Teaching Notes
The following are a number of evaluation strategies that may be used for
this particular annex. These
evaluation strategies could be used in many of the other annexes as well.
- Observation checklists. Have the students work in pairs and
play a game of "Battleship" where
they each secretly choose a statement from the annex such as, "On peut aller
à Disneyland en
caravane." The partner then tries to determine what statement was chosen
by using a trial and
error method. As the students work, the teacher may circulate in the classroom
and observe who is
staying on task, who is having difficulty with a structure in French, who
is speaking French, proper
pronunciation, etc. Refer to pages 45, 46, 48 for sample observation checklists.
-
Rating Scales. After the students have been working in pairs, the
teacher asks for verification
that the students have understood the activity. Pairs of students are asked
for a question-answer
response from the activity. In this case one student may ask, "Est-ce qu'on
peut aller en Angleterre
à bicyclette." The other student would answer, "Non, on ne peut pas
aller en Angleterre à
bicyclette." The teacher would then give a rating of 1,2, or 3 depending
on how well the students
have responded. (There would have to be some criteria previously set to determine
what would
constitute a 1,2, or a 3) Refer to pages 45-48 for sample observation check
lists.
-
Written Assignments. Students choose two other places and write down
all of the possible modes
of transportation that will take them to these places. The assignment must
be grammatically
correct and without spelling errors. It may be handed in the following day.
Since the criteria is set
and the students understand the expectations, a mark could be given for this
assignment.
-
Test based on grammatical structure. After some practice using the
article and the place, the
teacher may wish to determine whether or not the students understand this
concept. A written
exercise may include a blank where the student must fill in the appropriate
grammatical response.
To make the exercise more communicative/experiential however, the students
may be asked for
their opinion regarding the question or statement. For
example:
"Aimes-tu voyager _____ Mexique _____ caravane? Oui /
Non
In this way, the teacher receives the information on whether the
student has understood the
grammatical concept. The student however, is allowed to give a personal opinion
thereby making
the activity much more motivating.
-
Oral Presentations. Students are asked to choose a place that they
would someday like to visit
and explain all of the ways that one might travel to this special place.
(These presentations may
be done in front of the class or in front of small groups. For individual
presentations, the teacher
would be able to give a mark, again based on specific criteria. In the small
groups, students might
be instructed to assist each other. They might then receive an individual
mark and/or a group
mark for their presentations.) Refer to pages 70-71 in the 6-9 Core French
Curriculum Guide for
sample oral presentation charts.
-
Listening Comprehension Quiz. After some exposure to the activity,
the teacher may give a
short quiz based on the material in the annex. The teacher would read statements
such as, "On
peut aller à Londres à bicyclette." The students would answer
"vrai" or "faux". The teacher may
also give the statement in the form of a question. "Comment est-ce qu'on
peut aller à Edmonton?"
-
Self-evaluations. Students would rate themselves on a scale of 1
to 3 as to their time on task,
effort in speaking French, etc. during the pair work. Criteria would have
to be established
beforehand. Refer to pages 49, 50, 51, 56 for sample self-evaluation charts.
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