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Mini-Lesson Teaching new vocabulary

Mini-Lesson Teaching new vocabulary

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Mini-Lesson Teaching new vocabulary

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  1. Mini-Lesson Teaching new vocabulary Introducing new vocabulary Communicating with the vocabulary Evaluation of learning

  2. Prescribed Learning Outcomes • Communicating • Grade 5 • Ask and respond to simple questions • Respond to classroom instructions • Grade 6 • Make and respond to simple requests • Participate in known and predictable classroom situations • Grade 7 • Ask for and give simple information • Participate in classroom activities • Acquiring Information • Grades 5, 6, 7 • Express acquired information in oral and visual forms

  3. Introducing new vocabulary Les sports d’hiver

  4. faire du ski alpin

  5. faire du ski de fond

  6. faire du toboggan

  7. faire de la motoneige

  8. faire du traîneau à chiens

  9. faire de la raquette

  10. faire du surf sur neige

  11. jouer au hockey

  12. jouer à la ringuette

  13. patiner

  14. Communicating with the vocabulary Communicative Bingo-Loto

  15. Think of the one activity you like to do in winter, and write that down on a slip of paper. Don’t forget what you’ve written. • Remember the vocabulary includes: • faire du ski alpin • faire du ski de fond • faire du toboggan • faire de la motoneige • faire du traîneau à chiens • faire de la raquette • faire du surf sur neige • jouer au hockey • jouer à la ringuette • patiner

  16. Fill your bingo card Question: Qu’est-ce que tu aimes faire en hiver? Sample responses: J’aime faire du toboggan. J’aime jouer au hockey. J’aime patiner.

  17. Your four squares now have four different winter sports written down. The bingo caller will call the sports from the slips of paper. The first person with all four squares called wins Bingo-Loto! Jouons au bingo-loto!

  18. Think - Pair - Share • Turn to an elbow partner and discuss: • How Communicative Bingo differs from ‘traditional’ Bingo games • The value of this type of activity in a second-language learning environment • All students are talking • All students are using the target language • All students are communicating for an authentic purpose

  19. Evaluation of learning Aural evaluation

  20. True/False Vrai/Faux • Number from 1 - 10. • As you look at the following pictures, you will hear the vocabulary for a winter sport. • If the vocabulary matches the picture, please write “vrai”. • If the vocabulary does not match the picture, write “faux”.

  21. Think - Pair - Share • Turn to an elbow partner and discuss: • How you currently evaluate your students in Core French • How this type of evaluation is similar to and/or different from your current practice • The pros and cons of this evaluation model

  22. Merci! Kelly Burt Inservice Faculty Associate, Field Programs Simon Fraser University kelly_burt@sfu.ca