D5-Teaching-Grade-9-Applied-Fren

Report
Teaching
Grade 9
Applied French
OMLTA
March 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?, CommuniQuete, 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 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

CEFR
(Common European Framework of Reference)
 CEFR
as a lens
 l’approche actionelle
 What 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
215 Parkside Drive
Waterdown, Ontario
L0R 2H0
Phone: 905.689.6692
Fax: 905.689.3413
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
[email protected]
Thank you for your support.
Mme McEniry
THE HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD
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


Notebook software – random
group generator
We are learning how to talk
about ourselves.

Mon introduction/l’introduction de
mon ami (oral)
MonIntroduction
Jem
’appelle________________.
J’habite________________________.
Jesuisné(née) à___________________.
M
am
atièrefavoriteest________________.
J’aim
e_______________________.
Jen’aim
epas________________.
M
esm
eilleursam
issont____________.
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, online scrapbook etc.
encourage them to add images
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: ______________
Mon autobiographie
MA FAMILLE ET
MES ANIMAUX
MES TRAITS
PHYSIQUES
J’AIME / JE
N’AIME PAS
(fact sheet)
INTERETS /
PASSE-TEMPS
MES MATIERES
PREFEREES
Mon autobiographie
J’AIME / JE
N’AIME PAS
INTERETS /
PASSE-TEMPS
MES MATIERES
PREFEREES
les yeux bleus
manger de la
pizza
faire de la cuisine
la géographie
les cheveux
bruns
écouter de la
musique
alternative
jouer au soccer
les arts
dramatiques
faire la grasse
matinée
faire de
l'ordinateur
les maths
MA FAMILLE ET MES TRAITS
MES ANIMAUX PHYSIQUES
quatre
personnes
un appartement
parents divorcés
(fact sheet)
fort
un frère
le nez percé
regarder les
comédies
faire du cyclisme
l’éducation
physique
un poisson
petit
faire les devoirs
jouer de la
trompette
le français
une voiture noire
les appareils
dentaires
écrire les tests
jouer aux jeux
vidéo
l’informatique
Mon autobiographie
Rubric: Mon Autobiographie
Nom: __________________________________
Level: 1 2 3 4 5 Total: /50
Categories
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
Level 1 (5-5.9)
Level 2 (6-6.9)
Level 3 (7-7.9)
Level 4 (8-10)
Total
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/cr
afts/origami/fortuneteller/
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 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/i
ndex.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. If you prefer, you can talk about your
favourite 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 from 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
*Boire=to drink
*Courir=to run
Inviter=to invite
Souhaiter=to wish
Deviner=to guess
*Être=to be
Manger=to eat
Décorer=to decorate
Nager=to swim
Donner=to give
*Voir=to see
*Mettre=to put, to put on
les bougies=candles
les sacs à bonbons=candy bags
un cadeau=a gift
les ballons=balloons
l’argent=money
des jeux=games
ma piscine=my pool
ensuite=next
parfois=sometimes
des croustilles=chips
un gâteau=cake
un morceau=a piece (of cake)
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 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.

Prof du Jour
Questions 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 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

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 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 didn’t work
 SmartBoard 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 partner
 form a circle, toss a beanbag or
Koosh ball - student says something
they did. Can repeat what someone
else said.

Other ideas
For 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!!
[email protected]
[email protected]
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.)

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