"Vous apprenez le français et vous voulez progresser ? Ce blog est fait pour vous ! Sur GABFLE, il y a des interviews authentiques de personnes francophones, à écouter ou à lire, des exercices, des remarques de grammaire, de vocabulaire, de prononciation."

Créé en mars 2013, ce site est avant tout un blog pédagogique qui s'adresse à tous les formateurs FLE. Chaque semaine, nous publions un article présentant une activité pédagogique à mettre en œuvre en classe de FLE. Suite à la migration de ce site en septembre 2013, nous avons créé une section de "brèves", dans laquelle vous retrouverez des réflexions pédagogiques, des idées ou l'actualité des Zexperts, dans un format moins développé que sur le blog. Ce site comporte également un espace présentant les formations que nous menons auprès de formateurs FLE, ainsi que le projet France Horizons, nos séjours linguistiques organisés chaque été à Paris.

Un autre site intéressant sur Maupassant.

"Les contes et nouvelles de Maupassant ont été publiés et republiés dans des éditions séparées, en France et à l'étranger, dans la presse française (journaux, magazines, revues), dans des recueils de contes recomposés et des anthologies thématiques. La liste ci-dessous propose, par ordre alphabétique des récits courts puis par ordre chronologique, les références d'éditions qui contiennent un ou plusieurs contes. Nous n'avons pas indiqué les recueils composés par Maupassant. Bien sûr, cette liste est loin d'être exhaustive et sera complétée au hasard des trouvailles et des publications."

"Synopsis et détails Au siècle de Maupassant : Contes et nouvelles du XIXe siècle Une série de contes et nouvelles du XIXème siècle, dérivée de la Collection Chez Maupassant. "

Un article sur Maupassant sur Wikisource

toute l'œuvre de Maupassant en audio gratuit!

looking for products from France?

Great tips for using social media in the WL class!

Clementi & Terrill 2012 wiki Les articles et lectures sur la santé et la vie équilibrée

Great ideas for interpersonal oral communication practice

"The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. These modes of communication are defined in the National Standards for 21st Century Language Learning and organized in the checklist into the following categories: Interpersonal (Person-to-Person) Communication Presentational Speaking (Spoken Production) Presentational Writing (Written Production) Interpretive Listening Interpretive Reading Click within each cell to display the benchmark and the associated Can Do Statement PDF. Or, click on a Level/Mode row or column to expand the entire level or mode."

From the Kansas WL Association - a reading workshop 2013-04-25

Literacy expert Tim Rasinski gave me an idea for a bellringer that I think will improve students' vocabulary, fluency, listening, reading, and speaking skills and get them hooked. Rasinski proposes an acronym for those wishing to improve students' literacy skills, and although Rasinski's research and strategies revolve around L1 literacy, I think his theories align perfectly with L2 acquisition. AMAPPS stands for Accuracy as in being able to sound out words correctly Modeling fluent reading Assisted reading e.g. choral or partnered Practice with a variety of texts as well as repeated exposure to the same texts Phrasing or chunking words in common combinations Synergy of all of these elements

I googled Chicago, violencia, and pandillas to find an article to tie to the third page of text from a picture book for Spanish II. La llaman América is about a little girl who immigrated to Chicago from Mexico and her experiences in her home, school, and neighborhood. As authentic texts go, it is a unique perspective but, frankly, awkwardly translated from English. Still, there are enough angles to capture teenagers' attention, and inner-city or neighborhood violence is one of them.

"Building reading competence seems to be a bit more challenging these days. Maybe it's just me, but students seem quite reluctant or incapable of guessing while reading. We have to provide a comfortable environment to encourage guessing. Moreover, teachers need to find ways of attracting students to reading of any kind-for information [see http://flava2011.wikispaces.com%5D and for pleasure. I feel it's somehow related to our testing culture that demands 'the right answer.' So how can we build reading? -By following what good parents do with children as they grow. Read children's books to your students-in class or in a reading circle on the floor in the library. Let students read for fun without an assignment attached. Or, read with a fun assignment. Read song lyrics and use them for a variety of reading steps: pick out words you can guess, pick out verbs that look similar to ones you've seen recently, which activities refer to a future event?, which phrases use an object pronoun? Which words go along with our area of study [Earth Day for example] Look at a related website and repeat the steps above. When does the song change from lyrics in one language to another? Link reading to a visual and show the visual first-a personal video, a tourism clip, a feature film. I used to think this was the reward after the reading, but so many topics can be enhanced if you teach about them saying: remember when you saw… [A previous student's video about daily routines, the advertisement for the Col Vert campground, Petit Nicolas, The Phantom of the Opera are such examples worth a preview."

"This article offers a collection of interactive activities that help kids become more involved in the stories that they read."