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Laura Nelson East High September 27, 2013 Salt Lake City School District

La grammaire autrement:Teaching French grammar in the context of les paires populaires , la chanson et la publicité. Laura Nelson East High September 27, 2013 Salt Lake City School District. Leçon 1: Les adjectifs — débutants. Vrai ou Faux? Barack Obama :

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Laura Nelson East High September 27, 2013 Salt Lake City School District

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  1. La grammaireautrement:Teaching French grammar in the context of les pairespopulaires, la chanson et la publicité Laura Nelson East High September 27, 2013 Salt Lake City School District

  2. Leçon 1: Les adjectifs—débutants Vraiou Faux? BarackObama: Il est intelligent. ____ Il estheureux. ____ Il estactif. ____ Il estagréable. ____ Il estméchant. ____ Il estsympathique. ____ Il estcurieux. ____ Il estintéressant. ____ Il esttravailleur. ____ Il estparesseux. ____ Il estsportif. ____ Il estsympatique. ____ Il estpenible. ____ Il est bête. ____

  3. Vraiou Faux? • Elle estintelligente. _____ • Elle estheureuse. _____ • Elle estest active. _____ • Elle estagréable. _____ • Elle estméchante. _____ • Elle estsympathique. _____ • Elle estcurieuse. _____ • Elle estintéressante. _____ • Elle esttravailleuse. _____ • Elle estparesseuse. _____ • Elle est sportive. _____ • Elle estsympatique. _____ • Elle estpenible. _____ • Elle est bête. _____ Mettez-vous avec un partenaire et comparezvosréponses. Vousêtesd’accord?

  4. Compare the two lists of adjectives. What differences do you observe? How many different forms can you count? What to you notice about the adjectives that don’t change form? Do you notice any patterns? Elle estintelligente. Elle estheureuse. Elle estest active. Elle estagréable. Elle estméchante. Elle estsympathique. Elle estcurieuse. Elle estintéressante. Elle esttravailleuse. Elle estparesseuse. Elle est sportive. Elle estsympatique. Elle estpenible. Elle est bête. • Il est intelligent. • Il estheureux. • Il estactif. • Il estagréable. • Il estméchant. • Il estsympathique. • Il estcurieux. • Il estintéressant. • Il esttravailleur. • Il estparesseux. • Il estsportif. • Il estsympatique. • Il estpenible. • Il est bête.

  5. Décidez: Ouiou Non, puis, soulignez la forme correct de l’adjectif pour chaquesujet. Decide whether the following subjects fit their description then circle the appropriate form of the adjective. Modèle: Le présidentSarkozyest/n’est pas intelligent/intelligente Papa Noël est/n’est pas paresseuse/paresseux Johnny Deppest/n’est pas méchant/méchante Michael Jackson est/n’est pas Douce/doux Orlando Bloom est/n’est pas intelligent/intelligente Taylor Swift est/n’est pas sportif/sportive Lady Gaga est/n’est pas travailleuse/travailleur Audrey Tautouest/n’est pas doux/douce Le professeur de françaisest/n’est pas intelligente/intelligent

  6. Structured Input—Review • Present one thing at a time. • Keep meaning in focus. • Move from sentences to connected discourse • Use both oral and written input. • Have learner do something with input. • Keep learner’s processing strategies in mind. Source: Lee and VanPatten (2003)

  7. Games and activities that focus students on adjective forms—word recognition (before production). • Oral differentiation: mâcher le moustique—put pictures of a male and a female celebrity on the board. Make sure to include francophone personalities. Students “mâchent” the appropriate picture as you call out various adjective forms. After students have learned plural forms add pictures to the game. • Written differentiation: Paper bag relay—attach pictures two/four paper bags representing m.s, m.p. f.s., f.p. Prepare identical sets of adjectives in various forms on two different colored papers. Divide the class into teams. Students take turns pulling an adjective out of the pile and running to place it in the appropriate bag. The first team to finish wins but don’t forget to check accuracy!

  8. Games and Activities: Simple phrase production 1. Devinez: Mount pictures of famous people—both French and American on note cards. Put students in small groups and give them a stack of cards. Taking turns, a student draws a card and orally describes the personality traits of people. Other students guess the identity of the person. 2. Person in the middle: Arrange the students’ desks in a circle leaving one student’s desk in the middle. Model the game by starting in the middle. Write the following sentences on the board. Jecherche des amis qui sont…(add an adj.) Jecherche des amis qui ne sont pas…(add an adj.) Students who fit the descriptions have to get up and find a new desk. The student left in the middle produces the next sentence.

  9. Output ideas—Simple sentences using pop culture pairs (written/oral) • Assign students an pop-culture pair. • If students are not familiar with the pair they should do some internet research (either in French or English depending on level.) I have students find an image and print it. • Students then create five sentences describing each item/person etc. Ilssont comment? • I’ve included some ideas for popular pairs but the possibilities are limitless. • Students then present their sentences to the class.

  10. Les pairespopulaires • Taylor Swift-Amel Bent… • Romeo and Juliette-Paul et valérie • American Idol-Nouvelle Star • Johnny Depp-Jean-Claude Van damme • Audrey Tautou-Jennifer Anniston • Lance Armstrong-Jeannie Longo • Astérix-Superman • McDonalds-le Quick • apple pie-tarte aux fraises, choux à la crème • Carla Bruni-Michelle Obama • Nicolas Sarkozy-BarackObama • La Tour Eiffel-Golden Gate Bridge • Marilyn Monroe-Brigette Bardot • Gloria Vanderbelt-Coco Chanel

  11. Things to consider: • Adjective input can be tailored to refer specifically to the popular pairs. • With more advanced learners, input can focus more on irregular adjectives and adjectives that come before the noun. (Example included in handout.) • How could this grammar lesson be adapted to teach physical descriptions? the comparative? Other things?

  12. How do we teach grammar? • Explicitly (first example) • Indirect explicit instruction: An invitation to discover rules for themselves. • The 3 Is —Illustration: looking at data —Interaction: discussion hypotheses —Induction: Positing a rule for a particular pattern or regularity in the data source: McCarthy and Carter, 1994

  13. Leçon 2—On savait: La Grande Sophiepour enseignerl’imparfait (see lesson in handout)

  14. Lécon 3—L’imparfait/le passé composéavancé • Avec un partenaire, lisez les phrases à tour de rôle et décidezsic’estvraiou faux. • 1. Quandvousétiezjeune, vousregardiezSesame Street à la télé. • 2. Voussurfiezrarementl’internet au lycée (in highschool ). • 3. Quandvousaviezcinqans, vousaimiezles films d’épouvante. • 4. Quandvousaviezdixans, vousadoriezles dessins-animés. • 5. Hier, vousétiezmalade. • 6. Hiersoir, vousêtessorti(e) avec des amis. • 7. Il a plula semainedernière. • 8. Vousêtesallé(e) au parchier. • 9. Vousavezachetédes livresrécemment. • 10. Hier, vousavezachetéun roman. • Maintenant, regardez les phrases unedeuxièmefois. Expliquezl’utilisation de l’imparfait • et du passé composé. Enfin, rapportezvotre discussion à la classe. Source: FrançaisInteracti,f 2009

  15. Renault Video • http://www.laits.utexas.edu/fi/movs/ads/renault.mov • Username: frvideo • Password: ensemble

  16. Bibliographie • Katz, Stacey, Carl Blyth. Teaching French Grammar in Context. New Haven: Yale University Press, 2007. • Lee and Bill VanPatten, Making Communicative Language Teaching Happen. New York: McGraw-Hill, 2003. • McCarthy, Michael and Rnald Carter. Language as Discourse. Perspectives for language teaching. London: Longman, 1994. • Blyth, Carl. FrancaisInteractif. UT, Austin, 2009. http:www.laits.utexas.edu/fi/

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