue post-secondary studies in French. In
fact, many high school French immersion graduates attained an intermediate or higher level of language proficiency
on Public Service Commission of Canada tests.
All references on page 22.
www.cpf.ca
Activity 3
Les contraires
Opposites
Tire une ligne entre les deux contraires.
Draw a line between the two opposites.
debout
assis
difficile
propre
facile
sale
Do children in French immersion have to be above-average academically in order to succeed?
No special skills are required. Children with all types of academic ability can succeed in French immersion, not just aboveaverage students. Studies show that students with lower academic abilities do as well in immersion as they do in English
programs. Every student can have the same opportunity and the advantage is that they all have the potential to become
bilingual.
Immersion students master French in the same way that they learned English. The process is so natural because French is
used as the language of instruction and as a means of communication. Students learning in French immersion are being
taught the same curriculum as if they were in an English program. French immersion programs start with all or most of
the day in French. This helps students quickly learn and achieve the French skills needed to study other subjects in French.
www.cpf.ca
All references on page 22.
Activity 4
Les fruits
Fruit
Coche [✔] les fruits que tu aimes. J’aime…
Check [✔] fruits you like. I like…
la pomme
la banane
le pamplemousse
les cerises
l’orange
les raisins
le melon d’eau
la pêche
l’ananas
la poire
les framboises
la clémentine
les fraises
le melon
le citron
la prune
Will my child be able to learn math and science in French?
YES – Once children have developed French vocabulary and fluency, especially in a French immersion program, and
he/she is comfortable communicating in French, they can learn any subject in French.
Research: A 1991 review of research studies found that French immersion students met or exceeded English program
students’ performance in mathematics. Province-wide assessments in British Columbia, New Brunswick and Ontario
found that at Grades 6, 8, and 10, respectively, immersion students did as well in math and science or achieved at
a significantly higher level than those in the regular English program.
All references on page 22.
www.cpf.ca
Activity 5
Les vêtements
Articles of clothing
l’écharpe
les pantoufles
les mitaines
la chemise
les lunettes de soleil
les sandales
le pantalon
les gants
le maillot de bain
le chapeau
la bague
la tuque
les souliers
les chaussettes
le pyjama
les bas
la montre
What is core French?
Core French, also known as basic French, is taught as one subject within a school’s curriculum. Ministries of education,
school boards and individual schools all have a hand in shaping core French programs, so the grade at which core French
is introduced varies, as does the amount of classroom time and the intensity of instruction. Instruction in French language
skills and culture is usually introduced between Kindergarten and Grade 4, with students spending between 20 and
40 minutes per day learning French language arts.
The goals for a high school graduate of core French include language knowledge, basic communication skills and an
appreciation of French culture in Canada and around the world. Language skills are taught through themes based on the
child’s interests and experiences, and learning activities focus on listening and speaking, as well as on reading and writing.
www.cpf.ca
All references on page 22.
Activity 6
Rendons visite à Bonhomme Carnaval!
Let’s visit Bonhomme Carnaval!
Quelle route devons-nous suivre pour rencontrer Bonhomme Carnaval?
Which route must we follow to meet Bonhomme Carnaval?
What is French immersion?
In French immersion programs, French is not only a subject, but also the language of instruction and a means of
communication. Much of the regular school curriculum is taught in French. Provinces and territories, as well as
school boards and individual schools all have helped to shape immersion programs, so the percentage of Frenchlanguage instruction may vary.
French immersion programs are designed to provide non-francophone children with a high degree of proficiency in
the French language. The goal is to equip the graduate with the ability to communicate naturally in French using a
wide range of vocabulary. A high school immersion graduate should be able to function well in a French-speaking
community, accept a job where French is the working language, or pursue university or college education in French.
All references on page 22.
www.cpf.ca
Activity 7
J’aime…
I like
Coche [✔] l’activité que tu aimes faire. J’aime…
Check [✔] the activity you like to do. I like…
lire
to read
courir
to play
jouer
écouter
marcher
to eat
manger
to listen
patiner
to walk
to skate
sauter
regarder
to watch
to run
dormir
to jump
to sleep
What is early French immersion?
Students in early immersion are almost completely immersed in French in the first few years of school. In most
provinces, they are not introduced to English in the classroom until about Grade 2 or 3. Then, from Grades 4-8, French
instruction is reduced to 60-80 per cent.
In high school this percentage drops again, with two to four subjects taught in French, in addition to a French course.
By Grade 11-12 students are generally taking only one or two courses in French.
Early immersion is the most popular choice, with roughly 75 per cent of immersion students enrolled in early immersion
programs.
www.cpf.ca
All references on page 22.
Activity 8
Quel temps fait-il?
What’s the weather like?
Tire une ligne entre le dessin et la phrase.
Draw a line between the picture and the sentence.
Il fait beau.
It’s a nice day.
Il neige.
It’s snowing.
Il fait du vent.
It’s windy.
Il pleut.
It’s raining.
What is middle French immersion?
Middle French immersion programs usually begin around Grade 4 or 5. Like early immersion
programs, the students are immersed in the French language at the beginning of the program and
then gradually the amount of French being taught is reduced.
There are relatively few middle immersion programs offered in Canada. Most school districts with
immersion programs offer early and late options.
All references on page 22.
www.cpf.ca
Activity 9
Les parties du corps
The Body
les cheveux
le cou
les épaules
la nuque
le dos
le coude
la cuisse
le genou
le mollet
le pied
What is late immersion?
Late French immersion programs usually begin around Grades 6 or 7. Instruction
is almost exclusively in French at the beginning and is gradually reduced.
www.cpf.ca
All references on page 22.
Activity 10
Les parties du corps
The Body
la main
la tête
le bras
la poitrine
l’estomac
la jambe
la cheville
le talon
l’orteil
What is extended core French?
Extended French programs provide core French students with additional exposure to French, by using French as
the language of instruction for one or two subjects in addition to a French course. This option becomes available to
students between Grades 4 to 8 and may be continued throughout secondary school. Currently, extended French
programs are offered only in a few provinces.
All references on page 22.
www.cpf.ca
Activity 11
Les vêtements et les parties du corps
Clothing and parts of the body
Associe les vêtements avec la partie du corps.
Link the article of clothing with the part of the body.
le chapeau
les chaussures
la chemise
les gants
les lunettes
What is partial immersion?
Partial immersion programs, also known as 50-50 or bilingual programs split instructional time evenly between
French and English instruction. Students are taught 50 per cent of their lessons in French, 50 per cent in English,
for the duration of the program.
Students in partial immersion programs accumulate significantly more hours of instruction in French than core
French students, but the program does not provide a period of intensity.
Research: Studies comparing French achievement in partial and total immersion programs generally show that
students in early total immersion programs develop superior French language skills to those of students in early
partial programs.
www.cpf.ca
All references on page 22.
Activity 12
Où as-tu mal…?
Where does it hurt…?
Tire une ligne entre le dessin et la phrase.
Draw a line between the illustration and the sentence.
Il a mal au doigt.
Elle va très bien.
Il a mal à la tête.
Il a mal à la gorge.
Elle a mal aux dents.
Il est très malade.
What is intensive French?
Intensive French is a relatively new program, first piloted in Newfoundland and Labrador in 1998, and more
recently introduced in six other provinces and the Northwest Territories.
This program is usually offered in Grades 4, 5 or 6 and enhances the core French program with an intensive period
of French instruction using immersion teaching methods during one half of a school year. During this period,
students spend approximately 70 per cent of the school day in French, learning skills that support the curriculum.
The usual curriculum is “compacted” and students complete it in English in the second half of the school year.
Intensive French allows student to attain an impressive level of French-language ability in a short time but it is
important that school districts offer appropriate follow up programs, like late immersion or extended core French so
that students can maintain and enhance their new-found French fluency.
All references on page 22.
www.cpf.ca
Activity 13
Les moyens de transport
Means of transportation
Coche [✔] les moyens de transport que tu aimes. J’aime...
Check [✔] the means of transportation you like. I like...
l’automobile
l’hélicoptère
les pieds
le bateau
le train
la montgolfière
la bicyclette
l’avion
le camion
I don’t speak French; can I still help my child?
YES – Immersion teachers know that most parents do not understand or speak French. The world-renowned program
was designed specifically for children of anglophone parents. There are many things you can do to help:
• Be supportive and enthusiastic. Research shows that students whose parents have positive attitudes toward French
do better in immersion programs.
• Provide lots of opportunities for your child to learn English. Skills learned in one language are transferred to the
other so read to your child in English, encourage your child to write in English, and encourage English-language
word games like crossword puzzles, word searches, and Scrabble.
• Make French a part of your child’s life by providing opportunities for your child to use French outside of the
classroom: borrow or buy French books and videos, watch French TV with your child, expose your child to
French-language events and activities.
www.cpf.ca
All references on page 22.
Activity 14
À la campagne
At the farm
the lamb
le lapin
l’agneau
the rabbit
le poussin
the baby chick
la chèvre
la souris
the mouse
la poule
the goat
the chicken
the horse
the dog
le chien
le cheval
le chat
le coq
the rooster
the cat
la vache
the cow
How bilingual will my child become?
How bilingual your child will become depends on the type of French-second-language program he/she is enrolled in.
There’s also the issue of intensity, in other words, the proportion of a student’s time spent learning in French.
Intensity at the beginning of a program is more important to French-language development than the total accumulated hours of instruction over a student’s career.
Research: The Threshold Level Theory–Intensive exposure to French is important because it allows students quickly
to reach the level of French-language ability required to study other subjects in the new language.
All references on page 22.
www.cpf.ca
Activity 15
À la campagne
At the farm
Un fort vent a emporté toutes les voyelles des noms des animaux.
Insère les voyelles dans les noms sous le dessin.
A strong wind blew away all the vowels from the names of the animals.
Complete the name with the correct vowels.
See Activity 14 for spelling.
le p __ __ ss __ n
le ch __ v__ l
la s __ __ r __ s
la v __ ch __
le ch __ t
Other than learning French, what more does my child gain from taking French immersion
(i.e. what are the cognitive benefits)?
Mental Flexibility
Students with two languages can focus more on meaning
and pick out the most relevant points from information
provided. They are better able to communicate their
thoughts and express themselves and can answer
open-ended questions more easily than those with only
one language.
Increased sensitivity to others; heightened awareness,
receptivity and appreciation of language
Acquisition of a second language makes them more
sensitive to communication and better able to understand
and respond to the needs of others. Their exposure to
another culture makes them respectful of differences, and
allows them to communicate effectively with people of
diverse backgrounds.
www.cpf.ca
All references on page 22.
Activity 16
Au zoo
At the Zoo
Allons au zoo… Visite chaque animal seulement une fois.
Tu peux entrer et sortir de n’importe quelle entrée ou sortie.
Let’s go to the Zoo! … Visit these zoo animals only once.
You may enter and exit at any point.
le lion
l’hippopotame
le tigre
la girafe
le zébre
le panda
l’éléphant
le
l
a
ek
ng
ro
ou
rh
in
oc
ér
os
le
g
sin
e
u
l’o
ur
s
l’élan
Do French immersion students study the same curriculum as children in the English program?
YES – French immersion programs follow the curriculum guidelines set down by provincial/territorial departments
of education. Only the language of instruction is different.
All references on page 22.
www.cpf.ca
Activity 17
Où se sont-ils cachés?
Where did they hide?
François
le carré
Marc
le cercle
Marie
Hélène
le triangle
Coche [✔] la bonne réponse (les bonnes réponses).
Check [✔] the correct answer (the correct answers).
1.
Marc s’est caché dans
le carré
le cercle
le triangle.
2. Marie s’est cachée dans
le carré
le cercle
le triangle.
3. François s’est caché dans
le carré
le cercle
le triangle.
4. Hélène s’est cachée dans
le carré
le cercle
le triangle.
How can Canadian Parents for French (CPF) help parents with children in
French-second-language (FSL) programs?
CPF provides information and resources for parents and students, as well as activities for children and
youth to support their FSL education. For more information go to www.cpf.ca.
www.cpf.ca
All references on page 22.
Activity 18
Les nombres
Numbers
D’un point à l’autre… Tire une ligne de 1 jusqu’à 33.
Join the dots… Draw a line from 1 to 33.
11 onze
14 quatorze
quinze
douze
12
9 neuf
15
13 treize
16
10 dix
8 huit
7 sept
1 un
6 six
3 trois
33
2 deux
quatre
17
5 cinq
4
18
32
19
20
21
23
22
31
25
27
29
24
30
26
28
What are the employment benefits of official-language education?
Bilinguals have access to a wider range of national and international jobs. Thousands of Canadian businesses
operate in both official languages. Airlines, import-export companies and other international businesses require
employees with second-language skills.
About 40 per cent of all positions in the Public Service of Canada – about 67,000 jobs – are bilingual. In addition,
the Federal Student Work Experience Program (FSWEP) recruits students for federal departments and agencies to
fill approximately 7,000 temporary student jobs each year.
All references on page 22.
www.cpf.ca
Activity 19
À toi de choisir…
It’s your choice!
1.
Quand il pleut,
je porte…
une écharpe
un imperméable
un pyjama
(scarf)
(raincoat)
(pyjamas)
2. Quand il fait soleil,
je porte…
une chemise
des lunettes de soleil
des pantalons
(shirt)
(sunglasses)
(pants)
3. S’il neige,
je porte…
des bottes
des pantoufles
des sandales
(boots)
(slippers)
(sandals)
4. Quand il fait froid,
je porte…
une bague
des chaussettes
des mitaines
(ring)
(socks)
(mittens)
5. Quand je suis à la plage,
je porte…
un imperméable
un maillot de bain
une tuque
(raincoat)
(bathing suit)
(tuque)
Will my child’s English language skills suffer?
NO – Young children adapt to learning French in French-second-language (FSL) programs because it is done in a
child-friendly and language-friendly way. Learning more than one language has proven to be very positive. In fact,
studies show that language skills developed while learning French are used to learn and use English and vice versa.
In French immersion programs, English is introduced by Grade 3 in most provinces so children have a chance to put
their learning skills to use while at the same time parents and the community continue to reinforce the development
of their English-language skills.
Research: A 1991 review of research showed that although French immersion students sometimes lag behind at Grade 3,
they match and often surpass English program students’ performance in English-language skills by Grade 4 or 5.
www.cpf.ca
All references on page 22.
List of
References
CPF Early Childhood
Activity Book
Bournot-Trites M., Tellowitz U. (2002). Report of
Current Research on the Effects of Second Language
Learning on First Language Literacy Skills; Halifax
Nova Scotia: Atlantic Provinces Educational
Foundation.
British Columbia Ministry of Education (2004).
British Columbia Foundation Skills Assessment 2004.
British Columbia: Author.
Canadian Parents for French (2006). Cognitive
Benefits of FSL Education: The Benefits of Choosing
French-Second-Language Education for your
Children. The State of French-Second-Language
Education in Canada 2006. Ottawa, Ontario:
Author.
Canadian Parents for French (2005). University
Students and French Immersion Programs: A Student
Survey (long version). The State of French-SecondLanguage Education in Canada 2005. Retrieved
January 31, 2007, from www.cpf.ca/english/
Resources/FSL2005/Student_Survey_Long.pdf
Canadian Parents for French (n.d). Helping Your
Child Become Bilingual: A Toolkit For CPF
Members. Ottawa, Ontario: Author.
Dubé L., MacFarlane A. (1991). Middle Immersion:
Is it a Better Option Than Early or Late? Immersion
Journal, 14(3), 21-27. Ottawa Ontario: Canadian
Association of Immersion Teachers.
Genesee, F. (In Press 2007). French Immersion and
At-risk Students: A Review of Research Evidence.
Lazaruk W., MacFarlane A. (In Press 2007) Cognitive
and Associated Academic Benefits of French Second
Language Education.
New Brunswick Department of Education. (2000).
Report Card 2004, Anglophone School Districts.
New Brunswick: Author.
Turnbull M., Hart D., Lapkin S. (2000). French
Immersion Students’ Performance on Grade 3
Provincial Tests; Potential Impacts of Program
Design; Canadian Modern Language Review 58(1),
9-26; Toronto, Ontario: University of Toronto Press.
www.cpf.ca
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