On commence la première période avec la question à la ANdré Breton ''Qui suis-je''. :)
Se présenter aux autres, parler de soi, parler de ses préférences, parler de sa famille, parler de ce que l'on ressent seront les grandes axes de nos ateliers et de nos activités.
On a, ainsi, commencé avec les expressions ''avoir'' et ''être''. (l'affiche ci-dessous)
Puisqu'on fait les parties du corps en classe, on a repris le monstre qu'on a fabriqué et ont essayé de le décrire. ''il a une tête.. il a 4 jambes.. '' etc.. ON a, ensuite, attaqué les expressions avec le verbe avoir. Notamment, avoir froid, chaud, soif, faim, mal et peur. Un élève a besoin d'avoir assez d'outils linguistiques pour s'exprimer et ceux-là, d'après moi, sont essentiels car ces expressions font parties des conversations quotidiennes.
We start the first part with the question that has tormented ANdré Breton ''who am I?''':)
Introducing oneself to someone, talking about yourself, talking about what one likes and does not like, talking about one's family, talking about one's feelings are the main lines on which we will work for a couple of weeks.
We started with activities and workshops related to the expressions of ''to be'' and ''to have''.
Since we are studying the parts of the body in class, we took the monster that the kids made and tried to describe it. ''he has one head... he has 4 legs.. ''etc..We then attacked the expressions with the verb ''to have''. (the poster is attached below) - How to say I am hungry, thirsty, hurt, hot, cold, scared in french? Thats what we are working with right now. A student needs sufficient tools to express himself/herself and these expressions, according to me, are important as they are used regularly in everyday conversations.
Se présenter aux autres, parler de soi, parler de ses préférences, parler de sa famille, parler de ce que l'on ressent seront les grandes axes de nos ateliers et de nos activités.
On a, ainsi, commencé avec les expressions ''avoir'' et ''être''. (l'affiche ci-dessous)
Puisqu'on fait les parties du corps en classe, on a repris le monstre qu'on a fabriqué et ont essayé de le décrire. ''il a une tête.. il a 4 jambes.. '' etc.. ON a, ensuite, attaqué les expressions avec le verbe avoir. Notamment, avoir froid, chaud, soif, faim, mal et peur. Un élève a besoin d'avoir assez d'outils linguistiques pour s'exprimer et ceux-là, d'après moi, sont essentiels car ces expressions font parties des conversations quotidiennes.
We start the first part with the question that has tormented ANdré Breton ''who am I?''':)
Introducing oneself to someone, talking about yourself, talking about what one likes and does not like, talking about one's family, talking about one's feelings are the main lines on which we will work for a couple of weeks.
We started with activities and workshops related to the expressions of ''to be'' and ''to have''.
Since we are studying the parts of the body in class, we took the monster that the kids made and tried to describe it. ''he has one head... he has 4 legs.. ''etc..We then attacked the expressions with the verb ''to have''. (the poster is attached below) - How to say I am hungry, thirsty, hurt, hot, cold, scared in french? Thats what we are working with right now. A student needs sufficient tools to express himself/herself and these expressions, according to me, are important as they are used regularly in everyday conversations.
affiche_etre.pdf |
affiche_avoir_pdf.pdf |