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Conditional sentences:
Si je gagnais au loto, je ferais le tour du monde.
Si nous tions en vacances, nous irions la plage
Si jtudiais, jobtiendrais les bonnes notes.
Si on faisait de lexercice, on serait en bonne forme.
Si nous avions du temps, nous voyagerions beaucoup.
To assist the students use focus question to guide student learning :
quel classe de mots sont les mots souligns? (what type of words are
underlined?)
quel temps de verbes sont les mots en gras? (what are the verb tense
written in bold?)
quel temps de verbes est toujours le premier dans chaque phrase? (What
verb tense is always used first in every sentence?)
quel mot commence chaque phrase? (what word is used at the beginning
of every sentence?)
Phase 2: Examples with blanks
The next PowerPoint slides will show conditional phrases with blanks where
the conjugated verb should be. (either imperfect or conditional). This will be
conducted with the class.
Conditional sentences:
1. Si elle te ___________ argent, achterais-tu une voiture? (donner)
Si elle te donnait argent, achterais-tu une voiture?
2. Si vous faisiez les vaisselles, j_______ au supermarch. (aller)
Si vous faisiez les vaisselles, jirais au supermarch.
3. Si les filles ________ du pain, elles me diraient. (vouloir)
Si les filles voulaient du pain, elles me diraient
On utilise si pour faire une hypothse. Pour exprimer les vnements qui
ne vont pas tre ralis, on utilise limparfait puis le conditionnel prsent pour
dire ce que vous feriez si lvnement tait possible.
Phase 3: Student assessment
Students will be required to complete independently or in pairs a student
worksheet. They are required to conjugate imperfect and conditional present
verbs.
Compltez les phrases avec limparfait ou conditionnel.
1.
Sil ________ content, il ______toute la journe. (tre, rire)
2.
Si vous __________ la camera, vous _________une photo. (Avoir,
prendre)
3.
Si tu ____________ ton travail, quest-ce que tu ___________? (perdre,
faire)
4.
Si je __________ lexamen, nous __________ au restaurant. (Russir,
clbrer)
6.
Sil ________ chaud, je ne _________pas. (Faire, dormir)
7.
Si vous __________ faim, vous _________ votre sandwich. (Avoir,
manger)
8.
Sil se ___________, il _________ content. (Se marier, tre)
Differentiated Instruction
Rationale
The lesson that our group created involves many different aspects of
multiliteracies while being immersed in overt instruction. Our goal was to make the
lesson as engaging and interesting for the students while incorporating different forms of
literacy as opposed to just reading and writing. Overt instruction is used as in the lesson
as there are examples, and supports used to help the students make sense about what they
are learning. These supports and activities can also be referred to as modes of literacy.
Throughout the lesson the students will be practicing three forms of literacy in
particular; audio, linguistic oral, and linguistic written, thus making it a multimodal
lesson. To hook the students and begin, the whole class will participate in a jeopardy
game. The jeopardy game will be played using the PowerPoint program and will give
students the opportunity to practice their digital literacy skills while using the audio mode
of literacy. Following this activity, the students will read the sentences that are on the
board introducing a new grammar concept and they will have the opportunity to discuss
with their seat partner the various characteristics of the sentences before going over some
as a class. In this case, the mode of literacy and the element for meaning-making is
linguistic as the students will be able to share their thoughts orally. After examples have
been completed, the students will be assessed using the worksheet. The worksheet is an
example of another linguistic mode of literacy however, this time the students will be
able to practice their written skills.
In French classes it is crucial that multi modes of literacy are used so students can
gain proficiency in the listening, speaking, reading, and writing components of the
language. If only one mode of literacy were used, it would hinder the educational
experience of the students and may negatively affect their development of the French
language. For these reasons, a multiliteracies approach is very important.