[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-412831-105":3,"detail-sidebar-cat-0-en-105":73,"doc-detail-412831-en":123},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","clothing-lesson-1-clothing-vocabulary-and-weather-word-families","Les vêtements - Lesson 1 - Clothing vocabulary and weather word families","","Lesson #1, “Les vêtements / Clothing,” builds grade 5 FSL learners’ understanding of vocabulary for common clothing items and basic accessories while linking clothing choices to weather patterns. Students learn key weather phrases in French, practice through a four-corners activity, and reinforce word knowledge with a matching Memory game. Learners then sort clothing into weather-based word families, explain selections, create new categories using an odd-word-out strategy, and justify choices in English when prompted.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/clothing-lesson-1-clothing-vocabulary-and-weather-word-families/412831/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/clothing-lesson-1-clothing-vocabulary-and-weather-word-families/412831.png","ImageObject",300,407,{"name":42,"@type":43},"lugxt","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",14,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"How does the “odd word out (le mot intrus)” activity work?","Question",{"text":63,"@type":64},"In groups, students choose words to form word families and then identify one word that does not fit (the intruder). Partners justify in English why the odd word does not belong, and each group presents their choices.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},412831,1790814520,{"code":4,"msg":74,"data":75},"success",[76,80,84,87,92,97,102,107,112,115,119],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},70,"exam",{"id":88,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},5,"Comic",60,"comic",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},6,"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},8,"Research & Report",30,"research-report",{"id":108,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},9,"Religion & Spirituality",20,"religion-spirituality",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":110,"slug":114},"World Cup","world-cup",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":116,"slug":118},10,"Lifestyle","lifestyle",{"id":120,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":88,"slug":122},19,"General","general",{"code":4,"msg":74,"data":124},{"doc_id":71,"user_id":125,"nickname":42,"user_avatar":126,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":103,"preview_page_count":4},3985747862600,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Lesson \\#1 Les vêtements  \nClothing  \n\n| Grade: 5 FSL | Duration: 1h |  |\n| --- | --- | --- |\n| Specific Learner Outcomes: | Learning Objective: | Assessments: |\n| Language:\u003Cbr>Demonstrate an understanding of vocabulary associated with common clothing items and basic accessories. | Students will be able to recognize vocabulary associated with clothing and different weather patterns. | Formative assessment of word families. |\n\nPreparation required:  \n• Print off colour copies of resources A-13, A-14, and A-15 for one third of your class as students will be working in groups of three.  \n• Print off copies of the resource A-P1-Les articles for each student to be used as a post-task for this lesson.  \nIntroduction (5 minutes):  \nHook/Attention grabber: Bonjour les amis! Quel temps fait-il aujourd’hui?  \nIntroduction: Can anyone guess what this question means? It means “What is the weather like today?”When you want to say that it is nice out, you would say: “Il fait beau.” When you want to say that it isnot nice out, you would say “Il ne fait pas beau.” How would you answer this question today? We are going to look at some of the specific types of weather in French today. We are also going to learn the clothing items you might wear depending on the weather.  \nPre-task (35 minutes):  \nMention the types of weather that will be used in this lesson: sunny, rainy, snowing, windy. Windy has only been included in the first pre-task for logistical reasons. Ask students if they know the French words for these terms:  \n● c’est ensoleillé – it’s sunny  \n● il pleut – it’s raining  \n● il neige – it’s snowing  \n● il vente/c’est venteux – it’s windy  \nPlay a game of four corners, designating each corner with a weather pattern. Students can physically answer a series of questions, by moving to a corner to answer. Some of these have multiple answers. As long as students are making choices, responding in French and justifying their choices when prompted  \nto by the teacher, then it’s okay! Here is a list of questions you could ask students to complete by filling in the blank in French:  \n• Je joue dans la neige quand   (I play in the snow when _____.)  \n• Je nage dans un lac quand   (I swim in a lake when ______.)  \n• Je saute dans les flaques d’eau quand   (I jump in water puddles when _____.)  \n• Je fais du ski quand   (I go skiing when _____.)  \n• J’aime quand   (I like when _____.)  \n• Je préfère quand   (I prefer when _____.)  \n• Je n’aime pas quand   (I don’t like when _____.)  \n• Quel temps fait-il aujourd’hui? (What is the weather like today?)  \nIn small groups, have students cut out a variety of clothing words and clothing pictures (resource A-14) . Have them place all of the cards face down. They may choose to put all of the bigger picture cards to one side and all of the smaller word cards to the other side. They may also choose to mix them all up. Students will play a game of Memory to familiarize themselves with the vocabulary. One at a time, a student will flip one picture card over and read it. They will then flip one word card over and read it. If the two cards match, they can remove them from the pile. If the cards do not match, they must flip them back over. They should do this until all of the cards are gone.  \nHand out a page that is separated into the three weather patterns (resource A-13) . Ask students to sort out their word cards (A-14) into their corresponding categories. Once they are done, each group can be asked to share a category and explain their clothing choices, especially if their selection differs from another group’s. Explain to students that the three categories they have created are called word families (les familles do mots) . They can then glue these to their worksheet as this can be used for future  \nreference. The words are:  \n● un chapeau  \n● une casquette  \n● une tuque  \n● des lunettes de soleil  \n● un foulard *  \n● des mitaines *  \n● un manteau  \n● une chemise  \n● des pantalons  \n● un t-shirt  \n● des shor","cbCaip38xfPLKB59","https://ap.wps.com/l/cbCaip38xfPLKB59","pdf",119787,"English","# Preparation required\n# Introduction (5 minutes)\n# Pre-task (35 minutes)\n## Vocabulary and weather prompts\n## Memory game with clothing cards\n## Word family sorting by weather\n# Task (15 minutes)\n# Post-task (5 minutes)","[{\"question\":\"How does the “odd word out (le mot intrus)” activity work?\",\"answer\":\"In groups, students choose words to form word families and then identify one word that does not fit (the intruder). Partners justify in English why the odd word does not belong, and each group presents their choices.\"}]","Les vêtements - Lesson 1 - Clothing vocabulary and weather word families | PDF",1790592929]