2. The project !! - An interview with an inventor - Book QUEST unit 4 on Invention In teams of 2 (1 interviewer and 1 inventor). Carried out over 5 periods: 2 periods at the computer lab, 1 in-class to write + practice presentation and 2 periods to present. English only !!

3. Steps 1. Choose their partners. 2. Choose a topic (inventor or invention). 3. They had to gather as much information as possible during the 2 periods at the lab. 4. After they wrote their interview, minimum 20 questions. 5. Practice their presentation (at least 5 minutes). 6. Present 6. Present

4. Materials Booklet: – Presentation page – Instructions – Checklists (writing + research). Evaluation: –2 self-evaluation –Evaluate others presentation

5. MELSMELSMELSMELS 3 competencies 3 competencies C1, Interact orally in English (when they discuss their topic and gather information). To be sure I wrote on the board French = E. C2, Reinvest understanding of text (when they read articles on the internet + Presentation). C3, Write and produce texts (when the write their interview). I used grids propose in the teachers guide to correctly evaluate students according to the MELS!

6. What I would change Forgive students to bring their texts with them when they present. Ask them to use visual support (a power point or posters for example). Why? Because some presentations were BORING!!

7. Reference During the presentation they had to use the past and I knew they would have difficulties with the –ed pronunciations so, I did a review with them. I refreshed their memory on the right way to pronounce words. It is a Teacher-initiated principal of focus-on-from: The teacher gives advice about a linguistic form he/she thinks might be problematic or asks the students a question about the form (Basturkemen, Ellis and Loewen).

8. Win WinWin WinWin WinWin Win Students had to speak in English, when I doubted I came closer to remind them the rule. I used the Proximity technique! -By standing close to a student who is not thinking of the rules, you bring the rules to mind. The student moves from an uninformed position to an in formed position without a word having been spoken (Kagan p.13.54) I used it a lot when they worked in teams (during the 3 first periods)

9. ConclusionConclusionConclusionConclusion Fun project. Students like it and they learn a lot. It is very easy to modify an activity in a book and it is much more interesting for students. Reference list: –Basturken, H. Ellis, R. Loewen, S. Doing focus-on-form. Department of Applied Language Studies and Linguitics, University of Auckland, Private Bag 92019, Language Studies and Linguitics, University of Auckland, Private Bag 92019, Auckland New Zealand. June 17, 2002. Auckland New Zealand. June 17, 2002. –Kagan, S., Kyle. P. & Scott, S. (2004). Win-Win Discipline. San Clemente, California: Kagan Publishing.