Programme de formation de l'école québécoise - Ministère de l ...

ST R AT E G I E S
• C O M P E N S ATO RY
– Delay speaking (buying time to think out a response) ➋ ➌
– Asking for help or clarification (requesting assistance, r e p e t i t i o n
or precision ) ➋ ➌
– C i rc u m l o c u t i o n (making up for the lack of a precise word or
e x p r e s s i o n ) ➌
• L E A R N I N G
– S e l f - m o n i t o r i n g (questioning the pronunciation of new words
read or heard, using and selecting the appropriate strategies, c h e c k i n g
and adjusting one’s ongoing performance) ➋ ➌
– Self-evaluation (reflection on what has been learned) ➋ ➌
– P l a n n i n g (asking oneself: What am I supposed to do? In what order?
What resources do I need? What could I listen to or read? What should
I say or write? How will I say it or write it?) ➋ ➌
– A t t e n t i o n (paying attention and concentrating on the right things) ➋ ➌
– Use of prior knowledge (drawing on one’s background knowledge
as a source of information) ➋ ➌
– P re d i c t i n g (foretelling based on prior knowledge, t o p i c , task at hand,
t i t l e, p i c t u r e s, glancing through a text) ➋ ➌
– I n f e r i n g (making intelligent guesses based on all available cues such
as context, c o g n a t e s, known words and expressions, visual clues,
contextual cues, i n t o n a t i o n , p a t t e r n s ) ➋ ➌
– P ra c t i c e ( r e p e a t i n g , r e h e a r s i n g , r e g r o u p i n g , integrating and
assimilating key functional language expressions) ➋ ➌
– R e s o u rc i n g (making use of human and material resources: w o r d
and expression banks, graphic organizers, p o s t e r s, c h e c k l i s t s, q u i c k
r e f e r e n c e s, b o o k s, thematic and visual dictionaries, i n f o r m a t i o n
t e c h n o l o g y ) ➋ ➌
– N o t e - t a k i n g (writing down relevant information) ➋ ➌
– S k i m m i n g (reading through a text quickly to get an overview of it) ➋ ➌
– S c a n n i n g (looking for specific information in a text) ➋ ➌
– C o o p e ra t i o n (working together, learning together, helping each other) ➋ ➌
– R i s k - t a k i n g (daring to speak English only, experimenting with known
l a n g u a g e, attempting to integrate new language) ➋ ➌
– Accepting not being able to understand everything listened
to or re a d ➋ ➌
LA N G UAG E C O N V E N T I O N S
• ( G R A M M A R , P H O N O L O G Y, P U N C T UATION AND SPELLING)
– Word order: ➋ ➌
- simple sentence ➋ ➌
- position of adjective (e.g. red book) ➋ ➌
– Regular plurals ( e . g . b o o k — b o o k s ) ➋ ➌
– A r t i c l e s ➋ ➌
– Verb tenses (e.g. imperative, present progressive, present indicative,
past, future) ➋ ➌
– Intonation and pronunciation for the functional language frequently
used in class ➋ ➌
– P u n c t u a t i o n : capital letter at the beginning of a sentence, period at the
end of a sentence, question mark, commas between items in an
e n u m e r a t i o n ➋ ➌
– S p e l l i n g s :
- found in explicit models and resources targeted for carrying
out tasks ➋ ➌
- found in open-ended models and resources targeted for carrying
out tasks ➋ ➌
Domaine des langues
English as a Second Language 361