Frequently Asked Questions
Question 1: How important is the Teacher Resource Book?
Answer: This is a key component of the program. It will inform you as to how and where the Student Book, Workbook, Video, CD, and Strategy Cards all fit together. It provides comprehensive lesson plans for using the components and achieving success with the theme.
Question 2: Where do I find information on the final task? Is it important to do the final task?
Answer: It is very important to do the final task (experiential goal). It gives purpose and context for the work that students will be doing throughout the unit, and the work in each lesson throughout a unit builds towards the final task. Since it is so critical to set the context, the final task is always introduced to students on the first page of the Student Book. The next-to-last lesson is the student performance of the final task, and is always modeled in the Student Book. For the teacher, the final task is described in the Unit Overview of each Teacher Resource Book, and then detailed in both the Post Activity of the first lesson, and in the Experiential Goal lesson of the unit. If teachers find that they are spending too much time on a unit, they can cut back on activities within lessons rather than omit the final task lesson.
Question 3: What language elements are covered in Communi-Quête units? Where do I find them? How are they taught?
Answer: Communi-Quête provides coverage of all language elements required by your curriculum. Because language elements are taught in context, where the students actually need them, language is actively and meaningfully acquired. In the Student Book, language elements are taught in the Quête-langage sections of lessons; more detailed information on the unit language elements is provided in the end-of-book Mini-guide (also appears in the Workbook). Language is practised in activities in both the Student Book and Workbook, as well as through activities provided to teachers for students in the Teacher Resource Book. For teachers, language elements are presented in the unit overview chart for each unit, as well as in the expectations chart at the beginning of each lesson. Detailed suggestions that lead students to discover core language concepts are provided in the lesson plans.
Question4: How can I adjust the level of difficulty of the work to suit my students' needs?
Answer: Communi-Quête is designed to acknowledge the reality of the heterogeneous classrooms faced by today's Core French teachers. The feature "Differentiated Instruction" in all Teacher Resource Books offers teachers numerous opportunities for customizing activities to meet the varying needs of their students. In each lesson, suggestions are provided to address multiple intelligences in the classroom. Additionally, options for simplifying activities, for adding challenge, or both, provide concrete, and immediately applicable suggestions for accommodating various needs.
Question 5: Do I need to do all the complementary activities? How do I choose which ones to do?
Answer: The complementary activities in Communi-Quête provide students with opportunities to practise further their newly-acquired vocabulary and language in context, and to consolidate new and recycled language elements, again in context. Because of the abundance of complementary activities provided, however, it would take months to complete them; this is not the intent. The complementary activities should be chosen selectively, keeping in mind the learning expectations for your province, and the specific needs of your students. As with the elements discussed in Question #7, the complementary activities offer another tool for customizing the program to meet your classroom needs.
Question 6: What is the difference between Core Vocabulary and Additional Vocabulary?
Answer: Core vocabulary is that which students will use more often in the unit, and will be necessary to complete the final task. Additional vocabulary may only be used in one or two activities in the unit, but acts as enrichment and extension.
Question 7: Is there a particular order in which to do units within a level of Communi-Quête?
Answer: Communi-Quête is designed to provide flexibility to teachers and students, while ensuring coverage of all critical vocabulary and language elements. There is a recommended order that teachers may choose to follow, depending on their particular classes, and the amount of time available in the school year for Core French. At each level of Communi-Quête, there are six units; we recommend that a minimum of four units be covered within a school year to ensure proper coverage of all expectations. There is one unit recommended for use in the beginning of the school year. Next, there are two pairs of "buddy units"; each pair of units covers the same language elements, but with different theme contexts and vocabulary. Teachers can choose the unit of that pair that best meets their students needs, and then make a selection from the second pair of "buddy units", which will provide new language elements. Finally, there is a concluding unit.
For more infomation on the recommended order of use, please refer to the link below.