Creating Effective French Teaching Sheets
Translated by
ScribdTranslationsCreating Effective French Teaching Sheets
Translated by
ScribdTranslationsDesign a language teaching sheet
By Alexandre Duret-Lutz
Source: Link provided is not text for translation.
Preparing a teaching sheet is something each of us —
French as a foreign language teachers - usually do. However, I would like to present
In this article, some useful tools and tips for preparing a FLE sheet.
as well as suggestions for effectively using authentic documents in the classroom.
To prepare a French lesson, we of course have textbooks, teaching guides... but
also our own creativity! Inventing new activities and writing them in the form of a sheet
pedagogical requires a bit of work at the beginning, but it allows:
1. to be sure that their educational sequence is correctly planned and organized,
to maintain the interest and motivation of the students,
3. to establish a base of reusable activities over the years,
4. to share its activities with those of colleagues... and to benefit in return from their
work.
VoiceI therefore aeducational sheet templateto download, a template that can serve you as
Based on the creation of a FLE sheet, using the comments below. Do not hesitate.
followingshare your teaching fileson [Link] !
Title of the sequence
If you want to share your teaching sheet, a clear title will help others
professors to immediately identify the content of your course.
Discovering Belgium through comic strips, Writing a cover letter, Making
his shopping at the supermarket...
To avoid: Conjugating the verb 'to be' in the compound past is not a lesson theme.
Provence is not very explicit...
Type of audience
One can indicate the school level, the age of the students (children, young people, adults...). This depends on that.
the choice of texts, exercises, and the way to present the content.
Level of learners
The simplest way is to use the CEFR levels (A1, A2, B1, etc.)
Course Objectives
The definition of objectives is the most important part. To avoid making mistakes, one must be thorough.
differentiate the different types of objectives.
Socio-cultural skills: by learning French, students will thus discover
the cultures, the traditions, the social norms of French-speaking countries: life in Haiti,
Swiss regional specialties, secularism in France, etc.
Communicative and functional skills: these are the skills that one wants
make students acquire. They answer the question: "Today my students will
learning to speak French for:
search for information on the Internet, write a resume, write a love letter, etc.
Compétences langagières :compréhension orale, compréhension écrite, expression
oral, written expression, mediation, interaction (You recognize here the skills of
CEFR...
Language skills: we can detail here the linguistic materials that the
students will use and learn during this sequence: vocabulary (lexical field of
the company, the colors...), grammar (the past tense, adverbs ending in "-
speech acts (describe, compare, greet, give one's opinion, present the
causes and consequences...)
Attention, it is not necessary to systematically address all of these skills, the
the most important being the overall coherence of the teaching sequence. Depending on the theme and the
objectives that you have set, your sheet will be more focused on socio-cultural aspects,
functional or linguistic...
Duration of the sequence
A teaching sequence is divided into:
in several methodological steps (for example: introduction, individual work,
collective work, return to objectives)
in several chronological sessions (for example: 2 times 45 minutes of work in
class, 1 time 45 minutes in the computer room and two "sessions" of work at home.
The whole difficulty lies in aligning the methodological steps with the available time
for the class... and I know very well that this is not always possible: something can always happen
something unexpected, something that will take us more time than planned.
In this case, a well-prepared lesson should help distinguish the most important objectives.
important, which need to be prioritized, and those that can be abandoned for lack of
weather.
Methods and work techniques
The choice of activities offered to students depends on the objectives that one has set for oneself.
teaching sequence and its different stages. For example, if we want to introduce a beautiful
song to students and proposed as the first exercise to find all the verbs in
In the past tense, the students are not going to appreciate the song very much...
But this choice also depends on the dynamism of the lesson. Here are some tips to prevent that
the students start looking at their watches while desperately waiting for the end of the hour:
alternate individual work, group work, and collective work
vary the course materials by using different types of authentic resources (audio,
video, websites, etc.) in addition to the manuals,
vary the nature and objectives of activities by alternating language exercises
with expression activities, role-playing games, creative activities...
vary the difficulty of the proposed activities, to allow students to rest and
to build confidence between two periods of more intense work.
Course outline
There are several ways to organize the progression of a pedagogical sequence. Here is the one that
I have a preference:
1. Introduction
I am discovering the lesson theme and activating my existing knowledge on the subject.
2. Individual work
I acquire knowledge, I discover and learn new skills.
3. Collective work
I share my acquired knowledge with others, I listen and learn from others.
I am learning to work in a team: to perform different tasks, brainstorming,
games, in short, to communicate in French!
[Link] to objectives
I assess my learning and verify that I have understood the new elements of the
lesson.
Editorial note: this breakdown focused on the students' working methods should be linked to
the "canonical" segmentation of a FLE sequence, based on the mode of access to the contents:
1. awareness of the lesson theme,
2. discovery and overall understanding of the working document,
3. detailed understanding and analysis of new elements (linguistic, cultural...)
4. systematization of new learning (linguistic exercises...)
5. reuse in context (open tasks, production activities...)
6. evaluation
These steps call for some remarks:
The alternation between group work and individual work should take place in each class if possible.
The summary / return to the objectives is an important step for the student as well as for the
teacher. It allows for verification (in the form of a short assignment, for example) that the
objectives have been achieved and to consider, if necessary, remedial exercises for
the students who encountered difficulties.
In the teaching sheet, it is therefore necessary to detail for each session the sequence of activities proposed.
by mentioning for each activity:
its duration,
the mode of work (alone / in a group / the whole class, in class or at home, etc.) and
possibly the necessary equipment,
the instructions and materials given to the students.
Note-taking in the student's notebook
There is still one important thing, a fifth element (like dain Luc's film
Besson…) It is about how students take notes in their notebook.
The student's notebook will always be his first French textbook; therefore, we must help him to
take notes correctly, for example by allowing time where the teacher reviews
with the students the important elements of the lesson and writes them on the board so that they are then
noted. A spot check of the students' notebooks often helps to find the trace of
elements misunderstood by the students...
Resources and didactic supports
Here we note the list of documents used (audio, video, text...) during the sequence and of
equipment necessary for its use (computer, video projector, cassette radio, connection
Internet, etc.). Don't forget to indicate the sources of your documents; if you use a
Manuel, don't forget the page number.
Editorial note: if you publish your notes on francuski, be careful to respect
copyrights; scans of manuals, for example, should be avoided. Favor content
present on the Internet, and simply provide the exact link to these resources.
I can't encourage you enough to use authentic documents in French class.
they allow students to be placed in situations close to reality, reflect the language and
Contemporary French culture lends itself to a multitude of educational activities.
You will find on Franc-Parler ofnumerous thematic fileson how to user the
pressthe cinemathe comic strip,… as well as a file dedicated tothe didactization of
authentic documents.
I am myself a fan of using advertisements in French class. Whether it is about
Video spots or newspaper ads, advertisements have many advantages:
they are easily available (TV, newspapers, Internet),
they contain short texts accompanied by images,
they address many everyday themes (food, the body, the home,
health, ecological and social issues...
they offer endless educational exploitation opportunities:
one can describe what one sees (the characters, the places, the story), search for
grammar elements (the imperative, comparatives...), creating slogans...
advertisements by the students... In addition, advertising is a goldmine of topics for activities
production: creation of dialogues, discussion on social issues...
You will find on the sites [Link],[Link], ofmany advertisements to use in
class...
Comments
A course is never completely successful at the first attempt. A free space for the
Comments allow for quick notes on what worked well and what didn't, and to revisit them later.
late, at the moment of reusing this form for example.
Conclusion
Of course, repetition is a key element in language learning. Everything
The art of the teacher is to arouse in students the desire to repeat, even to do so without realizing it.
to account for…
Vary the activities, find authentic documents that interest the students.
surprising, make them laugh or react, encourage speaking up, communication (including
in the native language, when students collaboratively search for answers to an activity
propose students to undertake tasks, concrete projects,... as many avenues to explore for
(re)give students the taste for French and enjoy oneself during the class.