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Teaching Grade 9 Applied French OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board
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Teaching Grade 9 Applied French
OMLTAMarch 22, 2013
Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board
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
Notre but d’apprentissage:
We are learning how to improve connections with the learning styles and interests of students in grade 9 applied French.
FSF 1P profile (minds on)
What are your grade 9 students’ interests?
How do they learn best?
class management and disciplinekeep actively involved and engaged
through structured activities with good scaffolding to reduce discipline problems
address their interestsshort, focused activitiesmake it practical and useful (CEFR)not perfect, always situations to deal
with, but helps a lot
CEFR (Common European Framework of Reference)
CEFR as a lensl’approche actionelleWhat can they really use?
Voudriez-vous des frites avec ça?
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?...
Edmodo
http://www.edmodo.com/
communication for students and parents
internet based and universally accessible
sample letter to parents (next slide)
Sample letter to parents re: Edmodo
THE HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD
215 Parkside Drive Phone: 905.689.6692 Waterdown, Ontario Fax: 905.689.3413 L0R 2H0 E-mail: [email protected]
Waterdown District High School
September, 2012 Dear Parents of Grade 9 Applied French students, I am writing you to inform you that I have set up an internet based class group for our Grade 9 Applied French class. The web site address is www.edmodo.com. This is a safe site being used now by many educators. I am using this site as an information exchange about what is going on in our classroom. For the first few weeks, I will use it to post information about upcoming assignments and tests. As time evolves and I become more familiar with the program, I am hoping to use it to inform you about your son’s/daughter’s work completion. I am asking you to help your son/daughter to sign into my class group. In order to do so, they will need to take the following steps: 1. Go to www.edmodo.com
2. On the home page, select “I’m a student”.
3. The following code is the group code for Grade 9 Applied French:
36q1gx
4. Please use the following as your son/daughter’s user name:
_________________________________________
5. Please use the following password: school
6. Please notify me once the setup is complete by typing a message
in the Post box.
7. Please email me if you have any problems or questions at
Thank you for your support.
Mme McEniry
ideas to generate groupsrandom and quicklykids 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 sticksSmartBoard: random group generator matching cards - opposites - to reinforce
vocabulary
Notebook software – random group generator
We are learning how to talk about ourselves.
Mon introduction/l’introduction de mon ami (oral)
Mon Introduction Je m’appelle ________________.
J’habite ________________________.
Je suis né (née) à ___________________.
Ma matière favorite est ________________.
J’aime _______________________.
Je n’aime pas ________________.
Mes meilleurs amis sont ____________.
We are learning how to talk about ourselves.
vocabulary audio & visual http://www.laits.utexas.edu/fi/html/voc/02.html
vocabulary development: ◦Chart papers labelled with topics
such as: les traits physiques, la personnalité, la famille, les animaux de compagnie, l’école/les matières, les sports, les passe-temps, les amis, la maison, les vacances
◦Le dictionnaire personnel
We are learning how to talk about ourselves.placemat activities
◦j’aime, je n’aime pas◦mes activités (présent, passé)◦etc…http://www.eworkshop.on.ca/edu/pdf/Mod36_coop_placemat.pdf
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
Mon autobiographieProjet: 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: ______________
Mon autobiographie (fact sheet)
MA FAMILLE ET MES ANIMAUX
MES TRAITS PHYSIQUES
J’AIME / JE N’AIME PAS
INTERETS / PASSE-TEMPS
MES MATIERES PREFEREES
Mon autobiographie (fact sheet)
MA FAMILLE ET MES ANIMAUX
MES TRAITS PHYSIQUES
J’AIME / JE N’AIME PAS
INTERETS / PASSE-TEMPS
MES MATIERES PREFEREES
quatre personnes
les yeux bleusmanger de la
pizzafaire de la
cuisinela géographie
un appartement
les cheveux bruns
écouter de la musique
alternativejouer au soccer
les arts dramatiques
parents divorcés fort
faire la grasse
matinéefaire de
l'ordinateurles maths
un frère le nez percéregarder les comédies
faire du cyclismel’éducation physique
un poisson petit faire les devoirsjouer de la trompette
le français
une voiture noire
les appareils dentaires
écrire les testsjouer aux jeux
vidéol’informatique
Mon autobiographie
Categories Level 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 AutobiographieNom: __________________________________Level: 1 2 3 4 5 Total: /50
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.)
*** Can’t remember how to make fortune tellers?http://www.enchantedlearning.com/crafts/origami/fortuneteller/
Les diseuses de bonne aventureStep 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 aujourd’hui. 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 you’re just introducing the concept, you might choose to substitute regular verbs for the 5 irregular verbs underlined above.)
Les diseuses de bonne aventure
Step 3. Have your students work in pairs using the “diseuses de bonne aventure” to predict each others’ futures.
Les livrets (folding books)
http://library.thinkquest.org/J001156/makingbooks/minibook/index.htm
http://www.makingbooks.com/hotdog.shtml
• 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.
FS1P Projet: Ma Fête Préférée
You are going to create an illustrated booklet to describe your
favourite birthday party. I f you prefer, you can talk about your
f avourite Christmas (Noël). Your sentences must be written in
the passé composé. You are to use a minimal of 4 irregular verbs
in the passé composé f rom your notes that we prepared in class.
I have made a list of verbs and other vocabulary for use in the
chart below. The verbs with asterisks are irregular. Choose 4 of
them. Your description should be 8-10 sentences in length.
Words
Inviter=to invite *Recevoir=to receive, to get *Ouvrir=to open *Avoir=to have les bougies=candles ensuite=next *Boire=to drink les sacs à bonbons=candy bags parfois=sometimes *Courir=to run un cadeau=a gift des croustilles=chips Inviter=to invite les ballons=balloons un gâteau=cake Souhaiter=to wish l’argent=money un morceau=a piece (of cake) Deviner=to guess des jeux=games *Être=to be ma piscine=my pool Manger=to eat Décorer=to decorate Nager=to swim Donner=to give *Voir=to see *Mettre=to put, to put on
Ma fête préférée
How to start : Title Page : Ma fête préférée a
été à l’âge de ___________ans.Write simple sentences in the
passé composé. Illustrate what you say.◦J’ai invité….◦J’ai reçu………..◦Nous avons joué…….◦Nous avons mangé…..
Ma fête préférée (oral)FSF 1P Dialogue: Invitation to a Birthday Party
http://youlearn French.blogspot.com (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: C’est vrai, c’est _______________ ça!
Speaker 1: Je voudrais t’inviter à venir à la _______________. Tu peux venir avec ta _______________, si tu veux.
Speaker 2: J’en serai ravie, Je suis sûre que ma _______________ aussi. Elle adore les _______________ d’anniversaire.
Speaker 1: Génial. Tiens, voici l’_______________ avec mon adresse.
Speaker 2: Est-ce que c’est loin d’ici?
Speaker 1: Pas du tout, c’est à _______________ minutes seulement. J’habite près du centre commercial.
Speaker 2: Ah! D’accord.
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, c’est quand ton anniversaire exactement?
Speaker 1: C’est _______________, le _______________ janvier.
Speaker 2: Joyeux Anniversaire, Antoine.
Speaker 1 : Merci, Juliette.
Speaker 2 : Tu peux compter sur ma présence.
Speaker 1 : C’est très _______________.
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.
filling in a form from magazine, other real-life
situations
Prof du Jourcoloured popsicle sticksgive 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.
Prof du JourQuestions Personnelles Comment t’appelles-tu? Quel âge as-tu? Quand est ton anniversaire? Comment vas-tu aujourd’hui? 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 l’école ? A quelle heure est-ce que tu arrives à l’école ?
La chaise chaudeA 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
We are learning how to tell people to do something (l’imperatif)
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
Les directionsCommuni-quête 3: Mission Survie (trip in
Montreal, how to get to various popular tourist sites)
real mapsmove 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 didn’t workSmartBoard brainstorm with kids’
recorded voices
SmartNotebook 11 – sample – class brainstorming and then students recorded own voices – use “insert sound”
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 partnerform a circle, toss a beanbag or
Koosh ball - student says something they did. Can repeat what someone else said.
Other ideasFor last year’s activities from our workshop, sign in to OMLTA site, members only - Spring 2012, workshop G3: Teaching Grade 9 Applied French
la fin!!
also: Twitter (Bev @bevkj) or search by email address
and: Bev’s blog: www.ms-k-j.blogspot.com
(This blog is aimed at students and parents and is usually updated daily.)
