Exemple d'un plan du jour - Semestre intensif
| 9h00 | Les présences |
Taking attendance is a great time to work on listening skills, e.g., spell students’ first names, spell students’ last names, say their phone numbers in French. Invite a volunteer to take on the role of the teacher for a few names/numbers. As students’ names are called, they bring up any money, forms. A student can help tally the papers, tick off students’ names on the big class list posted at the front. |
| 9h10 | Le calendrier | Call students to sit in the calendar area by describing some attributes, e.g., Tous les élèves qui ont les cheveux blonds, asseyez-vous au calendrier. Calendar is a time for reviewing and consolidating previously learned material. Ask students to take turns à jouer le role du professeur, e.g., they can sit in the chair and ask 3 questions of other students…. Then switch. Teach a song, a poem. Review and change the date, ask about the weather, their families, counting activities with the calendar, etc. (Ideas in Calendrier TG) |
| 9h30 | Le travail du théme (les projets incl.) |
This is where the core of the teaching occurs: oral work is the most important part, e.g., an opening conversation to explore the topic, model key language, engage with individuals so that they use the language, invite volunteers to use the language with you, then with another student while everyone listening (repeat as needed), choral work. Students then use the language to explore the theme/question with a partner, followed by a short presentation of what was learned in partner conversations. Project work follows -- see IF Guide for details. |
| 10h30 | La récré | |
| 10h45 | Lecture (2/3 du temps) Écriture (1/3 du temps) |
Follow 7 steps from IF Guide for reading, e.g. initial oral work, links to students' lives and interests, modelling of key language in conversations about the text's themes, reading aloud, having students assist in reading aloud, then reading aloud in small groups, and eventually independently (over the course of several day). Writing in daily journal and/or other consolidation of the reading topic. Writing is first modelled by the teacher with attention to a few written grammar points in context, then with students reading the modelled passage aloud, then with individuals reading aloud, substituting their own version and, finally, with individuals writing their own version to be shared orally with a partner. |
| 12h00 | Déjeuner | |
| 13h00 | Lecture "silencieuse" - guidée | |
| 13h20 | Les maths | |
| 14h20 | Gym/Musique/Autre |