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Lesson Plan: Vocabulary

Lesson Plan: Vocabulary. Introduction (Power Point & Handout) Outline (Handout) Theory Activity (Handout ) Rationales (Power Point) Conclusion & Questions (Oral). Introduction. Target Language: French Teaching Time: 50 minutes Target Students: University French 101; Introductory

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Lesson Plan: Vocabulary

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  1. Lesson Plan: Vocabulary Introduction (Power Point & Handout) Outline (Handout) Theory Activity (Handout ) Rationales (Power Point) Conclusion & Questions (Oral)

  2. Introduction Target Language: French Teaching Time: 50 minutes Target Students: University French 101; Introductory Class size: 15 - 20 Language Background: Mixed Context: FL Today’s Needs Analysis: Comfort; Greetings; Introduction & Question forms

  3. Today’s Theory • In class communication (Handout) • Greetings (Handout) • Simple Question Structure (Power Point) • But first…some music… • http://www.youtube.com/watch?v=mlu1WeyR8k8&feature=related • http://www.youtube.com/watch?v=za_6A0XnMyw&feature=related

  4. French Alphabet • A B C D E F G H I J K L M N O P Q R S T U V W X Y Z • Repetition of sound • R: Bonjour ; Au revoir; Voiture; Présent;…

  5. Questions?... Questions? Estceque…? Do you / Does he-she/ Do they… Où…? Where Voushabitez à …? You live at… Habitezvous à… ? Do you live at… Vousêtes…/Tues…? You are… Êtesvous…/estu…? Are you… Vousavez/Avezvous…? You have Tu as / As tu…? Do you have…

  6. Question structure “Avoir” – “To Have”: Exercise • Estcequetu as… Do you have the… • Le…La…L’… • Estcequevousavez… Do you have the… • Le…La…L’… ● Oui, J’ai le…la…l’… Yes, I have the… ● Non, Je n’ai pas le…la…l’… No, I do not have the…

  7. Vocabulary Un/le chat Un/le chien Une/la bouteille Un/le livre Une/la bougie Une/la casquette Une/la calculatrice Un/le journal Une/la paired’oiseaux Un/l’ appareil photo A cat A dog A bottle A book A candle A cap A calculator A newspaper A pair of birds A picture camera

  8. Rationales: Vocabulary • Vocabulary learning is central to language acquisition (Decarico) • Lexical competence is at the very heart of communicative competence, the ability to communicate successfully and appropriately (Coady and Huckin 1997) (Decarico). • Because the emphasis was on teaching grammatical and phonological structures, the vocabulary needed to be relatively simple, with new words introduced only as they were needed to make the drills possible (Larsen-Freeman 2000b; Zimmerman 1997) • One type of teaching sequence takes students in a straight line and, as a result, is called straight arrows: first the teacher gets the class interested and engaged; then they study something; then they try to activate it by putting it into production (Holmes, 2010, p.54). • We ask students to practice the language they are studying so that they can try it out and get used to saying it or writing it (Holmes, 2010, p.85). • But if the students make mistakes, then I will wait before correcting them. Why? As Holmes states, “When students are involved in a speaking activity such as a role-play or conversation, instant and intrusive correction is often not appropriate since it can interfere with the flow of the activity and inhibit students” (Holmes, 2010, p.97)

  9. Conclusion “Instruction does much, but encouragement does everything” (Johann Wolfgang Von Goethe)

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