Group items tagged

As we all know, each of us has watched at least one movie in their life. Often these movies are rented in a video store. Therefore, we have created a learning situation in which the adult learner must go through the procedure of signing up for a membership in a video store, selecting a DVD, expressing their likes and dislikes regarding movies and finally, creating a DVD jacket complete with a synopsis. Through this process, we also hope to interest the adult learner in wanting to watch a movie in English."

As we all know, each of us has watched at least one movie in their life. Often these movies are rented in a video store. Therefore, we have created a learning situation in which the adult learner must go through the procedure of signing up for a membership in a video store, selecting a DVD, expressing their likes and dislikes regarding movies and finally, creating a DVD jacket complete with a synopsis. Through this process, we also hope to interest the adult learner in wanting to watch a movie in English.

As we all know, each of us has watched at least one movie in their life. Often these movies are rented in a video store. Therefore, we have created a learning situation in which the adult learner must go through the procedure of signing up for a membership in a video store, selecting a DVD, expressing their likes and dislikes regarding movies and finally, creating a DVD jacket complete with a synopsis. Through this process, we also hope to interest the adult learner in wanting to watch a movie in English.

The student prepares a future interview for a job as cashier in a grocery store. The student has to send his résumé and a transmission letter to the potential employer. He has to prepare an oral interview where he will talk about past experiences and ask questions concerning the job he wants to appy for. The student will use simple sentences and simple vocabulary in short texts. Get prepared for a short, simple interview. The student will have to read job descriptions, fill out an application form, prepare a résumé and a transmission letter, prepare personal information and appropriate questions for a job interview. Act adequately for an interview using simple sentences.

This LS is a two for one deal! Learners will get a chance to explore different trades and learn how to adapt their text according their audience and purpose. This is a translation and adaptation of "Il n'y a pas de sot métier". Intention pédagogique : C1 and C3 are the compentecies targeted by this LS. Students will write a text and present it orally to thier colleagues. Then, they will adapt their text to present it to the School Council. This is a great situation to help them understand why it is so important to know their audience and purpose and how they can take this information into account when they create a text.

As we all know, everyone has watched at least one movie in their life ! Often, these movies are rented in a video store. Therefore, we have created a learning situation in which the adult learner must go through the procedure of signing up for a membership in a video store, selecting a DVD, expressing likes and dislikes regarding movies and finally, creating a DVD jacket with a synopsis.

British Columbia, here I come! is a learning situation aimed at practicing researching, reading, writing and oral communication skills. In the suggested activities, the student has to research on a city in British Columbia to live in and work. He also has to practice a job interview and convince a peer to come along. Intention pédagogique : To facilitate the development of the competencies Interact orally and Making use of written language. The learning situation helps the learner identify his preferences in line with all the resources available and the vocabulary and grammar he has learned to meet the course requirements. Utilisation recommandée : The learner will be able to deal with real-life situations, such as moving to a new city and looking for a job.

From a picture representing a day-to-day situation, the student writes a story according to this picture with simple sentences, simple descriptions and use of basic vocabulary. Develop the ability to express oneself correctly in a story talking about a real-life situation and make a detailed description of the picture.

Dans ce dossier, nous proposerons des réponses à ces questions en plus de fournir quelques pistes de solutions pour faciliter l'utilisation d'œuvres prises sur Internet.

Très intéressant!

The use of graphic organizers is a life skill. They help students classify and communicate their ideas. The break down of information into visual aid increases retention and systematizes thinking to deepen understanding as they network bigger ideas into smaller concepts and smaller ideas into bigger concepts. This LS is designed to do just that in a real life context. Intention pédagogique : The following L.S. is a flexible model. o The Pre-activities' design can be used in any order. Teachers might decide not to use them and simply jump into the activity. They are included to create a framework for the student to access a basic model of graphic organizers. o The extension activities are designed to enrich the L.S. and help teachers increase the opportunity to engage more advanced students. The connection of written and film stories can help the students deepen their understanding of the elements of story.

Do we buy products because we need them or because of the company's great marketing? This LS takes a look at how persuasive texts used in advertisement shape our consumer habits. Are we "brand junkies"? This is a translation and adaptation of ''Ne vous laissez pas hypnotiser!''. Intention pédagogique : Compentencies targeted by this LS are C2 and C3. Learners will first take a look at and analyze different advertisements in a variety of media. Then they will create their own advertisement for a no name product of their choice using persuasive text.

Undergo a simple, short interview for a job as cashier in a grocery store and act accordingly. p.s. See previous activity preparing this interview. Undergo a job interview. Introduce oneself, answer simple questions regarding a job interview, ask simple questions concerning the job of cashier. Discuss tasks and salary related to the future job.

"This LES allows the student to become familiar with budgets and balance sheets. The student will create a personal or fictitious budget and balance sheet in MS Excel in the "Creating a Monthly Budget and Balance Sheet (Learning Situation)" section. Intention pédagogique : The purpose of the first four learning activities is to build essential knowledge so that the student may complete the LES that follows the four learning acitivities. Utilisation recommandée : The teacher may start immediately with the LES without covering the learning activities with the students. If students have difficulty completing the LES due to lack of essential knowledge, then the teacher may give certain learning activities on a per-need basis. Also, the teacher can build essential knowledge first by having students complete the four learning activities and then have students work on the LES. Tip: You may invite a banker to speak to the class."

Learners will view and analyse a report or documentary on a topic (current events) of their choice to then share their point of view with an audience. This is a translation and adaptation of "Échanger pour découvrir". Intention pédagogique : This LS aims to help learners develop and defend a well informed point of view by finding and using information from credible sources.

You are a student at an Adult Education Center and you have been named responsible for the organization of a field to a city that hasn't been decided yet. You will have to consult other students to know their preferences, do some research about the city you will go to, plan the lodging, dining and activities for the trip and, of course, book the trip by telephone. Intention pédagogique : This learning situation will enable studetns to interact orally and to reinvest understanding of various texts.

Description : Extra! Extra! Reporter for a Day! is a LS mainly aimed at researching and sharing information orally. Note that the student will also practice reading and writing skills if he/she chooses to write an e-mail in order to obtain his/her information rather than making a telephone call. This part follows the part for the 4103 course (p. 20). Intention pédagogique : To mainly facilitate the development of the competency (C1) in relation with (C2 and C3 -writing an e-mail). This learning situation is suggested to be used after the learning situation in ANG-4102-1 as reinforcement in communicating and interacting orally. The category of actions are engaging and stimulating to the students. It is recommended for learners that are continuing to develop the English language skills.

Description : You are a student at an Adult Education Center and you have been named responsible for the organization of a field to a city that hasn't been decided yet. You will have to consult other students to know their preferences, do some research about the city you will go to, plan the lodging, dining and activities for the trip and, of course, book the trip by telephone. Intention pédagogique : This learning situation will enable studetns to interact orally and to reinvest understanding of various texts.

En apprenant qu'une adolescente de 14 ans avait battu un record mondial en échangeant 35 463 textos en un mois, une enseignante a décidé de relever des renseignements concernant l'utilisation que font ses élèves des textos. Elle utilisera les informations recueillies pour les conscientiser à l'usage qu'ils font de ce moyen de communication. Pour ce faire, l'enseignante a préparé un questionnaire auquel ont répondu les élèves de son groupe. Dans cette situation d'apprentissage, l'élève devra l'aider à interpréter les réponses et à les représenter graphiquement Intention pédagogique : Interpréter et produire des représentations statistiques. L'élève devra réinvestir les apprentissages faits précédemment en ce qui a trait aux distributions statistiques afin de consolider ses acquis.

Développer une certaine maîtrise de Photoshop est certes l'une des intentions pédagogiques de ce cours mais elle n'est pas dominante. La mise en situation (dans le cahier de l'étudiant) a été élaborée de façon à placer l'étudiant dans le contexte d'une situation réaliste à travers laquelle il devra développer autonomie, débrouillardise et esprit de synthèse. Confronté à un nouveau défi professionnel et face à un logiciel inconnu, l'étudiant doit prendre en main ses apprentissages pour construire ses connaissances en utilisant toute l'information mise à sa disposition. L'enseignant, pour sa part, doit l'aider à naviguer parmi les différents médiums proposés et à en tirer profit sans lui indiquer le chemin le plus facile ni le plus court. Il doit l'amener à se responsabiliser dans ses apprentissages, à se remettre en question, à analyser les résultats obtenus et à se réajuster au besoin. Ce cours couvre tous les savoirs essentiels du programme. Des situations d'évaluation ainsi que des grilles de correction sont disponibles sur demande. ATTENTION : le fichier joint à cette ressource est un fichier... vide ! Il a uniquement permis la validation de la ressource sur Alexandrie. Le cours complet est disponible sur Didacti-CIEL à l'adresse suivante : www.cspn.qc.ca/ccr_formation sous l'onglet "formation de base diversifiée". Utilisation recommandée : Ce cours a été optimisé pour la version CS4 de Photoshop, mais toutes les notions qui y sont abordées sont transposables aux versions antérieures ou ultérieures. Nous sommes conscients que le prix de la licence Photoshop sera sans doute un frein à une utilisation élargie du cours. Pensez cependant aux solutions suivantes : o Achetez des licences pour équiper seulement un ou deux postes de votre laboratoire. Il est rare que les étudiants soient inscrits tous en même temps dans le même sigle. Demandez à bénéficier du tarif « éducation ». o Téléchargez et installez la ver

Matériel pour le cours de 100h (planification, situation d'apprentissage (10 s.a.), fiche de l'élève, tableau d'accompagnement, fiche de support et aide à l'apprentissage(4 s.a.a))