1. Fr 1 – Clochette – le 12 janvier
How much of the alphabet song can you recall? The letters and the other words? Try to recall as much as you can with a partner or two.
2. Alphabet et chanson
We continued practicing the alphabet and song.
3. TPR - Actions
2 student leaders helped teach the 4 students who recently joined our class while the rest of class worked in small groups to review the actions and vocabulary. Then we practiced the actions as a class with me leading.
4. Conversation
We had a discussion in class (that turned into a story) using the following phrases:
il/elle a - he/she has
il y a - there is/are
il/elle va - he/she goes
**il/elle veut - he/she wants **new structure
The story was about a girl who doesn't have a dog but who wants a dog. So she went to different places until she found a dog that she wanted.
5. Questions
I had the class stand in the center of the class. Using the vocabulary we have learned so far, I made 2 opposite statements and pointing at the 2 sides of the classroom. Students walked to the side that fit them. For instance:
J'aime les chiens - RIGHT - Je n'aime pas les chiens - LEFT
So students who like dogs went to the right and students who don't like dogs went to the left. This was a way for us to use language, get to know one another more, and check our level of understanding.
How much of the alphabet song can you recall? The letters and the other words? Try to recall as much as you can with a partner or two.
2. Alphabet et chanson
We continued practicing the alphabet and song.
3. TPR - Actions
2 student leaders helped teach the 4 students who recently joined our class while the rest of class worked in small groups to review the actions and vocabulary. Then we practiced the actions as a class with me leading.
4. Conversation
We had a discussion in class (that turned into a story) using the following phrases:
il/elle a - he/she has
il y a - there is/are
il/elle va - he/she goes
**il/elle veut - he/she wants **new structure
The story was about a girl who doesn't have a dog but who wants a dog. So she went to different places until she found a dog that she wanted.
5. Questions
I had the class stand in the center of the class. Using the vocabulary we have learned so far, I made 2 opposite statements and pointing at the 2 sides of the classroom. Students walked to the side that fit them. For instance:
J'aime les chiens - RIGHT - Je n'aime pas les chiens - LEFT
So students who like dogs went to the right and students who don't like dogs went to the left. This was a way for us to use language, get to know one another more, and check our level of understanding.