Alfreda Ledonne, Carole Knezevic, Susanna
Hamilton Wentworth District School Board
La cure pipe
◦ Créez et partagez
La réflection:
◦ Comment est-ce que cette activité aide nos élèves?
◦ Qu’est-ce que cette activité renforce?
• We teach people how to understand & speak English, not to
memorize grammar and vocabulary.
• We offer flexible class scheduling.
• You can begin learning English at a time most convenient for you.
There are no strict class schedules to follow.
• Only English is spoken in our centers, creating an immersion
experience that helps you learn.
• We have an Innovative method that integrates three different
teaching styles to help all students learn.
• We offer small class sizes: an average of 3 students in core classes.
• Our teachers are native English speakers.
• We have over 35 years experience.
• Our students have fun! Each center offers Social Club activities where
you can learn English while participating in fun social activities both
in the center and at an outside location.
What does the CEFR look like in my
◦ L’ Approche Communicative
◦ La Perspective Actionnelle
◦ La Grammaire est enseignée en contexte
Define the communication goals for that class
◦ What am I going to have the students say to me
◦ What problem will they solve?
Use a variety of groupings
◦ Have them work in partners, small groups, and
large groups
◦ Change this a number of times in a period.
Use a variety of “quick” strategies :
Réchauffement, Action et Consolidation
How to get my students to not ask:
◦ Comment dit-on…en anglais?
Teach them how to “talk around” an unknown
word by using other communication
Choisissez un image. Essayez à décrire le
mot en utilisant la circumlocution.
Prof du jour (Je me Présente)
◦ Q&A
 P: Quel est ton nom? S: Mon nom c’est…
◦ A&Q
 P: Mon nom c’est… S: Quel est ton nom?
La date:
◦ Aujourd’hui, Hier, Demain
La météo: http://www.meteomedia.com/
Le Prof du Jour
La Date
Quelle est la date aujourd’hui?
Quelle est la date aujourd’hui?
Aujourd’hui c’est le vendredi 22 mars, 2013
C’est le 22…C’est vendredi
Quelle était la date hier?
Quelle était la date _______ (le jour de la semaine)?
Est-ce que hier était le _______?
Quelle va être la date demain?
Quelle va être la date _______ (le jour de la semaine)?
Est-ce que demain va être _______?
La Météo
Quel temps est-ce qu’il fait aujourd’hui?
Aujourd’hui il fait…beau, chaud, froid, frais.
Quel temps fait-il aujourd’hui? Maintenant?
Quel temps a-t-il fait hier?
Quel temps va-t-il faire demain?
Les questions personnelles
La négotiation
Les directions
A reward system linked to an authentic
situation: Going to the Bank.
Students earn and/or are taxed “dollars”.
At a set time each week, students role-play a
customer and a bank teller to either deposit
or withdraw money.
Once a month, students take part in a class
auction and bid on items for sale.
À la chaîne:
◦ Can be used to enforce reading comprehension, a
sequence of events or general vocabulary
What do I want my students to talk about?
Example: Je me présente
◦ 4/5ieme: You are a new student who just arrived at a new
school. You want to make a new friend. Introduce yourself
to your new seating partner.
◦ 6ieme: You are a contestant on the Bachelor looking for
your ideal mate. Introduce yourself to the panel of judges
on the Bachelor, explain your personal details, interests,
hobbies and your ideal partner.
◦ 7ieme: You’re a contestant on Miss Universe. Introduce
yourself to the world and explain why you are the ideal
candidate based on what you would do in your role.
◦ 8ieme: You’re a contestant on a reality TV show. Present
yourself to the judges. Explain why you would be a perfect
candidate and past experiences that will help you in this
La musique
◦ La compréhension: les exemples
Les publicités
◦ Tic Tac France (Worst Breath in the world)
◦ Evian Roller Babies
 Explicitly teach COMMUNICATION and COMPREHENSION strategies
mots amis, gestes, etc)
 These are tools for students
 Explicitly teach COMMUNICATIVE strategies used to get them to
◦ FOCUS on creating a safe environment and promoting risktaking:
 Encouragement: Celebrate what they CAN DO
 Maximize student engagement by incorporating student
 Emphasise that SUCCESS is different for each student.
 Provide support: anchor charts, resource pages
 Provide multiple opportunities for practice through gradual
release: Modeled Practice, Shared Practice, Guided Practice,
Alfreda LeDonne, FSL Core Grade 7
◦ [email protected]
Carole Knezevic, FSL Core 4 – 8
◦ [email protected]
Susanna Gojsic, FSL Core 4 - 8
◦ [email protected]

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