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Tired of monsters? . Try the FSF1D Monster Unit using a CEFR lens. Beverly Kukhta -Jackson Hamilton-Wentworth District School Board OMLTA, November, 2013. Qu’est-ce que c’est qu’un monstre ?. - PowerPoint PPT Presentation
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Tired of monsters? Try the FSF1D
Monster Unit using a CEFR lens
Beverly Kukhta-Jackson Hamilton-Wentworth District School
BoardOMLTA, November, 2013
Qu’est-ce que c’est qu’un monstre?
This workshop will outline how to adapt the Monster Unit from our old program to better suit CEFR “l’approche actionnelle” and the revised curriculum with an emphasis on oral interaction and integrating language structures in a practical, fun way.
The theme: Qu’est-ce que c’est qu’un monstre?
Le but d’apprentissage
Nous apprenons comment employer nos ressources dans une façon plus communicative.
Bev’s background• over 20 years experience teaching Core
and Immersion French - applied and general and academic, mostly secondary, some elementary• department head, Special Assignment,
facilitator• Westdale is a semestered school - 75
minute periods• program used: Sans Frontières & stuff I
borrow & adapt & share• Co-author of Tu Parles 1, RK Publishing
l’approche actionnelleAction-oriented and communicative approaches to teaching FSL focus on meaning over form; emphasize meaningful interactive activities; centre on communicative language needs; and, when possible, highlight authentic tasks within the context of a classroom environment. While the communicative approach centres on communicating in the target language, the action-oriented approach requires students to perform a task in a wider social context. (pg. 31 Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)
Vision and Goals for French as a Second Language
Core, Extended, and Immersion, Grades 1 to 12
(Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)
VISION GOALSStudents will communicate and interact with growing confidence in French, one of Canada’s official languages, while developing the knowledge, skills, and perspectives they need to participate fully as citizens in Canada and in the world
In all French as a second language programs, students realize the vision of the FSL curriculum as they strive to: Use French to
communicate and interact effectively in a variety of social settings
Appreciate and acknowledge the interconnectedness and interdependence of the global community
Life-long language learning
One of the 7 enduring ideas of revised FSL curriculum: Authentic Oral
Communication: Reception, Production, and Interaction
(pg.10 Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)
La lecture Sans Frontières: Les Monstres à travers
les siècles - photocopied - pre-reading discussion, then used 3 colours of highlighters - one for words that resemble English, one for words that you already know in French, and the third for words that you will need to look up in dictionary.
Checked dictionary words (wrote definitions on side of page), then read in groups and answered questions.
Talked briefly about how monsters reflect the fears of society.
Sans Frontières listening activity/handout - Le rêve du
monstre - followed by speaking/writing - questions
reading/speaking activity/handout: Les monstres, ça t'amuse?
écoute - des descriptions des monstres - Finished handout in groups - vocabulary development
écoute - Le loup à la porte & Les dents de la mer – formative assessments
écoute: la Lagune noire - assessed
Vocabulary building
Vocabulary building poster activity in groups – graffiti
Vocabulary building Reference sheets
Chat Boosters (Tralco) Puzzles TES connect: Think, Educate, Share
http://www.tes.co.uk/ various other sources
la définition d'un monstre Watched a variety of monster movie
trailers from a playlist collected on my YouTube channel (check under my email address), then worked in groups "Qu'est-ce que c'est qu'un monstre?" Un monstre est... Un monstre n'est pas...
Made poster on ledger paper then presented it to the class.
Mon monstreCreate your own monster. Lots of possibilities - be creative. Drawing Photoshop Make-up Model Puppet Modification of toy …etc…
La semaine de mon monstre
handouts - idea/planning sheet and reference sheets and explained. Students had work time in class. Told to follow directions carefully and encouraged them to help each other with planning and ideas.
Checked idea/planning sheet and gave feedback.
Le brouillon (draft) checklist for peer editing and went over together carefully - be critical and kind.
La semaine de mon monstre
mon monstre
La semaine de mon monstre
La semaine de mon monstre
La semaine de mon monstre
La semaine de mon monstre
La semaine de mon monstre
Je vous présente... reference handout - vocabulary
useful in talking about monsters, and then did introductions of monster to group - like at a party introducing a new person. Practiced over a couple of days in different ways – i.e. with partner, with small group, inner/outer circle, then did formative assessment with feedback.
Les meilleurs monstresLes Prix de l’Académie !!
Le plus beau (beautiful) monstre ____________________ Le plus petit (small) monstre ____________________ Le plus grand (big) monstre ____________________ Le monstre le plus effrayant (scary) ____________________ Le monstre le plus créatif (creative) ____________________ Le monstre le plus bizarre (strange) ____________________ Le monstre le plus original (original) ____________________ Le monstre le plus drôle (funny) ____________________ Le monstre le plus laid (ugly) ____________________ Le monstre le plus chouette (cool) ____________________ Le monstre le plus mignon (cute) ____________________ Le monstre le plus versicolore (colourful) ____________________ Le monstre le plus réaliste (real) ____________________
Les meilleurs monstres
Les rendez-vous à vitesse Reference sheet (Chat Boosters)
“Puis-je t’interviewer?”
Les rendez-vous à vitesse Watched BBC French, Ma
France: le Turbo-dating video A le Turbo-dating video B le Turbo-dating video C did comprehension handout
Les rendez-vous à vitesseSpeed-Dating Rating form Nom:
Question Classement 5 4 3 2 1
Commentaires:
Nom:
Question Classement 5 4 3 2 1
Commentaires:
Notebook software – random group generator
Les rendez-vous à vitesse Les photos….. Takes a full class – set-up, 5 – 6
interviews of 3 – 5 min each + 1 minute or so for final notes on compatibility, reflexion/self-evaluation/exit card at end, put room back together.
Lots of fun!
Les rendez-vous à vitesse:une réflexion
La compatibilité Mon monstre est le
plus compatible avec _________ parce que ________________________________________.
Mon monstre est le plus compatible avec _________ parce que ________________________________________.
Mon auto-évaluation J‘ai fait un bon
travail avec ___________________________________________________________.
Je pourrais mieux me préparer par ____________________________________________________________.
Parler, décrire, regarder, rire
Avez-vous déjà vu …? Grodzilla à la mer
https://www.youtube.com/watch?v=qlMz7c5hN1U Grodzilla à la neige
https://www.youtube.com/watch?v=HBtSxPXIFCo Grodzilla écrivain
https://www.youtube.com/watch?v=HwZQ2vnk9yA
Un monstre avec plein de bras qui fait une blague à un monstre avec plein de z’yeux https://www.youtube.com/watch?v=1iPi93WpyOs
Monster films for FSF 1DShrek
Monsters Inc.Godzilla
King KongLe Bossu de Notre-Dame (Est-ce que
Quasimodo est un monstre? Qui sont les "monstres" de cette histoire?)
(Twilight)
…Etc…
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.)
Instagram : bevkukhtaj
