Description of achievement context and brief summary Discipline French, grammar.

Seeing with the proposed activity students conjugation of the past participle i
nteractively. They bring out the similarities to the verbs of the first group. C
lass Organization Students pigeront a pronoun and all students (team / individua
l) and a verb in the infinitive. They form a respective responsibilities if nece
ssary. sentence using these two items and Planning class will write to the table
. Subsequently, I will ask students if they see similarities and what are the el
ements that make up the tense. Goals and intentions teaching skills targeted Fre
nch Identify transferable skills to communicate verbally and in accordance with
disciplinary procedures varied skills targeted. • Building the skills of sense H
ow Are • Respond verbally tapped in the situation • Reflect on practice auditor,
proposed? speaker and interlocutor. What do you observe in the students to affi
rm that this authority will be making skill is mastered, taking into account the
contribution mainly in the degree of school? dialogues and group discussions. C
riteria → Use appropriate listening strategies → Clarity of expression → Use str
ategies appropriate to speak write various texts • Use creativity • Build on and
learn about the language , texts and culture. This skill will be put to when st
udents will write their sentence on the board. Criteria → → Consistency within t
he construction of sentences and appropriate punctuation → Compliance with stand
ards
the spelling grammar and spelling skills • Uses information cross Own Informatio
n • Leveraging Information This skill will be put to when students listen to the
information given by other students and completed by the trainee. Criteria → Or
ganization → consistent information Use of information in new contexts Communica
te appropriately • Manage communication • Use this combination of communication
skills will be put to when students discuss and answer questions Intern. Criteri
a → message → Consistency Using the vocabulary, syntax or appropriate symbols →
Respect codes, that is to say, customs, rules and conventions
Identify the key target knowledge or knowledge essential target, depending on gr
ade level and using the Training Program Quebec schools. What are the challenges
posed by the knowledge targeted or what mistakes commonly committed by students
Agreements in the sentence • Subject / verb • Trade verb conjugation frequent wo
rds included in the methods and time used in writing (Past perfect) Students oft
en have
you take into account problems in the choice of your planning? with the auxiliar
y verbs have and what are the components or to be tense. I guess the problem ele
ments considered as the same problem will repeat in your planning? with verbs of
the first group What are you learning the past tense. intend to help students o
r students can head to what attitudes, skills or knowledge so that you want to s
ee develop in them? What students should already know and who will help in this
learning? Toward what is heading there once it realized the desired learning? De
scription of proposed tasks to students and a priori analysis Present the tasks
you give tasks are proposed: one for students. Pick a pronoun and a verb and wha
t are the concrete tasks to create a sentence passed major available to students
? compound with two elements. If you use hardware Go write the sentence on the b
oard. technological equipment (10 minutes) of exploration, describe and clarify
its 2. Ask students to describe the role. past tense and what it comprises. High
light the similarities between verbs of the first group. (20 minutes) 3. Complet
e explanations from the sheet theory which includes examples. (10 minutes) 4.€Ma
king a return to class to know what they have learned and how they found the act
ivity. (10 minutes) prior analysis of the proposed tasks • Students may be reluc
tant What are the arguments or just participatory. wrong, that you anticipate in
• Students may not students or what arguments are to respect the right of speec
h. mobilized by the proposed tasks? • The same students can always respond and o
thers will be very active in their learning. • Students may have difficulty maki
ng the choice of the auxiliary (be / have) and have problems with certain except
ions. Planned course
Strategy used to ensure that students engage in the task.
Announcing the period as a game students will be very active in their learning a
nd will participate. They have a fairly high level of participation normally, th
is should make the task easier. Implementation phase
What are the main stages of the implementation phase indicating the approximate
time for each party?
1. Pick a pronoun and a verb and create a sentence in the past tense with both.
Go write that sentence on the board. (10 minutes) 2. Ask students to describe th
e past and made what it comprises. Highlight the similarities between verbs of t
he first group. (20 minutes) 3. Complete explanations from the sheet theory whic
h includes examples. (10 minutes) 4. Making a return to class to know what they
have learned and how they found the activity. (10 minutes) Students - What does
or says the student teacher - what the teacher does or says and means of action
provided • Participate • Facilitate the exchange, asking questions group the que
stions • Answer • Provide • Listen to ideas students and other students • Lead t
he students in their respect. learning. Period of objectification and integratio
n • • • • How did you find the business? What have you learned from the activity
? What should I change the activity to make it more interesting? Summing up by t
he group (which they have chosen) and supplemented as needed by the trainee. Sur
rendering a sheet checklist to facilitate the return of the concepts.
The review of activity with the group of students: • The questions are asked • H
ow is made synthesis (how and by whom) • More ...
1. The past tense of verbs with-er are graduates, most of
time, formed the auxiliary have at present and a past participle. a. The past pa
rticiple of verbs of the first group (-er) is formed by removing the-er to repla
ce a-e. Example: love => AIM => Being loved I was You were He was we were You we
re They were
2. The
I love you loved you loved him He loved We loved you like they liked
past tense can be used in two different situations.
a. The perfect tense expresses the past. Example: Yesterday we
ate apples.
b. In
a narrative, the past tense is used to describe the course of action. It complem
ents the imperfect used to describe the decor, ambience, feelings, or the charac
ters. Example: Yesterday I had lunch and then I boarded the bus. I wore my boots
and my blue coat red. I was afraid of forgetting my homework, so I phoned my mo
ther to verify. She looked and confirmed that my duty was always on my desk. Fin
ally, I had a failure.
3. Here is a model that can help you. I ______er _________é You ________é He ___
_____é We __________é You _________é
They __________é
Send Send Skip Thinking Looking Meet Jeter Hitting Sale Pay
Play Speak Up Be Loving Create Participate Enjoy Smoking Cheating
I It is You They Lavoie Students Chat
Aliens
You We They She Melissa Class Dogs Mice
The French
Bird
Brother