{"id":841,"date":"2012-01-19T00:00:00","date_gmt":"2012-01-19T00:00:00","guid":{"rendered":"http:\/\/0"},"modified":"2015-01-29T14:03:26","modified_gmt":"2015-01-29T14:03:26","slug":"fiches-nouvel-espace-4aep","status":"publish","type":"post","link":"http:\/\/www.saborat.com\/?p=841","title":{"rendered":"Fiches Nouvel espace 4aep"},"content":{"rendered":"
Fiches Nouvel espace 4aep<\/div>\n
\u062c\u0630\u0627\u0630\u0627\u062a \u00a0\u0627\u0644\u0645\u0633\u062a\u0648\u0649 \u0627\u0644\u0631\u0627\u0628\u0639Nouvel espace<\/div>\n
\u0627\u0644\u0646\u0645\u0648\u0630\u062c:<\/div>\n
\n\n\n\n\n\n
\n

Niveau : 4\u00b0AEP<\/b><\/span><\/p>\n<\/td>\n

\n

COMMUNICATION<\/span><\/b><\/p>\n<\/td>\n

\n

fiche<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

S\u00e9quence :\u00a0 1<\/span><\/p>\n<\/td>\n

\n

Se pr\u00e9senter<\/span><\/b><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Semaine :\u00a0\u00a0 1<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n\n\n\n\n\n\n
\n

Objectifs
\nfonctionnels<\/span><\/b><\/p>\n<\/td>\n

\n

Donner des informations sur soi.<\/span><\/p>\n

\u2022Lire et comprendre un support scripto-iconique
\n(vignette de B.D.)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objectif
\nlinguistique<\/span><\/b><\/p>\n<\/td>\n

\n

Savoir utiliser diff\u00e9rents moyens
\nlangagiers pour donner des informations sur soi.<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Modalit\u00e9s
\nde fonctionnement du groupe classe<\/span><\/b><\/p>\n<\/td>\n

\n

\u00b7 <\/span>Travail individuel.<\/span><\/p>\n

\u00b7 <\/span>Travail en sous-groupes.<\/span><\/p>\n

\u2022Phase de production \u00e0 deux, \u00e0 quatre. <\/span><\/p>\n

\u2022Phase d’interaction (d’\u00e9change) en bin\u00f4me.<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

T\u00e2che
\n\u00e0 accomplir par les apprenants<\/span><\/b><\/p>\n<\/td>\n

\n

Observer.<\/span> Identifier.<\/span> Comprendre.<\/span> Conceptualiser.<\/span> R\u00e9employer. Produire.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Sc\u00e9nario de
\nd\u00e9roulement possible<\/span><\/b><\/p>\n

D\u00e9marche propos\u00e9e<\/span><\/b><\/p>\n\n\n\n\n\n\n\n
\n

Identification du corpus observable: <\/span><\/i><\/b>(deux vignettes de B.D.)<\/span><\/b><\/p>\n<\/td>\n

\n

Consignes \u00e0
\ndonner aux apprenants.<\/span><\/p>\n

\u00b7<\/span>Observer
\net lire les deux vignettes (demander d’observer et lire les deux vignettes)
\npour en faire d\u00e9gager les composantes : dessins, bulles avec \u00e9crit (paroles
\ndes personnages).<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Compr\u00e9hension :<\/span><\/b><\/p>\n<\/td>\n

\n

\u00b7<\/span>Compr\u00e9hension
\nglobale<\/span><\/span>: <\/span><\/p>\n

Faire d\u00e9gager les param\u00e8tres
\nsituationnels et l’ancrage<\/span> contextuel.<\/span><\/p>\n

\u00b7<\/span>*Qui?
\n(avec toutes les variantes plausibles: les personnages en situation
\nd’\u00e9change). * O\u00f9? (lieu).<\/span><\/p>\n

\u00b7<\/span>*Quoi?
\n(contenus de l’\u00e9change entre les personnages).<\/span><\/p>\n

\u00b7<\/span>Compr\u00e9hension
\nfinalis\u00e9e :<\/span><\/span>
\n*Pourquoi?<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Conceptualisation :<\/span><\/b><\/p>\n<\/td>\n

\n

\u00b7<\/span>Faire
\nd\u00e9couvrir les moyens utilis\u00e9s pour demander et donner les informations.<\/span><\/p>\n

\u00b7<\/span>Faire
\nrelever l’acte de parole employ\u00e9.<\/span><\/p>\n

\u00b7<\/span>Sch\u00e9matiser
\nau tableau.<\/span><\/p>\n

\u00b7<\/span>N.B. La
\nr\u00e8gle du m\u00e9canisme de fonctionnement de l’acte de parole devra \u00e9maner des
\napprenants et \u00eatre formul\u00e9e par leurs propres moyens d’expression.
\nL’enseignant interviendra<\/span> uniquement
\npour guider et finaliser.<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

R\u00e9emploi :<\/span><\/i><\/b><\/b><\/p>\n<\/td>\n

\n

\u00b7<\/span>L’activit\u00e9
\n<\/span>\u00ab <\/span>Je m’exerce\u00bb propose comme
\nt\u00e2che de r\u00e9emploi de compl\u00e9ter des d\u00e9buts<\/span> d’\u00e9nonc\u00e9s.<\/span><\/p>\n

\u00b7<\/span>Exemple;
\nMon nom, c’est. ..<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Production:<\/span><\/i><\/b><\/b><\/p>\n<\/td>\n

\n

\u00b7<\/span>Faire
\nproduire des \u00e9nonc\u00e9s \u00e0 partir d’une amorce (voir canevas p. 6 du manuel de
\nl’\u00e9l\u00e8ve).<\/span><\/p>\n

\u00b7<\/span>Le
\nformateur peut pr\u00e9voir des activit\u00e9s autres que celles propos\u00e9es dans le
\nmanuel.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\u062a\u062d\u0645\u064a\u0644<\/a>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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