sample communicative activities/tasks and lesson planning

SAMPLESFOURANDFIVEExtraitdulivreTeachingFrenchGrammarinContextKatzetBlyth2007

Afterstep4,itwouldbegoodtohavestudentsdosomething Thisactivitycouldleadtoabroaderclassdiscussionofstereotypes;anelsewiththisinformation(individually,pair,wholeclass) Individual/pairdescriptionofstudents’ownfriends/family/professors,a

discussionInpartnersoftraitsthattheyfindimportant(orunimportant)inafriend(withtheinstructorcompilingresponsesandfindingtheclass’overallpreferences,etc.)

SAMPLESIXExcerptfromInteractiveTasks,Lesser&White(2016)

OptionalStep4:Instructorcollectsandsummarizesoverallprefs,putsstudentsinagroupbasedonpreferencestodoanadditionalactivitytogether(pickadestination),etc.

Theformatforthisandothersamplescanbeadaptedtotopic/level/class…

SAMPLELESSONPLANA)DAY.ForFriday,September2,mycalendarhas

•Usenumbersandrefertoathing(orthespecificthing)•Unité1,LeçonApp.14-19

B)HOMEWORK.WhatstudentsshoulddoBEFOREclass. Review:IseeonthecalendarandCommunicativeGoalschecklist(whichIgavetomystudentsontheSupersiteoreCoursewareatthebeginningofthechapter)whatwecoveredlasttime.Ishouldusesomeofthesegoals,oronesfrompreviousdays/chapters,toassignREVIEWinSupersitehomework.p.20-25.Ican… ____useadditionalvocabularyrelatedtotheclassroom,inFrench ____correctlypronounceornotpronouncethefinallettersofsomebasicwords,inFrench ____describesomebasicpersonalitytraitsformyselfandothers(être,adjectives),inFrench

Preview:IseeontheCommunicativeGoalschecklistwhatwe’regoingtocovertoday.IshouldassignsomeexercisesontheSupersitetoexposeandpreparestudentsforthesegoalsasaPREVIEWbeforeclasssothatwecanfocusoncommunicatingwiththeseitemsduringclass.p.26-31.Ican… ____discussmulticulturalism,stereotypes,andotherlanguagesusedinFrancophoneregions,inFrenchOREnglish ____identifymyselfandothers(subjectpronouns—je,tu…),inFrench ____givebasicdescriptionsofpeopleandobjects(être,adjectives),inFrench ____identifypeopleandobjects(forexample,withC’est/Cesont,Il/Elleest,Ils/Ellessont),inFrenchC)Hereisanideaforalessonthatcoversthepreviewedmaterial(andreviewspreviousmaterial). WARM-UP(3-4mins): •Greetstudentsastheywalkin,shakingtheirhands •Projectorontheboardremindingstudentswhatthey’llbedoingtoday,keywords/vocabforwarm-uporreview,etc. •Askseveralstudentshowit’sgoing(Commentçava,etc.).Addvocabontheboardasnecessary(canspellitoutoraskstudentstodosotopracticelettersagain) •Canfeignnotremember(oractuallynotremember)astudent’snametopracticewithaskingforandgivingone’sname

REVIEW(10minutes)—ACTIVITYONE—Mutil-steptask 1)Instructortellsastory(onprojector,orally)aboutanotherclasshe/sheteachesortaughtin,includingobjectsandafewpeople(fellowstudents,instructor)Studentsaretoldtheywillneedtoanswerquestionsaboutitattheend. 2)Checklist:Attheend,theinstructordisplaysontheprojectorachecklistofitems.Studentsindividuallycheckoffwhatwasmentioned. Example: Unprofesseurintelligent 15chasises unefenêtre 3)Instructortellsstudentstheywillnowfindoutmoreabouttheirownclassroom.Etdansnotreclasse,est-cequ’ilyaunprofesseurintelligent?15chaises? 4)Askstudentstopairup.Eachpairhasadifferentquestiontoanswer(dependingonclasssize,somepairscouldhavethesamequestionunbeknownsttothem).Theywillanswerbacktotheclassanddiscusstheanswerswiththeteacher. A:Ilyacombiend’étudiants(hommes)? B:Ilyacombiend’étudiantes(femmes)? A:Ilyacombiendelivres? B:Ilyacombiend’ordinateurs? A:Ilyacombiendetéléphonesportables? B:Ilyacombiendetablettes? 5)Instructorasksstudentstoreporttheirnumbersback.Ifthereisdisagreementabouttheexactnumbers,theinstructorcanestimate.Thentheinstructorandstudentsdrawconclusionsbasedonthedatacollected. Samplequestion/Samplestudentanswer Ilyacombiend’étudiants?(Ilyahuit/8étudiants) Ilyacombiend’étudiantes?(ilyadouze/12étudiantes) Comment:Nousavonsunemajoritédefemmesdanscetteclasse,c’estuneclassetrèsféminine! Ilyacombiendelivres?(…5…) Ilyacombiend’ordinateurs?(…8…) Alors,onpréfèrelesordinateurs,latechnologieici!(etc.)

DO—Multi-parttask(10minutes)ACTIVITYTWO

1)Theinstructorsayss/heoftenspendstimeintheclassroom,andmanyoftheirfriends/familydo,too.S/hedescribesseveralpeoples/heknowswithpicturestopointto(usingC’est,Cesont,Ilssont,Jesuis,etc.).Sincefamilyvocabularyisn’tknownyet,friendsorpeoplereferredtobynameorwithcognateswouldworkbest.Anotheroptionwouldbetoworkinvocabularyfromp.27,Lesgens(C’estunmec,unhommequiestmonami…)

2)Afterwards,studentsanswersimplequestionsaboutthepeopledescribedasinstructorshowsthemontheprojector Instructor:C’estquidanscettephoto?

Volunteer/class:C’estTodd. Instructor:Etici,c’estqui? Volunteer/class:CesontJessetMichael •Instructorcanprovidefeedbackintheformorrecastingifstudentuseswrongform.(C’estJessetMichael?->CesontJessetMichael?)

3)Theinstructordescribesthesameordifferentpeoples/heknowswithpictures,thistimedescribingnationalitiesorprofessionsofpeoplementioned.Sincefamilyvocabularyisn’tknownyet,friendsorpeoplereferredtobynameorwithcognateswouldworkbest.Studentsaretoldtheywillhaveanactivitytocompleteattheendofthelistening

4)Afterlistening,studentshavetomatchtheperson’sname(orpicture)withthenationalityorprofessionmentioned.Thefinalquestionasksthemtoidentitythemselvesandapartner.

Toddest… japonaise Mélanieest.. américainJunkoest… française(etc.)Moi,jesuis… _________

Ettoi,tues… _________ 5)Theinstructorasksstudentstoidentifyeachofthepeopleass/heprojectsthem.Adjectiveformsaren’temphasizeduntilthenextlesson,butifstudentsaredoingwelloverallbutaremakingpronunciationmistakes,oraskwhyit’sfrançaiseandnotfrançais,thiscouldbepreviewedbrieflybycorrectingpronunciationerrorsthatcomeup:Mélanieestunhommeouunefemme?Alorsonditqu’elleestfrançaise.JeanRenoestunhomme,ilestfrançais.Ifnot,thereisnoneedtocorrectitatthispoint,especiallysinceitwillbecoveredthenextclass. Attheend,theinstructorasksseveralpeopletogivetheirortheirpartners’ortheirclassmates’nationalities Vous,vousêtesdequellenationalité?(Jesuis…)Etvotrepartenaire?(Il/Elleest…) Brad—JessetdeMichael,ilssontdequellenationalité?(Ilssont…)

DO—Multi-parttask(10minutes)ACTIVITYTHREE

•Theinstructorsayssinceit’saFrenchclass,we’regoingtofocusagainjustonpeoplewhospeakFrenchforamoment.TheinstructorgivesabriefbioofseveralFrenchpeople,givingtheirprofessionandoneortwofacts/traitsaboutthem.Afterwards,they’regoingtodoanactivitywiththisinformation.

•Reconstructiontask.Theinstructordisplaysashortwrittentextontheprojector(4sentences)aboutfourfamousFrench-speakingfigures

(celebrities,politicians,etc.),onesentenceforeachceleb.Studentscanviewitforonly30seconds.They’renotallowedtotakenotes•After30secondsareup,theinstructorturnstheprojectoroff.Studentshave30secondstowritedownwhattheyrememberinFrench.•After30seconds,studentsworkingroupsof3-4peopletotrytoreconstructthetextasbestastheycan.•After2-3minutes,theinstructorthenasksagrouptoreadtheirreconstructeddescription.Theprojectoristurnedbackonandstudentscanfillinanylastdetailstheymissedorhadwrong.

•Now,studentswillfindoutwhatthesepeoplelooklike.Pairactivity—StudentAhasonehalfofthepicturesidentifiedforthem,withthe

restblank,StudentBhastheotherhalfidentified.Studentshavetocommunicatewitheachothertofillouttheinfotheydon’thave. StudentA:Pournuméro1,quiest-ce? StudentB:C’estSégolèneRoyale,unepoliticiennefrançaise. StudentB:Pournuméro2,quiest-ce? StudentA:CesontJohnnyHallidayetEddyMitchell,deschanteursfrançais. (etc.) •Instructorasksstudentstoidentifypeopledisplayedontheprojector,followsupwithanyadditionalnotes/answersquestionsstudentsmayhaveaboutthem.DO—Meaning-basedactivity(15minutes)ACTIVITYFOUR •Introductiontotheideaofstereotypes.ThesearefamouspeopleinFrance.WhataretypicalFrenchpeoplelike?Discussionofstereotypes/françaistypique •Sinceit’sthebeginningof1010,someEnglishcouldbeusedtohaveadiscussionaboutstereotypes.(Witheachunit,Frenchshouldbeusedmorewhendiscussingculture).WhatdoyouthinkaresomestereotypesaboutAmericans?Whycanknowingaboutstereotypesbeusefuland/ordangerous?P.27,activity3givesanotheridea.IfEnglishusedhere,itshouldbeminimizedelsewhereinthelesson. •InFrench,theinstructorcouldshowsomeadjectivesaccompaniedbypicturesandaskstudentswhethereachreflectsastereotypeaboutFrenchpeopleornot;studentshavetomatchtheotherlanguagesspokenwiththeFrancophonecountriesmentionedonp.27(parex.:arabe,wallon,italien…Belgique,Suisse,Maroc).Ifstudentshavereadtheculturalmaterialsonp.26-27athome,theycoulddoaTrue/FalseinFrench(oroneinEnglish,e.g.p.26)aboutwhatareconsideredtypicalFrenchcharacteristics.

WIND-DOWN(5minutes)ACTIVITYFIVE Asimpleactivityreusingitemsfromapreviouslesson.Someexamples:

•Hang-manguessingletterswithapartner.Animportantmessageyouneedbeforeyouleave PartnerAgetsthis: PartnerBgetsthis: ________________________ ________________________ S/hehastocalloutletterstoPartnerB S/hehastocalloutletterstoPartnerA

PartnerBhasthesolution: PartnerAhasthesolution: AUREVOIR ÀBIENTÔT •Gotoapersonyou’veneverbeenpartnerswithyetthissemester.SayhelloandIntroduceyourself.Thenpresentthatstudentto(thewholeclass/astudentyoualreadyknow)

•Afterdoingawind-downwithasimpleactivityinthetargetlanguage,youmightchoosetoleaveacoupleofminutesattheendofyourclassesforquestionsinEnglishorFrench Vousavezbienfait!Aurevoir!

sample communicative activities/tasks and lesson planning

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