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L a littérature jeunesse: Francophone Children's Litterature in the World Language Classroom

L a littérature jeunesse: Francophone Children's Litterature in the World Language Classroom. Presented by: Deena A. Sellers, Xavier HS (NY) AleXANDRA Susko, Egg Harbor Township HS (NJ). Le CECRL: Qu'est-ce que c'est?. Cadre Européen Commun de Références des Langues, assembled in 1991

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L a littérature jeunesse: Francophone Children's Litterature in the World Language Classroom

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  1. La littérature jeunesse:Francophone Children's Litterature in the World Language Classroom Presented by: Deena A. Sellers, Xavier HS (NY) AleXANDRA Susko, Egg Harbor Township HS (NJ)

  2. Le CECRL: Qu'est-ce que c'est? • Cadre Européen Commun de Références des Langues, assembled in 1991 • Streamline and refine how language is taught across Europe (native and foreign languages) • GOAL: to teach and learn languages with as much real life context and application as possible using analytical, linguistic, conversational, and structural techniques with realia

  3. NIVEAUX DE LANGUES • A1/A2: Breakthrough or Beginner/Waystage or Elementary • B1/B2: Threshold or Intermediate/Vantage or Upper Intermediate • C1/C2: Effective Operational Proficiency or Advanced/Mastery • Lesson planning addresses specific level, with tasks to match desired/attained skill set

  4. LE FICHE PÉDAGOGIQUEPOUR UN UnitÉdidactique • Seven categories to address seven different stages of language acquisition • Different ranges of tasks per category • Category tasks do not change per level, only the topic or lesson objective will vary • Fiches can be modified - letter day cycles, Mon-Fri, unit/chapter based, etc.

  5. UNITé DIDACTIQUE: LES OBJECTIFS des Étapes • I. Anticipation:Sensibiliser les apprenants à l’objectif global de l’unitédidactique • Stimuler la curiosité de l’apprenant, Faire le point sur les connaissances de l’apprenant, Emmettre des hypothèses • II. CompréhensionGlobale: Mettre en place des stratégies pour accéder au sens, Réperer des indices extralinguistiques, Analyser le paratexte d’un document écritou le paraliguistique d’un document oral, Répondre à des questions concernant le contextecommunicatif (qui, quoi, comment, dansquel but, etc.) • III. CompréhensionDétaillée:Relever des inofrmations plus précises pour réaliser la tâcheproposée, Donner du sens aux inforamtions, Satisfaire la curiosité de l’apprenant • IV. Réperage du Corpus: Relever des indices pour découvrir les règlesd’usage de la langue, Analyser un corpus

  6. UNITé DIDACTIQUE: LES OBJECTIFS des Étapes • V. Conceptualisation:Formulerunerègle, Emmettre des hypothèsessur un corpus • VI. Systematisation: Fixer les structures conceptualisées, Répétern des structures • VII. Production et Barème:S’approprier des contenus, Simulerune communication réelle, Intégrer les structures dans un discours, Mettresacréativité au service de la communication

  7. LA LITTÉRATURE JEUNESSE: Qu’est-cequec’est? • Books • Novels • Stories/Fairy Tales • Comic Strips • Any reading material targeted to children or adolescents

  8. Pour qui est-ce? (Niveuaux, l’age…) • All Levels of proficiency (A1-C2) • All ages (FLES, Elementary, Middle, High School, Introductory Levels of College/University Study)

  9. Que fait le prof? • Be a guide to understanding/analyzing French literature • Create excitement, interest and enthusiasm • Give and incorporate reading comprehension and strategies (may include grammatical context and incorporation) • Remember to be patient with yourself and your students 

  10. Quels types d’activités? • TPRS • Add details • Retell the story in your own words • Recreate the ending • Write and perform a skit or play • Retell the story from another character’s POV • Describe the illustrations given • Draw original illustrations to accompany the audio/written version

  11. Listed’activités: Avec un album • Describe the cover • Compare/contrast the images in the storybook • Place scattered images in chronological order • Retell the story (verbally) using the images • Draw you own conclusions/form a hypothesis based on the cover alone

  12. Listed’activités: Avec un conte • Listen/read/identify the different stages of the story (exposition, rising action, climax, falling action, resolution) • Listen/read/think of a moral to the story • Listen/read/draw original corresponding illustrations • Turn the story into play or skit

  13. Listed’activités: Avec un roman de la littératurejeunesse • Understand an excerpt from a passage • Guess the plot based on the back cover only • Match the back cover with its proper title or front cover • Read the novel/passage and write a 3-5 sentence synopsis • Create a summary of each character

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