This kit is for students with no prior knowledge of French, and takes them through the first 50 hours of instruction.
Students are introduced to approximately 500 words. Present and passé composé forms of common verbs (regular and irregular), adjectival agreement, the formation of questions and the use of ne…pas are introduced.
In response to teacher feedback, this kit has many new features... more technology, alignment with the CEFR, fully-described lesson plans, additional assessment activities and focus on metacognition.
In this traditional story the three pigs set out to build their own houses. The first pig builds a house of straw, the second builds a house of wood, and the third builds a house of bricks. The wolf arrives at each of the first two houses, and because they are built of weaker materials, blows them down.
This story is the first play of the Histoires en action ! series. It is a very popular play with teachers and students. Its familiarity and subsequent predictability prove to be an excellent entry point for students learning a new language, or those beginning this methodology for the first time. Les trois petits cochons has pleasant repetition and easy to learn. Students will be able to chime in to the words of the pigs or the wolf, even upon first presentation. The vocabulary is predictable, as students come to the storyline in French with a context and background from the English version — a definite plus when trying to put students at ease, and this will help them to learn new vocabulary quickly.
The Whole-Class Activities Book and associated Blackline Masters or Student Book guide you and your students through the implementation of the core methodology. You are shown how to accelerate proficiency through a scaffolded, systematic approach, so that students are able to engage in productive and interactive language activities.
Including whole-class activities in ten-minute segments, classroom systems, a master calendar, evaluation blackline masters, vocabulary lists and game cards.
Including the play, vocabulary list, language-manipulation activities, simple and more complex questions based on the story, creative writing activities and words to the accompanying songs.
In this book, you will find assessment activities for, as and of learning. CAN DO statements for both teacher and students provide the basis upon which to create learning strategies and success criteria and to develop student metacognition and reflection. The Student Portfolio begins the long-term process of documentation of student achievement through the language learning journey that begins with this Step One Kit.
Once students begin to develop a certain proficiency toward the end of the first core Kit, you select from among a bank of suggested tasks, based on the skills targeted in the Ontario Curriculum. We indicate suggested times for introduction of activities based on expected proficiency developed.
For younger classes, shared reading with the Big Book is a very important AIM activity. You may also use the e-reader of this same book, projected from the Portal (Available here).
Overview of the Principles, strategies and techniques for successful implementation of the methodology in relation to how it develops authentic proficiency through the levels as stated in the CEFR.
For more information about this kit or to enquire about AIM training for yourself or your colleagues, contact Jen McKinney on 0415 415 769 or via email here.
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