1. Quel âge as-tu?2. Quelle est la

date aujourd’hui?

3. Demain?4. Quelle heure

est-il?

Bellringer (pour pratiquer) Un rappel de vos présentations des

télépoches!! Demain!!!! On discute les <<performance

events>>: le 11 et le 14 septembre Devoirs: une feuille de travail (to make

sure you will ALSO achieve on the written test) Partie II et III.

L’examen écrit: mardi, le 15 septembre

Vous et vos cammarades de classe-

You may pick up to 2 people to work with (so groups of 3, at the most) try to work with whomever, whenever, not just your buddies. You will be graded individually.

Why are we doing these? These will serve as fo’ real evidence that you guys are actually developing an ability to speak the language. After all of the work, homework, comic strips, partner work, speed dating, etc, it is finally your time to show yourselves that you CAN do this.

How is this being done?I will give you a variety of situations, the

performance of each of which will show both you and I that you can converse/speak French about: saying hello/goodbye, politeness, ordering a drink or an item of food, age, time telling, date, etc. As long as you can produce some questions and answers, you’re golden. I do not expect perfection! I’m just looking to see that you guys are making progress.

Do I have to be a good actor?Heck no. Just do your best and remember that

you can do this. Everyone else in class is doing it so no worries and try your best.

Awkward blind date Should include:-hellos-name-feelings (how are yous)-one another’s age-nationality-ordering/politeness (it is a date, after all)-time (cuz it’s awkward and you want to

leave!!)

Snooty celebrity who won’t answer personal questions/only boring ones in an interview

Should include:-unfriendly hellos-name-feelings (how are yous)-one another’s age-nationality-ordering/politeness (lack thereof, since this

person is snooty)-time (cuz this person acts like they have better

things to do)

Amnesiac who can’t remember a thing-hellos-name-feelings (how are yous)-one another’s age-date-nationality-ordering/politeness (it is a date, after all)-time (cuz it’s awkward and you want to

leave!!)

Distingué(e)(9-10)

Compétent(e)(6-8)

Apprenti(e)(3-5)

Débutant(e)(0-2)

PronunciationAnd Fluency

Student makes minor pronunciation errors, especialy in the sounds produced by various

letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid

pauses due to unfamiliar vocabulary or syntax.

Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words

clearly enough to be understood. There are few

excessive pauses or stumbling with words.

Student makes several major pronunciation

mistakes that significantly impede communication and

speaks slowly, at times without inflection.

Student makes numerous and/or

significant errors in pronunciation. Student

struggles to communicate words and

ideas.

Situaltion Vocabulary

Student incorporates a variety of vocabulary in the development of

the questions, enabling the discovery and/or statement of

logical information.

Student uses sufficient and pertinent vocabulary to ask

the specified range of questions.

Student has considerable difficulty asking

/responding to questions using limited and

repetitious vocabulary.

Student does not know enough pertinent

vocabulary to elicit the information.

General Grammar Student correctly uses questions and responses to simple questions

such as the date, time, etc.

Student displays some verb confusion when asking

questions/answering questions but can eventually get

question or response across.

Listeners’ comprehension of the

information is impeded by grammatical errors.

Little or no information is imparted due to

grammatical errors.

Comprehension of the Situation

Student’s presentation and performance reflects

understanding of information beyond what has been covered in

class.

Student’s presentation reflects clear comprehension of

conversation basics.

Student’spresentation reflects

missing and misunderstood information.

Student’s presentation contains little or no

relevant information.

Comprehensibility Grammar, vocabulary and pronunciation combine to provide

a clear and comprehensible situation of natural conversation

Grammar, vocabulary and pronunciation combine to

provide a clear demonstration of basic conversation.

Student’s presentation provides a general

understanding of the person with which they are engaged in simple

conversation.

Few parts of the presentation are comprehensible.

Allez-y! Get together and practice. Feel free to write

things down if you need but DO NOT memorize. The best way to solidify things is to practice, not memorize. These situations

are more or less impromptu. This way I know you can produce the info as opposed to regurgitating it!! I’m here to help and to practice with you. Talk with multiple people so that you can converse with a variety of

people, not just your friends.

1- Vous êtes-vous reposés ce weekend passé? Comment? À

quelle heure est-ce que vous vous êtes réveillés samedi? Et

dimanche?2- Connaissez-vous le film

Diabolique? Savez-vous de quel genre est ce film?

Journal Vos présentations!!! On discute les <<performace events>> Du travail avec les filles du niveau

avancé

-Vous irez au labo pour regarder un tout petit programme: le journal

-Puis, vous regarderez un vidéo de Teddy Kennedy et vous répondrez aux questions. Essayez de ne pas travailler ensemble même si c’est tellement difficile. M. Kennedy. C’est séquence 1. Cliquez sur une personnalité de taille dans la boîte avancé. Là, à droite, cliquez sur voir la séquence.

-Retournez quand vous avez fini pour discuter-Je vous présenterai une leçon des pronoms rélatifs-Je vous rendrai les compositions jeudi.

This year, instead of relatively useless conversations with me in the hallway, I am going to have you guys partake in performance events. Essentially, I will give you about 2-3 situations to either be recorded or performed in front of me with 1-2 other people. Everyone is graded separately and I will give you the situations in advance. DO NOT memorize. This should be something you practice so that, given a situation, you can spontaneously produce and prove what you have learned.

Each of these situations should include at least 3 descriptions, 2 household tasks, 2 reflexives in the present, 3 in the past, and the use of savoir/connaître at least once.

-Une intervue entre vous et une vedette très snob! Vous demandez des questions à propos de sa vie quotidienne et elle te donne des réponses risquées.

-Ton petit frère a disparu! Donnez des renseignements à propos de ce qu’il a fait l’avant-hier pour essayer de le trouver.

Distingué(e)(9-10)

Compétent(e)(6-8)

Apprenti(e)(3-5)

Débutant(e)(0-2)

PronunciationAnd Fluency

Student makes minor pronunciation errors, especialy in the sounds produced by various

letter combinations. S/he demonstrates the ability to reorder and/or recreate her statements in order to avoid

pauses due to unfamiliar vocabulary or syntax.

Student shows evidence of poor pronunciation patterns in a few specific areas, but in general pronounces the words

clearly enough to be understood. There are few

excessive pauses or stumbling with words.

Student makes several major pronunciation

mistakes that significantly impede communication and

speaks slowly, at times without inflection.

Student makes numerous and/or

significant errors in pronunciation. Student

struggles to communicate words and

ideas.

Situaltion Vocabulary

Student incorporates a variety of vocabulary in the development of

the questions, enabling the discovery and/or statement of

logical information.

Student uses sufficient and pertinent vocabulary to ask

the specified range of questions.

Student has considerable difficulty asking

/responding to questions using limited and

repetitious vocabulary.

Student does not know enough pertinent

vocabulary to elicit the information.

General Grammar Student correctly uses questions and responses to simple questions

such as the date, time, etc.

Student displays some verb confusion when asking

questions/answering questions but can eventually get

question or response across.

Listeners’ comprehension of the

information is impeded by grammatical errors.

Little or no information is imparted due to

grammatical errors.

Comprehension of the Situation

Student’s presentation and performance reflects

understanding of information beyond what has been covered in

class.

Student’s presentation reflects clear comprehension of

conversation basics.

Student’spresentation reflects

missing and misunderstood information.

Student’s presentation contains little or no

relevant information.

Comprehensibility Grammar, vocabulary and pronunciation combine to provide

a clear and comprehensible situation of natural conversation

Grammar, vocabulary and pronunciation combine to

provide a clear demonstration of basic conversation.

Student’s presentation provides a general

understanding of the person with which they are engaged in simple

conversation.

Few parts of the presentation are comprehensible.

Oh là là, Megan. Je connais bien le mec que tu aimes! C’est un mec qui est vraiment gentil! Voici les poèmes qu’il t’a écrit. Ce sont les poèmes qui sont très jolis. Oui, c’est moi qui suis une bonne juge.

Tu dis qu’il n’est qu’un ami avec qui tu étudies mais c’est pas vrai. C’est un mec à qui tu parles toujours. Hier, tu m’as dit Voici le stylo avec lequel il a écrit. Et voici la fenêtre sous laquelle il s’est assis. Et voilà les amis entre lesquels il s’est assis.

Oui, Megan, de qui tombes-tu amoureuse? De lui.

jeudijeudiOn continue avec les pronoms rélatifsOn discute les compositions1982 Function Words Fill-in

Montrez et Racontez- apportez votre jouet en peluche favori. Décrivez-le tout en utilisant des pronoms rélatifs.

Dialogue #1Composition #2 le 2 octobre

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