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What do you think of when you think of your Target Language country/countries? While you may have spent some time there - and traveled to various spots - your students may have not. As a Japanese teacher it seems that Tokyo is the number 1 'want to go to' place for my students. However, as I spent my first 2 years in Japan in smaller more out of the way places, I want my students to learn that there's more to Japan than the big urban areas. And so the Year4 travel fair - a summative activity at the end of a 2-week unit - was born. It allows students to utilize key words they will need if/when they visit Japan - and also allows them to research and introduce key areas to their classmates during an interactive oral. For me the fair takes a week - with time spent planning/preparing for the 'fair', running the fair and then using the information for a written 'summative' evaluation. (My handout - for my Yr4 Japanese class including is here) The premise: Design an optional tour for a visitor to Japan - one that is outside major urban areas (I list the 'no go' places). This can be a 2 or 3 day tour.

Great ideas for interpersonal oral communication practice

Game geared toward spontaneous speech in French

"On a given day, how much time do your students spend working on their fluency? At the elementary level, hours are devoted to reading and speaking fluency. In middle and high school, students read aloud, deliver oral presentations, and write in a variety of formats to improve upon their language fluency. And yet, while we devote a significant portion of every school day to a student's reading, writing and language fluency, how much time is devoted to the development of their technology fluency? "

BIENVENUE Bienvenue sur le site "FLE self-learning". Ce site vous permettra de pratiquer,selon votre niveau, votre apprentissage du français en toute autonomie. Vous pourrez via diverses activités ou exercices pratiquer la grammaire, la compréhension orale, la compréhension écrite, la phonétique, le vocabulaire, l'orthographe et bien d'autres choses encore. Chaque activité est divisée en 4 niveaux : 1à 2 - 2 à 3 - 3 à 4 - 4 à 5

Telling our story is an essential part of our humanness. It allows us to feel part of the community that knows our story, and it fosters empathy for those that surround us. Story is a powerful force in shaping mental models, motivating and persuading others, and teaching the lessons of life. Telling story extends back to a time when oral history dominated the tools of communication. And now the flood of technology tools that allow for instant communication has spun us back into a golden age where story again dominates the media landscape.

L'objectif de ce livret est de vous guider dans la création de cours fondés sur des documents audiovisuels. Il propose des idées pour un scénario pédagogique en 6 étapes, allant de la découverte du document à la production orale et écrite.