Dumarsais article philosophe texte integral

Promoting confidence in speaking
in the TL
A learner needs to be confident with …
1.
2.
… meaning
3.
… accuracy/grammar
… pronunciation
She needs to…
4. … feel stress free
5. … know that her contributions will be listened to and valued
6. … to have access to the linguistic scaffolding
… to help her say what she wants to say
Promoting confidence in speaking
in the TL
What are we going to do this session?
We are going to look at…
… presenting and repeating language
… exploiting the ‘here and now’ of the classroom
... learning activities that promote interaction (CRAPPI OV criteria)
….what the research tells us
… through watching some video and …
… engaging in some audience participation
Outstanding Practice
The TL is the dominant means of communication in the lesson and
the teachers have high expectations of learners’ use at an
appropriate level.
As a result learners seek to use the TL as the normal means of
communication when talking to the teacher or informally to each
other.
Ofsted Guidance July 2013
TL as the language of communication in the classroom –
What the research tells us…
rich input
(Chaudron, 1988)
1
3
Status of the TL
“a high quantity of input
directed at the learner”
(Ellis, 1985)
“communicative pressure”
(Doughty & Varela, 1998)
2
4
(Ushioda, 1996)
… which pushes learners’
output (Swain, 1995)
“testing hypotheses”
(Swain, 1995; Harley, 1998)
communicative success”
5
(Littlewood, 1981; Clark, 1991)
6
Carefully planned teacher use of the TL creates the conditions
for pupils to say…
…. what they want to say
“topicalisation” (Slimani, 1989)
“agency” (van Lier, 2008)
It facilitates the transfer of language across topics
“variable encoding”(Yalden, 1987)
Involving the learners in behaviour management
Stop! Il y a un problème
Pourquoi …
es-tu …
en retard?
êtes vous …
C’est acceptable ou ce n’est pas acceptable?
Ce n’est pas acceptable
Nous sommes choquées!
Tu triches!
Ce n’est pas juste!
Pourquoi es-tu en retard?
Exploiting the ‘here and now’ of the classroom
Everyday classroom routines
Discuss with 2 others and write a list
Example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Entry
Seating
Greeting
On-going team competition
Delegation (volunteers)
Objectives
Register
Asking for points –on-going team competition
Lateness
Forfeits for speaking English
Countdown
Setting homework
Suggesting activities for the next lesson
Excuses for not doing homework
Dismissal and exit
Control
Contextualisation
Presentation
Presentation
Repetition
Practice
Practice
Production
Creative and Manipulative Use
Emancipation
Presenting, repeating and practising language
Stages in the language learning process
Objectives routine: presenting & repeating the language
Embedding the learning in the ‘objectives’.
Comment dit-on … en français?
1. Qu’est-ce qu’on va faire aujourd’hui ?
2. on va mimer
?
?
4 avril
3. on va parler en français
4. On va parler des saisons
5. On va chanter
Year 7
Presenting, repeating and practising language
What is the purpose of presenting language?
Discuss with at least 2 colleagues
1.
2.
3.
4.
5.
6.
7.
…to establish meaning (semantic)
…to provide a model for pronunciation
…to draw learners’ attention to the syntax (syntactic)
…to draw learners’ attention to grammar
…to motivate learners to listen
…to encourage learners to think
…to encourage learners to compare & contrast with
English and/or their mother tongue
Comment dit-on … en français?
1. Qu’est-ce qu’on va faire aujourd’hui ?
2. on va mimer
?
?
4 avril
3. on va parler en français
4. On va parler des saisons
5. on va chanter
A: Il faut mimer
B: Il faut parler
A: Trois , deux, un, commence!
B: Qu’est-ce qu’on va faire..
A: Stop! … Continue!
B: …aujourd’hui? On va mim..
A: Stop!... Continue!
Year
B: …er. On va parler en français. On
…7
Repeating and practising language
Qu’est-ce qu’on va faire? x 4
aujourd’hui? x 2
Qu’est-ce qu’on va faire? x 2
on va mimer x 2
on va parler x 2
en français des saisons
on va chanter x 2
?
4 avril
1.
2.
3.
4.
5.
6.
7.
8.
9.
un
deux
trois
quatre
cinq
six
sept
Huit
9neuf
Comprehension check with a focus on form
1. We are going to…
2. to speak…
3. to mime… 4. to sing…
5. What are we going to do?
6. today … 7. to play … 8. in French …
9. We are going to speak about the seasons…
A: Comment dit-on numéro un en français?
B: A mon avis, c'est....
A: Oui, c'est correct/ non, ce n'est pas correct
Kirsty objectives
Les objectifs pour aujourd’hui
Qu'est-ce qu'on va faire ce matin?
Progression
Evidence of progress
Ce matin on va discuter de ce qu’on fait après avoir quitté la maison.
D'abord on va faire un peu de répétition.
Et puis on va mémoriser les phrases-clé.
Après avoir memorisé les phrases on va faire une dictée et, avant de
quitter la salle de classe, on va noter les devoirs.
Mais! on ne va pas bavarder en anglais parce qu'on va améliorer notre
français et on ne veut pas rester à 12:15.
Donnez-moi un synonyme pour:
1. ensuite
2. premièrement
3. apprendre par cœur
4. le travail à la maison
5. les mots importants
Donnez-moi un antonyme pour:
1. oublier
2. arriver à
3. finalement
4. on va parler
5. hier soir
Comment dit-on … en français? Pourquoi chanter c’est vert?
Qu’est-ce qu’on va faire aujourd’hui? Vous avez des idées?
D’abord, on va chanter.
Ensuite, on va choisir des volontaires.
Parce que c’est…
Puis, on va parler de la grammaire.
A mon avis ça va être vraiment intéressant.
Et finalement on ne va pas parler en anglais,
… parce que ce n’est pas nécessaire
‘Verb’ …en français ce n’est pas difficile.
C’est comme en anglais.
Il faut simplement ajouter un ‘e’ apres le b.
v er b e
Year 9 W.Poly
Routines
Seating
Delegation
Rules Objectives
Est-ce que je peux m’asseoir
avec… mais avant…
Parce que je suis de mauvaise humeur !
Parce que je suis prête à travailler!
Parce que j’ai passé un super weekend et je suis
contente d’être là !
Est-ce que l’équipe magnifique/la gelée
peut s’asseoir ?
Parce qu’on est les meilleures !
Parce qu’on va beaucoup participer
C’est juste!
Ce n’est pas juste!
Tu es horrible!
Est-ce que je peux être volontaire pour faire les points?
Est-ce que je peux être volontaire pour faire les points après ...?
Est-ce que je peux colorier la Tour Eiffel si l’équipe magnifique/la
gelée gagne?
Est-ce que je peux distribuer les dictionnaires ?
parce que...
…je suis sympa
…je suis toujours la plus rapide
…j’aime marcher dans la classe
...je ne suis pas feignante
Stop, il y a un problème!
Ce n’est pas juste !
Elle l’a fait la dernière fois!
J’ai demandé en premier!
C’est toujours ... !
Assessment AT2 :Caro’s Year 7 Term 1
Preparation
1.Collaborative
writing - a script for
performance with
criteria & roles
2. Drafting
3. Rehearsal
4.Performance
5.Peer & teacher
assessment
Year: 7 Autumn Term first half 7 weeks
Topic: Establishing classroom routines and pupil interaction language.
Grammatical Focus for all Pupil Interaction Language:
Structures which are followed by an infinitive (Il faut, on va +
pouvoir)
Pupils to recognise infinitive verbs in a sentence.
Pupils to be exposed to je,tu,il,elle,on,nous forms of pouvoir through
objectives and routines.
Negatives, using ne…pas.
Understanding le/la/les for masculine/feminine and plural.
Adjectival agreements for feminine words.
Exposure to the passé composé in lesson objectives and points
routine.
Grammatical focus for Topic Language
End Activity:
Writing: AT4
NC 1-4
Pupils to write a dialogue or a classroom scene, based on
classroom language that is used in class.This is to be
prepared and presented in groups based on a HW
dialogue that they have already written. Dialogue to
include emotions that the group can guess whilst
watching.
Cultural Element
Pupils to learn “Am Stram Gram” as
part of the volunteer routine.
Pupils to watch a short clip of children
in a French school.
Week 1 Focus:
Handing out exercise books, glossaries and questionnaires. Introduction to the methodology, class rules and
greetings in TL.
Week 2 Focus:
Introducing a ca va routine
•Seeking clarification in the target language using Comment dit–on ..?
•Establishing team competition
•Rules of the classroom using Il faut
•Setting up a points and volunteering routine
•Establishing classroom rules in the target language
•Ca va?
•CQ: Comment dit-on en anglais/français?
•CQ: Est-ce que je peux faire les points/être volontaire?
•CQ: Quelles sont les règles pour cette classe?
Week 3 Focus:
•Introduce “Stop! Il y a un problème!” followed by rules.
•Setting up pair work routines using c’est .. and je commence/tu commences
•Setting up an objectives routine using on va + infinitive
•CQ: Quel est le problème ?
•CQ: Qui commence?
•CQ Qu’est-ce qu’on va faire aujourd’hui?
Week 4 Focus:
•Correction routine using c’est.. and ce n’est pas correct/faux/vrai
•Setting up a routine for who won and lost the points using la dernère fois …. a gagné / a perdu
•Extend ça va routine with jusification using parce-que je suis … and key adjectives which follow simple
patterns
•Asking for objects and recognising the difference between masculine
•CQ:C’est correct?
•CQ:Qui a gagné?
•CQ:Ca va?... Pourquoi?
•CQ:Est-ce que je peux avoir...?
•CQ: Pourquoi c’est bleu/rose?
•CQ:C’est masculin/féminin?
•Week 5 Focus:
asking for permission and giving reasons using parce que and adjectives, recognising masculine and feminine
forms.
•CQ:Est-ce que je peux…?
•CQ:Pourquoi?
Week 6 Focus:
•Pupils to ask how to spell words using the French alphabet
•Introduce a dates routine using Aujourd’hui c’est le …..
•CQ: Comment ca s’ecrit?
•CQ: Quelle est la date aujourd’hui?
Week 7 Focus:
•To prepare and conduct the assessment and make pupils aware of the criteria.
Year: 9 Spring Term Second Half 6 weeks
Topic: Using the conditional to talk about future possibilities
Grammatical Focus for all Pupil Interaction Language:
Incorporate conditional forms of vouloir/pouvoir/devoir/aimer into all
routines.
J’aimerais/Je voudrais faire les points..
Introduce a “deciding” routine.
(Q:Qu’est-ce qu’on pourrait faire pour pratiquer le vocabulaire? A: On
pourrait chanter/mimer/jouer)
Use comparatives/superlatives for justification of requests.
Evaluation routine using comparative/superlative forms.
Grammatical focus for Topic Language
Using il y a/il n’y a pas de..
Conditional forms of:
Vouloir
Aimer
Devoir
+ infinitives
Pouvoir
Expressing opinions
Plus que/moins que
Le plus/le moins
Assessment:
Speaking: AT2
NC 1-7
You are a group of politicians taking part in an election.
Respond to the interview questions, saying what you
would do if you were elected. Pupils to vote for a group.
Week 1 Focus:
•Talking about technology
•Talking about gadgets that you would like to buy, using Je voudrais + inf
•Using the comparative to compare gadgets
CQ: Qu’est-ce qu’il y a chez toi?
CQ: Qu’est-ce que tu voudrais acheter?
CQ: comparative
Week 2 Focus:
•Talking about what you would like to do if you were rich,
Using Je voudrais/J’aimerais + inf
•Talking about what you could do, using Je pourrais + inf
CQ:Si tu étais riche que ferais tu?
Week 3 Focus:
•Talking about environmental problems
•Using je pourrais/on pourrait to talk about how you could help the environment.
•Using je devrais/on devrait to talk about how you should help the environement.
•Using the comparative/superlative to compare different envionmental problems and to decide
which issue is the most serious.
CQ:Qu’est-ce qu’on devrait faire pour être écolo?
CQ:Quel problème est le plus important/grave?
Week 4 Focus:
•Talking about aspects of your life that you would like to change and why.
•CQ: Qu’est-ce que tu voudrais changer dans ta vie?
Week 5 Focus:
•Talking about what you would do if you were Prime-Minister.
CQ:Si tu étais le premier-ministre, que ferais tu?
CQ: Quel problème est le plus important/urgent?
Week 6 Focus:
•Preparing and conducting the speaking assessment.
CQ: Qui est le plus/la plus convaincant(e)
Cultural Element
Pupils watch a clip about recycling in Québec.
Pupils to listen to a French rap about the
environment.
Evaluating tasks and activities
C
challenge to guess, predict, work things out, beat their partner
R
relevance to the pupils lives
A
audience, who are the pupils talking/writing to?
P
purpose why would the pupils want to do the activity?
P
personal, personalised
I
incentive , interactive, information gap
O
outcome, what can they do with the language?
VAK Visual
Auditory
Kinaesthetic
Kate rules Odd One Out
What is the purpose of repeating language?
Discuss with at least 2 colleagues
1.
2.
3.
4.
5.
6.
Pronunciation
Intonation
Confidence
Fluency
Memorisation
Grapheme–phoneme conversion (phonics)
Why do repetition in pairs or 3s?
1.
2.
3.
4.
5.
6.
7.
8.
…allows pupils to work at their own pace
…allows pupils to get their mouths around the language (phonics)
…allows pupils to work independently of the teacher
…provides an opportunity to control their own learning
…provides for unpredictability
…allows teacher to monitor and assess pupil progress (AfL)
…allows pupils to peer assess
…allows pupils to interact and use language
Kirsty: Repetition Mime and Say
Planning for Learner Interaction Language
topic 1
topic 2
topic 3
Learner Interaction Language 1
the language for conducting collaborative learning activities in the TL
Learner Interaction Language 2
the language for conducting everyday classroom routines in the TL
Things to keep in mind when planning
Select activities appropriate to each stage of the language learning
process to...
…contextualise
…present
…repeat
…practise
Write a SONG which
wraps up all the
language, including
the CQ.
…facilitate creative and manipulative use
Rehearse and act out the activities for each stage before using them in class.
At each stage, consider the P.I.L with both teacher and peers
Decide what you need to do in terms of materials preparation.
Indicate your materials on your lesson plan
Read (out loud and sing) literary texts in the language
… such as songs, poems stories, letters and jokes
Je ne veux pas travailler : Pink Martini
Me gustas tu : Manu Chao
http://www.youtube.com/watch?v=AZ
7oROlf5ys
www.youtube.com/watch?v=P7kzsM
05Yso
Jean petit qui danse (traditionel)
Victor Jara : Cuando voy al trabajo
http://www.youtube.com/watch?v
=VQTZftPXJng
Mi unicornio azul
www.youtube.com/watch?v=M4FAz16
x8Us
Spider Cochon
http://www.youtube.com/watch?v=ddUpnF0E www.youtube.com/watch?v=2
te3XsajaCQ
pdc
Read (out loud and sing) literary texts in the language
… such as songs, poems, stories, letters and jokes
Tolérance ou la conjugaison oubliée
Je suis ainsi
Il est autre
Nous sommes, chacun a notre manière
je suis ainsi
tu es autre
il ou elle est autre
vous êtes
elles ou ils sont
tu es
toi
chacun différent
toi
eux aussi sont
tous
vivants
nous sommes
moi
présent
nouseuxmoi
nous sommes
différents
Slow education
To avoid pupils getting caught up in ‘a cycle of forgetting…’
Ros Mitchell
The notion of slow is essentially about establishing a process
that fosters intensity and understanding and equips students
to reason for themselves.

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