1. Quel âge as-tu?2. Quelle est la
date aujourd’hui?
3. Demain?4. Quelle heure
est-il?
Bellringer (pour pratiquer) Un rappel de vos présentations des
télépoches!! Demain!!!! On discute les <<performance
events>>: le 11 et le 14 septembre Devoirs: une feuille de travail (to make
sure you will ALSO achieve on the written test) Partie II et III.
L’examen écrit: mardi, le 15 septembre
Vous et vos cammarades de classe-
You may pick up to 2 people to work with (so groups of 3, at the most) try to work with whomever, whenever, not just your buddies. You will be graded individually.
Why are we doing these? These will serve as fo’ real evidence that you guys are actually developing an ability to speak the language. After all of the work, homework, comic strips, partner work, speed dating, etc, it is finally your time to show yourselves that you CAN do this.
How is this being done?I will give you a variety of situations, the
performance of each of which will show both you and I that you can converse/speak French about: saying hello/goodbye, politeness, ordering a drink or an item of food, age, time telling, date, etc. As long as you can produce some questions and answers, you’re golden. I do not expect perfection! I’m just looking to see that you guys are making progress.
Do I have to be a good actor?Heck no. Just do your best and remember that
you can do this. Everyone else in class is doing it so no worries and try your best.
Awkward blind date Should include:-hellos-name-feelings (how are yous)-one another’s age-nationality-ordering/politeness (it is a date, after all)-time (cuz it’s awkward and you want to
leave!!)
Snooty celebrity who won’t answer personal questions/only boring ones in an interview
Should include:-unfriendly hellos-name-feelings (how are yous)-one another’s age-nationality-ordering/politeness (lack thereof, since this
person is snooty)-time (cuz this person acts like they have better
things to do)
Amnesiac who can’t remember a thing-hellos-name-feelings (how are yous)-one another’s age-date-nationality-ordering/politeness (it is a date, after all)-time (cuz it’s awkward and you want to
leave!!)
Distingué(e)(9-10)
Compétent(e)(6-8)
Apprenti(e)(3-5)
Débutant(e)(0-2)
PronunciationAnd Fluency
Student makes minor pronunciation errors, especialy in the sounds produced by various
letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid
pauses due to unfamiliar vocabulary or syntax.
Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words
clearly enough to be understood. There are few
excessive pauses or stumbling with words.
Student makes several major pronunciation
mistakes that significantly impede communication and
speaks slowly, at times without inflection.
Student makes numerous and/or
significant errors in pronunciation. Student
struggles to communicate words and
ideas.
Situaltion Vocabulary
Student incorporates a variety of vocabulary in the development of
the questions, enabling the discovery and/or statement of
logical information.
Student uses sufficient and pertinent vocabulary to ask
the specified range of questions.
Student has considerable difficulty asking
/responding to questions using limited and
repetitious vocabulary.
Student does not know enough pertinent
vocabulary to elicit the information.
General Grammar Student correctly uses questions and responses to simple questions
such as the date, time, etc.
Student displays some verb confusion when asking
questions/answering questions but can eventually get
question or response across.
Listeners’ comprehension of the
information is impeded by grammatical errors.
Little or no information is imparted due to
grammatical errors.
Comprehension of the Situation
Student’s presentation and performance reflects
understanding of information beyond what has been covered in
class.
Student’s presentation reflects clear comprehension of
conversation basics.
Student’spresentation reflects
missing and misunderstood information.
Student’s presentation contains little or no
relevant information.
Comprehensibility Grammar, vocabulary and pronunciation combine to provide
a clear and comprehensible situation of natural conversation
Grammar, vocabulary and pronunciation combine to
provide a clear demonstration of basic conversation.
Student’s presentation provides a general
understanding of the person with which they are engaged in simple
conversation.
Few parts of the presentation are comprehensible.
Allez-y! Get together and practice. Feel free to write
things down if you need but DO NOT memorize. The best way to solidify things is to practice, not memorize. These situations
are more or less impromptu. This way I know you can produce the info as opposed to regurgitating it!! I’m here to help and to practice with you. Talk with multiple people so that you can converse with a variety of
people, not just your friends.
1- Vous êtes-vous reposés ce weekend passé? Comment? À
quelle heure est-ce que vous vous êtes réveillés samedi? Et
dimanche?2- Connaissez-vous le film
Diabolique? Savez-vous de quel genre est ce film?
Journal Vos présentations!!! On discute les <<performace events>> Du travail avec les filles du niveau
avancé
-Vous irez au labo pour regarder un tout petit programme: le journal
-Puis, vous regarderez un vidéo de Teddy Kennedy et vous répondrez aux questions. Essayez de ne pas travailler ensemble même si c’est tellement difficile. M. Kennedy. C’est séquence 1. Cliquez sur une personnalité de taille dans la boîte avancé. Là, à droite, cliquez sur voir la séquence.
-Retournez quand vous avez fini pour discuter-Je vous présenterai une leçon des pronoms rélatifs-Je vous rendrai les compositions jeudi.
This year, instead of relatively useless conversations with me in the hallway, I am going to have you guys partake in performance events. Essentially, I will give you about 2-3 situations to either be recorded or performed in front of me with 1-2 other people. Everyone is graded separately and I will give you the situations in advance. DO NOT memorize. This should be something you practice so that, given a situation, you can spontaneously produce and prove what you have learned.
Each of these situations should include at least 3 descriptions, 2 household tasks, 2 reflexives in the present, 3 in the past, and the use of savoir/connaître at least once.
-Une intervue entre vous et une vedette très snob! Vous demandez des questions à propos de sa vie quotidienne et elle te donne des réponses risquées.
-Ton petit frère a disparu! Donnez des renseignements à propos de ce qu’il a fait l’avant-hier pour essayer de le trouver.
Distingué(e)(9-10)
Compétent(e)(6-8)
Apprenti(e)(3-5)
Débutant(e)(0-2)
PronunciationAnd Fluency
Student makes minor pronunciation errors, especialy in the sounds produced by various
letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid
pauses due to unfamiliar vocabulary or syntax.
Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words
clearly enough to be understood. There are few
excessive pauses or stumbling with words.
Student makes several major pronunciation
mistakes that significantly impede communication and
speaks slowly, at times without inflection.
Student makes numerous and/or
significant errors in pronunciation. Student
struggles to communicate words and
ideas.
Situaltion Vocabulary
Student incorporates a variety of vocabulary in the development of
the questions, enabling the discovery and/or statement of
logical information.
Student uses sufficient and pertinent vocabulary to ask
the specified range of questions.
Student has considerable difficulty asking
/responding to questions using limited and
repetitious vocabulary.
Student does not know enough pertinent
vocabulary to elicit the information.
General Grammar Student correctly uses questions and responses to simple questions
such as the date, time, etc.
Student displays some verb confusion when asking
questions/answering questions but can eventually get
question or response across.
Listeners’ comprehension of the
information is impeded by grammatical errors.
Little or no information is imparted due to
grammatical errors.
Comprehension of the Situation
Student’s presentation and performance reflects
understanding of information beyond what has been covered in
class.
Student’s presentation reflects clear comprehension of
conversation basics.
Student’spresentation reflects
missing and misunderstood information.
Student’s presentation contains little or no
relevant information.
Comprehensibility Grammar, vocabulary and pronunciation combine to provide
a clear and comprehensible situation of natural conversation
Grammar, vocabulary and pronunciation combine to
provide a clear demonstration of basic conversation.
Student’s presentation provides a general
understanding of the person with which they are engaged in simple
conversation.
Few parts of the presentation are comprehensible.
Oh là là, Megan. Je connais bien le mec que tu aimes! C’est un mec qui est vraiment gentil! Voici les poèmes qu’il t’a écrit. Ce sont les poèmes qui sont très jolis. Oui, c’est moi qui suis une bonne juge.
Tu dis qu’il n’est qu’un ami avec qui tu étudies mais c’est pas vrai. C’est un mec à qui tu parles toujours. Hier, tu m’as dit Voici le stylo avec lequel il a écrit. Et voici la fenêtre sous laquelle il s’est assis. Et voilà les amis entre lesquels il s’est assis.
Oui, Megan, de qui tombes-tu amoureuse? De lui.
jeudijeudiOn continue avec les pronoms rélatifsOn discute les compositions1982 Function Words Fill-in
Montrez et Racontez- apportez votre jouet en peluche favori. Décrivez-le tout en utilisant des pronoms rélatifs.
Dialogue #1Composition #2 le 2 octobre
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