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

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Presentation on theme: "Lesson Plan: Vocabulary Introduction (Power Point & Handout) Outline (Handout) Theory Activity (Handout ) Rationales (Power Point) Conclusion & Questions."— Presentation transcript:

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: 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…  elated elated  elated elated

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? Est ce que…? Do you / Does he-she/ Do they… Où…? Where Vous habitez à …?You live at… Habitez vous à… ?Do you live at… Vous êtes…/Tu es…?You are… Êtes vous…/es tu…?Are you… Vous avez/Avez vous…? You have Tu as / As tu…?Do you have…

6 Question structure “Avoir” – “To Have”: Exercise Est ce que tu as…Do you have the…  Le…La…L’… Est ce que vous avez…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 paire d’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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