€¦ · web viewremember this is to give the gist of the english rather than a word for ......

www.alevelfrench.com Generic Teacher Notes for use with the Voyages, Vacances, Tourisme sample

Voyages, Vacances, Tourisme Teacher notes

These materials may be used as course material in year 12 and/or as revision material in year 13 where you may wish to cover the AS topics again but using some of the more challenging material to offer an A2 level experience. The fundamental belief underpinning the A*ttitudes course is that “practice makes perfect” and that it is important that the experience is offered to students in a structured way. Each unit follows the same pattern with the same elements.

AFL Assessment for learning. This is where opportunities occur for testing what has been learnt and using the results to direct further learning by individuals/groups the whole class

Time in year 12 2 weeks at four one periods per week contact time and four hours per week student private study/homework time

Time Description of activities Files Materials/URLS etc alternative activities using ICT and mobile/smart phones Variations for specific boards.

1 hour start of unit

Vocabulary and grammar

Vocabulary

Objective:- to begin a regular vocabulary acquisition habit-aiming at a passive vocabulary of 500+ words/expressions over the duration of a topic, a challenging ambition but feasible with interactive technologies. Active vocabulary will lag behind but will be reinforced in each unit.

Each unit is designed to recycle vocabulary and structures as much as possible so they will be absorbed over the course of the two/three weekly teaching cycle.

Attitudes materials

Vocabulary exercises

Files

VVT-vocabulary.xls

Yellow folders of Taskmagic files with .mdl3 file extension

Clicking on the .mdl3 file extension brings up the Task magic viewer

“Traditional” notebooks can be kept –students should mark this up with the appropriate specification topics and put in the words in fields/families of their choice. Related nouns/verbs/adjectives should be linked eg se déplacer, un déplacement

Students should be familiar with the use of the MS Excel spreadsheet. On first meeting A*ttitudes they should be guided through the tabs (at bottom of spreadsheet) and told study the vocabulary actively before undertaking a particular exercise (or may be after if you prefer them to deduce meaning themselves). Check they know how to colour cells for marking up (green for known, orange for half known, red for needs real attention.)

Taskmagic 3 Free home version (available from www.taskmagic.co.uk can be used outside school /college. You will probably wish to acquire this program for creating interactive exercises and printable worksheets on

AFL You may wish to test vocabulary and structure learning formally or informally. You can use the Excel spreadsheet flexibly to remove the English/French or compose an aggregated test covering several tabs.

http://www.alevelfrench.com/


up to date news items etc with minimum effort but maximum effect.

1 hour in class

1 hour follow up private study/HW

Introduction to the topic

Profil Attitudes

Objective-to encourage students to read about and engage with relevant vocabulary and structures for discussing all aspects of transport.

Teacher/student - Students set verbs in Profil on transport in and around Nice to complete using www.leconjugueur.com

AFL Students read back/record their version for review- with teacher emphasis on pronunciation of endings of verbs-endings not sound etc to remove tendency to pronounce é sounds for –e endings of er verbs or –ons for –ent.

Teacher/student Question and answer session on text to encourage re-use of vocabulary and structure. This may lead onto students producing a paragraph on transport facilities in and around their own town/area. Depending on the ability of students, the teacher could lead on writing this or students could work in small groups to provide a complete picture of all aspects of transport in leaflet form.

Follow up activity-Profil Attitudes-webquest

Independent Research Activity Students can be set questions to answer on the transport system in Nice (or other part of France) to answer in French.

Attitudes material

VVT_profil.doc

Mark scheme for teacher or independent use

VVT_profil_MS.doc

Variations on the theme

Change URLS on Profil to town/area which your school may have links.

Using interactive booking sites such as www.sncf.fr or www.easyjet.com (French language) students could plan a journey for their boss or a visit using real itineraries. This could link in with the World of Work.

OCR board- Following on from this activity students should use an English text about the transport system in your area to talk to a visiting business man/woman about how accessible your area is by road/train/air/sea. Remember this is to give the gist of the English rather than a word for word translation.


http://www.easyjet.com/

http://www.sncf.fr/


1 hour face to face with 1 hour private study

Listothèque

Objective-to use five groups of words and expressions to stimulate ideas and lead to spontaneous conversation. They may already have met much of the vocabulary at GCSE but will not be so used to building up ideas and talking about cause and effect etc.

Teacher(language assistant)/student starts with simple conversation based around the topics such as “ l’hébergement”- asking for personal experiences. The” attractions naturelles” could elicit geographical knowledge possibly using Google Earth on an IWB (interactive whiteboard). “Plaisirs des vacances” could elicit present or perfect tense conversations giving reasons for favourite activities.

There is room for creativity here with potential for students carrying out oral/written surveys by making up questions or asking their classmates to put ideas in order.

The listothèque can also be referred back to when teaching how to plan and write an essay.

Attitudes material

VTT_listothèque.doc Task magic exercises to reinforce vocabulary and structures

For creating surveys quickly and easily use the free Survey Monkey www.surveymonkey.com online tool.

Scénarios - scenarios could be set up so that the group of students is updating a friend/teacher on the journey abroad in French using suggested vocabulary/structures. A more disastrous one could use the “inconvénients” section. The statements would be in the form “On est dans une longue queue en attendant d’enregistrer les bagages” Students would be encouraged to add dramatic twists.

This could potentially be done in Twitter with all the “tweets” being aggregated at the end as a prelude to a more connected final account-either oral or written.

AQA board

The scenario activity could be the basis for a written activity involving letter writing, describing at the one extreme a difficult journey or at the other a really pleasing holiday as the theme.

½ hour face to face

Listothèque grammar activities and reading comprehension

Objective: These exercises take each of the word/phrase lists and build familiarity with them by practising grammar in context

Attitudes materials

VTT_listothèque_act.doc www.leconjugueur.com is one of several online verb conjugators. Encourage students to see the patterns in


http://www.leconjugueur.com/

http://www.surveymonkey.com/


1 hour private study

alongside reading comprehension.

Teacher run through of the grammar points involved very explicitly before setting this work. Don’t assume anything-even possessive adjectives can be sketchy at best at the beginning of year 12.

The start and end of sentences matching activities encourage students to develop their reading and logic skills and as such help prepare for the reading comprehension tests in all examination boards.

Grammar topics:-

Possessive adjectives-l’hébergement

Use of definite article

Present tense

Si clauses with present tense

Use www.leconjugueur.com etc for the present tense activities-encouraging students to make notes on differences and similarities.

Use the resulting work as a good assessment for learning opportunity (AFL) as all the points in this exercise are the key areas of importance for written accuracy in the essay and elsewhere.


VVT_listhotheque_act_MS.doc

verb congugations rather than the differences.

Get them to distinguish particularly between the oral and written grammar. Get students to notice that:-

Apart from aller, avoir and être singular forms of verbs in present always have the same oral sound despite differences in spelling

Where there are vowel/consonant changes within the verb in the present it is normally the nous and vous form that are affected

etc

1 hour face to face (grammar and run through of qus)

Listening Comprehension – Radio Oasis

Feuilleton –Voyage, Tourisme et Vacances

Objective-to introduce students to sustained listening of conversational French based around the relevant topic. The questions follow formats found in typical AS examinations, aiming

Attitudes materials

Vocabulary list

VTT_vocabulary.xls

Listening

Student access to sound files

Points to consider:-

Ensure headphones are available if using on school equipment



Listening in private study time 1hour

Follow up ½ hour

to check a) the main points of the conversation have been understood. B) the student can manipulate grammar details in a cloze test.

Less confident students who might be put off or overwhelmed should be introduced to the vocabulary list exercise first from the spreadsheet. VVT_vocabulary.xls

Teacher/student – Teacher revises the future tenses-aller + infinitive and the “real future”.

Process:-

Students

Read through questions to help them get the drift of the content.

Are encouraged to listen to the file straight through, noting down anything they do understand, either in English or French

To replay as often as desired so that meanings for Activités 1 and 2 are gained.

After checking the answers for these the teacher

could ask the questions in Activité 3 in French orally

ask students to write them down for homework along with the gap fill (cloze) exercise.

At this stage the teacher can hand out the transcript with marked up verbs to enable students to achieve full

VTT_feuilleton.mp3 (sound file)

VTT_feuilleton_acts

VTT_feuilleton-transcript

Marksheet

VTT_feuilleton_MS

Files may be in folders on network for playing with Windows Media player etc

Files may be distributed to students to put onto mobile phones (pdf version)

Course materials can be uploaded into school/college VLE to play from online course in school or at home (in a similar way to how you see them on www.alevelfrench.com)

Apply for a job at Club med Web cam interview lots of job specs

http://www.clubmedjobs.com/metier.php3?id_rubrique=2&idpays=2&id_article=437




understanding of parts they failed to understand.

AFL-

Questions in FrenchTeach the ways of answering the questions to paraphrase content to avoid using exact words.Gap fillShow how to predict the word/part of speech by looking for grammatical clues-number, gender etc

1/2 hour face to face

2 hours private study listening and prep of oral qus.

10 briquettes d’information listening with associated creative activity

Objective-to teach students explicitly basic French culture at the same time as priming them with facts, figures and opinions which could be used in oral work or the essay.

Teacher could begin by teaching statistical vocabulary (numbers, proportions, percentages) using the PowerPoint. Again no assumptions should be made about knowledge of numbers particular higher ones.

Some students may need to go through specific vocabulary exercise before beginning

This could be a private study listening activity, followed by the oral preparation activities.

Before beginning the listening:- The question sheet should be folded over to avoid the distraction of the English vocabulary items.

Questions should be read through before beginning the

Attitudes materials

PowerPoint on statistics

Statistic.ppt

Vocabulary exerciseVVT_vocab.xls

Listening files

VTT_10briquettes.mp3

VTT_briquettes_act

VTT_briquettes_transcript


VTT_briquettes_MS

Student access to sound files (see feuilleton above)



1 hour follow up

listening as this will help students understand the context for each question

A single listen through should be encouraged, followed by repeated listening to short “chunks” .

Students can correct their own work here using VTT_10briquettes_transcript

If used as an Independent Learning activity, a starter activity in the following lesson could be an oral quiz based on the facts and figures in the 10 briquettes activity, followed by Activité 1 asking the questions corresponding to the briquette statistics.

Follow this up if desired with Activité 3 where each student should prepare a short presentation on the activities they would do on a special visit to a holiday destination of their choice. Reference should be made back to the listothèque vocabulary and structures as well as those in Activité 2 in this section. The presentation could be made live or Audacity could be used to record it. Other members of the class should be invited to comment on/criticize the choice of holiday activity.

Student presentation/recording using IT/mobilesStudents could use PowerPoint or Prezi to present their Activité 3; alternatively they could record the presentation using Audacity recording software if microphones are available.

Mobile phone voice recording feature/video-recording is also a potential tool to use as students can go into “quiet corners” to record with no need for a separate mike.

Other sources of listening

Podcasts (to be added to)

3 hours inc private study time

Reading Comprehension

Reading Comprehension/creativity exercises based on No et Moi (Optional aspect of course replacing other activities)

Objectives-to build regular, sustained reading into the AS level syllabus. There is a full summary of the text (gapped) and a full

Attitudes materials

VTT_NEM_activities.doc

VTT_NEM_act_MS.doc

NEM page by page vocabulary

No et Moi by Delphine de Vigan

Livre de poche edition of book approx £5.50 + postage

DVD of film available from Amazon

Those who go for the No et Moi option (£25 extra) get all the A level literature files which accompany the book for



page by page vocabulary for the Livre de Poche edition.

The worksheet covering Travel, transport and holidays is based on pages 15 to 16 which takes place at the Gare d’Austerlitz and includes:-

Research on travel

Finding examples of emotional situations including greetings at stations

Translation into English

Giving your opinion on a number of statements and providing evidence

Optional written creativity exercise

file gives a page by page vocabulary

NEM_vocabulary

Full summary of No et Moi

NEM_summary

use at A2.

The book and the film are a perfect combination and they complement each other perfectly. The book, typically, is much more cerebral and although the main ending is the same as the film there is a different emphasis.

The film is an excellent vehicle for observing modern French life in a city and the relationships between family, friends and school.



1 hour face to face (first time round)

“Oasis dans le désert” blog Reading Comprehension

Objective:- To develop understanding of self-standing, authentic French writing and learn examination related techniques. The texts are approximately 400 words and are therefore particularly appropriate for use in year 13 when students are resitting AS as although covering the AS topic it is using testing techniques suitable for A2.

Tick the five true sentences

Relate a title to each paragraph

Questions in English

Questions in French

Gap fill

The writing is in the format of a discursive essay so the teacher may wish also to pick out features which demonstrate ways of putting one’s argument as a prelude to essay writing.

When completed, discussion could take place on the title and students with facebook accounts could post comments beneath the original blog to say whether they agree or not with the blog post comments.

Attitudes materials

VTT_Blog_RCactivities


VTT_blogRCact_MS

The original blog

(Oasis dans le desert http://oasisdansledesert.blogspot.com)

Students can log in with google accounts or liveid

Some of the points made in the blog are reasonably controversial so adding comments would be an appropriate activity whether agreeing or disagreeing.

Other opportunities for reading comprehension

Numerous websites, blogs

The A*ttitudes material is intended to reflect “l’air du temps”

Accessing the language of these sites

Students should be taught the skills of deduction of


http://oasisdansledesert.blogspot.com/


without being too specific. An individual teacher would be strongly advised to find his/her own up to date, contemporary texts-even those from that morning.

List of appropriate sites for Voyages, Vacances, Tourisme (to be added to!)

France Voyages Site Explore the whole of France from this sitehttp://www.france-voyage.com/

Mairie de Paris site-select transportshttp://www.paris.fr/pratique/deplacements-voirie/voitures-deux-roues-motorises/p381

User blog for RATP (Paris transport) not popular with the RATP for obvious reasonshttp://www.blogencommun.fr/

World travel site with forumhttp://www.e-voyageur.com/

World travel forumhttp://voyageforum.com/

Lonely planet France with myriad practical informationhttp://www.lonelyplanet.fr/_htm/ressources/index.php

meaning, using context, cognates etc to build up a full understanding. The sites below should be seen a last resort or “comforter”.

Online dictionaries

These represent a considerable time saving on paper dictionaries but don’t forget that there are lots of “extras” included in dictionaries these days including verb lists.www.wordreference.com

http://dictionary.reverso.net/

Tool for clicking on words in text for meaning

Show students how to use www.lingro.com This site makes all text on a webpage clickable with a meaning coming up for many/most words.

Simply paste the url for the page you wish to work on into the lingro toolbar and select the language transformation eg French>English and the words will all become clickable. Register on the lingro site and topics can be saved meaning that each click will store the relevant word as a flashcard and for learning games.

Taskmagic3-Copy and paste the text into Taskmagic three (up to 500 words) and you will be presented with a wider range of text/language manipulation exercises. With a little more patience you will be able to strategically gap the text with appropriate tenses or vocabulary fields as your focus and also create find the French for or Trouvez l’équivalent de. In the latest version (April 2011) multiple choice gap fill activites can be created easily as well sets of


http://www.lingro.com/

http://dictionary.reverso.net/

http://www.wordreference.com/

http://www.lonelyplanet.fr/_htm/ressources/index.php

http://voyageforum.com/

http://www.e-voyageur.com/

http://www.blogencommun.fr/

http://www.paris.fr/pratique/deplacements-voirie/voitures-deux-roues-motorises/p381

http://www.paris.fr/pratique/deplacements-voirie/voitures-deux-roues-motorises/p381

http://www.france-voyage.com/


sophisticated printed work sheets (automatically generated).

½ hour face to face

Essay writing skills workshop

Le train aux phrases

Objective: To help students understand that starting out from a basic proposition there are many and varied ways a sentence can be taken according to the purpose required of it within an essay.

Teacher/student Working out from the centre and following the arrows, the stages of development are:-

Adding a time frame

Saying where the information comes from

Talking about cause and effect

Avoiding over-generalisation

Developing the argument further by adding a relative clause

Teacher/student-the teacher should work through the sentences with the students and then do some retranslation exercises swapping around expressions and phrases to show how transferrable language is.

Attitudes materials

VTT_essay_phrases

This is the first of a sequence of specific training exercises for writing an essay based on the principle that if you can’t write a sentence you can’t write a paragraph and if you can’t write a paragraph you can’t write an essay. The converse is not necessarily true!

1 hour contact time

Le lessivator

Objective-This sequence of prompts is aimed at feeding into the

Attitudes materials

VTT_lessivator.doc




essay planning guide and the sample essay activity. The essay is (or should be!) under the writer’s control-she decides the argument based on a given title. The prompts in the lessivator will give ideas for many of the potential routes the argument could take. The lessivator should initially be used alongside the essay planning tool and 3 sample essays to show this in practice.

The teacher should work through it with students making sure they are aware of:-

what the structures mean

how they can be used (practising with listothèque sentences for example)

What is included in this tool is very much up to the teacher who is able to edit this according to the needs of the group.


Essay planning tool the Creagarizor

Objective: While you can’t go into someone else’s thought processes as they write an essay the next best thing is to see how a good one is produced in stages.

Stage one:-brain storming (shown in vertical boxes)

Stage two:-transforming those ideas into paragraphs incorporating phrases from the lessivator

Stage three:-producing two essays with contrasting arguments showing that essays can go different ways.

Stage four:-finding 10 language errors in the language of the final essay.

The material is intended for the student to study carefully in his/her own time although for the first topic it would be useful for the teacher to go through it and to point out how all the aspects of your

Attitudes materials

VVT_essayplan.doc

Use of word processor for writing (MS Word, Works, Open Office etc)

Although in the final examination the essay is written by hand, virtually no creative person writes long hand today because it is so much easier and more rewarding to use a word processor to move ideas and paragraphs around. It may be good to save versions of the essay to show the teacher your thought processes.

Writing a short 220 word essay is harder than writing a 400 word one in many ways as it is essential to avoid repetition and give evidence in a consolidated, concise way. The wordprocessor makes this easier to do with its word count. As the exam approaches you do need to do your practice essays by hand to avoid over dependence on the technology.

Edexcel-teachers of the Edexcel board may wish to



specific examination board fit in. provide students with the numbered template-paragraph headings are predetermined within this board’s essay format.

AQA-teachers of the AQA board may wish to combine these activities with the Listothèque letter writing activities mentioned above.

3 sample essays/pieces of writing

Reading the essays will demonstrate that individuality is required and that essays can diverge completely differently according to the evidence given and the direction taken by the writer. There are no right or wrong answers only more or less relevant according to the title.

The essays can also be set as translation from French into English for those wishing to practise for that part of the examination

We do not recommend the learning off by heart and attempted regurgitation of sample essays which I hope we make clear by the processes used in this course, however the Taskmagic 3 exercises will help to embed the more sophisticated vocabulary and structure by repetitive practice.

Attitudes materials

VVT_3essays.doc

Taskmagic materials

VTT_essay1_TM

VTT_essay2_TM

VTT_essay3_TM

Only available in school where Task Magic 3 is available

Available at home with home edition of Task Magic. Download Task Magic 3 home from www.taskmagic.co.uk


Essay titles

Students produce an essay based on a choice of six different types of writing.

Attitudes materials

VTT_essay_choice


http://www.taskmagic.co.uk/


Point out how recent lessons on structuring and planning essays, combined with grammatical accuracy and use of interesting structures will lead to a good mark.

AFL Make available your board’s mark scheme so that students know what they are working to.

For the first essay to be returned, ensure that you go through it with each student personally relating everything to the board’s mark scheme. Ideally you should aim for students doing one essay per week in the last 3 months before the examination.

1 hour contact time

Oral examination preparation

Stimulus Text for Oral

Objectives-With a wide range of ideas and relevant vocabulary now in place, preparation for the text/picture based stimulus part of the examination should flow on easily. The idea is simple-to teach the student a range of potential responses that are transferrable from one context to another and to help them to think outside the box by giving them starter ideas.

Teacher/student Teacher goes through the format, demonstrating how to use the prompts, maybe for one item per row.

Students could then work in pairs on the activity, taking turns asking and answering the questions and recording these using their mobile phone or a laptop/desktop using audacity.

AFL: The teacher/assistant role is particularly important in listening to practice conversations either live or recorded. It is essential that students are taught how to be resilient particularly if the

Attitudes materials

VVT_oralprep.doc See information regarding recording and presenting sound above.

Each board has slightly differing formats for this examination and clearly teachers will wish to move their students onto their own specific template in the run up to the oral examination.

The files for the exam-board specific topic based cards could be saved in the relevant Attitudes topic folder so that relevant practice material builds into an easily accessible practice library.

Sample recording of successful practices could also be stored with these materials as mp3 files recorded and saved using Audacity (see above).



misunderstand a question. Strategies for maintaining impetus should be taught, such as interjections like “Laissez-moi réfléchir” if a little time is required, or straightforwardly “Je ne suis pas sûr que j’ai bien compris votre question”.

1 hour face to face

Question preparation

Objectives-This exercise follows on from the previous one and is designed to encourage a more fluent and confident oral/written response from the student.

Students should use their verb guidance materials in preparing answers initially. www.leconjugueur.com

The teacher should at this early stage in the course be concentrating on giving confidence by accentuating the positive eg good recycling of phrases and structures and from the grammatical point of view should look at eliminating the basic errors-adj agreements, present tense verb forms. AFL ( Assessment for learning)

Students would then benefit from individually producing full answers to the questions as a homework activity, choosing say six of the questions. The concept of paragraphs should be reinforced here-that the sentences they produce should follow through smoothly. When correcting the teacher should focus on AFL points from above. The lessivator and listothèque activities should be revised before answers are prepared.

Students could use the recorded versions of the questions to elicit the responses they have learnt.

Attitudes materials

VVT_oralprep.doc

VVT_Oralquestions.mp3

Your school/college will probably have a VLE set up.

A good way initially to ask the questions might be through an electronic messaging system –the chat facility-in a VLE or MSN where at the end of the exchange of questions and answers the whole lot can be downloaded and language and ideas looked at on-screen (save text into Word, magnify font size under View menu and project).

Using “chat” within the system is one of the easiest things to do-speak to your school VLE expert/network manager about this.

Text to speech

You may wish to paste text into this site’s speech synthesizer to find out what you should sound like! The accuracy is astonishing

http://imtranslator.net/translate-and-speak/speak/french/




http://www.leconjugueur.com/


Film club

There are plenty of films about journeys and holidays which can be used for extra-curricular activity, home study/pleasure or for use as part of the course.

Le Grand Voyage

Film about a young beur from Marseille who travels with his father to Mecca.

Mon père ce héros

A father and his teenage daughter go through a range of amusing adventures on holiday in Mauritius.

Photocopy master resources available on this film from Linguascope.


€¦ · web viewremember this is to give the gist of the english rather than a word for ......

Documents