La présentation est en train de télécharger. S'il vous plaît, attendez

La présentation est en train de télécharger. S'il vous plaît, attendez

Teaching Grade 9 Applied French OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board.

Présentations similaires

Présentation au sujet: "Teaching Grade 9 Applied French OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board."— Transcription de la présentation:

1 Teaching Grade 9 Applied French OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board

2 Rose & Bev each over 20 years experience teaching Core and Immersion French - applied and general and academic, mostly secondary, some elementary Waterdown and Westdale are semestered schools - 75 minute periods applied classes of between 15 and 23 students programs used: Quoi de neuf?, Communi- Quete, Express 9e, Autour de Nous... & stuff we borrow and adapt and share

3 Notre but dapprentissage : connections learning styles interests We are learning how to improve connections with the learning styles and interests of students in grade 9 applied French.

4 FSF 1P profile (minds on) What are your grade 9 students interests? How do they learn best?

5 class management and discipline keep actively involved and engaged through structured activities with good scaffolding to reduce discipline problems address their interests short, focused activities make it practical and useful (CEFR) not perfect, always situations to deal with, but helps a lot

6 CEFR (Common European Framework of Reference) CEFR as a lens lapproche actionelle What can they really use?

7 Voudriez-vous des frites avec ça?

8 Classroom materials stickers markers pencil crayons scissors chart paper glue sticks coloured paper, cover stock, ledger size index cards wooden sticks (tongue depressors) (lost and found) pencils and pens and?...

9 Edmodo communication for students and parents internet based and universally accessible sample letter to parents (next slide)

10 Sample letter to parents re: Edmodo

11 ideas to generate groups random and quickly kids really like to work together and learn a lot from each other - think about ways to make traditional, teacher-centred activities into group learning coloured popsicle sticks SmartBoard: random group generator matching cards - opposites - to reinforce vocabulary

12 Notebook software – random group generator

13 We are learning how to talk about ourselves. Mon introduction/lintroduction de mon ami (oral)

14 We are learning how to talk about ourselves. vocabulary audio & visual vocabulary development: Chart papers labelled with topics such as: les traits physiques, la personnalité, la famille, les animaux de compagnie, lécole/les matières, les sports, les passe-temps, les amis, la maison, les vacances Le dictionnaire personnel




18 We are learning how to talk about ourselves. placemat activities jaime, je naime pas mes activités (présent, passé) etc… Mod36_coop_placemat.pdf

19 We are learning how to talk about ourselves. Mon autobiographie Format: kids can produce own by writing, booklet, PowerPoint, on- line scrapbook etc. encourage them to add images

20 Mon autobiographie Projet: Mon Autobiographie First: Do the in-class pre-activity in which students in groups complete a sample Fact Sheet: (Cut up the sample sheet given into squares and have the students categorize them and glue them onto a blank fact sheet.) Then: Each student will plan his/her own personal profile using the established categories. This will constitute the rough copy which will be done on a second blank Fact Sheet. Upon approval of the rough copy (with a minimum of 4 items under each heading), the students will write their own Mon Autobiographie in paragraph format, with each category constituting a paragraph. The students are encouraged to use photos or illustrations to make their project more attractive The students will present their autobiographies orally to the class. Due Dates: Rough Copy: ______________ Good Copy: ______________


22 Mon autobiographie (fact sheet) MA FAMILLE ET MES ANIMAUX MES TRAITS PHYSIQUES JAIME / JE NAIME PAS INTERETS / PASSE-TEMPS MES MATIERES PREFEREES quatre personnes les yeux bleus manger de la pizza faire de la cuisinela géographie un appartement les cheveux bruns écouter de la musique alternative jouer au soccer les arts dramatiques parents divorcés fort faire la grasse matinée faire de l'ordinateur les maths un frèrele nez percé regarder les comédies faire du cyclisme léducation physique un poissonpetitfaire les devoirs jouer de la trompette le français une voiture noire les appareils dentaires écrire les tests jouer aux jeux vidéo linformatique

23 Mon autobiographie CategoriesLevel 1 (5-5.9)Level 2 (6-6.9)Level 3 (7-7.9)Level 4 (8-10)Total Thinking/Inquiry All categories Details Pictures or Illustrations Thinking/Inquiry Neat and organized Pictures or Illustrations Application **Rough Copy completed as instructed Application Vocabulary Correct applicaton of faire and jouer Full sentence construction Verbs are correctly conjugated Communication Level of Language Pronunciation Expression Rubric: Mon Autobiographie Nom: __________________________________ Level: Total: /50

24 Les diseuses de bonne aventure (le futur simple) Step 1. Have each student make one cootie catcher/fortune teller. *** (Brightly coloured photocopy paper is a nice touch here.) *** Cant remember how to make fortune tellers? afts/origami/fortuneteller/

25 Les diseuses de bonne aventure Step 2. Ask the students to write 8 generic predictions of their own. (au futur simple, naturellement.) Once you have proofread their work, have each student make his/her own diseuse de bonne aventure. Here are some sample predictions to get them started: Tu gagneras un match important. Tu auras 85% à ton test! Ton prof de français te donnera beaucoup de devoirs aujourdhui. Tu entendras/recevras des nouvelles fantastiques! Oh, oh! La directrice téléphonera bientôt à tes parents! Une certaine personne voudra sortir avec toi. Tu seras très surpris(e) par un(e) ami(e). Ta mère fera ton repas préféré ce soir. (If youre just introducing the concept, you might choose to substitute regular verbs for the 5 irregular verbs underlined above.)

26 Les diseuses de bonne aventure Step 3. Have your students work in pairs using the diseuses de bonne aventure to predict each others futures.

27 Les livrets (folding books) ndex.htm Create sentences together on board or overhead or computer or chart paper. Fold paper in half 3 times and cut middle section, then re-fold in booklet form. Students write title and name on front page, then choose 6 or 7 sentences that describe their day/vacation/celebration etc. (one per page). They draw simple images or use photos or clip art to illustrate each sentence.


29 Ma fête préférée How to start : Title Page : Ma fête préférée a été à lâge de ___________ans. Write simple sentences in the passé composé. Illustrate what you say. Jai invité…. Jai reçu……….. Nous avons joué……. Nous avons mangé…..

30 Ma fête préférée (oral) FSF 1P Dialogue: Invitation to a Birthday Party (French Lesson 77) As you listen to the video, complete any missing words. Speaker 1: Salut _______________ Speaker 2: Salut _______________ Speaker 1: Ça va bien? Speaker 2: Ça va très _______________, merci. Speaker 1: Mes parents organisent une _______________ ce samedi pour célébrer mon _______________. Speaker 2: Cest vrai, cest _______________ ça! Speaker 1: Je voudrais tinviter à venir à la _______________. Tu peux venir avec ta _______________, si tu veux. Speaker 2: Jen serai ravie, Je suis sûre que ma _______________ aussi. Elle adore les _______________ danniversaire. Speaker 1: Génial. Tiens, voici l_______________ avec mon adresse. Speaker 2: Est-ce que cest loin dici? Speaker 1: Pas du tout, cest à _______________ minutes seulement. Jhabite près du centre commercial. Speaker 2: Ah! Daccord. Speaker 1: Il y aura beaucoup de _______________, de la _______________ de la _______________ et un grand _______________ au chocolat. Il y aura beaucoup de _______________ aussi. Tout le monde va bien s_______________. Speaker 2: As-tu invité beaucoup de _______________? Speaker 1: Pas vraiment. Juste mes _______________ et quelques _______________. Speaker 2: Dis-moi, cest quand ton anniversaire exactement? Speaker 1: Cest _______________, le _______________ janvier. Speaker 2: Joyeux Anniversaire, Antoine. Speaker 1 : Merci, Juliette. Speaker 2 : Tu peux compter sur ma présence. Speaker 1 : Cest très _______________.

31 Presentations Allow time to practice in class with partners and in small groups. Encourage practicing at home - ask them to keep track of how many times they rehearse and encourage use of live audience and recording self. Allow final rehearsal in class then have them present to you at your desk or a "presentation corner" instead of for the whole class. Give all students a puzzle or worksheet. Consider using technology i.e. iPod to record and submit.

32 filling in a form from magazine, other real-life situations

33 Prof du Jour coloured popsicle sticks give them tools i.e. les questions personnelles (next slide). Change with theme and curriculum. prof sits at front, says Bonjour to the class, can ask date, weather etc., then asks 5 specific questions (given by teacher and relevant to topic/theme). chooses student to answer by drawing popsicle stick.

34 Prof du Jour Questions Personnelles Comment tappelles-tu? Quel âge as-tu? Quand est ton anniversaire? Comment vas-tu aujourdhui? De quelle couleur sont tes yeux? De quelle couleur sont tes cheveux ? Où est-ce que tu habites ? Combien de frères as-tu ? Combien de sœurs as-tu ? Qui est ton chanteur ou ta chanteuse préféré (e) ? Quel est ton groupe de musique préféré ? Quelle est ta matière préférée ? A quels sports joues-tu ? Est-ce que tu préfères jouer or regarder les sports ? Que fais-tu après les classes ? As-tu un animal de compagnie chez toi ? Quel est ton animal préféré ? Quelle est ta nourriture préférée ? Comment viens-tu à lécole ? A quelle heure est-ce que tu arrives à lécole ?

35 La chaise chaude A student is chosen to be on the hot seat. The student selects a popsicle stick and the student selected must ask one of the questions from their prepared activity sheet I normally do 4 to 5 questions per day. Again the questions can be changed as the curriculum evolves. students prepare questions ahead of time as a group on a handout teacher chooses student to ask person in hot seat the questions

36 We are learning how to tell people to do something (limperatif) Simon says - can get rowdy, careful! relay race model then produced own, small groups photos in Comic Life SmartBoard Notebook software version 11 - easy to record voices

37 Les directions Communi-quête 3: Mission Survie (trip in Montreal, how to get to various popular tourist sites) real maps move around classroom / school - have one student direct another for how to get from own desk to door CEFR kit (Thames Valley) kids play carpet and Matchbox cars - great idea but didnt work SmartBoard brainstorm with kids recorded voices

38 SmartNotebook 11 – sample – class brainstorming and then students recorded own voices – use insert sound

39 We are learning how to talk about events in the past after a weekend or holiday - brainstorm ideas on the board (black or white) or as a placemat, creating an anchor chart to help them remember vocabulary talk with partner form a circle, toss a beanbag or Koosh ball - student says something they did. Can repeat what someone else said.

40 Other ideas For last years activities from our workshop, sign in to OMLTA site, members only - Spring 2012, workshop G3: Teaching Grade 9 Applied French

41 la fin!! also: Twitter or search by address and: Bevs blog: (This blog is aimed at students and parents and is usually updated daily.)

Télécharger ppt "Teaching Grade 9 Applied French OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board."

Présentations similaires

Annonces Google