We've practised asking/answering the following questions relating to our tattoo unit (students had the opportunity to write their answers in their notes, then to practise asking/answering the questions aloud with classmates or the teacher):
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Today we began our "Mes Tatouages" unit. Over the course of the next few weeks, students will design a tattoo sleeve which features images, symbols, and colours which represent them. The goal of this unit is to enable students to converse about their personality traits, their favourite things, their passions, and the things that are most important to them. The tattoo sleeve will provide a visual aid to assist classmates in understanding, as well as offering a "spring board" for questions (e.g. "Pourquoi as-tu un tatouage d'un avion? - Why do you have a tattoo of an airplane?" / "Quel drapeau est-ce? - What flag is that?" / "Qui est-ce? - Who is that?"). BELOW: Students received this handout to assist them in asking/answering questions about themselves. Students were "gifted" with what I call their Survival Pack. I have posted a copy below. It is a 4-page document which students can use for reference throughout the year. It will be an invaluable resource in Intermediate Core French, especially as we progress to writing assignments. All intermediate students have been given a duotang in which to organize their French resources. This duotang will stay in the classroom. While students are not required the bring a binder to French, they may choose to anyway in order to have access to their own paper, independent notes, or have a place to organize homework (if assigned). |
Units:February - La Louisiane cont'd - MARDI GRAS (learning different elements and traditions of Mardi Gras celebrations in New Orleans), Le Passé Composé (regular verbs with AVOIR), writing a Post Card from New Orleans during Mardi Gras (use Le Passé Composé to describe what you did), Role-play: facetime from Mardi Gras. Archives
February 2019
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