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All about MOI ! Pathway to Pluralism / Le pavé au pluralisme

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Presentation on theme: "All about MOI ! Pathway to Pluralism / Le pavé au pluralisme"— Presentation transcript:

1 All about MOI ! Pathway to Pluralism / Le pavé au pluralisme
OMLTA Fall Conference / Colloque d’automne 2011 October 14th and 15th / les 14 et 15 octobre 2011 All about MOI ! FSF1D focus CEFR – Oral – A1 task Heather Henke

2 FSF1D focus CEFR Oral A1 task
Sharing of success criteria/rubric in two evaluations, one during the term and the second as part of the final 30%; sample student work; CEFR tools such as the Self-assessment checklists from the Swiss version of the European Language Portfolio; CEFR Oral A1 task

3 Basic User A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others. Can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

4 Je me présente Generating confidence and fluency in a core Grade 9 FSL classroom involves lots of opportunity for students to interact with others about themselves through guided practice, and teacher and peer feedback.

5 A1 ORAL: Je me présente (rehearsed)
Spoken Production I can give my name, age, address and phone number. I can describe myself (hair, eyes, height) I can talk about my interests I can describe my family and friends Spoken Interaction I can ask people questions about personal information such as name, age, address, phone number I can ask people about their interests, their family and friends

6 Les directives pour la tâche orale
Toi et ton co-équipier ou ta co-équipière parlez pendant 2 minutes de vos informations personnelles. Vous n'avez pas de script mais, vous pouvez utiliser la carte de mots. Posez des questions. Répondez-y. les critères pour l'évaluation 1. fluency 2. interaction 3. vocabulary 4. pronunciation

7 Les informations de moi-même
nom âge adresse téléphone cheveux yeux grandeur ami(e)(s) famille intérêts carrière ou travail d’autres informations

Consider the success criteria for spontaneous and purposeful oral interaction in the CEFR and how to prepare students for the final oral summative at the end of the semester. FLUENCY INTERACTION VOCABULARY RANGE & CONTROL GRAMMATICAL ACCURACY PHONOLOGICAL CONTROL

GRAMMATICAL ACCURACY PHONOLOGICAL CONTROL Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication Can ask and answer questions about personal details. Can interact in a simple way but communication is totally dependent on repetition, rephrasing and repair. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.

10 La grille d’évaluation
critères niveau 1 niveau 2 niveau 3 niveau 4 fluency requires continuous prompting; much pausing requires some prompting; much pausing; some pausing but message is clear; speaks clearly and audibly, no support needed; self corrects interaction little understanding of questions; little confidence in speaking; assignment criteria not met questions must be repeated many times; some confidence in speaking; assignment criteria partially met asks and answers questions, with some minor errors; confident in speaking; assignment criteria met easily understands and responds to questions; asks questions well; confident in speaking; assignment criteria met

11 La grille d’évaluation
critères niveau 1 niveau 2 niveau 3 niveau 4 vocabulary range little relevant vocabulary some relevant vocabulary relevant and appropriate vocabulary wide variety of appropriate vocabulary pronunciation pronunciation blocks communication some accurate pronunciation pronunciation usually accurate pronunciation almost always accurate

12 auto-évaluation What did I do well? What skills do I need to improve?
How will I do this?

13 Trousse de validation “These activities are not a part of the CEFR. The Trousse was completed to minimize preparation and facilitate the teacher’s use of the CEFR in the classroom context. Teachers can also make up their own activities for validation as long as the activity is specifically based on the ‘I Can’ statements and meets the CEFR descriptor for that level. The validation activities from the Trousse have two purposes: 1. To validate the student’s self assessment of his/her ability to meet the criteria of the ‘I Can’ statement and to provide meaningful formative feedback (by the teacher) for the next steps in his/her learning – assessment FOR learning. 2. To help teachers plan lessons based on the needs / next steps of the students in the classroom. Teacher tracking sheets have been provided for you for this purpose – assessment FOR learning.”

14 The Common European Framework in the Context of Ontario’s Schools Development Team:
Helen Griffin, Thames Valley District School Board Winifred Braunsch, London Catholic District School Board Karyn Bruneel, Huron-Perth Catholic District School Board Andrea Paturel, Thames Valley District School Board Research conducted by University of Western Ontario – Althouse College under the direction of Dr. Suzanne Majhanovich in association with Dr. Laurens Vandergrift – University of Ottawa The Common European Framework in the Context of Ontario's Schools: A1 Resource ID : ELO

15 Productions orales illustrant niveau A1 – site web CIEP
English interaction 2:46 French interaction 1:58

16 Mon Blason Personnel

17 FSF 1D 10% Présentation Orale: Mon Blason Personnel
Nom : ___________ date de la présentation : ___ le ____ juin For this final presentation, you will present your personal Coat of Arms using a prepared text and a visual aid. You will describe your Coat of Arms and include 6 BIG ideas about yourself – 2 about your past, 2 about your life right now, and 2 about your future. The length of your prepared text should be at least 15 sentences and include required language structures. Following the delivery of the prepared text, you will also respond to questions from your peers and your teacher.

18 Preparation Your process work will remain in the classroom.
You will be given 5 days in class to create the text to accompany the Coat of Arms. Each day the process work will be date stamped and collected. This process work must be submitted on June 9 after you have rewritten a good copy of the text that can be taken home to practice. There must be at least one teacher-edited copy in the process work.

19 Presentation Presentations run from June 14 to June 20.
Your oral presentation lasts about 5 minutes. You may choose to memorize the prepared text. Your pronunciation, fluency, intonation and use of non-verbal communication are evaluated. Your visual aid is the Coat of Arms. You respond to questions and comments from your peers and your teacher following the prepared part. You interact with your peers following 4 other presentations to be chosen randomly. Following the presentation, you will submit your Coat of Arms the prepared script the checklist the rubric

20 Required elements (student’s checklist)
Blason: May include symbols, animals, colour Must include name and motto Use either letter or legal size paper May work on this at home Paragraph: at least 15 sentences clear introduction and conclusion At least 2 sentences using passé composé verbs: _____________________________________ ____________________________________ At least 2 sentences using futur simple verbs: _____________________________________ At least 2 sentences in the présent verbs: ____________________________________ Description of the blason includes regular and irregular adjectives and other appropriate vocabulary Date stamp and submit the process work at the end of each period; Good copy to be written on June 9 and may be taken home to practice; process work stays in classroom

21 Questions après les présentations
Brainstorm with the class all of the possible types of questions that students may ask of each other At the conclusion of each student presentation, draw (three) names from a hat – these students will ask one question each of the presenter Critical thinking will be assessed – “questioners”

22 Évaluation Finale: Mon Blason Personnel
CRITERIA KNOWLEDGE / UNDERSTANDING Level and sophistication of vocabulary Required elements - length, grammar, ideas THINKING / INQUIRY Incorporation of appropriate visual aids Use of creative and thinking processes to formulate appropriate answers to questions COMMUNICATION Communication of information and ideas: clarity, fluency Use of vocal expression and intonation Use of non-verbal communication (body language, gestures) APPLICATION Use and accuracy of grammar concepts and sentence structure Interaction with teacher and peers (4) Demonstration of planning (includes all elements, engages in writing process, prepares oral delivery) (rubric attached)

23 Resources
Teacher and class websites Henke FSF1D CIEP Publications en évaluation et certifications Franc-parler est un site de l'Organisation internationale de la Francophonie (OIF). Il s'adresse aux professeurs de français dans le monde qui souhaitent se former et s'informer. Activités orales et interactives

24 Rétroaction!

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