Because some students may not have encountered these terms in English and may have no sense of their meanings, the teacher should allow sufficient time to explore the meanings of these terms in English, what they measure and how they work (e.g., per thousand, percent, etc.). As a class activity, groups will report their understanding of each term. Using their knowledge of cognates, students will try to decipher these terms and identify to what they refer overall. Students, in groups of three, will receive a handout (see Attachment 1) with a list of terms in French for vital statistics equivalent to "infant mortality rate," "fertility rate," "death rate," "population under 15 years," etc. Questions to elicit critical thinking about the statistics (attachment 4). Demographic statistics for the United States (attachment 3).Demographic statistics for Senegal for "information-gap" activity (attachments 2A, 2B).(See "Attachments" below for the following) engage in active participation in the information-gap activity.develop critical thinking skills in final discussion.interpret, infer, and deduce meaning from authentic demographic data.analyze and interpret demographics from Senegal.Learning Strategies / Skills Development / Social (optional): Use polite expressions in the present tense to ask for clarification during the information gap task with phrases like je suis désolé, je ne comprends pas, pardon (excusez-moi), pouvez vous répéter s’il vous plait? (formal), est-ce que vous pouvez répéter s’il vous plait? (less formal), vous pouvez répéter s’il vous plait? (informal), etc.įor example: Excusez-moi (pardon), je ne comprends pas.Use expressions of certainty in the present tense to make predictions regarding the demographic statistics of the selected country using expressions like être sur/certain que, penser que, and words/phrases such as inferieur à, superieur à, taux de mortalité, taux d’accroissement naturel, etc.įor example: Je suis certain que le taux d’accroissement naturel des Etats Unis est inferieur à celui du Sénégal.Quelles sont les couleurs du drapeau national du Sénégal? Use accurate gender/number agreement with the interrogative adjective quel to ask questions about the demographic statistics of Senegal and the United States using words and phrases like population, produit national (national product), taux de (rate of), etc.įor example: Quel est le taux de natalité des Etats Unis?.Ou encore: La population du Sénégal est moins importante que celle des Etats Unis. Use comparative adjectives to compare and contrast demographic statistics of Senegal and the United States with expressions like plus grand/petit…que, plus/moins…que/de, and words/phrases like grand(e), petit(e), important(e), etc.įor example: La population du Sénégal est moins importante que la population des Etats Unis.or: Les moins de 15 ans représentent 45% de la population totale du Sénégal. La population des moins de 15 ans représente 45% de la population totale du Sénégal. Use the present tense and new vocabulary to report demographic statistics with auxiliary/verbs like être, representer, avoisiner (to be close to/around), correspondre à, and phrases like population urbaine, population de moins de 15 ans, espérance de vie à la naissance, etc.įor example, Au Sénégal, la population urbaine est de (or: avoisine les) 39%.Use complex numbers accurately to answer questions about Senegalese demographics with words like cent (hundred), mille (thousand), million (million), milliard (billion), etc.įor example: La population du Sénégal est estimée à environ neuf millions sept cents vingt huit mille trois cents (9,728,300) habitants.gain insight into what is defined as a "third world country.".understand more about the people and culture of Senegal through demographic statistics.understand and use terms relevant to vital statistics in English and French.The teacher may begin with a quick review of numbers (especially thousands, millions and billions) as deemed necessary. To review complex numbers in the context of Senegalese demographics to practice interaction to gain insight into what is defined as a "third world country" and to compare and contrast such a country with the United States. Located at the end of this page is a discussion of why the CoBaLTT staff feels each standard has been targeted or not. You may want to print this lesson (frame) so that you can highlight the activities and assessments that indicate the standards targeted. Here are the standards targeted for this lesson. Submitted by **Adapted from the POLIA Handbook CoBaLTT Modules: National Standards, Lesson 1
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