1 / 34

Tired of monsters?

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 ?.

auryon
Download Presentation

Tired of monsters?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Tired of monsters? Try the FSF1D Monster Unit using a CEFR lens Beverly Kukhta-Jackson Hamilton-Wentworth District School Board OMLTA, November, 2013

  2. Qu’est-cequec’estqu’unmonstre? This workshop will outline how to adapt the Monster Unit from our old program to better suit CEFR “l’approcheactionnelle” and the revised curriculum with an emphasis on oral interaction and integrating language structures in a practical, fun way. The theme: Qu’est-cequec’estqu’unmonstre?

  3. Le but d’apprentissage Nous apprenons comment employer nosressourcesdansunefaçon plus communicative.

  4. 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 • Westdaleis a semestered school - 75 minute periods • program used: Sans Frontières& stuff I borrow & adapt & share • Co-author of TuParles 1, RK Publishing

  5. l’approcheactionnelle Action-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)

  6. 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 Goals Students will communicate and interact with growing confidencein 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 communicateand interacteffectively in a variety of social settings • Appreciate and acknowledge the interconnectedness and interdependence of the global community

  7. 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)

  8. 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.

  9. Sans Frontières • listening activity/handout - Le rêve du monstre - followed by speaking/writing - questions  • reading/speaking activity/handout: Les monstres, çat'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

  10. Vocabulary building

  11. Vocabulary building • poster activity in groups – graffiti

  12. Vocabulary building • Reference sheets • Chat Boosters (Tralco) • Puzzles • TES connect: Think, Educate, Share • http://www.tes.co.uk/ • various other sources

  13. 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-cequec'estqu'unmonstre?"  • Un monstre est...     • Un monstren'est pas... • Made poster on ledger paper then presented it to the class.

  14. Mon monstre Create your own monster.  Lots of possibilities - be creative. • Drawing • Photoshop • Make-up • Model • Puppet • Modification of toy • …etc…

  15. La semaine de monmonstre • 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. 

  16. La semaine de monmonstre

  17. monmonstre

  18. La semaine de monmonstre

  19. La semaine de monmonstre

  20. La semaine de monmonstre

  21. La semaine de monmonstre

  22. La semaine de monmonstre

  23. Je vousprésente... • 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.

  24. Les meilleursmonstres

  25. Les meilleursmonstres

  26. Les rendez-vous à vitesse • Reference sheet (Chat Boosters) “Puis-je t’interviewer?”

  27. Les rendez-vousà vitesse • Watched BBC French, Ma France: • le Turbo-dating video A • le Turbo-dating video B • le Turbo-dating video C • did comprehension handout

  28. Les rendez-vousà vitesse

  29. Notebook software – random group generator

  30. 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!

  31. Les rendez-vous à vitesse:uneréflexion La compatibilité • Mon monstreest le plus compatible avec _________ parceque ________________________________________. • Mon monstreest le plus compatible avec _________ parceque________________________________________. Mon auto-évaluation • J‘ai fait un bon travail avec ___________________________________________________________. • Je pourraismieux me préparer par ____________________________________________________________.

  32. 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 • Grodzillaécrivain • https://www.youtube.com/watch?v=HwZQ2vnk9yA • Un monstre avec plein de bras qui fait uneblague à un monstre avec plein de z’yeux • https://www.youtube.com/watch?v=1iPi93WpyOs

  33. Monster films for FSF 1D Shrek Monsters Inc. Godzilla King Kong Le Bossu de Notre-Dame(Est-ce que Quasimodo est un monstre?  Qui sont les "monstres" de cette histoire?) (Twilight) …Etc…

  34. La fin! beverly.kukhta-jackson@hwdsb.on.ca 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

More Related