Teaching G rade 9 Applied French

1. Teaching Grade9 Applied French OMLTA Spring Conference March 31, 2012 session G3 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board

2. Rose & Bev • Profile of students in our board "Where we're coming from" • largely urban/suburban with a smaller rural population • 18secondary schools with populations ranging from approximately 500 to 1700 students • Composite schools, academic, applied, locally developed, French Immersion, International Baccalaureate, Specialist High Skills Majors, etc.

3. Rose and Bev 's Specifics • each over 20 years experience teaching Core and Immersion French - applied and general and academic, mostly secondary, some elementary • Waterdownand Westdale are semestered schools - 75 minute periods • applied classes between 19 and 23 students • programs used: Quoi de neuf? (Pearson), Communi-Quete, Express 9e, Autour de Nous...

4. Audience profile • Quoi de Neuf • Communi-Quête • Autour de Nous • Passages • Tous Ensemble • Entre Amis • Voyages • D'Accord • Vive le Français • Passeport Français • Cours moyen de français • No textbook!

5. Who are the grade 9 applied students? (interactive audience task) • What is positive? • What is less positive? • What is interesting?

6. Who are the grade 9 applied students? What is positive? (interactive audience task)

7. Who are the grade 9 applied students? What is less positive? (interactive audience task)

8. Who are the grade 9 applied students? What is interesting? (interactive audience task)

9. Strategies for engagement & enjoyment • Structure of our classes • seating, space, procedures and routines, rules • Ambiance of the classroom • Motivational tricks • Break the lesson up to do different activities/phases (with a common focus to accomplish learning goal of the day) • Be flexible and not entirely predictable

10. Classroom routines and organizational tips • homework practices - reinforcement of class work, easy enough to complete on own, puzzles, handouts, find information (i.e. favourite food labels, what were you like as a small child) • assignments - rough work and editing in class, polished work completed at home (helps avoid use of web translators). If use web translators, must do again. Will not mark translations. • Finish project prior to test. • Reference sheets “cheat sheets” created by students can be used for grammar quizzes and tests • Build in time/excuse to get out of seats sometime during class every day.

11. Setting up the classroom • stickers • markers • scissors • chart paper • coloured paper, cover stock, ledger size • index cards • wooden sticks (tongue depressors) • lost and found pencils and pens • And?...

12. Strategies used to engage students and to enjoy spending time with them • Sense of humour - Say it with a smile or a twinkle in your eye. • Differentiated instruction - limit choice to two or three options. • Show that you care. • Be consistent, insistent and persistent.

13. Differentiated Instruction • 10 different ways of making choices • Choice of evaluation

14. 10 different ways of making choices

15. Integrating Technology • Audacity • SmartBoard • XpressLab • Senteo • Smartphones and tablets

16. Integrating Technology Web resources: • Bon Patron • Le Grand dictionnaire.com • Twitter • Blogspot • Internet game sites • Wordreference.com (on their smartphone) • BBC French (Ma France video program and activities) • Digital Dialects • Voki • comic strip creators i.e. BitStrips • PollEverywhere Does anyone have a web site?

17. Games and communication activities (Rose)Vilain Lapin 1.Create a set of flash cards for the grammar point or vocabulary under review. Make sure the flash cards are of the same size and either of a single colour or a variety of colours as long as there are at least 4 or 5 cards of each colour. In addition, create at least one or two “villain lapin” cards per 4 or 5 cards. Just draw a picture of a Bugs Bunny face to represent the “vilain lapin”. These should be of the same colour as the other cards. Shuffle into the deck randomly. 2. Split the students into two teams and line them up in a definite order. Show the top card to the first team member. If they answer correctly, they score a point. At this point, they can choose to “continue” or “arrête”. If they choose “arrête” the opposing team takes over. 3. If a team is shown a “vilain lapin” card, they lose all their points and the control goes immediately to the opposing team. This happens as well, if they answer incorrectly. 4. Option: you can add “super lapin” bonus point cards to motivate if students get discouraged losing all their points.

18. Games and communication activities (Rose)Telephone This is an excellent way to review a defined list of vocabulary words at the end of a unit. • Give each student a printout of a traditional telephone keypad. • “0” represents a space. • The teacher spells out the vocabulary word in code using the numbers on the key pad and the students write down the word they think it is. (i.e. 76663 = pomme) • Options: You can use double or triple numbers if the students are having a difficult time coming up with the correct corresponding letter (i.e. 1=a,11=b, 111=c) • You can have students create the codes and they must read aloud the numbers in French.

19. Games and communication activities • Order of Direct and Indirect Object Pronoun Substitutions and Sentence Word(pg.1 of 2) • Materials: • Write sentences which contain direct objects and/or indirect object nouns and the different verb tenses which have been taught. • Cut up sentences into flash cards with one word per card. • Make identical sets for each team which you create. • Create a separate set of flashcards which contain only the direct object pronouns and/or indirect object pronouns. Again make duplicates to match the number of teams which have been created. (Rose)

20. Games and communication activities Order of Direct and Indirect Object Pronoun Substitutions and Sentence Word(pg. 2 of 2) Game • Divide class into teams…or call upon team leaders to create the teams. A team should consist of 6 to 8 persons. Each team must select a leader. Can have more than 2 teams. • Have each team select one of its members to leave the roomwith a flash card set of direct and/or indirect object pronouns. Hence each team has selected one of its own members to leave the room. • At the same time, distribute to the team leader of each team an identical set of sentence flashcards which have been shuffled and have them distribute the cards to their team members. • The first team to place themselves in the correct sentence order (holding up their flashcards for you to see) scores a point. • You can have each group read their sentence out loud if you want. • Next, call in the pronoun objects that have left the room. • They must find the direct or indirect object in the sentence, remove that person or persons, and then position themselves correctly before the verb in the sentence. • The first team to do this correctly, scores again. • You can have teams facing each other and do not go to the next sentence until you see all teams standing in the correct order.

21. Games and communication activities (Rose) Qui est l’intrus? Find a suitable photo of a group of 5 or 6 people and make a copy for each group. Make an envelope for each group with the following texts:

22. Games and communication activities Le Jeu des Horoscopes (pg. 1 of 4) • Place in the centre of each table 5 labelled envelopes: ville, résidence, colocataire, nombre d’enfants, voiture. (see pg. 2 of 4 of this section of PowerPoint for ideas) • Each envelope should contain at least the same number of items as members of the group. (see pg. 3 of 4 of this section of PowerPoint for ideas) • In a clockwise manner, take turns drawing one item from each category to create the horoscope for the person on your right. • Use the handout “Ton horoscope” to prepare the horoscope you will say to the person to your right. (see pg. 4 of 4 of this section of PowerPoint for a template) • All verbs must be in the futur simple. The subject pronoun is “tu”. • Orally take turns reading/saying out loud the horoscopes to one another. • Now each person writes down their own horoscope under the heading Mon Horoscope taking notes from the person to their left as they say it. This time the subject pronoun is “je”. (see pg. 4 of 4 of this section of PowerPoint for template)

23. Games and communication activities Le Jeu des Horoscopes(pg. 2 of 4) Labels for envelopes

24. Games and communication activities Le Jeu des Horoscopes (pg. 3 of 4) Samples of cards to put in each envelope

25. Games and communication activities Ton Horoscope Tu vivras à __________________ (ville). Tu vivras dans ________________ (résidence). Tu habiteras avec __________________ (colocataire). Tu auras __________________ enfant(s). Tu conduiras une __________________. Le Jeu des Horoscopes(pg. 4 of 4) Handout for each student Mon Horoscope Je vivrai à _______________. Je __________________________________ Je __________________________________ Je _________________________________ Je __________________________________

26. Games and communication activities Les livrets (folding books - Bev) http://library.thinkquest.org/J001156/makingbooks/minibook/index.htm http://www.makingbooks.com/hotdog.shtml • Theme: Ma journée d’hier • Create sentences together on board or overhead or computer or chart paper. • Fold paper in half 3 times and cut middle section, then re-fold in booklet form. • Students write title and name on front page, then choose 6 or 7 sentences that describe their day (one per page). They draw simple images or use photos or clip art to illustrate each sentence.

27. Games and communication activities (Bev) Making a restaurant • Students create menus or signs. • Bring in tablecloths, flowers, candles, table settings. • Use real menus and other props (i.e. order pad). • Use LCD projector or overhead transparency to create a backdrop. • Give the students a reference sheet with useful phrases and vocabulary to create their dialogue (i.e. Chat Boosters by Sue Fenton). • Encourage the students to wear appropriate clothing. • Decide role – maybe at last minute by drawing a card.

28. Games and communication activities (Bev)Presentations • Allow time to practice in class with partners and in small groups. • Assign practicing at home - ask them to keep track of how many times they rehearse and encourage use of live audience and recording self . • Allow final rehearsal in class then have them present to you at your desk or a "presentation corner" instead of for the whole class. Give all students a puzzle or worksheet. • Consider using technology i.e. iPod to record and submit.

29. Games and communication activities (Bev) Other fun stuff • FOOD!!! • Crêpes • Vin faux, Vrai fromage • Dégustation du chocolat • Le comparatif/ le superlatif • Les pommes rouges, vertes, jaunes • Autre fruits • Les bonbons • Les croissants, le pain au chocolat, une baguette…

30. Success vs. Survival • Sometimes success is survival. • Student success versus teacher success. • Take care of yourself.

31. Success = Positive attitude • I can’t believe class is over already! • I just realized that I actually look forward to this class. • Can we have more of that cheese? • I still don’t like French, but I like you. • This is the first time in 3 years that I have passed French. • Look! I did my homework!

32. la fin!! rosemary.mceniry@hwdsb.on.ca beverly.kukhta-jackson@hwdsb.on.ca also: Twitter (Bev) search by email address and: Bev’s blog: www.ms-k-j.blogspot.com(this is aimed at students and parents)