PROMOTING SPEAKING AND WRITING IN THE CORE FRENCH

PROMOTING SPEAKING AND WRITING IN THE CORE FRENCH INTERMEDIATE CLASSROOM PRESENTER: ROSA SERAFINO

GOAL OF THE WORKSHOP To provide examples that can be used in the Grade 7 and 8 Core French classroom to help students communicate information and ideas orally in French for a variety of purposes and audiences, in addition to writing French texts for different purposes using the stages of the writing process.

How do we get our students to speak and write in French? - Make it authentic - Make it meaningful - Collaborate - Provide students with examples - Model for students - Give students a variety of format options for presentations and writing

What makes students want to communicate? -In order for students to SPEAK and WRITE in French, they have to want to do it and we have to provide good reasons why they should. -Make it Authentic - relevant to students, highly motivating, familiar topics that students already know something about (i. e. personal interests, family, friends, current events, food, etc. ) -usually FSL students spend more time listening than speaking, but from the beginning students should be given the tools to start speaking - vocabulary (Strategies for Success - Tools for the Second-Language Classroom by

LES VEDETTES DE NOTRE CLASSE At the beginning of the year, students worked on creating a short movie strip about themselves. Expectations: GRADE 7 and GRADE 8 SPEAKING -engage in a variety of guided spoken interactions with their peers and the teacher, using familiar sentence structures and expressions, with teacher modelling and support -using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support

THE TASK - Handout provided 1. Students are provided with the movie strip template 2. The first box of their movie strip must introduce themselves 3. They are then to choose from the other 5 sentence structure options to include in their movie strip (i. e. mes intérêts, ma famille, mes rêves pour l’avenir, l’été, ou la nourriture) 4. Model the different sentence starters with the class - give them the opportunity to see your example - create a chart with possible sentence conclusions 5. In order to differentiate the activity, some students can do the whole activity, some may only need to include a few of the options

Film Strip Examples

Samples cont’d. . .

And more samples. . .

GRADE 7 TROUVER UN NOUVEAU PASSE-TEMPS Display pictures of different hobbies on the board or prepare a powerpoint presentation Ask students to identify what the pictures represent - Qu’est-ce que vous voyez? - Je vois…; Qu’est-ce que ces photos représentent? - Les photos représentent… Use these pictures to play a game of charades to get students using the vocabulary and language Use language like… Tu joues au, à la, à l’ or Tu fais du, de la, de l’

Les logos et les refrains publicitaires With students, generate a list of different logos and ask for volunteers to draw them Listen to a variety of jingles Ask students to think about the choice of music, the feelings the music evokes, why that particular music was chosen Who are the particular logos and jingles intended to influence and does their character traits/hobbies have anything to do with it

La publicité et les passe-temps Ask students, when choosing new hobbies, are they influenced by publicity or jingles and create a list of their ideas and opinions Quelles sont vos publicités préférées? Pourquoi? - Mes publicités préférées sont. . . parce que. . . Quelle est la chose qui t’a influencé? - La chose qui m’a influencé est. . . You can also prepare a sample advertisement/commercial and have students present it to the class - include a list of words that they can substitute for students who need a challenge

Regardons un court vidéo. . .

Picking a new hobby and creating a budget ● Students pick a new hobby that they would like to do ● Discuss with students the difference between needs and wants when it comes to starting a new hobby ● Once they have decided what they need, have them make a list of what they will need and have them look in flyers and online for specials ● Provide students with options for presenting their budget; a powerpoint, poster, excel sheet

THE BUDGET It must include: A title What is the hobby and why they are interested in it A list of what they need and what each item costs Ways they will save money (introduce words like solutions économiques, rabais, en solde, etc. )

STUDENT SAMPLES

Mon Passe Temps: Ballet

Mes Besoins Un Justaucorps- 50$ Coussinets de gel- 45$ Collants- 25$ Lecons- 50$ par 2 heures Chaussons de ballet- 75$ TOTAL: 385$ Tapis d'entraînement- 40 $

Mes Solutions Economiques 1) Ma mere paiera pour mes lecons. 2) Je peux trouver un justaucorps en vente pour 25$. 3) Je vais acheter des collants a la vente pour 15$.

Nouveau Calcul UN justaucorps- 25$ Coussinets de gel- 45$ Collants- 15$ Lecons- 0$ Chaussons de ballet-75$ Tapis d'entraînement- 40$

Mes Sources de Revenues Économiques (185$) Aider mes parents (25$) A la maison manucure (100$) Vente de vêtements et de jouets (75$)

Mon Nouveau Passe Temps J’ai assez d’argent pour acheter les articles nécessaires pour commencer mon passe temps. ***Avec les 185$ supplémentaires, j'achèterai

Merci de Votre Attention!

DEVELOPING STUDENT WRITING - GRADE 7 Writing - Generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources - Make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for reproduction - Determine, with support from the teacher, their purpose in writing and the audiences for French texts they plan to create

TRANSFORMING WRITING INTO SPEAKING Speaking - Using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support - Identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences

GRADE 8 SOUTENIR UNE CAUSE From the introduction to the final task… In groups, students brainstorm on chart paper all the different issues that are important to them or that they are aware of and the causes that they represent (i. e. Autism, Cancer, Canadian Food Bank, UNICEF, etc) The charts are posted around the room so that students can refer to them throughout the unit Look online for posters that advertise different events that support important causes

Une affiche Have students look at and discuss the details provided on the poster (i. e. date, time, purpose, facts, title of the event, a line that appeals to the reader) Provide students with guided questions and sentence starters (Refer to text p. 7 in Trouve ta Cause - On Lave pour la cause); Qu’est-ce que c’est un lave-o-thon? - Un lave-othon est…; Qu’est-ce que vous voyez? Je vois…; A votre avis, à quelle cause est associé ce lave-othon? Je pense que le lave-o-thon est associé à…;

LE COURRIEL - Students will look at other posters and pick one to create an email to a friend to convince them to join them in supporting one of the causes The email will need to: Present the cause (from one of the posters they choose) Explain why it’s important Present good arguments to support the cause Make a plea to everyone Thank everyone

Student work

Tâche Finale - Poster or Video Students choose a cause from the list that was generated at the beginning of the unit They are to create a poster or video that includes: The name of the cause that interests them Why it’s important to them Good arguments to convince their friends and classmates to support his/her cause

SOUTENIR UNE CAUSE - SAMPLE WORK

MORE SAMPLE WORK

MORE EXAMPLES

DEVELOPING STUDENT WRITING - Grade 8 Writing -determine their purpose in writing and the audience for French texts (e. g. email to convince a person to join a cause that is important to them) -generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources -plan and produce drafts and revise their writing -make improvements to enhance the clarity and readability of their written work

TRANSFORMING WRITING INTO SPEAKING Students use the writing pieces and present it to the class Speaking - produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support - identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences - speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics

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