Modeles de rendement langagier. Francais-- 1re annee-3e annee. Francais langue premiere (Language Production Models. French-- Grades 1-3. French as a First Language).

Institution	Alberta Learning, Edmonton. Direction de l'education francaise.
Titel	Modeles de rendement langagier. Francais-- 1re annee-3e annee. Francais langue premiere (Language Production Models. French-- Grades 1-3. French as a First Language).
Quelle	(1999), (380 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7785-0555-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Evaluation Criteria; Foreign Countries; French; Language Skills; Language Tests; Listening Comprehension; Native Language Instruction; Primary Education; Public Schools; Reading Skills; Skill Development; Speech Skills; Student Evaluation; Testing; Videotape Recordings; Writing Skills; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Ausland; Französisch; Language skill; Sprachkompetenz; Language test; Sprachtest; Hörverständnis; Native language education; Muttersprachlicher Unterricht; Primarbereich; Public school; Öffentliche Schule; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Writing skill; Schreibfertigkeit; Kanada
Abstract	The materials in this document present the results of a study of French native language testing in Alberta (Canada) public schools for grades 1-3 based on the curriculum instituted in 1998. As a result of the study, this collection was developed for grades 1-3 students who should be taught French as a first language. A separate section is devoted to each grade, and a videotape recording accompanies the materials. The document contains an introductory section describing the target audience and the materials' intent to bring language instruction and student evaluation into close correspondence. Subsequent sections are devoted to each language skill (listening, speaking, reading, writing). Each of these sections describes a specific assessment task, provides guidance to the instructor in directing the task and evaluating student performance, presents examples of student work, with commentary, and offers an analysis of the strengths and weaknesses of the assessment task and of the results obtained with it. (MSE)
Anmerkungen	Alberta Learning, Director of French Education, 11160 Jasper Ave., Edmonton, Alberta, T5K 0L2, Canada. Web site: http://ednet.edc.gov.ab.ca/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC