1. Quel âge as-tu? 2. Quelle est la date aujourdhui? 3. Demain? 4. Quelle heure est- il?

Bellringer (pour pratiquer) Un rappel de vos présentations des télépoches!! Demain!!!! On discute les >: le 11 et le 14 septembre Devoirs: une feuille de travail (to make sure you will ALSO achieve on the written test) Partie II et III. Lexamen écrit: mardi, le 15 septembre

Vous et vos cammarades de classe- You may pick up to 2 people to work with (so groups of 3, at the most) try to work with whomever, whenever, not just your buddies. You will be graded individually.

Why are we doing these? These will serve as fo real evidence that you guys are actually developing an ability to speak the language. After all of the work, homework, comic strips, partner work, speed dating, etc, it is finally your time to show yourselves that you CAN do this.

How is this being done? I will give you a variety of situations, the performance of each of which will show both you and I that you can converse/speak French about: saying hello/goodbye, politeness, ordering a drink or an item of food, age, time telling, date, etc. As long as you can produce some questions and answers, youre golden. I do not expect perfection! Im just looking to see that you guys are making progress. Do I have to be a good actor? Heck no. Just do your best and remember that you can do this. Everyone else in class is doing it so no worries and try your best.

Awkward blind date Should include: -hellos -name -feelings (how are yous) -one anothers age -nationality -ordering/politeness (it is a date, after all) -time (cuz its awkward and you want to leave!!)

Snooty celebrity who wont answer personal questions/only boring ones in an interview Should include: -unfriendly hellos -name -feelings (how are yous) -one anothers age -nationality -ordering/politeness (lack thereof, since this person is snooty) -time (cuz this person acts like they have better things to do)

Amnesiac who cant remember a thing -hellos -name -feelings (how are yous) -one anothers age -date -nationality -ordering/politeness (it is a date, after all) -time (cuz its awkward and you want to leave!!)

Distingué(e) (9-10) Compétent(e) (6-8) Apprenti(e) (3-5) Débutant(e) (0-2) Pronunciation And Fluency Student makes minor pronunciation errors, especialy in the sounds produced by various letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid pauses due to unfamiliar vocabulary or syntax. Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words clearly enough to be understood. There are few excessive pauses or stumbling with words. Student makes several major pronunciation mistakes that significantly impede communication and speaks slowly, at times without inflection. Student makes numerous and/or significant errors in pronunciation. Student struggles to communicate words and ideas. Situaltion Vocabulary Student incorporates a variety of vocabulary in the development of the questions, enabling the discovery and/or statement of logical information. Student uses sufficient and pertinent vocabulary to ask the specified range of questions. Student has considerable difficulty asking /responding to questions using limited and repetitious vocabulary. Student does not know enough pertinent vocabulary to elicit the information. General Grammar Student correctly uses questions and responses to simple questions such as the date, time, etc. Student displays some verb confusion when asking questions/answering questions but can eventually get question or response across. Listeners comprehension of the information is impeded by grammatical errors. Little or no information is imparted due to grammatical errors. Comprehension of the Situation Students presentation and performance reflects understanding of information beyond what has been covered in class. Students presentation reflects clear comprehension of conversation basics. Students presentation reflects missing and misunderstood information. Students presentation contains little or no relevant information. Comprehensibility Grammar, vocabulary and pronunciation combine to provide a clear and comprehensible situation of natural conversation Grammar, vocabulary and pronunciation combine to provide a clear demonstration of basic conversation. Students presentation provides a general understanding of the person with which they are engaged in simple conversation. Few parts of the presentation are comprehensible.

Allez-y! Get together and practice. Feel free to write things down if you need but DO NOT memorize. The best way to solidify things is to practice, not memorize. These situations are more or less impromptu. This way I know you can produce the info as opposed to regurgitating it!! Im here to help and to practice with you. Talk with multiple people so that you can converse with a variety of people, not just your friends.

1- Vous êtes-vous reposés ce weekend passé? Comment? À quelle heure est- ce que vous vous êtes réveillés samedi? Et dimanche? 2- Connaissez-vous le film Diabolique ? Savez-vous de quel genre est ce film?

Journal Vos présentations!!! On discute les > Du travail avec les filles du niveau avancé

-Vous irez au labo pour regarder un tout petit programme: le journalle journal -Puis, vous regarderez un vidéo de Teddy Kennedy et vous répondrez aux questions. Essayez de ne pas travailler ensemble même si cest tellement difficile. M. Kennedy. Cest séquence 1. Cliquez sur une personnalité de taille dans la boîte avancé. Là, à droite, cliquez sur voir la séquence. M. Kennedy -Retournez quand vous avez fini pour discuter -Je vous présenterai une leçon des pronoms rélatifs -Je vous rendrai les compositions jeudi.

This year, instead of relatively useless conversations with me in the hallway, I am going to have you guys partake in performance events. Essentially, I will give you about 2-3 situations to either be recorded or performed in front of me with 1-2 other people. Everyone is graded separately and I will give you the situations in advance. DO NOT memorize. This should be something you practice so that, given a situation, you can spontaneously produce and prove what you have learned.

Each of these situations should include at least 3 descriptions, 2 household tasks, 2 reflexives in the present, 3 in the past, and the use of savoir/connaître at least once. -Une intervue entre vous et une vedette très snob! Vous demandez des questions à propos de sa vie quotidienne et elle te donne des réponses risquées. -Ton petit frère a disparu! Donnez des renseignements à propos de ce quil a fait lavant-hier pour essayer de le trouver.

Distingué(e) (9-10) Compétent(e) (6-8) Apprenti(e) (3-5) Débutant(e) (0-2) Pronunciation And Fluency Student makes minor pronunciation errors, especialy in the sounds produced by various letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid pauses due to unfamiliar vocabulary or syntax. Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words clearly enough to be understood. There are few excessive pauses or stumbling with words. Student makes several major pronunciation mistakes that significantly impede communication and speaks slowly, at times without inflection. Student makes numerous and/or significant errors in pronunciation. Student struggles to communicate words and ideas. Situaltion Vocabulary Student incorporates a variety of vocabulary in the development of the questions, enabling the discovery and/or statement of logical information. Student uses sufficient and pertinent vocabulary to ask the specified range of questions. Student has considerable difficulty asking /responding to questions using limited and repetitious vocabulary. Student does not know enough pertinent vocabulary to elicit the information. General Grammar Student correctly uses questions and responses to simple questions such as the date, time, etc. Student displays some verb confusion when asking questions/answering questions but can eventually get question or response across. Listeners comprehension of the information is impeded by grammatical errors. Little or no information is imparted due to grammatical errors. Comprehension of the Situation Students presentation and performance reflects understanding of information beyond what has been covered in class. Students presentation reflects clear comprehension of conversation basics. Students presentation reflects missing and misunderstood information. Students presentation contains little or no relevant information. Comprehensibility Grammar, vocabulary and pronunciation combine to provide a clear and comprehensible situation of natural conversation Grammar, vocabulary and pronunciation combine to provide a clear demonstration of basic conversation. Students presentation provides a general understanding of the person with which they are engaged in simple conversation. Few parts of the presentation are comprehensible.

Oh là là, Megan. Je connais bien le mec que tu aimes! Cest un mec qui est vraiment gentil! Voici les poèmes qu il ta écrit. Ce sont les poèmes qui sont très jolis. Oui, cest moi qui suis une bonne juge. Tu dis quil nest quun ami avec qui tu étudies mais cest pas vrai. Cest un mec à qui tu parles toujours. Hier, tu mas dit Voici le stylo avec lequel il a écrit. Et voici la fenêtre sous laquelle il sest assis. Et voilà les amis entre lesquels il sest assis. Oui, Megan, de qui tombes-tu amoureuse? De lui.

On continue avec les pronoms rélatifs On discute les compositions 1982 Function Words Fill-in Montrez et Racontez- apportez votre jouet en peluche favori. Décrivez-le tout en utilisant des pronoms rélatifs. Dialogue #1 Composition #2 le 2 octobre vendredi