I KNOW THE CEFR…NOW GIVE ME THE STRATEGIES!

1. I KNOW THE CEFR…NOW GIVE ME THE STRATEGIES! AlfredaLedonne, Carole Knezevic, Susanna Gojsic Hamilton Wentworth District School Board

2. Brise-Glace • La cure pipe • Créez et partagez • La réflection: • Comment est-cequecetteactivité aide nosélèves? • Qu’est-cequecetteactivitérenforce?

3. CEFR AT WORK… • What does the CEFR look like in my classroom? • L’ Approche Communicative • La Perspective Actionnelle • La Grammaireest enseignée en contexte

4. 40 minutes of Student Talk Time…C’estPossible! • Define the communication goals for that class • What am I going to have the students say to me today? • 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

5. Réchauffement: Minds On/Warm-Up

6. Maïs Soufflé

7. La Circumlocation • 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 strategies.

8. Essayons la Circumlocution • Choisissez un image. Essayezà décrire le mot en utilisant la circumlocution. Hamster Headache Braces

9. Expansion of the “Oldies” • Prof du jour (Je me Présente) • Q & A • P: Quelest ton nom? S: Mon nom c’est… • A & Q • P: Mon nom c’est… S: Quelest ton nom? • La date: • Aujourd’hui, Hier, Demain • La météo: http://www.meteomedia.com/

10. Le Prof du Jour

11. Action

12. TapisRoulant • Les questions personnelles • La négotiation • Les directions

13. À la Banque • 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.

14. Consolidation • À la chaîne: • Can be used to enforce reading comprehension, a sequence of events or general vocabulary

15. Action Oriented Task Examples • 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. Describe yourself to the world and 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 role.

16. Authentic Exposure • La musique • La compréhension: les exemples • www.flevideo.com • Les publicités • Tic Tac France (Worst Breath in the world) • Evian Roller Babies

17. Where do I begin? • FOCUS on EFFECTIVE CLASSROOM MANAGEMENT: • Explicitly teach COMMUNICATION and COMPREHENSION strategies mots amis, gestes, etc) • These are tools for students • Explicitly teach COMMUNICATIVE strategies used to get them to talk!! • FOCUS on creating a safe environment and promoting risk-taking: • Encouragement: Celebrate what they CAN DO • Maximize student engagement by incorporating student interests. • Emphasis 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, Independent

18. Questions? • AlfredaLeDonne, FSL Core Grade 7 • Alfreda.ledonne@hwdsb.on.ca • Carole Knezevic, FSL Core 4 – 8 • Carole.knezevic@hwdsb.on.ca • Susanna Gojsic, FSL Core 4 - 8 • Susanna.beatrice-gojsic@hwdsb.on.ca